The Minister for School Standards (Nick Gibb)
May I start by congratulating my right hon. Friend the Member for Chipping Barnet (Theresa Villiers) on securing this debate, and on her interesting, well researched and compelling speech? She is right, of course—and I am sure that there is no one in this House or the country who disagrees—that the 245-year slave trade was, in her words, depraved, cruel and an abomination. But as the Secretary of State said in June, this country also has a lot to be proud of and children should learn all aspects of it—the good and the bad. Time and again, this country has made a difference and changed things for the better right around the world, and we must teach about the contributions from Britons of all ethnicities, both men and women, who have made this nation the great nation that it is today.
The Government believe that all children and young people should acquire a firm grasp of history, including how different events and periods relate to each other. That is why it is compulsory for maintained schools from key stages 1 to 3, and why academies are expected to teach a curriculum that is as broad and ambitious as the national curriculum. The national curriculum that we inherited in 2010 had been stripped of knowledge, with a heavy focus on vague concepts such as skills of learning. The Government therefore embarked on significant reforms to the national curriculum, with the aim of restoring the importance of subject knowledge in all its complexity and fascination. In 2014, the new, more ambitious, knowledge-rich national curriculum came into force in England, and from 2015 we introduced more rigorous GCSEs.
Tom Hunt (Ipswich) (Con)
Would the Minister agree with me that, if we do look at putting a greater emphasis on black history, there should be a clear focus on doing so to promote greater unity and a sense of shared Britishness, and that we should be slightly cautious that we do not promote more separateness?
Nick Gibb
My hon. Friend makes an important point about not being divisive with our curriculum and, indeed, with schools’ ethos in general. The Government have strongly promoted the study of history to the age of 16 by including GCSE history in the English baccalaureate measure for all state-funded secondary schools in England. With the introduction of the EBacc, we have seen entries to history GCSE increase by a third since 2010. The reformed history curriculum includes teaching pupils the core knowledge of our past, enabling 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. It also sets an expectation that pupils ask perceptive questions, sift arguments and develop perspective and judgment.
The curriculum does not set out how curriculum subjects or topics within the subjects should be taught. We believe that teachers should be able to use their own knowledge and expertise to determine how they teach their pupils and to make choices about what they teach.
Richard Graham
My right hon. Friend is making a powerful point about the changes made to the curriculum and the way in which teachers can interpret it to bring alive the points required. Does he agree that there is a huge opportunity in each locality for teachers to work with local civic trusts, local history festivals and so on to develop activities that bring alive some specific items? For example, visiting the Roman wall in Gloucester brings Roman history alive and seeing how the civil war damaged a church gives an idea of what being under siege was like 377 years ago. Such things can be more joined up with encouragement from the Department.
Nick Gibb
I agree with my hon. Friend. I think the gist of what he is saying is, “Please attend the Gloucester history festival, coming soon to a town near you.”
Teachers have freedom over the precise detail, so they can teach lessons that are right for their pupils, and they should use teaching materials that suit their own pupils’ needs. At the same time, the teaching of any issue in schools should be consistent with the principles of balance and objectivity, and good history teaching should always include the contribution of black and minority ethnic people to Britain’s history, as well as the study of different countries and cultures around the world. The history curriculum has the flexibility to give teachers the opportunity to teach across the spectrum of themes and eras set out in the curriculum.
Helen Hayes
I am grateful to the Minister for giving way, but there is a problem with the approach he describes. Without resourcing, guidance and encouragement from Government, teachers will for very good reasons keep on teaching the content that they have always taught. My 14-year-old daughter is learning the same history that I studied 30 years ago. We will not see progress in this area, and we will not see our children being taught a more rounded, inclusive and truthful version of British history, unless the Government demonstrate some leadership and offer some guidance and resource for teachers to teach new content. That leadership needs to come from the centre.
Nick Gibb
While I take on board the hon. Lady’s important point—in fact, some of the things she said can be applied to other elements of the curriculum—we do believe in autonomy and in trusting professionals. She highlighted in her earlier intervention the proportion of young people taking up the option of studying “Migration, Empires and the People” in the AQA history GCSE, and she was right to point out that it is about one in 10. I expect more and more schools to consider offering that option to their pupils, particularly given the publicity that she and others have given to the issue. She may also be interested to know that the exam board Pearson is currently developing a study option on migration in Britain and, subject to Ofqual approval, it will also provide more choice to schools.
To support that, the curriculum includes a number of examples that could be covered at different stages, drawn from the history of this country and the wider world. Examples include, at key stage 1, teaching about the lives of key figures such as Mary Seacole and Rosa Parks. The key stage 2 curriculum suggests that teachers could explore the Indus valley, ancient Egypt and the Shang dynasty of ancient China as part of teaching on early civilisations. It also calls for study of a non-European society, with examples including Mayan civilisation and Benin in west Africa from 900 to 1300 AD.
At key stage 3, as part of the teaching of the overarching theme of Britain from 1745 to 1901, topics could include Britain’s transatlantic slave trade, its effect and its eventual abolition, and the development of the British empire. Key stage 3 also requires teaching of at least one study of a significant society or issue in world history and its interconnections with other world developments, with examples including Mughal India from 1526 to 1857, China’s Qing dynasty from—as I am sure you know, Madam Deputy Speaker—1644 to 1911 and the USA in the 20th century.
The Department sets out that GCSE history specifications produced by the exam boards should develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local British and wider world history and of the wide diversity of human experience. The GCSE in history should include at least one British in-depth study and at least one European or wider world in-depth study from the three specified eras. There is significant scope for the teaching of black history within those eras. As I said, two exam boards—OCR and AQA—provide options to study migration in Britain and how this country’s history has been shaped by black and minority ethnic communities in the past.
Many of the issues discussed by my right hon. Friend the Member for Chipping Barnet and Members intervening on her can be taught in other curriculum subjects. As part of a broad and balanced curriculum, pupils should be taught about different societies and how different groups have contributed to the development of Britain, including the voices and experiences of black and minority ethnic people. Across citizenship, English, PSHE education, arts, music and geography, teachers have opportunities to explore black and minority ethnic history further with their pupils, helping to build understanding and tolerance.
The UK has a tremendous history of standing up for freedom and tolerance around the world, from Magna Carta and Oliver Cromwell’s readmission of the Jews to the Royal Navy’s five-decade campaign against the slave trade, which captured hundreds of slave ships and freed 150,000 Africans. Black and minority ethnic Britons have played a fundamental part in our island’s story, from black Tudors to the Commonwealth soldiers who served with such distinction in two world wars. It is right that our current curriculum ensures that children have the opportunity to learn about them in school. At the same time, schools must be mindful of their duty of political impartiality under the Education Act 1996. Teaching should be inclusive, not divisive, as my hon. Friend the Member for Ipswich (Tom Hunt) said, and the curriculum must never be co-opted to promote a narrative that is extreme or one-sided.
Polling earlier this summer from Policy Exchange’s history project, chaired by the former chair of the Equality and Human Rights Commission, Trevor Phillips, found that 69% of people rightly believed that UK history as a whole was something to be proud of, while only 17% thought it was something to be ashamed of. Similarly, large majorities were found to be in support of retaining statues of our great heroes, such as Sir Winston Churchill and Admiral Nelson, as well as national memorials such as the Cenotaph. As the Prime Minister has said, we should not be embarrassed about our history, and we should celebrate and honour it. At the same time, we should celebrate the voices of those who may not have been heard as strongly in the past.
Helen Hayes
I am grateful to the Minister for giving way again. I just want to ask him, as I asked the right hon. Member for Chipping Barnet (Theresa Villiers), whether he will meet a group of young people from my constituency who are campaigning on this issue and are desperately keen to have a conversation with him about their own experiences and why this is so important. They want every young person in this country to be proud of the contribution that their communities of heritage played in the history of this country, but that content is so often absent. Will he meet them?
Nick Gibb
If the hon. Lady will forgive me, at the moment we are in the middle of a covid crisis: we are focused on tackling the issues of GCSEs and A-levels, the autumn season and next year’s summer exams, making sure that schools are reopened safely—getting people back into school, back into study and back into catching up on lost education—and all the other issues that relate to tackling the covid crisis that is confronting this country and the Government. Department officials have actually, though, discussed black issues with a number of organisations, and we do welcome the profile given to the importance of teaching about the contribution of black and minority ethnic people to Britain’s history by bodies such as the Runnymede Trust, The Black Curriculum, Fill in the Blanks, and many other groups and individuals over the years.
On tackling discrimination and intolerance in our schools, I first want to say that there is no place for racial inequality in our society or in our education system. The Department for Education is committed to an inclusive education system that recognises and embraces diversity and supports all pupils and students to tackle racism and have the knowledge and tools to do so. We are funding several anti-bullying programmes that encompass tackling discriminatory bullying—for example, the Anne Frank Trust’s Free To Be programme, which encourages young people to think about the importance of tackling prejudice, discrimination and bullying. Our preventing and tackling bullying guidance sets out that schools should develop a consistent approach to monitoring bullying incidents and evaluating the effectiveness of their approaches. It also points schools to organisations that can provide support with tackling bullying related to race, religion and nationality.
In addition, effective holocaust education supports pupils to learn about the possible consequences of antisemitism and other forms of racism and extremism and to help reduce the spread of antisemitism and religious intolerance. The Department supports schools’, pupils’ and teachers’ understanding of the holocaust by providing funding for the Holocaust Education Trust’s Lessons from Auschwitz project and University College London’s Centre for Holocaust Education. Additionally, in October 2018 the Chancellor announced £1.7 million for a new programme in 2019-20 to commemorate the 75th anniversary of the liberation of Bergen-Belsen by British troops. Within and beyond the national curriculum, schools are required to promote fundamental British values actively, including democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those of different faiths and beliefs.
I am grateful to my right hon. Friend the Member for Chipping Barnet for raising these important matters. I welcome the opportunity to set out how black history is already supported within and beyond the national curriculum. I am confident that our schools will continue to educate children to become tolerant, culturally and historically knowledgeable citizens who embrace the values of modern Britain.
Madam Deputy Speaker (Dame Eleanor Laing)
What an interesting debate! That is not always the case on the Adjournment.
Question put and agreed to.