Medieval History in Schools
Debate between Richard Bacon and Robin Walker(2 years, 4 months ago)
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The Minister for School Standards (Mr Robin Walker)
It gives me great pleasure to congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on securing this debate. He has shown his great passion and knowledge of medieval history as well as his deep understanding of how history is interconnected—a crucial part of the work on a model history curriculum, which we are about to launch.
I am also passionate about history. I studied medieval history at GCSE and went on to read ancient and modern history at university—including, my hon. Friend will be pleased to hear, an extended further subject on the near east, from Justinian to Mohammed; I know that he is a big fan of the great law giver. I share his interest in that individual and in the great clash of civilisations that followed him.
I firmly believe that pupils in our schools should receive high-quality history teaching that helps them understand different periods in history and the links between them, and to engage critically with knowledge about the past. The capacity that teachers have to help pupils to really think about the past, even when it seems far away, is always inspiring; bringing alive history through great teaching can lead to a lifelong love of the subject for all pupils.
Our knowledge-rich curriculum is a key tool to help teachers develop a greater understanding of history among their pupils. The knowledge-rich approach focuses on knowledge and understanding; it is not about teaching a dry list of facts or dates, but about giving pupils a deep and rich understanding of history, making it meaningful through the use of stories and inquiry questions based on the latest scholarship. That is all the more relevant for the sometimes marginalised period of medieval history, because we know that there are sweeping myths about its many time periods and peoples. It could be argued that some popular conceptions of the medieval period are mired in stereotypes and reductive tropes, even among some pupils. It can be reductively typified as an era of war and plague, especially for England, and of castles, oppressed serfs in hovels, dungeons and widespread ignorance—the “Monty Python and the Holy Grail” version of medieval history. Even the word “medieval” is sometimes used as a term of denigration.
The teaching that we support in our curriculum and the great examples that I will share show how such reductive and misleading myths can be tackled through informed and informative teaching. In the history curriculum, we expect that high-quality history education will help pupils to gain a coherent knowledge and understanding of Britain’s past and the wider world’s. History helps pupils to understand the complexity of people’s lives, the processes of change, the diversity of societies and the relationships between groups, as well as their own identity and the challenges of their time. All those aspects can be taught through medieval history from key stage 1 to key stage 3.
Teaching the early medieval period, pre-1066—the late classical period, as it is sometimes defined—lays foundational knowledge for teaching at key stage 3 and beyond. I reassure my hon. Friend that the history curriculum already refers to many of the interesting pre and post-1066 examples that he raised, whether as a requirement or as examples of what can be taught, such as the Anglo-Saxons, the Viking raids, the struggle for the kingdom of England at the time of Edward the Confessor and—as the Under-Secretary of State, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), will note—Aethelstan, the first king of England. In particular, the Anglo-Saxons are an important part of teaching at key stage 2, which is why their history is not, I accept, repeated at key stage 3, but it is further built upon. I assure my hon. Friend the Member for Rother Valley that medieval history before 1066 is an important part of our knowledge-rich curriculum.
In key stage 3, as part of the required theme of the development of Church, state and society in medieval Britain from 1066 to 1509, we set out some non-statutory examples, including the Norman conquest, the crusades and Magna Carta; society, economy and culture; feudalism; religion in daily life, including parishes, monasteries and abbeys; farming, trade and towns, especially the wool trade; and art, architecture and literature. Teachers can teach other examples at key stage 3 than those suggested, and can cover many of the themes that my hon. Friend referred to.
Local history is also a key requirement in the curriculum. My hon. Friend referred to some fantastic examples from his Rother Valley area, including its mining history, which I knew about, and its contribution to the fabric of this building, which I have to say I did not. As the Member of Parliament for one of England’s great Norman cathedrals, which hosts the tomb of King John, I am well aware of how local buildings can inspire students of medieval history. I agree that medieval history is all around us. Much of the infrastructure of the period still survives—Westminster Hall, which my hon. Friend mentioned, castles, cathedrals, windmills, bridges and, indeed, some of our ancient universities. Teachers can use local history, combined with wider storytelling, to bring the period alive and inspire the interest of children and young people in history.
Although I have mentioned castles as a dominant part of the stereotyping of the medieval age, they are also wonderful physical examples that children can visit as part of learning about the era. Many types of building were seen as castles in the period. The variety in their use helps to teach about the complexity of medieval life—not just their military use, for example, but their importance as living communities and as places of court.
We also require that at least one study of a significant society or issue in world history and its interconnections with other world developments be taught as part of the curriculum. The non-statutory examples that we give are mainly beyond the medieval period, but teachers and schools can determine their own. The medieval era from 500 to 1500 is required to be taught as part of GCSE history; it can also be studied at A-level. At GCSE, there is a requirement to
“study significant events, individuals, societies, developments and issues within their broad historical contexts”,
which must be taken from the period from 500 AD to 1500 AD,
“demonstrating both breadth (through period studies) and depth (through studying of a narrower, more specific topic)”.
My hon. Friend expressed concerns about the extent of medieval history in exam specifications and papers, but the period’s inclusion in GCSEs and A-levels can further develop pupils’ understanding of it and can further develop knowledge taught at earlier key stages.
Inspiring stories are an important tool of teaching. Used in the right way, they can enable teachers to help children and young people to really understand, engage with and remember history. Key stories from medieval history help to define our national culture, and I hope that they are not neglected: Alfred and the cakes, Lady Godiva, Robin Hood and Prince John, Henry II and Thomas à Becket, Henry V at Agincourt and—for our friends in the north, who sadly have not come to this debate—Robert the Bruce and the spider, to name but a few. Some of these stories also act as a conduit into history, and remain an inspiration for people today.
Mr Richard Bacon (South Norfolk) (Con)
My hon. Friend has mentioned King John’s tomb, around which I used to play as a child, because I went to the school next to Worcester cathedral for 10 years. He has also mentioned Aethelstan. I do not know whether he is aware that Aethelstan was half West Saxon and half Mercian—otherwise known as Angle—and that he was placed in Mercia with, I think, his mother’s family to keep him safe, because not everyone wished him well in west Saxony. When he eventually became king, he was able to ally the Mercians—or Angles—with him in the battle to defend what became England against a combination of marauding Vikings and marauding Scots. Does it not surprise my hon. Friend that no one from the Scottish National party has turned up, given that the creation and the strength of England are largely down to the Scots?
Mr Walker
My hon. Friend has brought an extra touch of medieval history knowledge to the debate, for which I am extremely grateful. I am always pleased to celebrate the contribution of a fellow Worcester man. Of course, the Scots have come off badly in Worcester on a number of occasions, not all of which fit within the medieval period.
Let me give an example, which is connected to our shared home city, of medieval history’s relevance and importance today. Within the next few weeks, I will be taking part in the unveiling of a plaque to commemorate the eviction of Worcester’s medieval Jewish community in the 13th century—a precursor of the wider expulsion of Jews from England under Edward I, and a reminder that the events of the past too often have echoes in the issues of today, or of more recent times.
Teachers have access to a strong community of expertise within history, including the fantastic work of the Historical Association and its resources and publications, all of which help to support high-quality teaching. Teachers can also draw on the heritage schools programme managed by Historic England, which offers continuing professional development and resources to schools to support the teaching of local history. Wider resources from English Heritage and other organisations are also available. Oak National Academy now offers resources and lessons on, for example, Vikings and Anglo-Saxons, medieval monarchs, the crusades, Baghdad and the Normans, to name only a small selection.
The good practice and examples that I now want to describe show the range of teaching that is already offered to pupils. My hon. Friend the Member for Rother Valley said that teaching should cover the breadth and depth of medieval history, and I hope I can demonstrate to him that that is happening in some of the best schools in the country. He spoke about the importance of teaching expertise, and I agree with him about that. The strong community of history experts within schools supports such teaching, and acts as a forum for sharing good practice through, for example, the Historical Association and its publication Teaching History, whose special issue dedicated to the teaching of medieval history, published in 2018, went to all state secondary schools. Ian Dawson edited that edition, drawing on research on pupils’ attitudes to the medieval period and making the case for reviewing and renewing teaching in this area in order to challenge myths and stereotypes. Since then, Teaching History has featured many more articles by teachers and other experts on teaching medieval history.
The special edition took an approach to the middle ages summed up by three words: sophistication, respect and representation. Its aim was to display the sophistication of life and ideas in the middle ages, and to help to explain why the people of the period deserve greater respect than they are often accorded for the ways in which they dealt with the issues and dilemmas that they faced in all aspects of their lives. That approach helps to illustrate to pupils how many of the aspects of the medieval period developed from the preceding historical periods, and also developed further into institutions, systems and ways of life that are still important today. As John Gillingham has said,
“It is in the Middle Ages, after all, that crucial early stages of many things can be found: above all, of course, the languages of England, Scotland and Wales, but also some central political and educational institutions: parliament, monarchy, schools, universities, the law and the legal profession, as well as our freedoms, think Magna Carta”.
Elizabeth Carr, Head of History at Presdales School, makes clear that laying the foundations of knowledge about the medieval period proves essential for pupils to be able to make sense of later periods. For example, understanding the Reformation requires secure knowledge of medieval Christian culture and the pervasive influence of the Catholic Church. Similarly, Parliament in the medieval period was very different from Parliament today, but the evolution of Parliament in later periods makes sense to pupils only when they have an understanding of its origins and role in the medieval context.
In Ark schools, pupils study wide-ranging medieval history in Year 7, including 11th-century Constantinople, the Normans in England and in Sicily, the crusades, the Angevin empire, the influence of Muslim scholarship on medieval and renaissance worlds, the north African empire of Mali and its connections with wider worlds, and the role of the silk roads in linking differing medieval worlds. They also study detailed stories of political change throughout England’s medieval centuries, culminating in late medieval political instability and the long-term effects of the black death on the medieval economy and society in rural and urban areas. They draw on wide-ranging historical scholarship in shaping their curriculum and introducing pupils to contrasting interpretations of medieval pasts.
Elizabeth Carr set out in another article published in Teaching History in September 2021 how she uses the biographical stories of Empress Matilda and Eleanor of Aquitaine to explore the concepts of power and authority and the relationship between England, France and the Holy Roman Empire. In doing this, she sets English medieval kings, particularly the much-studied John, and Magna Carta into a much broader geographical and political context. I do not want to detain the House too much longer with endless examples—
EU Exit Day Amendment
Debate between Richard Bacon and Robin Walker(5 years, 7 months ago)
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Mr Walker
I suspect that my right hon. Friend may well welcome the chance of that shorter period, but I think the answer is simply that that was the decision reached by the European Council and agreed by the Council and the UK.
Put simply, the instrument does not set the date of our departure, which has already been agreed. It reflects that in domestic law. While the instrument itself is straightforward, its effect will apply across the domestic statute book, so it is important that I set out the details of what it will do—this comes to the point of my right hon. Friend the Member for Gainsborough (Sir Edward Leigh). I have explained this to my ministerial counterparts in the Scottish Government and the Welsh Assembly, setting out why the UK Government are taking the instrument forward.
Mr Richard Bacon (South Norfolk) (Con)
My right hon. Friend the Member for Wokingham (John Redwood) did not ask the Minister to restate the position. He asked why the European Council went for the earlier date, rather than 30 June. Why did it do that?
Mr Walker
My understanding is that that was the Council’s view of when we would have to give notice that we would be holding European elections, if we were staying in for longer, and that is why it set that date as the date by which we would have to have made our mind up as to whether we are leaving. But that is for the European Council to determine. I am not a spokesman for it.
Currently, major changes to our domestic statute book reflecting our exit from the European Union are due to take effect on exit day, which is defined in the EU withdrawal Act as 11 pm on 29 March, despite the extension terms that have been agreed at international level. These changes apply across a huge number of policy areas, from emissions trading to Europol. All these changes are designed to ensure that our statute book works when we leave the European Union, and all are due to take place on exit day. This definition has effect across the whole UK statute book. Now that an extension to article 50 has been agreed in EU and international law, we need to amend that date to reflect the new point at which the EU treaties cease to apply.
Housing
Debate between Richard Bacon and Robin Walker(8 years, 11 months ago)
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Mr Robin Walker (Worcester) (Con)
I am grateful to the Opposition for calling a debate on affordable housing, because it gives me the opportunity to point out the very different records of Labour and my party in both national and local government in supplying affordable homes in Worcester.
Affordable housing is one of the most pressing and important issues for me, as the MP for Worcester. It is the single most commonly raised concern at my surgeries. Although Worcester has seen nothing like the price inflation that has been seen in the south-east, the price of housing is a major worry for young people, whether they are students and apprentices setting out to rent or young professionals looking to buy their first home.
In our beautiful county town, a city of about 100,000 people, there is rightly pressure to build affordable homes on brownfield rather than greenfield sites, both to protect the stunning Worcestershire countryside, which is such an asset to our county, and to defend the vital floodplains on which we rely each year to keep the River Severn out of homes and businesses. I was pleased to hear in a recent meeting with the Environment Agency that it rates Worcester City Council as one of the best councils in the area at using the planning system to protect its floodplains. Given that we see winter floods almost every year, that is essential.
For as long as anyone can remember, Worcester has been bombarded by Labour leaflets telling people that Labour is the party of affordable housing. I remember fighting local election campaigns as long ago as 2001 in which every Labour leaflet was adorned with messages about affordable housing. In 2003, the Liberal Democrats went into coalition with Labour on the council, with the explicit aim of delivering more affordable houses. If Labour had any track record of success in this area, the leaflets would be understandable. Knowing the importance of affordable housing, I made it my mission to explore how much Labour administrations in the city had delivered.
The figures from Worcester City Council tell a stark story of Labour neglect. From 1997 to 2000, a period in which Worcester had a Labour MP, a Labour-led council and—oh joy of joys—that things-can-only-get-better Labour Government in Westminster, the council built fewer than 20 affordable homes per year. Very few of these homes, and none after 1997-98, were for affordable ownership, and the abysmal record of Labour when they had complete political control of Worcester was of just 22, then 11, then 19 affordable homes delivered—these figures in a city of 100,000 people.
Unsurprisingly, Labour was turfed out of control of Worcester in 2000 and a Conservative administration took control. What happened to affordable housing delivery when those nasty Tories took over? It rose 47% in the first year, more than doubled in the second year and then ran all the way from 2002 to 2012 at an average of 112 homes per year—five times as many as Labour had delivered. “Ah, yes,” said the Labour party, “but things slowed down after we lost power in 2010,” and yes, they did. Labour left us with the lowest rate of house building since the 1920s. It took years for the housing market to recover from the great recession that began in 2008, but in Worcester we kept on building affordable homes.
In 2012-13 the council delivered a remarkable 117 units of affordable housing, 79% of all new homes delivered in the city that year, under a Conservative administration.
Mr Walker
I am delighted with my hon. Friend’s intervention, although he may be less delighted to hear that the year he joined the Conservative party in Worcester was the year I was born.
What happened when Labour and the Liberal Democrats took control? Affordable housing delivery slumped, falling from 117 to 76, a decline of more than 30% in a single year. Worse still, the fall in delivery of housing meant a slowdown in receipts from the new homes bonus, a welcome financial incentive introduced by the coalition Government to support delivery of affordable housing. Not only did Labour’s chaotic year in control mean a more acute housing shortage, but it also meant damage to the city’s capital receipts.
Fortunately, the voters of Worcester, seeing the record of both Labour and the Liberal Democrats—who, alas, are absent from this debate—elected more Conservative councillors in 2014, and those mean old Tories took back control of the council once again. The result: an immediate recovery in the number of new affordable homes. The delivery of affordable homes in Worcester in the last year is the highest on record since 1997, and out of 460 new homes delivered in the city, 260 are rated as affordable. In 2015, new homes bonus income for the city rose to £5 million. The lesson here is stark: Labour always promise affordable homes, but only the Conservatives actually deliver them.
I know very well that there is still a great deal more demand, and the city’s own estimates suggest that this year’s record delivery is only the baseline for what is needed. In debates on building affordable homes it is often as if the only choice is to deliver them and concrete over our green fields or to give up on providing them altogether. That is simply not true. In fact, whereas a fifth of homes delivered in Labour’s one year of control were delivered on greenfield sites around Worcester, that figure has fallen, even as delivery of homes has increased, to only around 7.5% in the current year. Looking ahead, about 90% of the homes planned for in Worcester’s land supply can be delivered on brownfield sites, and I hope that figure continues to increase.
There is much the Government can do to further support the delivery of affordable homes in brownfield sites, and I am pleased to hear about the new brownfield fund. I hope the Government will look into more mechanisms to support renting above the shop and city centre living, which I believe can both help our high streets and address the desperate need for affordable homes.
I welcome the Government policies on Help to Buy. I have seen that for myself on the streets of Worcester, meeting people who have been able to buy their own home for the first time who would not otherwise have been able to do so. I particularly welcome the Help to Buy ISA. I also welcome the Government’s efforts to crack down on rogue landlords, going further than Labour ever did in their 13 years in office to deal with this very serious issue.
Today’s motion is typical of the relentless negativity we see from today’s Labour party. It says nothing about the aspiration of working families to live in homes they can own, nor the steps that have been taken, greater than under 13 years of Labour, to regulate rogue landlords. I am very proud that in Worcester, under a Conservative Government and with a Conservative council, we are delivering more affordable homes than ever.