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| Plan for history curriculum is too focused on Britain | Plan for history curriculum is too focused on Britain |
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| As representatives of the principal organisations for historians in the UK, we would like to respond to the publication of the draft Programmes of Study for History in the national curriculum released by the Department for Education on 7 February 2013. We want to voice significant reservations both about the content of the Programmes of Study that have been proposed and about the process by which the Programmes have been devised. | As representatives of the principal organisations for historians in the UK, we would like to respond to the publication of the draft Programmes of Study for History in the national curriculum released by the Department for Education on 7 February 2013. We want to voice significant reservations both about the content of the Programmes of Study that have been proposed and about the process by which the Programmes have been devised. |
| First, we believe that the Programmes of Study are far too narrowly and exclusively focused on British history to serve the needs of children growing up in the world today. History is of course an important and necessary tool for teaching future citizens about the making of their localities and nations. But it is not only that – it is also the treasure house of human experience across millennia and around the world. Students should learn about British history, but knowledge of the history of other cultures (and not only as they have been encountered through their interactions with the British Isles) is as vital as knowledge of foreign languages to enable British citizens to understand the full variety and diversity of human life. The narrowness of the Programmes deprives children, many of whom will not continue with the study of history beyond the national curriculum, of the vast bulk of the precious inheritance of the past. | First, we believe that the Programmes of Study are far too narrowly and exclusively focused on British history to serve the needs of children growing up in the world today. History is of course an important and necessary tool for teaching future citizens about the making of their localities and nations. But it is not only that – it is also the treasure house of human experience across millennia and around the world. Students should learn about British history, but knowledge of the history of other cultures (and not only as they have been encountered through their interactions with the British Isles) is as vital as knowledge of foreign languages to enable British citizens to understand the full variety and diversity of human life. The narrowness of the Programmes deprives children, many of whom will not continue with the study of history beyond the national curriculum, of the vast bulk of the precious inheritance of the past. |
| Second, we welcome the inclusion within the Programmes of Study of topics concerned with social, economic and cultural history. Students should certainly be taught political history, but they should also be taught the histories of economies, societies, ideas, beliefs and cultures. As the writings of historians over the past 100 years have eloquently demonstrated, it is in any case impossible properly to understand political history without an appreciation of these other histories. | Second, we welcome the inclusion within the Programmes of Study of topics concerned with social, economic and cultural history. Students should certainly be taught political history, but they should also be taught the histories of economies, societies, ideas, beliefs and cultures. As the writings of historians over the past 100 years have eloquently demonstrated, it is in any case impossible properly to understand political history without an appreciation of these other histories. |
| It might still be debated whether the specifications set out in the Programmes of Study have yet found the ideal balance between political history and other aspects of the past, not least in relation to conveying to students a proper appreciation of what the discipline of history now encompasses. | It might still be debated whether the specifications set out in the Programmes of Study have yet found the ideal balance between political history and other aspects of the past, not least in relation to conveying to students a proper appreciation of what the discipline of history now encompasses. |
| This is especially important with reference to how the subject is studied and taught in the higher level qualifications delivered in both schools and universities for which these programmes of study must in part be seen as preparation (a point of equal relevance in consideration of the concentration on British history). | This is especially important with reference to how the subject is studied and taught in the higher level qualifications delivered in both schools and universities for which these programmes of study must in part be seen as preparation (a point of equal relevance in consideration of the concentration on British history). |
| Third, we regret that the construction of the Programme in a strictly chronological sequence from Key Stage 2 to Key Stage 3 ensures that many students will not be properly exposed to the exciting and intellectually demanding study of pre-modern history other than in the very earliest stages of their studies. | Third, we regret that the construction of the Programme in a strictly chronological sequence from Key Stage 2 to Key Stage 3 ensures that many students will not be properly exposed to the exciting and intellectually demanding study of pre-modern history other than in the very earliest stages of their studies. |
| This risks promoting, even if only inadvertently, the naive assumption that human society and culture become more sophisticated and complex through time, and also potentially encourages students and teachers to neglect pre-modern history as they move on to study history at GCSE, A-level and beyond. | This risks promoting, even if only inadvertently, the naive assumption that human society and culture become more sophisticated and complex through time, and also potentially encourages students and teachers to neglect pre-modern history as they move on to study history at GCSE, A-level and beyond. |
| We recognise that there are limits to the capacity of a curriculum to encompass all desiderata, and that a balance must be struck between ambition and practicality. It is partly for this reason that we also regret the way in which the curriculum was drafted. Despite much interesting debate in the media about the future of the curriculum, and especially the history curriculum, in the early days of the current government, the details of the curriculum have been drafted inside the Department for Education without any systematic consultation or public discussion with historians, teachers or the wider public. | We recognise that there are limits to the capacity of a curriculum to encompass all desiderata, and that a balance must be struck between ambition and practicality. It is partly for this reason that we also regret the way in which the curriculum was drafted. Despite much interesting debate in the media about the future of the curriculum, and especially the history curriculum, in the early days of the current government, the details of the curriculum have been drafted inside the Department for Education without any systematic consultation or public discussion with historians, teachers or the wider public. |
| The contrast with the practice of the Conservative government of the late 1980s when it drafted the first national curriculum is striking. Then, a history Working group, including teachers, educational experts and academics, worked in tandem with the ministry of the day to produce first an interim report and than a final report in the midst of much public discussion. | The contrast with the practice of the Conservative government of the late 1980s when it drafted the first national curriculum is striking. Then, a history Working group, including teachers, educational experts and academics, worked in tandem with the ministry of the day to produce first an interim report and than a final report in the midst of much public discussion. |
| The curriculum that resulted was widely supported across many professional and political divisions in the teaching and academic professions and by the general public. The current government was certainly right to feel that after many interim changes it was time for a fresh look. Unfortunately, it has not attempted to assemble the same kind of consensus and, as a result, it has produced a draft curriculum that it can be argued could still benefit from extensive discussion about how to ensure that it best serves both good practice and the public interest. | The curriculum that resulted was widely supported across many professional and political divisions in the teaching and academic professions and by the general public. The current government was certainly right to feel that after many interim changes it was time for a fresh look. Unfortunately, it has not attempted to assemble the same kind of consensus and, as a result, it has produced a draft curriculum that it can be argued could still benefit from extensive discussion about how to ensure that it best serves both good practice and the public interest. |
| Rather than find ourselves cast necessarily in the role of critics, we would welcome an opportunity to engage constructively with the government in fashioning Programmes of Study that could seek to deliver outcomes equally acceptable to politicians, working historians, the public at large and, above all, students, their teachers and parents. | Rather than find ourselves cast necessarily in the role of critics, we would welcome an opportunity to engage constructively with the government in fashioning Programmes of Study that could seek to deliver outcomes equally acceptable to politicians, working historians, the public at large and, above all, students, their teachers and parents. |
| Professor David D'Avray Chair, medieval studies section, British Academy />Professor Jackie Eales President, Historical Association, />Professor Mary Fulbrook Chair, modern history section, British Academy />Dr Keith McLay Co-convenor, History UK />Professor Peter Mandler President, Royal Historical Society />Professor Hamish Scott Chair, early modern history section, British Academy | |
| Banks and money laundering | Banks and money laundering |
| Congratulations on your exposé of tax avoidance by Associated British Food's Zambian subsidiary ("British sugar giant caught in global tax scandal"). Such revelations underscore the need for the government to promote increased financial transparency for development. | Congratulations on your exposé of tax avoidance by Associated British Food's Zambian subsidiary ("British sugar giant caught in global tax scandal"). Such revelations underscore the need for the government to promote increased financial transparency for development. |
| But it is not just tax avoidance that requires attention. Corruption facilitated by banks willing to accept money without asking too many questions is an even bigger problem. £550bn was stolen from developing countries in 2010, more than six times the amount given in aid. | But it is not just tax avoidance that requires attention. Corruption facilitated by banks willing to accept money without asking too many questions is an even bigger problem. £550bn was stolen from developing countries in 2010, more than six times the amount given in aid. |
| UK banks are systematically failing to carry out the required checks on who their clients are and where their money comes from; regulators are failing to enforce compliance. This allows terrorists, arms traffickers, crooked politicians, dodgy businessmen and others to move their dirty money and cover their tracks. | UK banks are systematically failing to carry out the required checks on who their clients are and where their money comes from; regulators are failing to enforce compliance. This allows terrorists, arms traffickers, crooked politicians, dodgy businessmen and others to move their dirty money and cover their tracks. |
| At the G8 in June, David Cameron has the chance to signal definitively that such laxity is no longer acceptable. It's time to close the loopholes in anti-money laundering legislation, ensure more rigorous enforcement of existing guidelines and severely punish wrongdoing. | At the G8 in June, David Cameron has the chance to signal definitively that such laxity is no longer acceptable. It's time to close the loopholes in anti-money laundering legislation, ensure more rigorous enforcement of existing guidelines and severely punish wrongdoing. |
| Dr Rosie Sharpe Global Witness, London EC1 | |
| Breast is best. No argument | Breast is best. No argument |
| I have three children. All have been exclusively breastfed until 18 months and (shock, horror) I have a successful and challenging career ("Breast is best – isn't it? Debate rages over the effects on mother and child", In Focus). | I have three children. All have been exclusively breastfed until 18 months and (shock, horror) I have a successful and challenging career ("Breast is best – isn't it? Debate rages over the effects on mother and child", In Focus). |
| What annoyed me is the idea suggested in the article that it's fine to take the easy route. Since when were babies supposed to be easy? Having a baby has always meant sleepless nights, sleep deprivation, sometimes sore nipples and moments of despair but (and it's a huge but) it is finite and the moments of joy outweigh all the rest – and this is not exclusive to breastfed babies. Breastfeeding can be fabulously convenient and is not always difficult; it gives a closeness that I don't think can be replicated. | What annoyed me is the idea suggested in the article that it's fine to take the easy route. Since when were babies supposed to be easy? Having a baby has always meant sleepless nights, sleep deprivation, sometimes sore nipples and moments of despair but (and it's a huge but) it is finite and the moments of joy outweigh all the rest – and this is not exclusive to breastfed babies. Breastfeeding can be fabulously convenient and is not always difficult; it gives a closeness that I don't think can be replicated. |
| Babyhood lasts for so little time that I am happy to take the route nature intended and feed my children without using formula and the look of adoration from your baby is worth it. | Babyhood lasts for so little time that I am happy to take the route nature intended and feed my children without using formula and the look of adoration from your baby is worth it. |
| Jane Morrison-Ross via email | |
| On track for desecration | On track for desecration |
| Threading a rail line through England was never going to be easy, but carrying out a full environmental assessment for HS2 as required under European infrastructure regulations before deciding a route would have been prudent ("Wars of Roses graves lie in wait for HS2 line", News). A full assessment would have enabled the poorly located 15th-century Edgcote battlefield to have been avoided as well as the site of the medieval church of Stoke Mandeville in Buckinghamshire, which, together with several hundred graves, will be completely obliterated by the present route. | Threading a rail line through England was never going to be easy, but carrying out a full environmental assessment for HS2 as required under European infrastructure regulations before deciding a route would have been prudent ("Wars of Roses graves lie in wait for HS2 line", News). A full assessment would have enabled the poorly located 15th-century Edgcote battlefield to have been avoided as well as the site of the medieval church of Stoke Mandeville in Buckinghamshire, which, together with several hundred graves, will be completely obliterated by the present route. |
| Michael Farley, Aylesbury, Buckinghamshire | |