Schools: History

Viscount Younger of Leckie Excerpts

Thursday 20th October 2011 Lords Chamber

[Viscount Younger of Leckie]

My Lords, I express gratitude to my noble friend Lord Luke for initiating this debate, and I declare an interest as a graduate in medieval history. I was going to tell the same sad tale told by my noble friend Lord Luke concerning the seven year-old boy on the Tube. I would add only this. Only this morning I spoke to the noble Lord, Lord West of Spithead, who thought that the boy who did not know what the Navy was, was in fact aged nine, which makes it somewhat more shocking. It was suggested during the ensuing lively conversation on the Tube that the noble Lord should continue his journey in order to enlighten further passengers on naval history. He is not in his place, so I can only assume that he remains on the Circle Line.

That is an extreme example of the decline in the importance and value of teaching history in schools. The publication in 2007 of the Ofsted report entitled History in the Balance and subsequently History For All, published in 2011, focus on the problems. First, there are the positive signs. The 2011 report shows that history teaching in 63 out of 83 primary schools and 59 out of 83 secondary schools surveyed was outstanding. It was also noted that since the 2007 report, greater use of ICT among pupils engendered more interest and facilitated more self-learning in history. History as an optional course is better taught at key stage 4 and in the sixth form, with the numbers of students increasing. This is reflected in the increase in demand for history courses at UK universities.

However, there remain some fundamental underlying problems. At primary school stage, the 2007 report found that key stage 2 pupils made slow progress in history, a subject too often neglected in favour of literacy and numeracy. There was no discernible improvement highlighted in the 2011 report. Furthermore, teachers were found to lack confidence in teaching history, based on a lack of specific subject knowledge. In some primary and secondary schools, teaching fell short in providing a clear chronology of events, a timeline linking major events through the millennia to provide a perspective.

Schools remain too parochial in focusing on English history to the detriment of the history of Scotland, Ireland and Wales, and indeed the rest of the world. Episodic teaching is introduced too early in the curriculum. With some trepidation, my views differ from the noble Lord, Lord Thomas, and my noble friend, Lord Cormack, in that I believe it is important to have a great depth of knowledge of the history of the great continents in addition to that of the UK. For example, how can we understand the relative decline of the USA if we do not understand the recent rise in influence of China and India?

The major problems remain at key stage 3. In the maintained sector, only 30 per cent of pupils study history after the age of 14, with even fewer after the age of 16, as the subject becomes optional in marked contrast to many European countries. History is marginalised—and too early—in favour of vocational subjects. The 2011 report pointed out that major disruptive curriculum changes at key stage 3 impacted negatively on 14 out of 58 secondary schools surveyed. In some schools at A-level there is an overdependence on the set texts, which stifles independent research, leaving pupils ill prepared for higher education where research and analytical skills are required.

A crucial question is: how important is the teaching of history in schools in the context of the demand to teach key subjects such as maths and English in addition to the provision of some vocational training? Its importance cannot be overestimated. The historian Anthony Beevor has stated:

“Without an understanding of history we are politically, culturally and socially impoverished”.

His own historical masterpiece entitled D-Day is an outstanding example of a readable tale focusing on the lead up to D-Day and its aftermath written from the Axis and Allied perspective. It is well researched, written wholly objectively and provides a moving human perspective on the characters of the leaders and the decisions made at the time.

History teaching stands proud in providing the foundation skills for a range of related university courses, including sociology, politics, international relations and economics. Vocationally, it also provides a basis for studying law, for entry to the Civil Service and the private sector. History teaches us how to research, analyse and assimilate information and draw our own conclusions from decisions made in the past. These skills are invaluable for careers where writing reports or making presentations is essential.

History is interesting and there is a need to bring it alive for pupils in schools. Edmund Burke wrote:

“History consists for the greater part of the miseries brought upon the world by pride, ambition, avarice, revenge, lust, sedition, hypocrisy, ungoverned zeal and all the train of disorderly appetite”.

On this basis, if there were a Richter scale for excitement, history should surely be ranked 10, well above reality TV programmes or the PlayStation.

It is how history is taught that is so important. There is a need for improved teacher training in this respect and better subject-specific training. More creativity is also required in schools for relating history teaching to a link with the local community, as the noble Baroness, Lady Andrews, has pointed out. Last week in this House during a Question on war memorial gardens, the noble Lord, Lord Lee of Trafford, wisely suggested that schools adopt a local war memorial to allow pupils to learn and understand its local importance.

In conclusion, I ask the Minister two questions. First, what plans are in place for substantially improving the training of teachers in history? Secondly, are there plans for increasing the age threshold for the compulsory teaching of history? Arnold Toynbee famously stated that history is,

“just one damned thing after another”.

This is a truism, but it masks the positive fact that the study of history builds up an invaluable mental library to help us lead our own lives better. We must start at least by ensuring that all nine year-old boys know what the Navy is.