1. History in Secondary Schools: Challenges and Opportunities SHP 21 st Annual Conference Michael Maddison HMI Ofsted’s Specialist Adviser for History Leeds Trinity 5 July 2009

2. Subjects matter – history matters Today’s text Unfortunately, photographs have been deleted for reasons of copyright and to reduce the file size.

3. History in secondary schools: strengths

4. Secondary successes  Good teaching  Good teachers’ subject knowledge  Effective leadership and management  History is enjoyable and popular  Students acquire knowledge and understanding in depth  Good development of enquiry skills and source evaluation - investigation, extraction, evaluation and communication  High standards and good achievement ‘It makes you think’ (student Year 9)

5. GCSE Entries Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15

6. GCSE History Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15

7. A level History Entries

8. A level History

9. History in secondary schools: challenges

10.  Insufficiently focussed assessment on subject-specific objectives, e.g. progression in skills  Marking insufficiently precise to help students improve  Insufficient challenge for the most able  Limited British Isles history and too little local history  Absence of an overarching rationale leading to an unbalanced curriculum at KS3 Departmental challenges

11.  Insufficient curriculum liaison between Years 6 and 7  Student recruitment to exam courses at GCSE and the falling proportion of students taking GCSE history  Growth of vocational learning & new subjects 14-19  Reduced time allocation at KS3 leading to fleeting coverage and restricted number of topics in depth  Whole school curriculum pressures - greater emphasis on thematic teaching and the skills-based curriculum Whole school challenges

12. History at GCSE YearTotal number of students at the end of KS4 Total number of students taking history (full & short) % of students taking history (full & short) 1996/7 All schools 586,766207,60835.38% 2006/7 All schools 655,146206,83431.5% 2007/8 All schools 653,045206,31131.59% 2007/8 Maintained Schools only 585,967180,82830.85% Figures from 2005 onwards are for end of KS4. Figures prior to this are for pupils aged 15

13. Curriculum developments at KS3 The curriculum continuum Separate subjects Cross- curricular links Integrated themes

14. History in secondary schools: opportunities

15.  How will the primary curriculum changes help my Year 7 students to be better prepared to achieve at KS3? What can we do to help our feeder primary teachers?  Do we have a clear rationale for our KS3 history curriculum?  What contribution have we made, are we making and can we make to the school’s work on ‘Britishness’, identity, diversity, citizenship, community cohesion and political literacy?  How effective is our work in teaching emotive and controversial issues such as the Holocaust and the slave trade?  Do we ensure relevance in what and how we teach history to young people in our school in 21 st century Britain? So what can we do? Ten questions for you to answer

16.  Which cross-curricular links will be the most effective in enhancing the students’ experience in history?  What can we offer through increased cross-curricular links to students and other departments in and beyond the school?  How could thematic teaching and a skills-based curriculum improve the achievement and progress of students in their historical knowledge, understanding and skills?  What could thematic teaching and a skills-based curriculum achieve that history (and other foundation subjects) on their own and through increased cross-curricular links could not achieve?  What circumstances do we need to engender to ensure that curriculum innovation, which enhances learning in history, flourishes? So what can we do?

17. Final thoughts

18.  History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. (QCA, KS3)  ‘History stops people believing rubbish’ (student age 12)  ‘History has taught me to read between the lines’ (student age 16) Subjects matter – history matters The importance of history

19. History in Secondary Schools: Challenges and Opportunities SHP 21 st Annual Conference Email: michael.maddison@ofsted.gov.uk