Teachers: History curriculum and practice in schools
1920s born teachers
PC/T22/HiE2 born 1922. Public School. Taught Sec Mod + GS, later teacher trainer + examiner. NB
only taught 1948-1953. (Later, when he was a teacher trainer wrote a book advocating a version of
the ‘patch’ method)
Syllabus? “Year I: Stone Age to Fall of Rome. Year II: Middle Ages. Year III: Tudors and Stuarts. Year
IV: 18C to 1815. Year V: 1815-1939. Sixth Form: European History 1815-1939”.
“The headmaster taught Year II. I was responsible for the other year groups, as well as the sixth
form. Within each period span I tried to elicit the most relevant topics”
His approach? “As I was tied to a strict syllabus and had to cover the periods allocated to me I taught
more or less conventionally. That is to say, each lesson began with a return of homework which
meant a repetition of the ground covered in the previous lesson. This was followed by an exposition
by me during which the pupils took notes. I tried to make lessons interesting by involving the class as
far as possible by asking questions, throwing in ‘red herrings’ or calling on individual pupils to take
over on prepared topics.
“I was not long enough at T. [GS] to effect any changes having been a housemaster as well and being
responsible for Athletics.
“Any change would have been difficult as the headmaster was a martinet! The sixth form more than
doubled during my time at T., which suggests that the subject was not unpopular!”
MP/T24/HiE1 born 1924. PS + GS. Taught 1946-84. GS, Lincoln, GS/Comp.
“Chronological syllabus”.
“I was involved in teaching the subject at every level and all parts of the syllabus – and with mixed
ability from 1973 – ages 11 to 18 years”.
“The major changes of the quarter century since I retired were beginning for us once the school
became comprehensive in 1973. New young colleagues contributed new ideas.”
[Additional sheet] “Recollections of my years at Romford CHS 1950-73 – Head of Department from
1956
A) GRAMMAR SCHOOL – Girls only. Three form entry. Departmental staff – 2 fulltime graduates.
1) Syllabus
Chronological from Ancient History outlines through to School Certificate/OL in years 4 & % on
Britain and Europe in 19th and early 20th century. History was an option from year 4.
HSC/AL. The Stuarts and 17th Century Europe (until Paper 3 Special Subject was dropped) then the
latter was replaced by European Outlines 1750 to 20C. Special subjects chosen were Elizabethan, &
later Georgian, Social History for Paper 3. Visits to London museums & historic houses were part of
this course. Some pupils took Scholarship Level optional paper. British Constitution GSC/OL was
offered as an option in the Sixth Form.
A weekly Current Events lesson (usually compulsory) for both Upper and Lower Sixth.
2) Just a few of the books provided for every pupil:
The Ginn History Series (Ur to Rome, Flints to Printing etc in years 1-3).
Charles Edwards; Tudors & Stuarts
Dennis Richards – Modern Britain and Modern Europe for exam course in years 4 to 5.
And (Author??) Portraits of Power
Atlases for class use and a History Room Library of small sets of readers (EG Longman’s Then & There
series for private study or projects.
3) Facilities
One classroom was a dedicated History Room with wall display areas and an epidiascope. I used my
own slide projector and record/tape player.
A Sixth Form History library was created in a Sixth formroom when school library stock outgrew the
main library & was used for VI lessons.
4) Related Activities
a) Regular annual school day long expeditions for all pupils. Most of these were History-based and
run by the department, following an annual pattern for many years:
Year 1 – Verulanium & St Albans.
(Year 2 – Science dept arranged)
Year 3 – St Peter’s, Bradwell Lodge & Beeleigh Abbey
Year 4 – Thaxted & Horham Hall (later Audley End)
Year 5 – Waltham Abbey & Hatfield House
Year 6-7 – Cambridge
(My enthusiastic predecessor pioneered this programme)
b) Two or three residential courses (staying in Youth Hostels for 3 or 4 days in places like Norwich
and Warwickshire ) were worthwhile experiments.
c) The Essex Record Office Experiment
For many years 3 parties annually visited the special themed summer exhibitions arranged at
Ingatestone Hall [in the 1960s & 70s Essex Record Office was based here] (talks on the Petre family
& the buildings and introduction to archives) pioneered by AC Edwards, a good friend to the school.
A few Sixth from girls did research and submitted entries for the Emmison Prize [Essex archivist who
donated annual prize]. One of my pupils joined the Records Office staff.
d) The Council for World Citizenship connection
Both Romford and Lincoln were affiliated schools. At Romford, (encouraged by the local UNA and
our retired headmistress, FB) for nearly 30 years we provided an Inter-Schools Youth Forum meeting
fortnightly in evenings for interested Sixth (& later) Fifth form pupils of local grammar & one
technical schools. I was secretary and CEWC introduced us to a wide range of distinguished speakers
on international subjects. (Romford’s proximity to London was obviously a great advantage in
securing speakers).
Sixth form girls often attended the CEWC annual national conferences at the Central Hall,
Westminster.
e)The History Society – after school meetings several times a term – talks, socials, occasional
historical cookery experiments (!), expeditions during holidays, often ranging further afield than
those detailed above eg Norwich, Oxford, Canterbury, Woburn. Visits also to London art galleries
and museums. The school’s expedition generally, together with CEWC Forum, seems to be
remembered and appreciated by other ex pupils, as well as Shirley Durgan [used to work on Victoria
County History of Essex & told Ms P of HiE Project], from the grammar school period.
B) 1973-84 RD CHS WAS JOINED TO HP SECONDARY MODERN SCHOOL (1KM AWAY) TO FORM THE F
B SCHOOL FOR GIRLS (Comprehensive)
The school nearly doubled in size (6 form entry). We had some previous links with Heath Park eg in
the 1950s there was a 13+ examination and entry to RCHS of 20-25 girls at this stage.
Departmental Staff. I continued as Head of department – 3 fulltime and 3 or 4 part-time staff shared
with English and other departments. We had regular departmental meetings and benefitted from
the ideas and innovations suggested by young staff.
Syllabus. By agreement (and in face of rising costs & other constraints on books and equipment
necessary to make great changes) the syllabus continued to be chronological. History was
compulsory in years 1 to 3. In years 4 and 5 pupils were divisioned according to ability and studied
for OL or CSE examinations – OL British and European History (which, as soon as textbooks were
published, we covered up to 1960). CSE English History from 1750 (continuing from Heath Park
syllabus).
In years 1 to 3 we devised an outline syllabus from the Saxons to mid 20th century. I am sorry to be
unable to recall the title of a pioneering book published by Blackwell in the late 1970s which enabled
us to teach simple outlines from 1789 to the present in year 3 – important as History remained an
option in years 4 & 5, ‘dropped’ by some.
Sociology presented something of a challenge as an alternative option to History in the 1970s, but
we survived!
Eventually we sometimes gained an extra period in year 1 and used it for some study of Greece and
Rome.
OL English Economic & Social History was offered as an option in form VI (especially to exCSE
pupils). A full day London walk was part of this course.
Current affairs lessons continued (but optional) and we introduced an optional 1 lesson a week
course on USA, China & USSR.
Books - We adopted Longman’s Secondary History Series for Junior mixed-ability forms and for CSE
while continuing to use earlier books as supplementary readers and for O level.
Activities – School outings became less frequent (numbers!) More families had cars, so outings were
less of a treat! After-school activities also tended to decline in my last years of teaching.
The above is all a piece of history! – The big changes such as GCSE, examinations at the end of Lower
VI (which I would not have approved), endless assessments, computers, videos etc have all
developed since my retirement in 1984 which I realised at the time was a threshold of change...”
RL/T27/HiE5 born 1927. GS. Taught 1951 – 1967 at Sec Mod ; Comp, N Yorks; 2 x Sec Mod. Then
County History Inspector, , with special brief to develop school use of Record Office sources. Chief
examiner CSE History etc.
Early years? “Chronological outlines. Year 1: Ancient Civilisations to Rome. Year 2: Saxons –
Medieval. Year 3: Tudors – Stuarts. Year 4: Modern world, emphasis on social & political history”.
Changes in curriculum? “Smaller patches and more detail, allowing use of source material. Risk of
losing overall chronological picture sometimes diminished by incorporating timelines with above.”
[Comments on attached sheet:]
“In 1951 every secondary modern school I knew had one teacher responsible for drawing up a
history scheme of work and ordering books for it. In small schools, most sec mod schools were 2-3
form entry outside cities, that teacher could combine 2 periods of history a week with being a form
teacher. Most of those teaching history in these schools had some degree of interest in the subject,
few had any extensive knowledge of it and none, myself apart, had a degree.
“We saw the purpose of the history course as giving pupils an outline, especially of English history. A
typical course was Year 1 - Stone Age to Ur, Egypt, Rome and Roman Britain (or perhaps Greece
instead of Egypt – but there were 3 terms); Year 2 - Saxons – Middle Ages; Year 3 - Tudors & Stuarts;
Year 4 - The Industrial Revolution to today. World History & Politics were largely omitted and war
was too close for comfort.
“Most textbooks came in Books 1-4 and mirrored the school syllabus. Lines of development were
talked about – I heard Professor Jeffries talk persuasively – but not adopted except perhaps at the
end of a term when a class in groups might be charged with researching lines of development on
different topics and bring them together in a voluminous timeline for the school open day/parents’
evening.
“Such ideas demanded library access, class movement and discussion and a teacher able to cope
with multifarious questions off the cuff. Not all teachers had the knowledge and many schools were
reluctant to let pupils out of desks. Because I was in a new school I had been able to have tables and
was allowed to arrange them in groups like a modern primary school. I was also the school librarian
which made access easier.
“Those teachers whose knowledge of history was wider than the textbook saw that teaching an
outline was not enough. We had to arouse interest and feed it when aroused. I found the best way
was to make people live and encourage pupils to use their imagination. These might be real people
like Florence Nightingale or an imaginary medieval peasant living in their village. Books like Eileen
Power’s Bodo [actually from a chapter in her ‘Medieval People’ – a Frankish peasant], and Kennedy’s
‘Publius: a Roman Boy’ were a useful source of ideas and extracts to read out and discuss.
“A couple of illustrative examples -The first lesson on the Tudors: start with pupils’ own family tree
and how to set it out. Move on to the Tudors and set questions like ‘who was Queen Elizabeth’s
granddad?’
“As part of work on Middle Ages take pupils to a (ruined) monastery or abbey. Start in the dormitory
and imagine it is dark and cold as we walk in file carrying (imaginary) candles to the first service in
the church. Eat sandwiches in the refectory in silence except for monkish sign language they have
been told about. Sit in the chapterhouse to give out worksheets that demand looking and drawing
not just reading notices. Later include a day’s timeline with their day and a monk’s day. (One year [I]
managed to get the guest master of an abbey to visit the school. He caused a riot by arriving on a
motor scooter in full habit plus a motor cycle helmet.)
“Teachers today should appreciate the difficulty of producing worksheets with the very restricted
copying equipment available in 11951 and the lack of clerical assistants in schools. It was impossible
to produce illustrations and colour very difficult although possible with a rather awkward process
using different carbons. I had the first school photocopier in Gloucestershire in 1965 as a special case
to use copies of documents from the County Record Office (which did not have a photocopier)!
“As a mathematician and remedial teacher I could test my pupils to discover weaknesses in
individual’s understanding and measure progress in reading and arithmetic....In contrast I could not
measure progress in history and tests of knowledge were certainly not reliable and told me nothing
about what the class needed in future lessons. This lack of measurable achievement tended to result
in emphasis on what I taught rather than what pupils learned – and did not learn.
“In January 1961 I was appointed Deputy Head at Q Sec Mod School, a small rural school in
Gloucestershire and asked to take charge of history. I decided on a course which combined an
outline, not dissimilar to that of 1951, illustrated by local examples of people and events where
possible. I also wanted to use actual documents where possible. With less able pupils these had to
be read to them but where possible how could I have 30 copies of a document. Copying equipment
existed but no school had it, neither did the Education Officer or the County Record Office. A
solution came when the vice-chairman of governors, a local businessman, allowed the use of his
photocopier and the County Archivist agreed to allow documents to be ferried there by a member
of his staff. All free! Documents were a spring board arousing interest among parents as well as
pupils and proving usable with care with less able pupils.
“Gloucestershire Record Office was interested in what we were doing and the local Community
Council financed seta of 30 documents on Roads and the Woollen Industry which could be lent to
schools. The Education Office arranged meetings for teachers and we learnt of similar work by
Professor Batho.
“In 1965 I was appointed Head of L Sec Mod School and had first school copier in the country which
made it easier to make copies although documents still had to be ferried to and fro. Unfortunately
being Headteacher, Chief Examiner for CSE History, developing a Citizenship course and a pioneer
work experience scheme in school left me short of time, so that in 1967 when S (County) wanted an
Inspector of Schools to develop the educational use of the County Record Office I applied and was
successful.” [described this work in various bulletins – encloses a booklet produced during this
project – “..it shows how we tried to complement textbooks with material about people who came
within reach of the poor law. For example, if you were a Poor Law Guardian, what decisions would
you have made in the case on page 37? Why? (answers hidden on page 50).
“Again look at pages 19-21 as an exercise in interpreting incomplete evidence. Do you think Job
Ecclestone is a hard-working man? Did his wife die or leave him? Did he look after his children as
best he could until forced to abandon them or did he just walk off and leave them? What does his
final letter tell us about him and his family? Do you expect him to be able to write fluently? ...The
questions are endless and answers a matter of opinion and interpretation based on what kind of
person Job was. Isn’t a lot of history like that?”
CH/T28/HiE4 born 1928. PS + GS. Taught PS.
“Local history was of interest to 8-10 year olds”.
Considering list of topics – “Some of these topics were introduced”.
1930s born teachers
JM/T30/HiE15 born 1930. PS (+ 1 short stint at private PS), GS. Taught Sec Mods, 1955-59. Sec
Tech School, 1959-1963. Then moved to educational administration.
1) Taught first at Uplands Sec Mod School for Boys,1955-57
“At my first interview I was appointed to teach History. I was responsible for ALL the History in the
Three Form Entry School. Pupils left at the end of the term in which they were 15 – Christmas,
Easter, Summer.
“I took over my Predecessor’s Scheme of Work:
Year 1
Famous People Julius Caesar to Shakespeare
Year 2 A
Earning one’s living (?)
B/C Famous people Cromwell to Present Day
Year 3
Colonial history
Year 4
History of S (town)
In my Second Year I did History of USA in Year 3.
“I was allowed to send pupils out to do research in Year 4 on various aspects of the History of S
(town) e.g. Transport, Utilities, Leisure
“Looking back, I am amazed that I was given so much responsibility as a Probationer Teacher. I do
not think anyone saw me teach. There was no Advisor at that time who looked after probationers.”
2) At H Sec Mod School for Boys 1957-59
“I was appointed – I was the only applicant – to teach Social Studies. This was ‘Flavour of the Month’
then and was really a ‘mish mash’ of History and Geography. I can remember very little about
teaching. The Head was off ill and the Deputy Head ran the school. Secondary Modern Schools for
Boys were tough places. You either coped or you left. I went to the school in order to earn more
money: there was a £75 responsibilities payment.”
3) In April 1959 he “was still wanting to teach RE” so he “moved down the road” to WB Sec Technical
School (mixed)to be responsible for Religious Education.
“I had a £125 payment. Again I was the only applicant for the job. I taught RE to GSCE O level and A
level. I also taught Social & Economic History to O level. This was to try to show the events which
brought about the Industrial; Revolution. The class was composed mostly of girls!!
“There were Trips. I recall going to Ironbridge in 1960 A trip organised by head of Geography. This
was before Ironbridge became as organised as a heritage site.”
“So I taught History both in a selective and non-selective school.” He left teaching in 1963.
EC/T31/HiE11 born 1931, El School + Convent GS. Taught unknown + Comprehensive, 1955-1989.
Early years - “Outlines of long periods.
Topics?
“Medieval from 1066 - 11 – 12+ years.
“Political and some social history – 12 + - 14 years.
“Concentration on social and economic [history] 14+ - 16 years.
“A Level – Stuarts and Hanover”
Changes in the curriculum?
“When I first taught it was mainly medieval and Tudor and then I had a log break (home with my
children). When I returned syllabus was mainly based on post1066. Third year – two world wars. IVth
and Vth year - social and economic history syllabus.
Approach to History teaching and any changes in her practice?
“When I first started teaching we mainly used a text book and a lesson on what topic we studied]d.
We had an oral question and answer section. Later on we made our own notes using worksheets and
also had a period using the drawing of relevant pictures”
KW/T31/HiE6 born 1931, Pre-prep, prep school in, Various as evacuee. Private, SE. Taught GS, 6th
form college, tertiary college, 1954-1992.
Early years - “Outlines of English, European and US history with depth studies eg based on medieval
manorial records, on architecture, on local economic development.
“Broadly chronological but following themes linked eg to local history, to war, to development of
government, to international relations – this was the Cold War period!”
Topics?
11 year olds. Collapse of Roman World – migrations – Middle Ages – Heraldry, the Church, castles,
architecture, the manor, trade & industry
12 year olds. Tudors – exploration, the church, trade & industry, government.
13 year olds. Stuarts/C18th – government, civil war, international developments, science.
14 year olds. C18/19th – Empire, industry & agriculture, towns, Revolution, government.
15/16 year olds. C19/20th – expansion of Europe, Wars, political developments, Britain, Europe and
the World to present day. (These were the ‘O’ level years, but I did not begin the ‘O’ level course
proper until the summer term prior to the ‘O’ level year.
These are indications only – emphasis & depth would vary from year to year.”
Changes in the curriculum?
“I should here say that I did not teach below ‘O’ level/CSE after 1974 & from then I taught mainly at
‘A’ level.”
“I was always Head of the History Department so could always control the curriculum until the
external exam years. I believed that a broad knowledge of British History was the appropriate basis,
but Britain could not be studied in isolation. The histories of eg USA, Russia, China, as well as
mainland Europe were relevant; and not just when we bumped up against them! Overlaps with
literature, the Arts, Science could be accommodated as occasion, and class interest , offered. I could
always combine breadth & depth, be responsive to the locality & its history and to student concerns,
and link long-term developments through the course
“Over time the ‘O’ & ‘A’ level syllabuses became more limited in content & chronological coverage.
“In 1954 the Oxford & Cambridge Board offered ‘O’ level papers on US history as well as English &
European papers going to the 1950s. My move to Dewsbury & the NUJMB meant more restricted
syllabuses. (This was a time when centre fees were charged which inhibited a spread across exam
boards.)
“Again at ‘A’ level O & C provided broad outline papers – England 878 – 1945, Europe 800-1945 –
plus a special subject paper eg Reign of King John, Elizabeth, the French revolution, to encourage
depth study. NUJMB were more conventional and restricted but with some interesting double
options eg History & Foreign Languages.
“With the increased stress on documentary study, syllabuses became still more restricted. Modern
World History, if you weren’t careful this meant Communists & Nazis, took over & the broader base
encouraged by outline syllabuses threatened to disappear. The experiences of various of my
grandchildren, & my own experience as an examiner for UCLES[?]/MEG, from 1967 to 1997, tend to
confirm this.
“For at least the last 12 years my JMB ‘A’ level syllabus was English History 1906-39 studied through
documents, and European History 1870-1945. The latter offered special topics, eg Antisemitism
(which to the examiners seemed to mean Hitler), Imperialism, and one could look at cultural &
scientific/technological development – though they were seldom examined though Mussolini always
was!
“Throughout there were some excellent Alternative ‘O’ level exams (mini AS[?] without the need to
revise!) which included English, European & Local History & American & Russian Studies.
“The increasing cost of books & other aids made it very expensive to re-tool a department which
inhibited changes of syllabus.”
Approach to History teaching and any changes in his practice?
“At Silcoates, up to the Sixth Form, with classes of 30, teaching was inevitably from the front. Even
group work was physically difficult. At ‘A’ level horseshoe seating meant everyone could see &
communicate so it was easier to encourage discussion. At WGS (grammar school) smaller class sizes
made possible a more open structure even for ‘A’ level.
“As far as possible I avoided dictating notes. Information was collected from books, duplicated
sheets etc and then used in discussion, tests, essays. A base of knowledge was necessary before
students could develop ideas of their own, but the object was for them to develop ideas and subject
them to scrutiny eg in evaluating King John, Henry VIII, Napoleon of Stalin, in discussion of factors in
the development of conflict, industry, empires, Nazism[?].”
EP/T31/HiE120 born 1931, El school + GS. Taught Public & GS, 1955-1991.
My approach?
“Chronological development – which I think is preferable. Pupils need positive points at which to
focus their material. ‘Patches’ can confuse the average.
“My predecessor at M School was Geoffrey Williams, author of the ‘Portrait of World HChanges in
the curriculum?
“The advent of GCSE meant much ore development of work sheets, with a stress on primary source
material. At ‘A’ & ‘S’ level the development of INDIVIDUAL STUDIES.”
Approach to History teaching and any changes in his practice?
“Greater use of primary source material – and use of epidiascope & TV & radio.
“At junior level (12 to 13 year olds) I arranged for the boys to MAKE, CONSTRUCT OR IN ANY OTHER
WAY anything to display the way of life in medieval England.
“I feel that courses are determined by the FINANCE available, and not available in schools. Capitation
grants are quickly swallowed by the need to fill gaps as resources disintegrate.”
EJ/T32/HiE8 Eric Jenkins, born 1932, PS + GS. Taught Comp (originally Sec Mod), 1961-1990.
Early years? “British and European chronological, culminating in external exams (‘O’ Level; then
GCSE)”
Topics? “All those you name [Romans, Medieval towns, the Tudors, Medicine through Time] plus
18th, 19th 20th century British and European (age groups 11-18).”
Changes in the curriculum?
“The imposition of the whims of advisers [sic] and inspectors (one wished to impose ‘environmental
studies’ to replace history and geography). The National Curriculum brought ‘skills’, some of them
inappropriate.”
Says in covering letter:
“My students achieved better external exam results than those at the local grammar schools, but
very friendly relations were maintained between all history teachers. A good move was when history
became an important part of the National Curriculum. A bad move was the ludicrous collection of
‘skills’ they insisted we used. They did not help us, and that was a main reason I retired. There is one
history skill that really is important, and unbelievably it was not on the list. That vital skill is
NARRATIVE SKILL. It is not only essential in history to be able to explain the facts in a logical order,
and why one followed another, and caused the next step. It is also essential in other parts of our
lives…
“Some of the skills they did impose were inappropriate. For instance, ‘empathy’. I refused to set
questions beginning ‘imagine you were a…’ They might be history, but usually they were not.
Empathy is an emotion, not a skill;, and we might have it or we might not. Correcting inaccurate
statements is dangerous (they could easily remember the untrue part”.
Approach to History teaching and any changes in his practice?
“Stories of many developments and events, chronological with full discussion and analysis in a
friendly atmosphere. The use of many different textbooks and illustrative aids; even music such as
Jacobite songs. The inclusion of local history was important, with many prose and visual resources,
reproduced documents and maps.
“Even some cookery was done, to demonstrate old diets, for example the food on Nelson’s
warships.”
HS/T33/HiE10 born 1933. GS. Taught Sec Mod, Comp, FE, 1958-1989.
Early years? “Outlines of long periods in chronological sequences.”
Changes? “Main impact was the impact of CSE in mid 1960s”.
Approach to History teaching and any changes in his practice?
“At school I taught only 11-16 year old pupils up to GCE and CSE level. I used traditional methods;
chalk & talk; text books for homework etc, with great emphasis on creating a lively interesting
whatever the pupils were learning”.
AE/T34/HiE19 born 1934. GS. Taught GS, Yorks; Comps, 1957-1987.
“Early years mainly English history (1st years ancient Greece etc).
Chronological approach, European/early modern in middle.
“At C H (town), was part of Leeds University project in History teaching – very experimental.
“I only taught 13 – 18 year olds. Mainly World War I (O level), C17th (A/S level).
Changes in the curriculum?
“There seems to be now almost total dependence on dreary worksheets & group ‘creativity’ to vary
the monotony. Disciplined thought and essay writing in steep decline”.
Approach to History teaching and any changes in her practice?
“I have only ever taught 12 – 18 year olds (apart from very brief spell in a technical college).
“1957-60+ was time of overhead projectors, blackboard for diagrams, spellings and such; relatively
few films or use of primary sources – apart from reprinted written passages.
“Over time, less group work & drama, more worksheets.
“Enjoyed most of Leeds University Schools Council History project. Most noticeable shift was away
from incessant note-taking by A level students in lecture group style.”
LH/T35/HiE18 born 1935. PS, private school, GS. Taught GS; Comp; GS, Comp; Comp; 1958-1992.
Early years? “Outlines of long periods”.
Topics? “Early civilisation to 11+. Medieval to 12+. Tudors & Stuarts 13+. 1815-1914 to 14+. Tudors &
Stuarts to 16+ & Nineteenth [C] British & European to 16+”
Changes in curriculum? “Yes, from ‘O’ level to GCSE.”
Approach to History teaching and any changes in her practice?
“I had a bad start to teaching, the Head of History was not originally a History Graduate & her grasp
of the subject was very incomplete. She was dictatorial & highly critical of me. I nearly gave up
teaching. In WGC High I had a marvellous head of dept. I learned a great deal from him.”
PJ/T35/HiE12 born 1935. PS + GS. Taught Direct Grant; 6th form college; Independent; 1958-95.
Early years? “Sometimes projects. Mainly I taught for ‘O’ Level then GCSE + ‘A’ Level (+ S Level),
Cambridge Board. 19th + 20th century ‘O’ level + GCSE, Tudors + Stuart, European C16, 17 for A
level.”
Topics? “All the above [Romans, Medieval towns, the Tudors, Medicine through Time], with age
group 11-14. But they formed part of a progressive, chronological whole. I think children (+ adults!)
need a chronological structure, or this can become very muddled. I learnt the kings + queens dates
at primary school aged 8/9 and have always clung to it!”
Changes in curriculum?
“I retired in 1995, so I have no direct experience of changes since then. ‘A’ level didn’t change a
great deal during period 1970-95. We taught a 3rd special subject paper as well as English &
European outline papers eg The Normans, Causes of World War II. The GCSE was more challenging
for the girls than ‘O’ Level (more document work & analysis) and prepared way for A level. Special
topics on the Suffragettes & American history especially enjoyed by students”.
Approach to History teaching and any changes in her practice?
“I only taught 11-18, and in retirement, WEA classes. I suppose we all have different styles of
teaching. My aim was to get the students interested and give them mini-projects of their own – all
linked to a central theme, for which I provided outline notes, and a book list. Usually there would be
a core book/text book which everyone used. There was a time when they did projects of their own
choice for A level. This entailed a huge amount of work + individual tuition/discussion. Some of the
work produced was of a high quality, a few girls even took their project topics forward as
dissertations at university. It was v rewarding, as the girls were very motivated. Local history was
something else I brought in when appropriate in the 11-14 age groups. It didn’t fit with GCSE or A
level papers/syllabuses.”
EH/T36/HiE16 born 1936. PS, Independent school, GS. Taught Sec. Mods. 1957-1985. N.B.
INTERVIEWED
Early years? “The syllabus was chronological in style with the aim to cover 20th century history during
the last compulsory year of education”.
Topics?
“All my teaching was in secondary schools.
“1st year – from the Stone Age to the Norman Conquest, with special reference to: - Ancient Egypt,
Ancient Greece, the Romans, Saxon England, the Vikings and the Norman Invasion.
“2nd year – from the Middle Ages to the end of the Tudor period:- including the Hundred Years War,
the Wars of the Roses and the Tudor monarchs, the Reformation and the Renaissance and some
social and economic history.
“3rd year – from the Stuarts to the start of the Victorian Age – including the Civil war, the
Commonwealth, the Restoration, the Glorious Revolution, the Hanoverian succession and the
Jacobite Rebellions. The story of the colonial settlements in America , and the War of Independence,
the agricultural and industrial revolutions.
“4th year from the Victorians to 1945-including social and economic changes, the Crimean War, the
Boer War and the 1st and 2nd World Wars.”
Changes in curriculum?
“Over time the pre conquest period was omitted, although the Romans remained! After I gave up
the responsibility for the History department, the emphasis seemed to change to a more topic based
curriculum.”
Approach to History teaching and any changes in her practice?
“It was mainly chalk and talk! But with much use of filmstrips in the beginning, the first textbooks I
had to use were very dry with few illustrations. Things improved when books were published with
good pictures and copies of excerpts from historical documents. The advent of the photo copier
made it easier for small groups to work together to produce information of interest to the whole
class.
“It remained important to have a chronological framework and to equip pupils for public exams.
Essay and exam techniques have to be taught.”
MA/T36/HiE119 born 1936. Village, private & PS, GS. Taught at Sec Mod; GS, Comps; 1962-1992.
Early years?
“Yr 7 – Medieval. Yr 8 – Tudors & Stuarts. Yr 9 – Industrial, American, French Revolution.
“Yr 10-11 – Late C19th, early C20th - ‘O’ level.
Topics? “Too varied to answer.”
Changes in curriculum?
“Schools History Project introduced topics and skills.
“National Curriculum stressed skills, & assisted in chronological approach”.
Approach to History teaching and any changes in his practice?
“Because of the lack of books, I would sometimes have groups working on topics within themes, eg
Industrial revolution: iron & coal; Textiles: roads & canals; railways. I used this method with ‘A’ level
work when numbers taking history in the sixth form increased”.
“I enjoyed my first full-time post at Lincoln School, but soon came to the conclusion that by simply
studying chunks of history for ‘O’ level we were selling the subject short. I was also critical of the
traditional way of assessing history by the medium of essay answers to questions. My opinion of the
latter was increased when I saw identical ‘O’ level answers from a girls’ school which had obviously
been learnt by heart. “ [see his article in Teaching History, May 1970 which he enclosed].
“When I became Head of History at C H School in 1969, I decided that it was ridiculous to end the 3rd
year (year 9) syllabus at the Industrial Revolution as about one thirds of the boys would be dropping
history in the options scheme in year 10. I therefore introduced a topic through time and a survey of
the 20th century in year 9.
“I was overjoyed when the Schools Council History project was introduced soon after my school
became comprehensive. I felt that it fulfilled many of the suggestions my article had made in 1970. It
certainly energised myself and y colleagues. We enjoyed the introduction to history (Who really did
kill Mark Pullen?) We chose to study the American West, as it seemed most suitable for all abilities,
although we later added Elizabethan England to lead into ‘A’ level. The History Around Us had us
researching Victorian Cleethorpes [encloses some of their findings]. Medicine through Time
produced almost a study of civilization, and I enclose my Medicine Rap. While the Arab-Israeli
Conflict remains, unfortunately, relevant to the present day.
“We were subsequently delighted to introduce the AEB 673 ‘A’ level course, as its unit on the
method and philosophy of history seemed a natural follow up to the SCH Project. It gave us the
opportunity to introduce to sixth formers a wide variety of historical evidences, and to discuss
philosophies and problems of history. The personal study gave the experience of research.”
“Although I welcomed the skills-based approach of the National Curriculum History, I did not
approve of its adoption of a chronological structure. Research showed in my early years of teaching
that students did not develop an understanding of time until their mid-teens. Far better to have
patches of history interspersed with topics through time. Initially the NC specified the teaching of
too many skills. I can remember the glee with which one history adviser on an INSET day listed the
multitude of skills then told us we would have to devise our own ways of recording them in mark
books. Some of the skill-based tasks were too difficult; there was one I never succeeded in solving.
One group of intractable boys proved quite keen when I reverted to a more traditional, simpler
approach.
“I consider that history has been expected to teach various skills (eg business appreciation,
citizenship) which have been introduced piecemeal when a revision of the complete syllabus was
needed. There has been too much concentration on the two world wars and Nazi Germany in year 9,
GCSE and ‘A’ level with university students demanding these topics again. History teaching has been
criticised by many pundits who obviously are unaware of the aims and practice of the history
syllabus. Controversies over empathy spring to mind”.
JB/T38/HiE17 born 1938. GS. Taught GS; private schools; 1960-1999.
Early years? “Mainly chronological syllabuses using text books, wall charts, occasional educational
visits, radio.”
Topics? “Romans, Medieval towns & villages – 7-8 years. Agrarian – Industrial Revolutions (14-16
years). Stuarts (16-18 years). 1914-45 (14-16 years Victorians (10-11 years). English political History
1485-1914 (14-16 years).”
Changes in curriculum? “It is now more topic-based. ‘O’ levels were just based on exams while CSE
included project work. GCSEs are now course work plus exams. At Primary level the syllabus is
dominated by the National Curriculum which is ‘Patchy’.”
Approach to History teaching and any changes in her practice?
“In the early days of teaching it was much more formal – relying mainly on textbooks, blackboard &
occasional use of radio programmes & outside visits. Now there is more emphasis on the students
‘finding out’ on their own and more time spent on projects (infants) and course work (seniors).
“Computer programmes are also widely used as well as TV programmes”.
IK/T38/HiE14 born 1938. PS + GS. Taught GSs; private school; Comp; 1961-1998.
Early years? “Mainly chronological.”
Topics? “Romans mainly to 11+ year olds except when I taught A level Roman History in my first
position in Westgate. Medieval mainly to 12+ and also as part of the Development Paper for the
Cambridge History Project A Level Course which I played a small part in devising. I taught A level
Medieval English and European at Westgate for two years. Tudors were 13+ and also as part of A
level. It was also a section in the development paper for the CHP. I taught all of the Development
paper using People Power and Politics 1,2,3 &4 which cover ideas and Monarchy Medieval, Tudor
and Stuart , 18th to Modern Day (then!), Norman Conquest, Tudor Revolution in Government,
Glorious revolution and Accession of George 1 and the First World war. Module 3 was alternative
Lines of Development and then Russia as a comparison/contrast. The Special Paper we selected was
17th century England which was taught by another teacher.
“At first O level was usually 19th and 20th centuries. When we selected to follow the Schools History
Project we chose Medicine through time as development (visits to Wellcome then in the Science
Museum) with Country Houses (visits to at least two houses of contrasting styles) China (no visits!)
19th British. For a change we chose The American West.
“In addition we studied Special Events eg. 1776 when there was an exhibition in Greenwich and
many smaller topics which arose from current events/films etc.”
Changes in curriculum?
“Vastly. To sum up, from chronological to patches although I always tried to show things in context.
‘Time is of the Essence’ in History after all.
“Methods have changed too from the static approach where sitting and reading/writing dominated
to drama, games and such.”
Approach to History teaching and any changes in her practice?
“Text Books were the main method at my first school although the Head selected me as a student of
Dr. Brooks so welcomed more exciting methods than was usual at the time such as through plays
and debates. I ran a History Club where we could extend interest. As this was a Boarding School this
was popular and well attended. I cannot remember topics we covered; methods were discussion,
looking at appropriate slides and such.
“My second post took me to a very traditional academic Grammar so again mainly text books with
discussion in the Sixth. The lessons were mainly static and I do not think some of my later antics
would have been approved of but I always tried to vary approach and used maps, slides, talk
wherever possible. I travelled a lot and used my own slide collection to make points.
QG (School) was lovely with a supportive Head and an interested colleague. Visits to galleries and
museums were encouraged. Our big development were huge for the size of the school, exhibitions
of our own where the pupils brought the exhibits, wrote about them and invited their parents to
attend. We took over the library and they were a great success in developing interest in History. We
held smaller exhibitions of pupils work regularly. This was the first school I persuaded the Head I
must have a History Room which gave scope for displays of posters and artefacts.
SA Girls (school) was and is a high powered academic school expecting excellent results. I used the
school building itself which has a manor house complete with priests hole, drama was enjoyed and
memorable, maps, videos slides and anything possible to captivate interest.
“Finally I moved to a comprehensive school outside London. Methods included taking the Sixth to
appropriate lectures run by the Historical Association all round the London area, taking all years to
exhibitions in London, the biggest being 1776 where the whole third year or year 9 went in a fleet of
coaches, residential study courses each year in Yorkshire with geography so visiting monasteries,
houses, railways and rivers, taking small groups of 10/12 pupils of year 8 with two teachers each to
places in London proposed by the teachers for a day of activities week (the proposals (an interesting
proposal for Maths and Science teachers who were not used to have children outside the class
room). We took over the area with huge exhibitions on the Second World War and the Sixties both
including the year 9 work and artefacts they contributed. The music playing at the first brought in a
local man to enquire what was happening and when he saw it asking if he could contribute as he had
been in the glider section both in north Europe and in the Sicily campaign; he contributed a table
which was most interesting. The Sixties was enjoyed by pupils, staff, parents and locals. We had
many debates, role plays, videos, presentations by the pupils and all sorts but we also had BOOKS
and for ages I insisted on a book each to take home plus a library in the history classrooms. As time
went by pressure was put on me by governors and heads to underplay text books and money was
short to replace the rapidly diminishing stock so worksheets had to be resorted to. This was also the
time we went over to GCSE Humanities, not my choice but I was fortunate to have a really gifted
team of young people who produced wonders as we chose our own history, geography, politics
based topics and materials. This enable group work by teachers and we experimented with the
whole year group attending central talks by lead teachers before breaking into smaller groups for
follow up work.
“There is a lot more over a long career; I enjoyed it, almost all of it and so did many of the
pupils/students. My direction was that I always taught at least one class from each year and in the
days when we were in ability sets that I took the “lowest” set, often the most rewarding and exciting
to teach. I remember clearly the joy of taking one such group of I think year 7s to the National
Portrait Gallery for a study day. “Cor, Mrs K, how much does it cost to come here?” On being told it
was free she demanded “Can I bring my mom here”. Taking children out is frightening but the most
rewarding of all. Thank you Dr Brooks!”
PH/T38/HiE13 born 1938. PS + Direct Grant. Taught GSs; Comp; 1960-1989. University Education
Dept (p-t) 1990-94.
Early years? “Outlines in chronological order, geared to ‘O’ level syllabuses. Schools History Project
from 1978-89, some experience of the A Level Project.”
Topics? “Medicine, Energy to 14-16 year olds from 1978-89; appropriate Depth Studies. ‘A’ level –
16thC to 6th Formers.”
Changes in curriculum? “Considerably, though I was sad to see the SHP abandoned shortly after my
retirement in 1989.”
Approach to History teaching and any changes in her practice?
“I think my experience is too remote for me to make useful comments, but I do applaud the
encouragement of the spirit of enquiry into the young, from primary to secondary stages. I gather
from talking to youngsters that their curiosity is stimulated and much encouraged now and I applaud
that too. On the other hand, I am frequently appalled at the lack of knowledge of past events
amongst the young generally, and the lack of chronology in their thinking”.
DG/T39/HiE9 born 1939. PS, El School, GS,. Taught PS; GS; GS; 1962-1999.
Early years? “Grammar School Syllabus was commonly in long periods, delivered as a narrative ie
Form I – Ancient + Medieval. Form II – Tudors + Stuarts. Form III – 18C + 19C (UK + Europe). Form IV
– O Level (optional subject).
Topics? 1962-6 (in Primary School) – Patches; mostly Early Modern. 1966 onwards – Full Grammar
School Syllabus (as above). Developed ‘extras’ – World Affairs at CSE/OL; Local History (Forms II +
III); Industrial Archaeology (Form III). Forms IV + V came to be 20C World History (London, JMB). A
level also 20C (London, JMB, + AEB).
Changes in curriculum?
“a) Syllabus became more restricted as the ‘External Exam Empire’ grew – Boards reduced options
for administrative reasons.
b) End of Paper III at A Level (ie depth study). Narrowed curriculum.
c) ‘Rise of Coursework’ at CSE allowed freedom: recent ‘Fall of Coursework’ narrowed it.
d) Rise of over-dominance of 20C World Affairs.
e) Central control of curriculum increased its narrowness and made it plaything of social engineers.
Approach to History teaching and any changes in his practice?
“(Secondary Teaching). Began by teaching as I had been taught. But:a) Rapidly adapted to more analytical regime with open questions.
b) This was encouraged by need for depth study, esp London’s ‘A Level’ Paper III, where
Board’s reports stressed need for Analysis cf ‘Narrative-mongering’.
c) C) Nearly 50 years of visits to Cambridge University Extra-Mural Centre to update for Paper
III topics + learn 20C + Local History syllabus + techniques.
d) Course Work at CSE, GCSE (initially) + AL General Studies allowed tutorial skills to be
developed (also stimulated inter-subject links).
e) Attempted to keep my mind alive by opting for occasional changes of syllabus at all levels.