History Teaching

Gregory Campbell Excerpts

Tuesday 10th January 2012 Westminster Hall

[Gareth Johnson]

No, I do not agree it is ludicrous at all. More than any other country, Britain has had influence across the entire globe; the fact that English is spoken in more countries than any other language demonstrates the influence that this country has had throughout history. Some of that history is good, and we are very proud of it, and some of it we perhaps do not talk about as much as we should. However, nevertheless, we should be proud of our heritage because it is very distinct. It is certainly the richest of any country I have ever studied and it has influenced more countries than that of any other nation.

Yet it is right to say that the teaching of history in this country is patchy. In some areas, more than three quarters of students do not learn history after they are 14 years of age. We heard about the difference between classes that some people claim exists in relation to the teaching of history. Certainly there are differences between, for example, grammar schools and some comprehensive schools; the teaching levels are not comparable. The teaching of history varies around the countries, too. Although more people are passing GCSE history, fewer students are taking up the subject, which is a great shame.

The treatment of the subject is less patchy around Europe; it is compulsory in most European countries. As I said, my hon. Friend the Member for Kingswood mentioned Albania. That keeps cropping up, because it appears to be the only country in Europe that takes a similar approach to England with regard to history teaching. I do not know whether it is a fair comparison, but it certainly seems that there is less mandatory teaching of history in England than anywhere else in Europe. The rest of the UK fares little better.

[Mr Gregory Campbell (East Londonderry) (DUP)]

Does the hon. Gentleman agree that part of the problem is trying to ensure that history is relevant to young people? Often the teaching of the subject leaves young people either ostracised or simply feeling that it is not relevant to them today. This is not an either/or. Local history needs to be taught, based on its relevance to young people, so that they can understand their place in the national psyche and get a grasp of history.

[Gareth Johnson]

The hon. Gentleman makes an excellent point. It is a case of ensuring that students understand that history, and what has gone on in the past, is relevant to what they are doing now. I think that we would all accept that history at its best is the most fascinating subject on the educational spectrum. However, at its worst, it can be one of the dullest. A lot depends on the person in the classroom, and whether they can inspire pupils and convince them that history is relevant to them, as the hon. Gentleman correctly points out.

[Jim Sheridan in the Chair]

To be fair, the Department for Education is doing a lot of good work. The academy innovation goes from strength to strength. We have more protection and support for teachers, with regard to the anonymity that is extended when there are unfounded allegations; also, there has been a withdrawal of the requirement to give notice of periods of detention. In addition, spelling tests are coming back, and we are allowing grammar schools to be expanded.

I would like “more history teaching” to be added to that list of achievements. However, I am the first to accept that the Department for Education faces a dilemma, because it rightly does not wish to be too prescriptive about the curriculum. One of the Department’s aims is to make the curriculum more streamlined. Clearly, the challenge is for the Department to give good schools as much autonomy as it can while ensuring a structured education system for children. Therein lies the future difficulty for the Department in relation to history teaching.

The desire for more British history teaching is not about misplaced patriotism; there is no xenophobic agenda. However, we should not shy away from teaching British history with a sense of pride. For example, the history of the British empire should not be taught with any sense of shame or vitriol. We should allow students to embrace history as seen from a British context, because we will fully understand ourselves only when we learn where we have come from. National identity is incredibly important, and much of that identity is determined by our history.