Pupils cannot answer the big questions of history

20 Jul 2008

History in the balance: History in English Schools 2003-07 recommends changes in the curriculum to improve understanding of chronology.

The report reveals too great a focus on a few issues means pupils cannot answer history's "big questions".

The curriculum concentrates heavily on English history, with Scotland, Wales, Ireland, Europe and world themes largely overlooked. In many schools the stories of the people who have come to Britain over the centuries are ignored.

Christine Gilbert, Her Majesty's Chief Inspector for Education, Children's Services and Skills said:

"Curriculum revision should improve the quality of history teaching in primary schools and inspire more pupils to pursue the study of history at GCSE and beyond.

"An inclusive curriculum that truly reflects the unity and diversity of the United Kingdom and respects the stories of different people is a desirable aim."

Findings show:

Achievement is generally satisfactory at Key Stages 1 and 2, but pupils do not progress fast enough.
Primary school teachers get little training in history.
Variations in primary school provision mean secondary schools struggle to know where to begin their teaching.
At Key Stages 3 and 4, and post 16, achievement is good - 66 per cent of pupils achieved grades A*-C in history GCSE in 2006.
At GCSE only 30 per cent of the school population studies history.
Quality of leadership and management of history in schools varies.
There is a role for history teaching in debates about citizenship and "Britishness" but lack of clarity in schools about this role.

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Pupils cannot answer the big questions of history

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