History cannot be taught like it is a Doctor Who time-travelling fantasy | Chris Skidmore

fewer students want to study the past - and given the way it is being presented in schools, who can blame

Last year, for the first time, less than 30% of students actually went to study history beyond the age of 14. But the picture behind what is happening to history in schools seems to be much worse. In a report published this week in the history of the school - A report of the School, it was revealed that 159 schools, and not a single student enrolled for history GCSE, while 13% of schools, 10% of pupils were entered for the subject. In 77 communities, 20% of students passed GCSE history - Knowsley, who was only eight out of 100, with only four (of 2000) are in a level of history

We face a situation in which the story is in danger of extinction in schools and regions across the country. One issue that should unite as one nation has become the choice of subjects of the two, the whole community and schools, often in some of the most deprived areas of the country, the study of history has been rejected - d Besides, has become the preserve of the richest regions and schools.

The question of how history should be taught in schools, what history should be taught - indeed, the history should be taught, is not new. In fact, the old arguments about the teaching of history in schools now has its own history: the new book by David Cannadine is the right kind of history. It is a salutary reminder that these debates often have a tendency to rotate.

These new figures show, however, that the absorption study of history after 14 is alarming at the time of the disappearance in some areas. Actions must be taken to ensure that risks the story becomes a dead issue.

There are several ways that you can be the study of history in schools improves to facilitate their assimilation. In primary schools, there is a clear need for how to address issues such as history and modern languages ??may be better included in a program and schedule focused on literacy and numeracy.

In secondary schools the practice where the story is, in some schools are crammed into two years of education between the ages of 11 and 14 must be completed, and the tendency to focus on " bite size "pieces of history. Students do not need to be taught history as if it were a sort of Doctor Who time travel fantasy, jumping over the centuries and ages, from ancient Egypt to the Victorian era and back to the Tudors. There must be a chronological approach, allowing students to have sufficient knowledge of the context and perspective of history. At the same time, history as a subject to excite and inform students, all schools across the country often has some outstanding historic sites that can bring history to life for students. Local history can be woven into the curriculum.

As for GCSE, we desperately need a new qualification that will test students in our national history, instead of focusing on Hitler's Germany, Stalin's Russia or history of medicine. We introduce a narrative review based covering all periods of British history through a wide chronological period. Only by these means students recognize that the thread of history is long, and who do not travel always in one direction.

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