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That this House notes the publication of Digging into Stirling's Past, Uncovering the secrets of Scotland's smallest city by Stirling archaeologist, Murray Cook; congratulates Murray Cook on that publication; and further notes the great work he has done in bringing together so many great and interesting stories from Stirling's history.
That this House notes the publication of Digging into Stirling's Past, Uncovering the secrets of Scotland's smallest city by Stirling archaeologist, Murray Cook; congratulates Murray Cook on that publication; and further notes the great work he has done in bringing together so many great and interesting stories from Stirling's history.
To ask the Secretary of State for Education, what steps he is taking to encourage the teaching and learning of (a) Anglo-Saxon history and (b) Old English in schools.
To ask the Secretary of State for Education, what steps he is taking to encourage the teaching and learning of (a) Anglo-Saxon history and (b) Old English in schools.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of requiring teaching on the British Empire in the curriculum for (a) GCSE and (b) A level history.
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of requiring teaching on the British Empire in the curriculum for (a) GCSE and (b) A level history.
To ask the Secretary of State for Education, what assessment he has made of the (a) quality and (b) quantity of British Empire history modules offered by exam boards at (a) GCSE and (b) A level.
To ask the Secretary of State for Education, what assessment he has made of the (a) quality and (b) quantity of British Empire history modules offered by exam boards at (a) GCSE and (b) A level.
The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.
The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.
The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.
Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.
To ask the Secretary of State for Education, what proportion of (a) religious education lessons and (b) history lessons are taught by teachers with no post A-level qualification in those subjects; and if he will make a statement.
To ask the Secretary of State for Education, what proportion of (a) religious education lessons and (b) history lessons are taught by teachers with no post A-level qualification in those subjects; and if he will make a statement.
For religious education, 24.2% of hours taught in all state funded secondary schools and academies, were taught by a teacher without a relevant post A-level qualification, a decrease from 2010 when the figure was 27.2%. The proportion was considerably lower for history, where 9.1% of hours were taught by a teacher without a relevant post A-level qualification, a decrease from 2010 when the figure was 10.4%.
Information on the proportion of hours taught in state funded secondary schools which are not taught by a teacher with a relevant post A-level qualification in the subject are shown in Table 13 of the publication School Workforce in England, November 2018, which is attached: https://www.gov.uk/government/statistics/school-workforce-in-england-november-2018.
To ask Her Majesty's Government when they last reviewed the possible resumption of producing official histories.
To ask Her Majesty's Government when they last reviewed the possible resumption of producing official histories.
The Government’s official history series is intended to provide authoritative histories in their own right.
Two volumes of Criminal Justice history were published earlier this year. The next publication is due out in autumn 2019.
To ask Her Majesty's Government what plans the Department for International Development has to support the training of Kalash teachers in Pakistan to teach Kalash children their own history and culture.
To ask Her Majesty's Government what plans the Department for International Development has to support the training of Kalash teachers in Pakistan to teach Kalash children their own history and culture.
DFID Pakistan provides funding to the Government of Khyber Pakhtunkhwa for education through the Khyber Pakhtunkhwa Education Support Programme (KESP). This includes different teacher professional development programmes (both pre and in-service). Three new teachers working in the Kalash area have participated in the KESP supported pre-service teacher professional development programme, and one of these teachers is Kalash. From April 2020, all teachers in Chitral will participate in the in-service continuous professional development programme, including those who work in schools in Kalash areas. The content of these training programmes is focused on pedagogy, classroom management, curriculum, and equity but does not specifically include teaching Kalash children their own history and culture.
DFID Pakistan are in the process of designing a new programme for education support in Khyber Pakhtunkhwa which will have an inclusive education focus. One of the outcomes of the new programme will be to deliver equitable education for all children to meet Sustainable Development Goal 4. There will be an increased focus on marginalised children such as girls, children with disabilities and ethnic minorities. The programme will aim to provide inclusive and equitable education for all, and an improved learning environment for marginalised children. The programme will also set up model inclusive schools in pilot districts to cater to the needs of ethnic and religious minorities.
We have had a debate on the content of the history curriculum and the role that migration and other issues play in it. We give a lot of discretion to schools and teachers over what they teach and how they teach it within that curriculum, and there are many elements in it where those issues can be taught effectively.
We have had a debate on the content of the history curriculum and the role that migration and other issues play in it. We give a lot of discretion to schools and teachers over what they teach and how they teach it within that curriculum, and there are many elements in it where those issues can be taught effectively.
My constituent Geno Brown rightly points out that education plays a vital role in teaching young people about our country’s colonial past and its implications for generations of black and minority ethnic children. What is the Minister doing to make sure that this history—not just our successes, but our failures—is taught properly in our schools?
My constituent Geno Brown rightly points out that education plays a vital role in teaching young people about our country’s colonial past and its implications for generations of black and minority ethnic children. What is the Minister doing to make sure that this history—not just our successes, but our failures—is taught properly in our schools?
My constituent Geno Brown rightly points out that education plays a vital role in teaching young people about our country’s colonial past and its implications for generations of black and minority ethnic children. What is the Minister doing to make sure that this history—not just our successes, but our failures—is taught properly in our schools?
We have had a debate on the content of the history curriculum and the role that migration and other issues play in it. We give a lot of discretion to schools and teachers over what they teach and how they teach it within that curriculum, and there are many elements in it where those issues can be taught effectively.
That this House marks the first ever Pop in the City event in the UK being held In St Andrews; congratulates organisers Ninon Huqeunin-Dezot and Robin Barat at Pop In Events, Kerry Watson and Scott Francis at the University of St Andrews, Debbie MacCallum, chair of Tourism St Andrews, and Jane Kennedy and Stephanie Peebles at BID St Andrews, on co-ordinating the event and accommodating 500 female participants, the Popins, in St Andrews over the course of one weekend; notes the support of local businesses and organisations participants in facilitating 30 challenges being undertaken by participants in eight hours; recognises the support of Fife Council, the University of St Andrews and Fife Tourism Partnership amongst others in both the organisation of the event and the promotion of the architectural heritage and history of St Andrews to visitors; and recognises St Andrews as the number one location to launch the UK and Scotland's first Pop in the City event.
That this House marks the first ever Pop in the City event in the UK being held In St Andrews; congratulates organisers Ninon Huqeunin-Dezot and Robin Barat at Pop In Events, Kerry Watson and Scott Francis at the University of St Andrews, Debbie MacCallum, chair of Tourism St Andrews, and...
I beg to move,
That this House has considered teaching migration in the history curriculum.
It is a pleasure to serve under your chairmanship this afternoon, Sir Gary. At the end of last year, I joined a group of young students, members of the brilliant Advocacy Academy in my constituency, in a...
I beg to move,
That this House has considered teaching migration in the history curriculum.
It is a pleasure to serve under your chairmanship this afternoon, Sir Gary. At the end of last year, I joined a group of young students, members of the brilliant Advocacy Academy in my constituency, in a...
I congratulate my hon. Friend on securing this debate. She is making an excellent speech. Does she agree that, to genuinely recognise the contribution of communities that have come to the United Kingdom, we need to teach an honest history of Britain, including the repression and exploitation that has occurred...
I congratulate my hon. Friend on securing this debate. She is making an excellent speech. Does she agree that, to genuinely recognise the contribution of communities that have come to the United Kingdom, we need to teach an honest history of Britain, including the repression and exploitation that has occurred...
That is exactly the argument I will go on to make: a migration-focused articulation of British history is also a more accurate, rigorous and—as my hon. Friend rightly says—honest version of British history. That is a really important point.
The understanding that we derive from history lessons in school informs our...
That is exactly the argument I will go on to make: a migration-focused articulation of British history is also a more accurate, rigorous and—as my hon. Friend rightly says—honest version of British history. That is a really important point.
The understanding that we derive from history lessons in school informs our...
I commend the hon. Lady for bringing this subject to Westminster Hall. When we talk about migration, we cannot ignore the fact that our great nation, the United Kingdom of Great Britain and Northern Ireland, came together with the integration of the Ulsterman and the Ulsterwoman from Northern Ireland, the...
I commend the hon. Lady for bringing this subject to Westminster Hall. When we talk about migration, we cannot ignore the fact that our great nation, the United Kingdom of Great Britain and Northern Ireland, came together with the integration of the Ulsterman and the Ulsterwoman from Northern Ireland, the...
I thank the hon. Lady for giving way again; her speech, including its introduction, is excellent. Does she agree that it is essential that our children understand the importance of how migrants have flocked to the United Kingdom of Great Britain and Northern Ireland for years and have integrated well...
I thank the hon. Lady for giving way again; her speech, including its introduction, is excellent. Does she agree that it is essential that our children understand the importance of how migrants have flocked to the United Kingdom of Great Britain and Northern Ireland for years and have integrated well...
I thank the hon. Member for his intervention, and his point is very well made. If we teach our history with a migration narrative, everybody in our society can understand exactly the diversity of which he spoke so well.
Our Migration Story challenges us to rethink British history by capturing the...
I thank the hon. Member for his intervention, and his point is very well made. If we teach our history with a migration narrative, everybody in our society can understand exactly the diversity of which he spoke so well.
Our Migration Story challenges us to rethink British history by capturing the...
It is a pleasure to serve under your chairmanship, Sir Gary.
It is also a pleasure to follow the hon. Member for Dulwich and West Norwood (Helen Hayes), but I will take a slightly different approach to her on this issue. Before I do so, however, I should declare an interest;...
It is a pleasure to serve under your chairmanship, Sir Gary.
It is also a pleasure to follow the hon. Member for Dulwich and West Norwood (Helen Hayes), but I will take a slightly different approach to her on this issue. Before I do so, however, I should declare an interest;...
Does the Royal Geographical Society take cognisance of the persecution of those with religious beliefs across the world, in particular Christians, and of how they have migrated because of that? Is that part of the background that the society uses? If it is not, may I suggest to the hon....
Does the Royal Geographical Society take cognisance of the persecution of those with religious beliefs across the world, in particular Christians, and of how they have migrated because of that? Is that part of the background that the society uses? If it is not, may I suggest to the hon....
The hon. Gentleman makes a good point. I have not seen in any of the material any detailed work on that, but I suspect that it is included as part of the thinking that goes on to produce the result. The subject that he identifies is valuable in teaching, in...
The hon. Gentleman makes a good point. I have not seen in any of the material any detailed work on that, but I suspect that it is included as part of the thinking that goes on to produce the result. The subject that he identifies is valuable in teaching, in...
I want to reflect on what the hon. Gentleman said about when he was at school. In my early years at school—long before he was at school of course—our religious and history teacher gave us the opportunity to learn Irish history along with British history, and also about other religions,...
I want to reflect on what the hon. Gentleman said about when he was at school. In my early years at school—long before he was at school of course—our religious and history teacher gave us the opportunity to learn Irish history along with British history, and also about other religions,...