History in schools: best practice
SSAT History and Geography Conference 2013
Michael Maddison HMI
National Lead for History, England
London; 17 May 2013
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



Historians attack Michael Gove over ‘narrow’ curriculum


Gove is facing his Waterloo



History curriculum: Gove’s next u-turn in the making?
This is a ladybird curriculum. Is anyone ready to teach it?
The curriculum we are introducing captures British history in all its multilayered, omni-racial glory
Michael Gove’s history curriculum is a pub quiz not an education. The rote
sets in.
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)


Gove is facing his Waterloo (Sunday Times, 03/13)



History curriculum: Gove’s next u-turn in the making? (Online blog)
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 multilayered, omni-racial glory (Ind, 02/13)
Michael Gove’s history curriculum is a pub quiz not an education. The rote
sets in. (New Statesman, 03/13)
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)
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

provide guidance on how to bring about highly effective teaching
irrespective of the content.
illustrate best practice with examples from some of the good
practice case studies in history and other subject inspection work
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
600,000
Number of entrants
500,000
400,000
300,000
200,000
100,000
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Art and Design
French
IT
Business Studies
Geography
Media/Film/TV
Drama
German
Music
Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15
English Literature
History
GCSE History Entries 1997-2012
GCSE History Entries
Number of Full GCSE History entrants
200,000
180,000
40%
207,500
202,900
35%
32%
33%
31%
35%
31%
30%
160,000
140,000
25%
120,000
20%
100,000
15%
80,000
60,000
10%
40,000
5%
20,000
0
0%
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
% of end-KS4 pupils
Full GCSE History
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
Proportion of pupils at the end of Key Stage 4
220,000
Secondary concerns – Key Stage 3
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
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increasing non-specialist teaching – 28% no relevant degree

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
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


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
History survey visits
Generic grade descriptors and supplementary
subject-specific guidance for inspectors on making
judgements during visits to schools

Ofsted, 2010, revised October 2012
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 wellfocused 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 history in a two year KS3 (Harris Academy Crystal Palace, London)

Developing outstanding historical thinking in primary schools (Fox Primary
School, London)
Outstanding teaching and learning in history in 100 minutes (Farlingaye
High School, Suffolk)
Making history motivating, memorable and meaningful by inspiring
teachers through an effective area partnership (Hampshire Secondary History
Network)
What makes a highly effective
history curriculum in a school?
The constituents of a highly effective curriculum
History survey visits
Generic grade descriptors and supplementary
subject-specific guidance for inspectors on making
judgements during visits to schools

Ofsted, 2010, revised October 2012
Summary:
The constituents of a highly effective curriculum

Acquisition of knowledge and development of chronological
understanding



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
Understanding of key historical concepts


Distinctive and reflects pupils’ needs, interests and aspirations
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
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-expertknowledge/history-0
History for all …
accessible
meaningful
achievable
History in schools: best practice
Email: michael.maddison@ofsted.gov.uk