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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate my hon. Friend the Member for Kingswood (Chris Skidmore) on securing this debate, which has been of high quality throughout. All contributions to it were valuable. My hon. Friend is a firm supporter of recognising the importance of history in schools and has played an active role in highlighting some key issues relating to this subject, including in his excellent recent report, which paints a worrying picture of the decline of history in our schools.
I strongly agree with my hon. Friend’s view that teaching history should form a key part of a child’s education. As young people develop, taking on the rights and responsibilities of adulthood, they need a good understanding and appreciation of how and why our systems of democracy and justice were developed and established. They also need to understand the aspirations and values that motivated our predecessors to create the society in which we live today.
I agree with my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), who made an excellent, gripping contribution to this debate, that history is a body of knowledge that allows us to understand where we are. The study of history is also an important academic discipline in primary schools and at key stages 3 and 4 at secondary school. As well as providing knowledge, as my hon. Friend the Member for Gillingham and Rainham (Rehman Chishti) set out in interventions, it helps to develop pupils’ skills at reading, précising text and essay writing, which cannot just be left to the English curriculum in a school. It is about developing the skills of scholarship, which are important in a school career.
My hon. Friend the Member for Kingswood has written a number of excellent history books, including studies of Edward VI and Queen Elizabeth I. He would therefore have been as shocked as me to find that, in a survey of history undergraduates entering a Russell group university, only one in three knew who the monarch was during the armada. In the same survey, almost 90% of the undergraduates could not name a single British Prime Minister from the 19th century. Professor Matthews, who conducted the survey, said that the students were
“studying at one of the Russell group of universities, on courses where the entry requirement is an A and two Bs at A level, which probably places them in the top 15% of their generation in terms of educational qualifications. This implies that, all things being equal, 85% of my undergraduates’ age group know even less than they do. In other words, we are looking at a whole generation that knows almost nothing about the history of their (or anyone else’s) country.”
As my hon. Friend highlighted in his report, the decline in the number of pupils taking history GCSE in this country is a matter of concern. In 1995, more than 223,000 pupils, representing nearly 40% of pupils, were taking history GCSE. By 2010, this figure had dropped by more than 25,000, so it is now only 31% of pupils, or just less than a third, taking the subject. If we scrutinise that decline further, as my hon. Friend has, we see a worrying trend around the clear divisions in GCSE take-up between different types of school and pupil background and in whether they are eligible for free school meals. As the hon. Member for Stoke-on-Trent Central (Tristram Hunt) said, a potential class divide is being created in this country with the subjects that are being studied.
For example, nearly 20% more pupils in the independent sector study history than pupils in maintained schools. My hon. Friend’s report also highlighted the links to deprivation reflected in the take-up of history at GCSE. For example, in 2010 only 25% of black pupils took history GCSE compared with 31% of white pupils; only 18% of pupils eligible for free school meals studied the subject at GCSE level, which is 13% less than the percentage take-up for pupils overall, at 31%. The decline in the study of history has also been reflected in further and higher education, with the proportion of students opting for A-level history remaining static for a number of years. Enrolments in history at university are well below the average compared with other subjects.
I agree with my hon. Friend that the current history curriculum does not give pupils a grasp of the narrative of the past. Last year’s Ofsted survey of history teaching in schools, to which he referred, supports that view. It found that in primary schools, although pupils generally had good knowledge of particular topics and episodes in history, chronological understanding and the ability to make links across the knowledge gained were significantly weaker. It is also clear that many schools are spending less time teaching history. In the recent Historical Association survey of secondary school history teachers, lack of teaching time was the most frequently cited issue that teachers raised about key stage 3, which the hon. Member for Stoke-on-Trent Central, who I am glad to see is back in the Chamber having met his constituent, mentioned in his excellent contribution. Part of the problem is that GCSE history is too narrowly focused, with exam choices clustering around certain topics such as the American west 1840 to 1895 or the Third Reich, which has been referred to by many hon. Members. Exams have a significant influence over what is taught, so it is no surprise that pupils have huge gaps in their knowledge of our national story and a disconnected sense of narrative.
There are also issues with teacher training. Last year’s Ofsted report also cited that in most of the primary schools visited, there was not enough subject-specific expertise or professional development to help teachers to be clearer about the standards expected in the subject. I hope that we agree that it is fundamental that a greater emphasis is needed on knowledge and content in the current school curriculum, which is why we have launched a review of the national curriculum.
Mr Gibb
There are all kinds of reasons why the decline has happened. It could be, for example, because of the move to a more skills-based approach. History might be regarded as a tougher subject in which to achieve the grades that a school feels that it needs to achieve to maintain or increase its position in the school league tables. We have had a concern for a number of years about the move to what are called softer subjects in order to boost league table positions, and history could well have been a victim of that process.
The new national curriculum will be based on a body of essential knowledge that children should be expected to acquire in key subjects during the course of their school career. It will embody for all children their cultural and scientific inheritance, and it will enhance their understanding of the world around them and expose them to the best that has been thought and written. We are engaging with a wide range of academics, teachers and other interested parties to ensure that the new national curriculum compares favourably with those of the highest performing countries in the world.
Sir Bob Russell
As yet there has been no reference to the importance of local history being taught in our schools. How will that fit in, when schools are clearly being directed towards history that fits the exams?
Mr Gibb
Those are precisely the issues for consideration by the national curriculum review.
I know that my hon. Friend the Member for Kingswood would like history to be compulsory to 16, which is one of the things that the national curriculum review will consider. As I said at the outset, it is clear that some subjects, such as history, which all pupils should have a good grasp of, have been less popular choices at GCSE. The Government therefore want to encourage more children to take up history beyond the age of 14, particularly among disadvantaged pupils and certain ethnic groups. That is why we introduced the English baccalaureate, which will recognise the work of pupils who achieve an A* to C in maths, English, two sciences, a language and either history or geography, to encourage more widespread take-up of those core subjects, which provide a sound basis for academic progress.
The English baccalaureate has already had a significant impact on the take-up of history: according to a NatCen survey of nearly 700 schools, 39% of pupils sitting GCSEs in 2013 in the schools responding will be taking history GCSE, up eight percentage points and back to the 1995 level of history uptake. There are clear benefits to pupils in taking the subjects combined in the E-bac. Pupils who have achieved that combination of subjects have proved more likely to progress to A-level than those with similar attainment in different subjects in the past. They have also attempted a greater number of A-levels and achieved better results. We are also committed to restoring confidence in GCSEs as rigorous and valued qualifications. We will reform GCSEs to ensure that they are more keenly focused on essential knowledge in those key subjects, and with exams at the end of the course to support good teaching and in-depth study.
To refer to the questions of the hon. Member for Cardiff West (Kevin Brennan), what we want to achieve from the national curriculum review is a curriculum that is so good that the academies will want to adopt it, albeit not being compulsory. The national curriculum also does feed in to statutory testing, in maths and English at the end of key stage 2 and the GCSE specifications.
Kevin Brennan
Is the Minister considering writing into funding agreements the requirement that academy schools should teach the national curriculum?
Mr Gibb
No, that would obviate some of the freedoms and the whole essence of academy schools. The funding agreements require the teaching of maths, science and English to 16, thus making them compulsory, but the application of the national curriculum is not compulsory for academies, although it feeds into the specification that determines what is tested and assessed through the GCSE system. In that sense, there is an imperative for schools to teach those subjects.
The essence of the national curriculum review is to produce a curriculum that is on a par with the best in the world, based on evidence of what is taught in those jurisdictions that have the best education systems and against whom graduates from this country’s schools will be competing for jobs in the future. The national curriculum, which will be published and available to parents, will be of such a quality that it will become the norm and the benchmark against which parents will judge the quality of their schools.
Finally, I want to touch on the part that teachers play in our school systems as far as history is concerned.