The University of Southampton
University of Southampton Institutional Repository

Children’s ideas about what it means ‘to get better’ at history: a view from the UK

Record type: Conference or Workshop Item (Paper)

The past three decades have seen radical changes in policymakers’, educationalists’ and history educators’ ideas about what it means ‘to get better’ in history as a school subject in the UK. Before the advent of a formal, standardised ‘National Curriculum for History’ in 1991, the idea of progression in the subject was loosely defined, not precisely articulated, and seen generally in terms of an aggregation of subject content knowledge, assessed largely through extended writing based on pupil comprehension and recall of what they had been taught. The inception of a National Curriculum for History brought about a much more clearly defined framework for progression in the subject. The introduction of formal (and quite complex) models for measuring pupils’ progress in history, and changing and contested ideas about progression in history as a school subject occasioned vigorous debate, both between politicians, historians and history teacher educators, and between teacher educators themselves.

However, less attention has focused on pupils’ ideas about what it means to get better at history, and the extent of their understanding of the models of progression which have been developed in recent years. This study, funded by the Qualifications and Curriculum Authority (QCA), the body responsible for the ‘health’ of the school curriculum in the UK, was part of a review of history as a school subject which aimed to develop more insight into pupil perceptions of history.

One strand of the enquiry asked pupils to explain in their own words what they thought it meant ‘to get better at history’. A series of focus group interviews involving 160 pupils between the ages of 11 and 14 across twelve schools in London, the South Coast and the East of England, revealed that many pupils had very little understanding of the models for progression for history which have been put in place in UK schools, and quite vague and inchoate ideas about what it means to make progress in history. Some pupils saw it as primarily a matter of the aggregation of subject content knowledge, others related it to a combination of acquiring more subject content knowledge and getting better at writing essays. Only a minority of pupils, in some of the schools involved, were able to explain progression in terms which in any way reflected the models of progression laid down in official curriculum specifications, and as expounded in adult discourse about history education.

It is possible that many teachers have perhaps made assumptions about the extent to which pupils understand what they have to do to make progress in history, and that more time and thought might be invested in this aspect of history education in order to improve pupil motivation and attainment in history.

Microsoft Word tutzingpaper.doc - Other
Download (88kB)

Citation

Haydn, Terry and Harris, Richard (2008) Children’s ideas about what it means ‘to get better’ at history: a view from the UK At Empirical Research on HIstory Learning - International Society for History Didactics. 08 - 10 Sep 2008.

More information

Published date: August 2008
Venue - Dates: Empirical Research on HIstory Learning - International Society for History Didactics, 2008-09-08 - 2008-09-10
Keywords: history teaching, pupil perspective, history education

Identifiers

Local EPrints ID: 63057
URI: http://eprints.soton.ac.uk/id/eprint/63057
PURE UUID: 70671534-488b-461f-b33b-a248ef988f76

Catalogue record

Date deposited: 10 Sep 2008
Last modified: 17 Jul 2017 14:19

Export record

Contributors

Author: Terry Haydn
Author: Richard Harris

University divisions


Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×