This is what respondents said. Will they take any notice?
126 respondents (42%) believed that there was insufficient scope for learning about social history in the history curriculum. This high response rate is in part due to a specific campaign to place greater emphasis on social history which attracted a large number of responses from, amongst others, museums and places of historical interest. Respondents suggested that learning about social history would enable pupils to have
history ‘brought to life’.
99 respondents (33%) expressed concern about history at key stage 2. Many of these respondents were commenting in relation to the social history campaign and raised issues in relation to the amount of time it would take to teach the key stage 2 content, the
focus on political themes, and the need for more options for the study of world history.
44 respondents (15%) thought that the balance at key stage 2 had shifted too far in favour of history prior to 1066 and that it may be difficult to make links to the present. 76 respondents (25%)expressed concern about missing topics including the Tudors, the Victorians, Henry VIII’s wives, Elizabethans and Britain from 1930, including the Second World War. Many of these responses were in relation to the wider social history campaign and from those respondents who wanted the key stage 2/key stage 3 cut-offdate of 1066 extended.
48 respondents (16%) noted that the history curriculum was still based on the
requirement to teach in chronological order. Respondents were concerned that this may
mean that some areas would not be age-appropriate and that some pupils may find it
difficult to grasp the associated concepts. Some of these respondents felt that pupils
should receive a thorough grounding in the subject first before moving onto chronology.
47 respondents (16%) were concerned that there was an over-emphasis on knowledge
and learning facts over learning broader historical skills.
32 respondents (11%) believed the curriculum remained too focused on British history.
30 respondents (10%) felt that there was too much content to be covered which would
leave little time for teachers to develop different approaches to teaching the subject.