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The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship yet again, Sir Gary. I congratulate the hon. Member for Dulwich and West Norwood (Helen Hayes) on securing the debate and on an excellent opening speech. I am aware that she has a deep interest in the topic of migration, and that her interests also extend to teaching and schools.
Migration has been a part of our country’s history as long as we have been able to record it. The different waves of migration to these islands have helped to form our national identity and created and developed distinct regional and local identities, as we have heard in some excellent speeches. There are many opportunities within the scope of the framework of the national curriculum for teaching about migration and its causes and effects, both within the history curriculum and in other subject areas. As my hon. Friend the Member for Henley (John Howell) pointed out, it can come within geography.
The hon. Member for Dulwich and West Norwood cited a pupil who complained that the history curriculum was focused on
“the Tudors and the Tudors and the Tudors”.
I share that concern about what is a consequence of a skills-based rather than knowledge-based history curriculum, introduced in the revision of 2007. However, that approach was also predominant before the last Labour Government in the 1990s and it is probably the reason the hon. Member for Islwyn (Chris Evans) was not taught about de Valera, whereas I had been taught, of course, about him and about the whole issue of Ireland. We have sought since 2010 to ensure that the curriculum is knowledge-based and does not just focus on a narrow range of knowledge as a vehicle for teaching a range of so-called historical skills.
The hon. Member for Islwyn talked about key stage 3 and said we only teach the good. At key stage 3 there are some non-statutory examples in the history programme of things that are not necessarily—or definitely not—good things. For example the transatlantic slave trade and Ireland and home rule are in that curriculum. The development of the British empire is also an example of an in-depth study.
I listened carefully to the hugely interesting speech of the hon. Member for West Ham (Lyn Brown) who gave examples of the effect on her community of different phases of immigration over the years. That gives me the opportunity to pay tribute to Sir Robin Wales who, when he was the directly elected Labour Mayor of Newham, did so much to raise education standards in Newham’s schools. It is now one of the highest-performing education authorities, particularly for the teaching of reading and phonics. I like to take an opportunity to praise Sir Robin whenever I can.
The Government believe that all children and young people should, as part of a broad and balanced education, acquire a firm grasp of the history of the country in which they live, and how different events and periods relate to each other. The reformed history curriculum has been taught since September 2014. It sets out the core knowledge that will enable pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help to define our national life today. We have also included history and geography in the English baccalaureate school performance measure. Since the EBacc was introduced in 2010, the proportion of pupils taking history or geography GCSE has increased from 47.7% in 2010 to 78.3% last year. Provisional entry data recently released by Ofqual indicate that that trend will continue in 2019.
The programmes of study for history set the framework for the teaching of the subject in schools in terms of the broad time periods to be taught. Within that framework, the Government have ensured that decisions about the detail of what will be taught, and choices about teaching approaches and resources, are for schools and teachers to determine. One of the key aims of the history curriculum is to ensure that pupils know and understand how Britain has influenced and been influenced by the wider world. That aim supports teachers to teach about migration and to teach pupils about how different cultures and different groups have contributed to the development of Britain at key stages of our country’s history.
Let me highlight examples of where teaching about migration might be included within different key stages of the national curriculum. At key stage 1, pupils should be taught about events that are significant nationally or globally; about the names and lives of significant individuals in the past who have contributed to national and international achievements; about significant historical events; and about people and places in their own locality. An example of migration in that framework is that teachers can teach the life stories of refugees.
Within key stage 2, pupils should be taught about the changes in Britain from the stone age to the iron age; the Roman empire—including Agricola—and its effect on Britain; Britain’s settlement by Anglo-Saxons and Scots; and how the Vikings affected Britain and its development. Teachers can teach pupils about the connection between migration and those aspects of the curriculum. At key stage 3—that is secondary school—pupils should be taught about the history of Britain from 1066 to the present day, and the effect over time of the migration of people to, from and within the British Isles. The end of the British empire, and social and cultural change in post-war British society are given as specific examples of what can be taught at key stage 3. As part of a compulsory unit on a broad aspect or theme in British history, 11 to 14-year-olds may study an aspect of social history. That could focus on migration as a particular area to help to understand key changes in our history.
At GCSE, specifications in history should support students to learn more about the history of Britain and the wider world, and to deepen their understanding of the people, periods and events studied. There are clear opportunities to include migration as part of the rich subject knowledge that we expect pupils to be taught. Awarding organisations and exam boards have flexibility to offer a greater focus on particular knowledge areas within the GCSE subject content, and modules on migration form part of the GCSEs offered by a number of exam boards. The influence and effect of migration locally can also be explored within the curriculum.
As part of the new GCSE history syllabus introduced in 2016 by OCR and AQA, there are now modules on migration in Britain. That gives teachers the chance sensitively to explore the fact that migration to Britain is not new but has evolved over centuries, largely because of people’s desire to have a better life for themselves or, in many cases, to seek refuge from war or hostile situations. Within the OCR GCSE, the British thematic study, “Migration to Britain circa 1000 to circa 2010”, focuses on patterns of change and continuity over a long period of British history. The study is divided into three eras. Those eras are divided into broad sections that have been chosen as vehicles through which pupils can gain knowledge about a number of key themes.
Examples of those themes include: “The reasons for immigration—differing political, economic, social and religious reasons”, and “From circa 1500: ideas of national ‘identity’—how we have come to define ‘Englishness’ and ‘Britishness’ over time”. Examples of content are time-period specific. For example, in the era circa 1000 to 1500 students should be taught content including, “Immigrants in England during the middle ages; their treatment by the authorities and the population generally; the extent to which they integrated”. For the period 1900 to around 2010, students should be taught content such as, “Immigration as a political issue circa 1990 to circa 2010: the debate over a ‘multi-cultural society’; attitudes towards, and treatment of, political refugees and asylum seekers; the issues raised by EU ‘open borders’”. Those are only some of the topic areas available within that module.
As OCR highlighted, there was an unprecedented high take-up of that option when it was introduced. In 2018, 25% of schools chose to offer OCR’s GCSE History A, and nearly 1,500 students took migration as an optional topic with OCR on GCSE History B. The AQA GCSE includes an option for a thematic study on, “Migration, empires and the people: circa 790 to the present day”. The study will enable students to gain an understanding of how the identity of the people of Britain has been shaped by their interaction with the wider world.
There are many opportunities for teachers to teach about migration within the framework of the history curriculum, and as such migration could be seen as already part of the national curriculum—I hope that reassures hon. Members. The Government have also committed to making no further reforms to the curriculum, or to GCSEs and A-levels for the remainder of this Parliament—however long it may last—beyond those already announced. We have recently reformed GCSEs and A-levels to establish a rigorous suite of new qualifications that are in line with expected standards in countries with high performing education systems. That followed a review of our national curriculum, and we believe that those extensive changes will need time to settle in, because schools and teachers want stability.
The Government welcome high-quality resources and materials being shared with teachers to support them in this subject, and more resources are becoming available for teachers. My hon. Friend the Member for Henley pointed out some good resources on migration from the Royal Geographical Society—people will no doubt read his speech with interest and google them. As the hon. Member for Dulwich and West Norwood said, the recent collaboration between the University of Cambridge, University of Manchester and the Runnymede Trust has developed the free resource called Our Migration Story, which supports history teachers, and features video and text summaries of significant events in each era.
The Runnymede Trust has developed the History Lessons Project, and a guide for teachers called “History Lessons—Making British Histories” provides teachers with the content needed to navigate parts of the new history curriculum. It also offers resources to help teachers use the local history element of the history curriculum. As I stated previously, the local aspect of understanding history is a common thread across all key stages of the national curriculum. Significant migration points are supported by resources such as those that highlight the experiences of the Windrush generation. For example, the Windrush Foundation has developed the definitive Empire Windrush education resource for key stage 2, and an e-book about the 70 Windrush pioneers and champions. The Historical Association offers a wide collection of resources on migration, spanning different areas and stages of the curriculum.
I have picked out just a few examples, and no doubt there will be more. As the hon. Lady highlighted, the Runnymede Trust plans further to develop its work on supporting teachers to teach migration and diversity, including by supporting continuing professional development. I have focused on history in my speech, but the issue of migration features in other parts of the national curriculum such as religious education and citizenship education. As my hon. Friend the Member for Henley pointed out, it could also be included in geography lessons.
I am grateful to the hon. Member for Dulwich and West Norwood for raising this important matter, and I welcome the opportunity to set out how migration is already supported within the national curriculum. As a truly diverse country it is important for children and young people to gain knowledge about how Britain has migration at its core. Our global outlook has both shaped the world and been shaped by it.