Vox pop

“Eminent historians have pontificated about the idea of a prep-school historical chronology for all children but this is a red herring. The core of this argument is not what should be taught in schools but how. Great out-of-classroom experiences can inspire and enthuse young people, and make for excellent learning outcomes.

The artificial cut off at 1688 for all primary school children risks a dramatic fall in the number of visits by schools to 18th, 19th and 20th century-based museums. Secondary schools simply can’t make the cross-curricular time for it.

We all know that the past is another country. By making young kids start in the Dark Ages its going to feel like another planet! Young people need to be able to relate to the history immediately around them first.”


“No, not for most. Regrettably it does not recommend museum or gallery visits, although I have confidence that most teachers are aware of their value in inspiring pupils, developing enquiry skills and encouraging lifelong learning.

Of particular concern is the history content for Key Stage 2 – I can see that museums will face major resource implications in adapting to the changes. Some will find opportunities to support the teaching of new historical periods, but many will risk major reductions in school visits especially relating to Victorians, the second world war and Egyptians.

I feel that the museum sector needs to put forward a persuasive collective response, stressing the importance of museum visits, local history and the need for content to be age-appropriate.


“I’m struggling to see any positives in the new curriculum for history – and the consequences for museums are incredibly worrying. At primary level the changes are particularly frustrating.

How is a five year old expected to understand concepts such as parliament and democracy? What benefit is there in trying to cram thousands of years of history into just four? Focusing on dates and names at the expense of in depth study is going to switch many children off the subject completely.

Engaging topics such as the Victorians have been shunted into Key Stage 3 and for many museums this will mean radical changes to their offer. With so much material to cover in so short a period, I worry that teachers will see museum visits as a luxury they can no longer afford.”


“The draft history curriculum is prescriptive, content heavy and didactic. It’s imperative, that we comment on it wisely and work with others to influence its development, as Ofsted is urging, emphasising our resources, their learning potential and advocating enlarging the curriculum’s local history strand.

Showing teachers how to teach chronology meaningfully and enjoyably and demonstrating our resourcefulness in devising cross-curricular and teacher training programmes will be essential.

What is special about museum learning is its experiential quality to motivate, and inspire enquiry to kindle a generation’s interest in history. So let’s work to put them there, placing our sector at the curriculum’s heart!”