history in schools: learning from the past, planning for the future michael maddison hmi national...

History in schools:learning from the past, planning for the future

Michael Maddison HMI

National Lead for History, England

SHP Conference: Changing School History

British Library, 30 November 2013

Outline

History in schools: learning from the past, planning for the future

What do we know about the effectiveness of history in schools?

What does inspection tell us are the components and characteristics of highly effective history?

What do we need to think about as we plan for the future?

History for all: accessible, meaningful & achievable

What can I do to improve history where I teach?

Challenge: what actions will you take to secure better history in your school?

Email: michael.maddison@ofsted.gov.uk

National scene: Ofsted’s evidence

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 better knowledge and make better progress where history is discrete

teaching is generally good but increasingly variable

Primary weaknesses:

pupils’ knowledge is episodic pupils’ chronological

understanding is increasingly variable and their ability to make links across the knowledge they have gained is weak

Action for you: know more about history in primary schools, especially Years 5 and 6.develop closer links with your feeder schools

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

well led.

The National Curriculum at Key Stage 3 (11-14) has led to much high-quality teaching and learning in history.

Attainment is high in the secondary schools visited and has continued to rise, particularly at GCSE and A level

Entries at GCSE and A level are also rising

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 e

ntr

ants

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

A level and AS level History Entries 1997-2012

45,630

36,100

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

55,000

60,000

65,000

70,000

1997 2005 2006 2007 2008 2009 2010 2011 2012

Nu

mb

er o

f en

trie

s

59,670 students were entered for AS-level in 2012

Secondary concerns – Key Stage 3

increasing non-specialist teaching – 28% no relevant degree

whole-school curriculum changes in KS3 – e.g. two year KS3; cross curricular teaching; competencies rather than subjects

reductions in teaching time for history – average: 60-90mins a week

insufficient emphasis upon developing students’ analytical and discursive writing

poor planning for progression in the developments of students’ knowledge, understanding and subject-specific thinking

misuse of levels of attainment

the failure of some subject leaders to provide a rationale for the curriculum they had put in place

Result

history has become marginalised in some schools standards are too variable and progress is not fast enough

Example Year 8:

All pupils will be able to explain some of the reasons why their inventor was the best of the Victorian era

Most pupils will be able to explain all of the reasons why their inventor was the best inventor of the Victorian era

Some pupils will be able to explain and prioritise the reasons why their inventor was the best inventor of the Victorian era

Example Year 7:

Good learning: you can identify the reasons why the Roman Army was successful (L4)

Great learning: you can explain why the Roman Army was successful (L5)

Even better learning: you can evaluate the most important reason why the Roman Army was so successful (L6)

The rise and rise of ‘all, most and some’

Some students continue to be restricted in their subject

options at GCSE

Lower ability students are not served well at KS4

Assessment at GCSE: formulaic teaching leading to formulaic responses.

The growth of the one-year GCSE

Most students who take history beyond KS3 study modern world topics at GCSE and at A level

Over-dependence on set text books does not prepare students well in some sixth forms for the challenges of higher education.

Key question: Does the current reform of GCSE and A level offer an opportunity to deal with these concerns?

Secondary Concerns – Key Stage 4 & post 16

What are the characteristics of highly effective teaching and learning in history?

Overview:the constituents of highly effective teaching Subject expertise

knowledge dynamic subject why history matters why topics are worth studying

Learning

rigorous historical enquiry Historical thinking & understanding

Historical thinking = ability to investigate, consider, reflect and review the events of the past

Assessment

enabling teachers to refine their practice and pupils to build securely on prior learning

Case Study: Developing historical thinking

Context: a group of pupils in Years 2 and 3 were studying the diary of Samuel Pepys.

Discussion: when asked how they would deal with another diary which told them something different, their response was unequivocal. ‘That’s ok’, said a Year 3 pupil, ‘because we would be able to check what Samuel Pepys had written’. Another pupil added, ‘We would have another point of view. You know someone who perhaps lived in another part of London and so lived life differently’.

Fox Primary School, London

Case Study: The principles of high quality enquiry work

Hampshire Secondary History Network

No 4: There is an element of the enquiry being contentious.

No 5: There is a coherence to the way the enquiry progresses.

No 9: There should be some new injection of evidence, possibly contradictory to the earlier sources, to simulate the reality of historical research and to encourage students to react to it.

No 12: Enquires should be made relevant and meaningful to students’ lives and current events.

The constituents of highly effective teaching and learning

Ofsted, 2010; revised January 2013

Resources

History survey visits

Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools

What makes a highly effective history curriculum in a school?

Overview: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

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 it, 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?

What are the characteristics of highly effective leadership?

The effectiveness and high profile of history in the school is based on:

visionary leadership and highly efficient managementcommitment and enthusiasm of all history teachersexcellent understanding of current developments in the subjecta sustained record of innovation and success in inspiring pupils and improving their achievementconstant focus on inspiring confidence in and commitment to history in pupils and colleaguescritical self-evaluation - well informed by

exciting practice in history the effective analysis of performance

Overview:Characteristics of highly effective leadership

Gender: achievement of boys and girls

53

63 63 64 65 66 67 68

60

69 69 70 71 7274 74 74

67

40

45

50

55

60

65

70

75

1997 2005 2006 2007 2008 2009 2010 2011 2012

% p

up

ils a

ch

iev

ing

A*-

C

Boys Girls

7

5 6 66 6

7 7 6

Deprivation: achievement by free school meals

SEN: achievement

Ethnic groups: achievement

6460 60

51

86

27

76 76

58

6564 64

54

87

40

78 79

62

6765 66

54

87

38

79 78

63

6866

68

55

85

25

79 78

63

68

57

7275

29

81

58

50

58

66

59

7777

43

84

53

6164

0

20

40

60

80

100

African Bangladeshi Caribbean Chinese Gypsy /Romany*

Indian Irish Pakistani White British

Per

cent

ach

ievi

ng A

*-C

2007 2008 2009 2010 2011 2012

Regional variations

GCSE history entries by region 2013

GCSE history entries by local authority 2013

GCSE history entries for England 2013

Top East of England40.4%

Bottom North East34.7%

Top Richmond upon Thames53.9%

Bottom Middlesbrough21.7%

England 38.8%

robust quality assurance leading to prompt, decisive action to

tackle relative weaknesses in teaching and learning in history excellent collaboration among teachers underpinned by joint

planning and the effective sharing of good practice in history subject-specific professional development needs of all

staff are very effectively and comprehensively assessed and met

ambitious aims based on a clear rationale for the subject and its place in the

education of pupils well communicated to staff and pupils, and matched with

skilled deployment of resources, including staffing subject makes an excellent contribution to whole-school

priorities, including consistent application of literacy and numeracy policies

Characteristics of highly effective leadership

What can the inspectorate do for you?

Ofsted’s history subject web pages

Take a look at this:

Ofsted’s supplementary subject specific guidance for inspectors on making judgements on subject inspections

Keep up-to-date with Ofsted's work in history

Visit the dedicated history web pages on the Ofsted website at http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/history-0

Case Studies

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)

Ofsted’s subject professional development

materials: History

A training resource for teachers of history in secondary schools

2012

Ofsted’s subject professional development materials: history (secondary schools) January 2012

This training looks at five issues considered in the report. It poses questions for discussion and provides some of the commentary from the report. The questions covered are:

How popular is history in your school? What history don’t you teach and why don’t you

teach it? How can you ensure the most effective teaching

in history? How can you ensure the best learning in history? How effectively do you meet the subject-specific

history training needs of the teachers in your school?

You can take the issues in any order and spend as long as you like on each one. However, we suggest that at some stage you find time to look at all five.

Overview

Planning for the future

… next steps for you …

The new National Curriculum for history, 2014

Key Stage 3

November 2013

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims

The national curriculum for history aims to ensure that all pupils:

know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic

gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

Aims - continued

understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Attainment targets

By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study.

Subject content KS3 - preamble

Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.

Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.

They should use historical terms and concepts in increasingly sophisticated ways.

They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.

They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

Subject content KS3

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.

Pupils should be taught about: …

Summary: subject content KS3

British history 1066 to the present day:

the development of Church, state and society in Medieval Britain 1066-1509

the development of Church, state and society in Britain 1509-1745

ideas, political power, industry and empire: Britain, 1745-1901

challenges for Britain, Europe and the wider world 1901 to the present day (including studying the Holocaust)

a local history study

the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066

at least one study of a significant society or issue in world history and its interconnections with other world developments

Subject Content KS3

the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066

Examples (non-statutory)the changing nature of political power in Britain, traced through selective case studies from the Iron Age to the presentBritain’s changing landscape from the Iron Age to the presenta study of an aspect of social history, such as the impact through time of the migration of people to, from and within the British Islesa study in depth into a significant turning point: for example, the Neolithic Revolution

‘The only constant in life is change’Year Developments in history

2013/14 Disapplication of National CurriculumFirst teaching of tweaked GCSEs (including history)

2014/15 First teaching of new National Curriculum

2015/16 First teaching of new AS and A levels (including history)First teaching of new GCSEs in English language and literature and mathematics

End of first cycle new KS3 (Two year KS3)First exams revised AS

2016/17 First teaching of new GCSEs in other subjects begin (including history)New AS and A levels begin (Maths and languages)

End of first cycle new KS3 (Three year KS3) First exams revised A level

2017/18 First exams revised GCSEEnd of first full four year cycle at KS2

Some questions:

How are you making best use of disapplication over the coming year?

What do you need to do to ensure you have the requisite subject knowledge?

What will your KS3 curriculum overview look like?

How do we teach what we teach?

What can I do to improve history where I teach?

Challenge: what actions have you noted to secure better history in your school?

Task: tell me about highly effective practice – for example:creating new schemes of work at KS3creating new enquiriesassessing without levelsassisting primary schools

When teaching history remember to …

Plan only when you have answered the question: What do you want your pupils to know, do and understand historically at the end of the history topic/unit that they didn’t know, couldn’t do and didn’t understand when they started?

Teach through historical enquiries – provide the means not the outcome

Develop pupils’ historical questioning rather than providing the answers

Create time for historical debate, discussion and reflection prior to writing

Focus on analytical and discursive writing in history as well as descriptive and narrative writing

Embed the language of history – use historical terminology regularly

Use differentiation by outcome and by task when assessing in history

Include a history comment when marking a history piece of work

Emphasise historical thinking whether history is discrete or integrated

Use historical enrichment regularly to support learning

Accessible

Meaningful

Achievable

http://www.youtube.com/watch?v=zPtYmq5qFVA

And never forget … make history …

National Lead: michael.maddison@ofsted.gov.uk