Black Girl Rise – Identity, Belonging, Empowerment & Personal Development
Course Outline
Black Girl Rise – Identity, Belonging, Empowerment & Personal Development
Black Girl Rise is a 12-week, culturally responsive personal development and empowerment programme designed for Black girls and girls of mixed Black heritage aged 13–18.
Delivered through The SWAG Way, developmental framework — LISTEN → BELONG → DISCOVER → GROW → CREATE → CONNECT → THRIVE — the programme provides a supportive, affirming environment where learners can explore their identities, develop confidence, strengthen their voices and build positive futures.
The programme combines facilitated discussion, creative expression, practical learning, mentoring and individual reflection.
Black Girl Rise is delivered over 12 weeks, with two four-hour sessions per week, providing 96 hours of structured learning and personal development. Learning takes place in small groups with a planned staff-to-learner ratio of 1:5.
Activities are adapted to individual starting points, interests and support needs. Learner progress is supported through initial assessments, personalised development goals, reflective activities, ongoing mentoring and end-of-programme reviews.
The programme aims to strengthen confidence, cultural identity, emotional wellbeing, relationships, educational engagement and positive progression.
Delivery may be extended up to an academic year where commissioned.
Course Modules
"Level: Personal and social development programme tailored to individual learner starting points, with optional Level 1 accreditation for learners aged 14+.
Core Programme
Units
1. Identity, Culture and Heritage – Understanding personal identity, celebrating Black and mixed Black heritage, exploring representation, cultural belonging and positive role models.
2. Self-Worth, Confidence and Empowerment – Recognising strengths, developing self-esteem, challenging limiting beliefs and building a positive sense of self.
3. Emotional Awareness and Resilience – Understanding emotions, recognising triggers, developing coping strategies, emotional regulation and positive help-seeking.
4. Communication, Assertiveness and Self-Advocacy – Developing confident communication, personal boundaries, decision-making and the ability to advocate for individual needs.
5. Healthy Relationships and Personal Safety – Exploring friendships, peer influence, consent, respectful relationships, online safety and recognising unhealthy behaviours.
6. Creative Expression and Leadership – Developing creativity, teamwork, leadership and self-expression through practical activities and learner-led projects.
7. Life Skills and Independence – Building financial awareness, problem-solving, responsible decision-making and practical skills for everyday life.
8. Aspirations, Careers and Future Pathways – Exploring personal goals, education, training, employment opportunities and positive progression.
9. Community, Allyship and Positive Change – Understanding community connections, representation, mutual respect and opportunities to make a positive contribution.
Optional Accredited Learning Learners aged 14+ may work towards Highfield Level 1 Personal Development and Employability (PDE) qualifications, completing individual units, an Award or a Certificate according to their starting points, readiness and learning goals.
Accreditation is embedded within relevant programme activities rather than replacing the core Black Girl Rise curriculum. Assessment and Progression Learners work towards individual development goals, with progress evidenced through self-assessment, creative activities, reflective portfolios, facilitator observations and end-of-programme reviews.
The programme is flexible and can be adapted to individual needs and agreed CAP support pathways."
Awarding Body
Highfield
Student Expected Outcomes
Black Girl Rise Programme Outcomes and Impact Framework
Overall Programme Aim
For every learner to leave Black Girl Rise feeling more confident in who she is, proud of her identity and heritage, better equipped to navigate challenges, empowered to use her voice, and optimistic about her future.
Intended Outcomes
1. Positive Identity and Cultural Belonging
Learners will develop increased confidence in their personal identity and cultural heritage, experience a stronger sense of belonging, and gain a greater appreciation of positive Black female role models, achievements, and contributions to society.
2. Self-Worth and Confidence
Learners will demonstrate improved self-esteem and self-belief, recognise and celebrate their strengths and achievements, and challenge limiting beliefs that may affect their aspirations and personal growth.
3. Emotional Wellbeing and Resilience
Learners will develop greater emotional awareness, improved coping strategies, enhanced resilience, and confidence in regulating emotions and accessing appropriate support when required.
4. Communication and Self-Advocacy
Learners will gain confidence in expressing their views, communicating their needs effectively, establishing healthy boundaries, and advocating for themselves in educational, social, and personal settings.
5. Healthy Relationships and Personal Safety
Learners will increase their understanding of respectful relationships, consent, peer influence, online safety, personal boundaries, and how to identify and respond to unhealthy or unsafe behaviours.
6. Leadership, Creativity and Empowerment
Learners will build confidence in taking initiative, contributing ideas, working collaboratively, solving problems, and expressing themselves through creative and practical activities.
7. Engagement in Education and Learning
Learners will demonstrate improved motivation, participation, attendance, and engagement in education, learning opportunities, and new experiences.
8. Life Skills and Future Aspirations
Learners will develop greater independence, financial awareness, decision-making skills, and a clearer understanding of education, training, employment, and career pathways.
9. Accredited Achievement
Where appropriate, learners aged 14 and over may achieve Highfield Level 1 Personal Development and Employability (PDE) units, an Award, or a Certificate, supporting their personal and educational progression.
10. Positive Progression and Sustainable Development
Each learner will develop a personalised progression plan that identifies achievements, aspirations, and realistic next steps towards education, training, employment, or further support.
Measuring Impact
The programme will monitor and evaluate learner progress through:
Initial baseline assessments.
Personalised development goals.
Regular wellbeing check-ins.
Learner self-reflections.
Facilitator observations and feedback.
Creative portfolios and evidence of learning.
End-of-programme reviews and evaluations.
Where appropriate, six-month and twelve-month progression reviews will be undertaken to assess longer-term outcomes and support sustained positive development.
Programme Vision
Black Girl Rise aims to empower young Black girls and young women to embrace their identity, recognise their value, build resilience, strengthen their voice, and confidently pursue positive futures through personal growth, education, leadership, and achievement.
Key Stage course delivered to
KS3, KS4, KS5
Admissions Criteria
N/A
Staff Experience
Black Girl Rise is delivered by a multidisciplinary team that combines professional expertise in education, pastoral support, mentoring, careers guidance, creative engagement and programme management with lived experience and culturally informed programme design. Collectively, the team provides learners with a safe, supportive and empowering environment where personal development, wellbeing, identity and future aspirations can be explored and nurtured.
Renae Burchell – Co-Founder, Director and Programme Developer
Renae is an experienced educator, learning and development professional, and Black female leader with a background spanning secondary education, further education and corporate learning environments. Her professional expertise includes curriculum development, personal development, careers information, advice and guidance, inclusive teaching, coaching and leadership development.
She has designed and delivered personal development and careers programmes for Key Stage 4 learners and has worked across schools and educational settings throughout Coventry and the West Midlands. Renae also brings academic and practical expertise in sports psychology, strength and conditioning, providing valuable insight into confidence-building, motivation, resilience and personal growth.
As a Black professional woman, Renae has drawn upon her own lived experiences alongside her educational expertise to create and develop Black Girl Rise. The programme has been intentionally designed to respond to the experiences, challenges and aspirations of Black girls and girls of mixed Black heritage. Her approach recognises the importance of cultural identity, positive representation, belonging and self-advocacy, while creating opportunities for learners to build confidence, self-worth and ambition through meaningful and relatable learning experiences.
Rebekah (Bex) Ardron – Co-Founder and Director
Bex brings extensive experience in educational operations, careers and learning services, quality assurance, programme management and organisational improvement.
Alongside her professional expertise, Bex contributes a strong understanding of authentic allyship and the responsibility of individuals and organisations to actively support minority communities and learners. Her approach recognises that meaningful inclusion extends beyond representation and good intentions. It requires listening to lived experiences, understanding systemic barriers, creating equitable opportunities and ensuring that individuals feel genuinely heard, respected and valued.
Within Black Girl Rise, Bex supports the development of inclusive learning environments where cultural differences are respected, individual experiences are acknowledged and positive relationships are fostered through understanding, accountability and meaningful action. Her contribution reinforces the programme's commitment to demonstrating what effective allyship looks like in practice, both within education and wider society.
Wesley (Looch) Bailey – Pastoral Support and Mentor
Looch is a professionally qualified mentor with more than 15 years of experience supporting young people in schools and colleges across Coventry.
He has extensive experience working with learners facing educational, social and emotional challenges and is skilled in developing trusted relationships that enable young people to engage positively with support. Through personalised mentoring, pastoral guidance and positive role modelling, he helps learners build confidence, improve engagement and develop the resilience needed to overcome barriers and achieve their goals.
His experience and approachable style provide an important source of stability and encouragement for young people participating in the programme.
Tesfa Lennox – Creative Content and Engagement Manager
Tesfa leads on creative engagement activities, digital content development and learner participation. He supports young people to express themselves through music, storytelling, digital media and practical creative projects.
His work encourages creativity, collaboration, confidence and communication while helping learners develop transferable skills that can support both personal and educational progression. By providing alternative and engaging methods of self-expression, Tesfa helps learners explore their identity, share their experiences and develop confidence in their own voice and abilities.
Our Collective Approach
Black Girl Rise combines professional educational expertise, qualified mentoring, extensive pastoral experience, creative facilitation, culturally informed leadership and a commitment to authentic allyship. The programme has been designed to address the unique experiences of Black girls and girls of mixed Black heritage while remaining inclusive, aspirational and strengths-based.
The team works collaboratively to create a safe, supportive and empowering environment where learners feel valued, respected and able to thrive. Through positive relationships, high-quality facilitation and culturally responsive practice, Black Girl Rise supports learners to strengthen their identity, build confidence and resilience, develop essential life skills and broaden their aspirations for the future.
This collective approach ensures that every learner is supported not only to overcome challenges, but also to recognise her strengths, celebrate her achievements and realise her full potential.
Delivery Area
Black Girl Rise is delivered at Coventry Methodist Central Hall, providing a welcoming, inclusive and culturally responsive learning environment where young women can feel safe, valued, heard and empowered. The venue offers flexible learning spaces and access to facilities including a music studio, musical instruments, sports hall, kitchen facilities, hair and beauty and other creative activity spaces. These facilities support a variety of interactive and experiential learning opportunities, including group discussions, creative arts, music, movement, wellbeing activities, practical life skills and collaborative projects. The learning environment is designed to encourage self-expression, cultural exploration, positive relationships and meaningful conversations around identity, belonging, confidence and personal development. Delivery takes place in small groups, allowing facilitators to build trusting relationships, respond to individual needs and create opportunities for every learner to contribute. Activities and learning spaces are adapted to learners' interests, abilities and support needs, promoting emotional safety, positive representation, independence and personal growth.
Programme length
Up to an academic year
Transport Provided
Can be organised
Days Of Delivery
Monday, Tuesday, Wednesday, Thursday, Friday
Times of Delivery
0930-230
Well-being assessment tools
"Assessment methods include: • Initial wellbeing and self-assessment: Establishing individual starting points in confidence, self-esteem, identity, belonging, emotional wellbeing and personal aspirations. • Personalised development goals: Agreeing individual targets relating to self-worth, resilience, communication, relationships and empowerment. • Regular wellbeing check-ins: Providing safe, supportive opportunities for learners to discuss feelings, experiences, challenges and achievements. • Identity and belonging reflections: Exploring learners' sense of cultural identity, positive representation, inclusion and confidence in expressing themselves. • Learner self-assessment: Reviewing changes in confidence, emotional awareness, resilience, self-advocacy and personal development. • Facilitator observations: Monitoring engagement, participation, relationships, communication and developing independence. • SWAG learner portfolios and progress profiles: Capturing reflections, creative work, individual achievements and evidence of progression. • End-of-programme assessment: Reviewing progress against initial starting points and personal goals, identifying achievements and any ongoing support needs. Assessment is embedded throughout the programme and adapted to individual needs. Relevant progress and outcomes are shared with referring schools and professionals where appropriate and in accordance with safeguarding and information-sharing requirements."
Staff Ratio
Group (1:5)
Additional Notes
Minimum group size: 3 learners. Maximum group size: 5 learners, with a 1:5 staff-to-learner ratio.
Programme duration: 12 weeks, with the option to extend up to an academic year where commissioned.
Minimum delivery: 2 days per week, 4 hours per session (including lunch), totalling 96 hours. Location: Coventry Methodist Central Hall, Warwick Lane, Coventry CV1 2HA.
Small-group delivery supports personalised learning, culturally responsive mentoring, emotional wellbeing, confidence, identity, belonging and positive progression. Individual needs and reasonable adjustments are considered during referral and assessment.
Cost of Course
£170 per learner per day (4-hour session), including lunch.
