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History in schools: best practice
SSAT History and Geography Conference 2013
Michael Maddison HMI
National Lead for History, England
London; 17 May 2013
1066 and all that – it is a good thing to teach the narrative of
British history in schools
Historians attack Michael Gove over ‘narrow’ curriculum
This is a ladybird curriculum. Is anyone ready to teach it?
The curriculum we are introducing captures British history in all its multi-layered, omni-racial glory
Gove is facing his Waterloo
Michael Gove’s history curriculum is a pub quiz not an education. The rote sets in.
History curriculum: Gove’s next u-turn in the making?
Imagine Hitler as one of the Mr Men
Gove’s claims of teenagers’ ignorance harpooned by retired teacher
The state of history in schools … …press headlines since 7 Feb 2013
1066 and all that – it is a good thing to teach the narrative of British
history in schools (Times, 02/13)
Historians attack Michael Gove over ‘narrow’ curriculum (Obs, 02/13)
This is a ladybird curriculum. Is anyone ready to teach it? (Obs, 02/13)
The curriculum we are introducing captures British history in all its multi-layered, omni-racial glory (Ind, 02/13)
Gove is facing his Waterloo (Sunday Times, 03/13)
Michael Gove’s history curriculum is a pub quiz not an education. The rote sets in. (New Statesman, 03/13)
History curriculum: Gove’s next u-turn in the making? (Online blog)
Imagine Hitler as one of the Mr Men (Daily Mail, 05/13)
Gove’s claims of teenagers’ ignorance harpooned by retired teacher (Guard 05/13)
The state of history in schools … …press headlines since 7 Feb 2013
Outline
Best Practice in Teaching and Learning in History
summarise the strengths and weaknesses of teaching and learning in history in secondary schools
analyse the characteristics of highly effective teaching and learning
illustrate best practice with examples from some of the good practice case studies in history and other subject inspection work
provide guidance on how to bring about highly effective teaching irrespective of the content.
Ofsted’s evidence:‘History for all’ and progress since 2007
Overview: a mixed picture – a successful subject in school but under pressure and some significant aspects in need of improvement
Primary headlines
Primary strengths:
pupils have good knowledge
teaching is generally good or better
Primary weaknesses:
pupils’ knowledge is episodic
pupils’ chronological understanding is variable and their ability to make links across the knowledge they have gained is weak
Primary headlines
Teachers find it difficult to establish a clear mental map of the past because
the National Curriculum specifications treat topics in a disconnected way
they lack expertise in the subject because ITE preparation is limited there is insufficient subject-specific expertise or
professional development
Result: primary school teachers are hazy about standards, assessment and progression in developing pupils’ historical knowledge, thinking and understanding
Secondary headlines – successes
History is successful in most of the secondary schools visited because it is well taught by very well-qualified and highly competent teachers and well led.
The National Curriculum at Key Stage 3 (11-14) has led to much high-quality teaching and learning in history.
Attainment in the secondary schools visited is high and has continued to rise, particularly at GCSE and A level
Myth: too little British history is taught in secondary schools but too much of the British history is English history
Myth: that students only study Hitler at AS and A level but most students who take history beyond KS3 study modern world topics at GCSE and A level
GCSE Entries 1997-2012
Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15
0
100,000
200,000
300,000
400,000
500,000
600,000
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Nu
mb
er o
f en
tran
ts
Art and Design Business Studies Drama English Literature
French Geography German History
IT Media/Film/TV Music
GCSE History Entries 1997-2012
Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15*2011 rev includes accredited iGCSE history courses
GCSE History Entries
33%35%
32% 31% 31%
202,900207,500
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
200,000
220,000
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Nu
mb
er
of
Fu
ll G
CS
E H
isto
ry e
ntr
an
ts
0%
5%
10%
15%
20%
25%
30%
35%
40%
Pro
po
rtio
n o
f p
up
ils a
t th
e e
nd
of
Ke
y S
tag
e 4
% of end-KS4 pupils Full GCSE History
Secondary concerns – Key Stage 3
increasing non-specialist teaching – 28% no relevant degree
reductions in teaching time for history – average: 60-90mins a week
whole-school curriculum changes in KS3 – e.g. two year KS3; cross curricular teaching; competencies rather than subjects
insufficient emphasis upon developing students’ analytical and discursive writing
poor planning for progression in the developments of students’ knowledge, understanding and subject-specific thinking
the failure of some subject leaders to provide a rationale for the curriculum they had put in place
Result
history has become marginalised with some students giving up history before the age of 14
standards are too variable and progress is not fast enough
What are the characteristics of highly effective teaching and learning in history?
The constituents of highly effective teaching and learning
Ofsted, 2010, revised October 2012
History survey visits
Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools
Summary:the constituents of highly effective teaching
Subject expertise
Learning
Historical thinking and understanding
Assessment
Highly effective subject expertise
Teachers’ practice is informed by excellent knowledge and application of continuing developments in teaching and learning in history.
History is very skilfully presented as a dynamic subject to be explored and investigated rather than as a subject to be received; as a result, pupils approach historical enquiries as keen and skilled investigators.
Highly effective learning
Learning is rooted in enquiry and teachers routinely promote rigorous historical thinking.
Teachers communicate their passion for history and consistently challenge and inspire pupils to produce the best work they can.
Lessons are exciting and often innovative with historical rigour at their core.
Highly effective historical thinking and understanding The best learning in history took place when teaching
developed pupils’ historical knowledge and historical thinking through well-focused enquiries
Historical thinking = ability to investigate, consider, reflect and review the events of the past.
Teaching makes pupils alive to changing views of the past and helps them to understand
how and why interpretations and representations change over time
why history matters and why the particular topics they are taught are worth
knowing about.
Highly effective assessment
Teachers continuously refine their practice to ensure that teaching promotes excellent progress in history for all groups of pupils.
Teaching ensures that pupils are able to make use of their prior learning in moving their historical understanding forward.
Best practice …
Case Studies: history
Meaningful history for all – inclusion central to teaching and learning (Lampton School Academy, London)
Putting the local community at the heart of the KS3 history curriculum (Copleston High School, Suffolk)
Ensuring rigorous historical thinking (Cottenham Village College, Cambridgeshire)
Making the most of local history (Cape Cornwall School, Cornwall)
Outstanding teaching and learning in history in 100 minutes (Farlingaye High School, Suffolk)
Outstanding history in a two year KS3 (Harris Academy Crystal Palace, London)
Making history motivating, memorable and meaningful by inspiring teachers through an effective area partnership (Hampshire Secondary History Network)
Developing outstanding historical thinking in primary schools (Fox Primary School, London)
What makes a highly effective history curriculum in a school?
The constituents of a highly effective curriculum
Ofsted, 2010, revised October 2012
History survey visits
Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools
Summary:The constituents of a highly effective curriculum Acquisition of knowledge and development of chronological
understanding
Understanding of key historical concepts
Development of historical thinking through enquiries
Clarity of rationale and thinking
Assessment which reveals whether aims are being achieved
An increasing level of expectation and challenge to ensure progression in historical knowledge, thinking and understanding
Distinctive and reflects pupils’ needs, interests and aspirations
Wide range of enrichment activities
The constituents of a highly effective curriculum
Acquisition of knowledge
Pupils have excellent opportunities to develop their historical knowledge through learning about, and understanding, important aspects of local, national and world events and the histories of cultures other than their own.
Opportunities to study different themes and issues across time are combined with well-planned in-depth studies to ensure that pupils develop a sophisticated and wide-ranging understanding of history and why studying it matters.
The constituents of a highly effective curriculum
Understanding of historical concepts
The curriculum ensures that pupils
understand key historical concepts and can confidently articulate the place history has in their
own lives, in society and in the modern world.
The constituents of a highly effective curriculum
Development of historical thinking through enquiries
Best learning in history takes place when teaching develops pupils’ historical knowledge and historical thinking
Historical thinking = ability to investigate, consider, reflect and review the events of the past.
Most effective schools use a well-focused enquiry based approach to develop pupils’ historical knowledge and thinking
How do we know it is highly effective?
Clarity of rationale and thinking
Why are we teaching, what we are teaching, how we are teaching, when we are teaching it?
What do we want pupils to know, do and understand at the end that they didn’t know, couldn’t do and didn't understand at the beginning?
How do we know it is highly effective?
Assessment reveals aims being achieved and an increasing level of expectation and challenge
Are the aims being achieved? How do you know?
What assessment strategies are used?
Does the learning become more complex as the pupils get older?
Does the scheme in the school develop progression in pupils’ learning?
Ofsted’s National Adviser web pages
Keep up-to-date with Ofsted's work in history by visiting the dedicated history web pages on the Ofsted website at http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/history-0
History for all …accessiblemeaningfulachievable
