The secondary curriculum review
For many pupils, history is fun. Pupils enjoy studying and learning about key events, individuals and developments in history and the richness and variety of stories from the past. They appreciate the opportunities provided by a range of approaches to learning, including fieldwork, the use of ICT and investigating real historical questions and issues, especially where they are able to make links and connections with their own lives.
Pupils appreciate the opportunities history gives them to express themselves, whether by presenting their own ideas and opinions to persuade readers and listeners, or by responding to less familiar viewpoints and experiences.
Pupils value the ways in which history helps them achieve across the curriculum and in the world beyond by developing their ability to communicate clearly and effectively and to solve problems and work in teams.
History provides valuable insights into the evolution of public and personal health issues and the impact they have had on everyday life. History thus provides a good basis for understanding potential future development. History also makes a vital input to pupils' emotional and mental health, especially that of adolescents, by valuing them through their history and the history of their communities. Its human stories offer examples of people taking charge of their own destinies. Its handling of historical controversies, in which there are often no 'right' answers, helps pupils at a time when they are having to deal with complex issues in their own lives - in which there are also no right answers.
Its description of value systems of other times and places puts current values, expectations and pressures in perspective.
Pupils learn to stay safe, not only through understanding risk and developing safe working practices while conducting fieldwork and other investigations, but also through exploring ideas and issues and events from the past when people have not been safe. History gives pupils the confidence to question and not take things at face value. It provides them with the skills to examine the validity of what they are told or read and to challenge it on grounds of logic, evidence or argument. Through pupils exploring a variety of sources and discussing issues, history can provide opportunities to explore situations and dilemmas that will help pupils make the right choices to stay safe.
History plays a central role in contributing to young people's long-term economic well-being by giving pupils critical knowledge and understanding of events, values and beliefs that will help inform their lives as working adults. So, for instance, history helps pupils 'read between the lines' when interpreting media stories, understand the context for domestic and foreign commerce, and understand the stories of different communities in which they will work. History is also important in developing the literacy and communication skills essential in many jobs. It encourages young people to be adaptable and find creative solutions to problems, to plan and prepare to put their views and ideas across for maximum effect, and to work effectively in groups. In addition, history develops pupils' ability to engage in critical research - to evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. All these are skills and attributes valued by employers.
History provides many opportunities for pupils to get involved and contribute positively by working collaboratively, most obviously as part of a group discussion. Another key aspect of making a positive contribution is being involved in the community. In history pupils have the opportunity to work outside the classroom, for example when studying an aspect of local history or learning about the work of museums, galleries, archives and historic sites.
