A d v ic e Pa p er (11 - 01)

J a n ua ry 2 0 1 1

THE TEACHING OF HISTORY IN SCOTTISH SCHOOLS:

Report of an RSE Working Group

Summary
History not only has the capacity to fascinate young people and stimulate learners imaginations; it also teaches key transferable skills. TheWorking Group takes the view that History, with its emphasis on proof, the rigorous testing of evidence and assumptions, clarity of thought and expression, and the development of coherent argument, is a critical part of a fit-for-purpose school education. TheWorking Group is concerned that History is in danger of being diluted under the CfE framework.Whilst we welcome the active learning components of CfE, we do fear that this is at the expense of the acquisition of discipline-based knowledge and the skills that the discipline of History imparts. TheWorking Group is concerned that the teaching profession is encountering substantial conceptual difficulties in absorbing and translating the CfE experiences and outcomes for Social Studies into a workable curriculum. TheWorking Group welcomes the concept of start local, think global as a means of approaching the study and understanding of History. Given the autonomy and responsibility that CfE gives to schools, this will lead to a diverse learning experience for pupils across Scotland in their early acquaintance with History.The teaching profession, particularly primary school teachers who generally are not History specialists, will require support backed-up by new resources to meet this aspiration. The successful implementation of CfE requires a significant strengthening of the disciplinary expertise of primary teachers, and the capacity to create inter-disciplinary links in all subjects in secondary and primary.There is an opportunity to develop a coherent system for linking the CPD needs of teachers of History (or those who will be expected to have some knowledge of History) in the school sector with university History departments. There is a pressing need amongst the teaching profession for guidance, exemplars and discipline-specific expertise which would enable teachers to capitalise on the permissive elements of CfE. The factual accuracy and rigour of teaching and learning materials for History are of the highest priority.There should be a review of the current resources and we urge LTS to ensure, in discussion with appropriate academic subject experts, that the highest standards are achieved and maintained when further materials are developed. Exposure to Scottish history should be an entitlement for every school learner in Scotland. However, the curriculum should not become narrow or parochial. Most topics in Scottish history have broader dimensions and, where possible, should be taught in these contexts. Pupils should be exposed to a range of historical periods in order to gain that critical sense of chronology and development over time that is so fundamental to historical understanding.TheWorking Group proposes that all children before Higher level should study key overarching themes: Scotland's relations with Europe and the rest of Great Britain and Ireland; or Scottish culture and society in its European context. Under this rubric, and approached imaginatively, schools would have flexibility to teach major topics. TheWorking Group was provided with persuasive evidence that in some schools hitherto there has been excessive concentration on particular topics, notably the period leading up toWorldWar II and Hitler and the Nazis.TheWorking Group is greatly concerned that it is possible for a topic to be introduced in S2 and studied through to Standard Grade, Higher and Advanced Higher levels. Such an approach is likely to result in a highly restricted, distorted, unbalanced, boring and even negative historical learning experience and we strongly recommend that this practice cease. A major challenge being faced by secondary school teachers in particular is the current uncertainty surrounding the structure, content, assessment criteria, modes of assessment (e.g. internal or external to schools), and school stages at which the assessments will take place, and the resource implications of the examinations for the new national qualifications from school year 201314. It needs to be clearly stated whether there will be narrowing of the curriculum in the senior secondary, and how the current breadth is to be retained in the structure. The way in which individual schools organise their teaching departments is important in terms of maintaining the integrity of the discipline of History.The absence of PrincipalTeachers of History means that there is little in the way of distinctive leadership for History in schools or adequate means for communicating concerns to higher authority. TheWorking Group proposes that the Scottish Government, LTS, HMIE and local authorities consider the introduction of a standardised passport for learning that learners can take with them each year and from nursery to primary into secondary. It would not need to be a detailed instrument and would provide an opportunity for open dialogue at the critical primary-secondary transfer. 1

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Background
1 The Royal Society of Edinburgh (RSE), Scotlands National Academy, is actively engaged, through its Education Committee, in contributing to the reform of education in Scotland, particularly in relation to the implementation of the Curriculum for Excellence (CfE) and the consequent changes to national qualifications. The RSE welcomes the aims and values of CfE, particularly the concern with applications and real world relevance; the focus on active learning, together with discussion, debate and critical thinking; and the opportunities for teachers to exercise initiative. The RSE has, however, seriously questioned the lack of attention to knowledge, the lack of proper regard to the disciplines, which have developed as the bases of understanding in recent centuries, the lack of clarity of the curricular proposals, and the inadequate attention to assessment. The RSE has also expressed concerns about the insufficient level of resources being made available to support these changes, the absence of leadership in managing implementation (particularly the lack of involvement of those with classroom knowledge in the decision-making process) and the extent to which the learning that emerges from the new curriculum is being monitored as it is implemented. The RSE has sought to explore some of the demands that CfE makes on teachers and schools. In partnership with the Royal Society of Chemistry (RSC), the RSE has exemplified a subset of the learning outcomes and experiences of CfE as they relate to chemistry. The exemplification has mapped out curriculum plans and practical experiences and experiments.1 Given its multidisciplinary Fellowship, the RSE is well placed to draw upon experts to provide independent advice on other discipline areas, including History.The RSE recognises the central importance of History in the school curriculum in terms of the knowledge and understanding it offers for learners tomorrows adult citizens of the society and of the wider world of which they are part; how their own society has developed, and what has been distinctive about the process (warts and all) in comparison with other societies too. History not only has the capacity to fascinate young people and stretch learners imaginations; it also teaches key transferable skills, including objective interpretation of different kinds of what is often imperfect evidence, critical thinking, judgement, independence of mind and clarity of thought and expression.They are skills central to the development of literacy. Moreover, as the subject most vulnerable to tendentious distortions for ideological purposes, a disciplined approach to History should be an important element in the education of all citizens. 5
Given the central importance of History in the school curriculum, the Education Committee established aWorking Group (see appendix 1) under the chairmanship of Professor ChristopherWhatley to produce an Advice Paper to contribute to an informed debate on the way in which History should be taught in Scotlands schools.

In the preparation of this Advice Paper the Working Group has sought the views of a broad range of informed interests. It has met with primary and secondary school teachers, teacher educators and History specialists, a social studies representative from Learning and Teaching Scotland (LTS), the qualifications manager for History from the Scottish Qualifications Authority (SQA), and the national specialist for History within HM Inspectorate of Education (HMIE)2. The Paper has been reviewed by the RSE Education Committee and approved by the General Secretary.

Maintaining History as an integral part of Curriculum for Excellence

7 The Working Group takes the view that History, in addition to its intrinsic merits, places an emphasis on proof, the rigorous testing of evidence and assumptions, clarity of thought and expression, and the development of coherent argument, is a critical part of a fit-for-purpose school education. Provided the integrity of the discipline is maintained within the People, Past Events and Societies strand, there is merit in exploiting, as appropriate, opportunities for relevant inter-disciplinary teaching and learning in the other two organising strands within the CfE experiences and outcomes for Social Studies: People, Place and Environment and People in Society, Economy and Business.With its commitment to challenging debate and developing an understanding of social change, and the controversial nature of many topics, History within the Social Studies framework provides a safe environment wherein learners can explore and engage with current moral and political issues by using examples from the past. While CfE, which covers ages 3 to 18, offers some potential to strengthen pupils entitlement to study History, the Working Group is concerned that History is in danger of being diluted under the CfE frame. While we welcome the active learning components, we do fear that this is at the expense of the acquisition of discipline-based knowledge and the skills that the discipline of History imparts. Continuing effort must go into effectively communicating the fundamental purposes and vision of the CfE programme and the ways in which it challenges traditional teaching.

1 http://www.rsc.org/Education/Teachers/Resources/InvestigateChemistry.asp 2 On 14 October 2010, it was announced that HMIE and LTS are to merge to create a single Executive Agency, the Scottish Education Quality and Improvement Agency. It will take effect on 1 July 2011.Whilst we recognise that the functions and structure of the new agency are still being determined, if the intention of this move is to add rigour to the work of LTS, then the Working Group would be inclined to welcome it.

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This should stress the importance of identifying what is worthwhile knowledge and exploring how this engages with the Experiences and Outcomes of CfE. It is not clear to the Working Group that the importance of knowledge and intellectual development is adequately recognised in the implementation of CfE. 9 The Working Group urges the Scottish Government, LTS and others responsible for the curriculum in Scottish schools to ensure that History remains a prominent and discrete discipline.Without strong attention to, and investment in, the core disciplines themselves, inter-disciplinarity becomes a futile ideal and runs the risk of losing the rigour of disciplinebased study which is vital in stimulating the intellectual development of learners and their capacity to retain and apply the knowledge and skills that they have acquired.We are concerned that in the 5 to 14 age range much of the teaching takes place within an integrated frame and the use of rich task (interdisciplinary) project work means that pupils have a narrow and superficial exposure to History.

It is not clear what minimum knowledge of the chronology of historical development needs to be grasped before a learner might be said to have any meaningful historical understanding. Some appear to have an ideological slant which undermines the objective study of the past, as for instance, I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others. (SOC 4-02a). Again this seems to assume that heritage and history are the same thing, and presents a somewhat narrow interpretation of a learners understanding of who she or he is. Statements are put into the mouths of learners aged from 3 - 15 which go beyond their linguistic and cognitive capacities, as for instance, I am aware that different types of evidence can help me to find out about the past. (SOC 0-01a, Early, referring to Pre-school and Primary 1 pupils, or later for others).

10 In this context, the Working Group notes that the term history is omitted from the social studies experiences and outcomes for CfE.Whilst the Working Group understands that this approach has been taken to encourage interdisciplinary work and encompass a range of related subject areas, it would be unfortunate if the establishment of linkages between subjects and the emphasis on themes, however superficial, were given greater prominence than content. 11 The Working Group has consulted teachers from both the primary and secondary sectors and we are concerned that the teaching profession is encountering substantial conceptual difficulties in absorbing and translating the CfE experiences and outcomes for Social Studies 3 into a workable curriculum. In relation to the experiences and outcomes for Social Studies that relate to History:

Organisation of the teaching of History in schools

12 The way in which individual schools organise their teaching departments is important in maintaining the integrity of the discipline of History.An increasing number of Scottish secondary schools no longer have a Principal Teacher of History in post. Indeed, some schools adopt a Faculty structure, whereby subjects are grouped together in clusters, replacing Principal Teachers in traditional disciplines with a single Faculty Head.The absence of Principal Teachers of History means that there is little in the way of distinctive leadership for History in schools or adequate means for communicating concerns to higher authority. 13 In this context it is essential that in secondary schools the discipline continues to be taught by specialist History teachers.There is some concern that the pressures of staffing, timetabling and cost, particularly in S1 to S3, could lead to the experiences and outcomes being delivered by non-specialist teachers, with the danger of presenting a naive, anecdotal version of historical understanding. 14 The preceding paragraphs have focussed on the publicly funded school sector. It is however important to consider the independent sector.The relative decline of History in the public sector is demonstrated by its continuing vitality as a subject in the independent sector. Based on 2009 figures, approximately 12.8% of all teachers whose main subject is History are in the independent sector, whereas only 8.4% of all secondary teachers are in independent schools 4.

They are often poorly expressed and their meaning is frequently lacking in clarity. For instance, I can interpret historical evidence from a range of periods to help build a picture of Scotlands heritage and my sense of chronology. (Social Studies) (SOC) 2-02a)) This aim is not only confused and confusing but conflates the practice of history with the function of heritage. Although they purport to represent progression in knowledge, skills and understanding they are often meaningless because of excessive generalisation and the lack of historical context. It is not clear what minimum acquaintance with the facts and understandings of History is required before a school student can be said to have attained a satisfactory level in the discipline.

3 http://www.ltscotland.org.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf 4 Teacher Census, Supplementary data, 2010 and the Independent School Census, September 2009; Both published by the Scottish Government

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Sequence, chronology and content
15 Whilst the Working Group is content with the LTS Scottish Dimension Planning Tool for History 5 which suggests a method of planning for a coherent and progressive experience of learning about Scottish history across a range of periods and contexts, we are convinced that learners should have a sense of the order in which major developments occurred. In this context, we welcome the LTS Principles and Practice document for Social Studies6 which does make brief reference to young people developing an awareness of sequence and chronology. The Working Group proposes, however, that this should be strengthened to ensure that learners do understand the place of change and continuity over time in the study and understanding of History. 16 On the vexed question of content, the Working Group recognises: That teacher expertise in History, particularly between P1 (or even nursery) and S3, will vary in depth and nature. That starting points for the individual learner and the immediate locality where the study of History will begin will differ around Scotland. That the limitations of an approach to the curriculum, including an emphasis on detail and dates, could lead to a box-ticking exercise. 17 The Working Group welcomes the concept of start local, think global as a means of approaching the study and understanding of History. Given the autonomy and responsibility that CfE gives to schools, this has the potential to create a diverse learning experience for pupils across Scotland in their early acquaintance with History.This is a positive development, but there are also risks and challenges associated with it. The teaching profession, particularly primary school teachers who generally are not History specialists, will require support backed-up by new resources to meet this aspiration. The Working Group has noted the important role played hitherto by local authority subject advisers as sources of support for teachers and schools in the localities.We are concerned that the diminishing number of local authority subject advisers will mean that it will be difficult to ensure the level of support required for teachers unfamiliar with their own local history, or how to link this with broader historical themes, let alone develop a common approach to CfE either within local authority areas or throughout Scotland.We return to these issues in greater detail in paragraphs 32 to 40.

Scottish History within the wider context

18 The adoption of the start local, think global approach will necessarily include Scottish history. The Working Group believes that exposure to Scottish history should be an entitlement for every school learner in Scotland. However, the welcome attention to the Scottish content in the curriculum could be at the apparent expense of exposure to an awareness and understanding of other societies and historical issues.The Working Group is anxious that the curriculum should not become narrow or parochial. Scotland and Scottish society have often been shaped by and, in turn, have played their part in shaping forces, factors, and events in the rest of the British Isles, Europe, North America and the wider world. It is therefore important to understand how other societies have developed. 19 The Working Group welcomes the new History Higher, in which for the first time Scottish history is a compulsory element.The Working Group is encouraged by the fact that the new Higher also incorporates topics in British, European and World history. It is important, however, that the format of the new Higher, in the shape of Paper 1 and Paper 2, should not result in the creation in learners minds of an artificial division between Scottish history and British, European and World history. 20 The Working Group is persuaded that whilst there are clearly discrete topics in Scottish history, most of them have broader dimensions European, for example, or Transatlantic, global even.We therefore recommend that, where possible, key topics in Scotlands history should be taught in this light, as for example: Romans; Picts;Anglo-Saxons;Vikings; early kingship; the Reformation; Jacobitism; the Enlightenment; Industrialisation and Urbanisation; Migration, Emigration and Assimilation; the Rise of Democracy; and European and Global conflict.

Guidance about what historical periods and topics should be taught

21 While there appears to be no desire for narrow prescription along the lines of a national curriculum for Scotland, the teachers from both the primary and secondary sectors that have been consulted would welcome guidance about what periods and topics should be taught. Not only does the Working Group recommend that Scottish history should be an integral part of the curriculum for every child prior to the Higher stage, but it also recommends that pupils should be exposed to a range of historical periods - medieval, early modern and modern in order to gain that critical sense of chronology and development over time that is so fundamental to historical understanding.

5 6

http://www.ltscotland.org.uk/resources/p/genericresource_tcm4623473.asp http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/socialstudies/principlesandpractice/index.asp

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In order to strike a balance between prescribing specific topics for study on the one hand, and on the other a structure-less cafeteria-style approach to History, the Working Group recommends that each secondary school should be free to organise its History options around the expertise of the teachers on its staff. The Working Group also proposes, however, that all children during their pre-Higher school careers should study key overarching themes: Scotland's relations with Europe and the rest of Great Britain and Ireland; or Scottish culture and society in its European context. Under this rubric, and approached imaginatively, schools would have flexibility to teach major topics including the legacy of Rome, the movement of peoples in the early Middle Ages, the formation of the Kingdom of the Scots, the Wars of Independence, the Reformation, the Union of the Crowns, the Union of 1707, Jacobitism, the Enlightenment, Industrialisation, Urbanisation, Migration, Home Rule and Devolution. Just which topics are chosen would depend largely, but not exclusively, upon teacher expertise. Given that good practice in the teaching of History involves looking backwards and forwards to explain the origins, context, significance and impact of the topics chosen for closer study, learners would, it is expected, become aware of the continuing issues in, and the main lines of development of, Scotlands history, as well as, of course, of key turning points. 22 From what it has learned from teachers and representatives of LTS and HMIE, the Working Group is convinced that whilst a prescriptive curriculum is rightly inappropriate to the ethos of CfE, there is a pressing need in the profession for guidance, exemplars and discipline-specific expertise which would enable teachers to capitalise on the permissive elements of CfE.Whilst the scope given to teachers to interpret CfE experiences and outcomes is welcome, teachers cannot be expected to invent a detailed syllabus for themselves. The approach recommended by the Working Group would maintain teacher flexibility as envisaged by CfE whilst, at the same time, providing teachers with the support and guidance they need in translating the experiences and outcomes for People, Past Events and Societies. Exemplification could also be developed to highlight the importance of historical study as a means of understanding many other subjects. 23 There are many complex issues for modern government where the knowledge resources within government are inevitably inadequate to the tasks that good government requires. The reform of the curriculum is one such issue. In this context, the Working Group is conscious that LTS has responsibility to provide the necessary support, practical materials and guidance to schools. The Working Group recommends that the Scottish Government and LTS should work closely in partnership with universities, local authorities and other organisations with particular expertise in historical study, such as the Scottish Association of Teachers of History (SATH) and the various heritage organisations operating in Scotland.

The study of a range of historical periods and topics

24 The Working Group believes that pupils should be exposed throughout their school careers to a wide range of periods and topics. Nevertheless, the Group also recognises that it is sometimes useful to revisit particular topics at different stages of a pupils development. For instance, an introduction to the story of Wallace and Bruce in primary school might be supplemented later in secondary school by a deeper exploration of the causes, course and consequences of the Scottish Wars of Independence. The Working Group was, however, provided with persuasive evidence that there has in some schools been excessive concentration on particular topics, notably the period leading up to World War II and Hitler and the Nazis.The Working Group was greatly concerned to learn that it is possible for a topic such as Hitler and the Nazis to be introduced in S2 and studied through to Standard Grade, Higher and Advanced Higher levels.The Working Group is convinced that such an approach results in a highly restricted, distorted, unbalanced, boring and even negative historical learning experience and strongly recommends that this practice cease. 25 There are opportunities for learners to undertake deeper study of different topics as they progress through their learning journey other than studying the same or similar topic in ever greater detail.The Working Group recommends that all learners should be exposed to and have the opportunity to study a wide range of historical periods and topics. Thus the Working Group proposes that in setting examinations care should be taken to ensure that examinees answer questions on more than a single period or topic.

Implications of the new national qualifications

26 In relation to examinations, a major challenge being faced by secondary school teachers in particular is the current uncertainty surrounding the structure, content, assessment criteria, modes of assessment (e.g. internal or external to schools), and school stages at which the assessments will take place, and the resource implications of the examinations for the new national qualifications from school year 2013-14.Whilst the Working Group is clear that assessment should not drive the curriculum, a well-designed examination structure is necessary to make precise the general statements of intent in a curriculum policy, and ensure that aims are being achieved.The Working Group believes that it is crucial that the CfE Management Board and the SQA continue to work to address this situation and so ensure that the principles of the new system and their practical implementation are communicated to the teaching profession. 5

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27 The Working Group understands that the precise number and range of qualifications, as well as when they are undertaken, will be a decision for schools and local authorities.We are concerned, however, that the proposed structure of the new qualifications could lead to a narrowing of the curriculum in the senior secondary or, if breadth is to be retained, an S4 S6 programme created on the assumption that CfE will provide a sufficiently broad education up to S3. It needs to be clearly stated whether such narrowing of the curriculum will take place, or if, and how the current breadth is to be retained. 28 Under present arrangements, pupils are normally expected to make their subject choices for the senior phase of qualifications in S3. Subject choice gives increased purpose to schooling and pupil motivation tends to be enhanced when they feel they have more control over the direction of their studies.We are therefore concerned about a possible reduction in motivation if pupils are held back from serious specialism until S4.This could result in the most able pupils being held back and becoming bored. It seems perverse that, after two decades in which many have claimed S1-S2 to be a period of stagnation rather than progress, the current proposals may risk a slowing of pace for a further year. It is also vital to ensure continuity between courses in S1 S3 and those in the senior phases of education (starting in S4), and that the levels of knowledge and skill developed in S1-S3 prepare a pupil well for the assessment phase from S4 onwards. 29 A creative way forward would be to reconsider the role of S3 in relation to the following years, by ensuring that preparation for national qualifications can begin in S3.This would free more time in S4 to maintain a broader curriculum with seven or eight subjects. There needs to be an unequivocal statement from the Scottish Government, SQA and LTS on whether preparation on national qualifications can begin in S3 as what is permissible is currently uncertain. Such a record would help both schools and pupils identify gaps in exposure to key topics, and perhaps allow intending school leavers in S3 and S4 to deepen their understanding of particular topics in their final years at school. It would also be a useful portable tool for the pupils who move between schools during their studies. 31 With closer cooperation between secondary schools and feeder primary schools within a local authority area, the passport for learning could be utilised to take account of the History that has been studied at primary school, and then used to construct an appropriate learning programme in History from S1 to S3 through to the senior levels at high school. This proposal would require a degree of local authority coordination and whilst we recognise that secondary schools do receive pupils from primaries outwith their catchment areas, it is important that there is an opportunity for open dialogue at the critical primary-secondary transfer.

The requirement for high quality resources and materials

32 The Working Group is very aware of the role of LTS with regard to web-based resources in supporting History teaching in Scotland, including Scotlands History7, learning and teaching guidance material for the new Higher unit on Scottish history8 and GLOW 9. The Working Group notes, however, that GLOW is restricted in access to local authority schools.The Group has been made aware too of materials being produced and discussions taking place without quality assurance or appropriate academic input.The Working Group has some serious concerns about the quality and accuracy of some of the materials produced thus far. Given the reliance that many teachers unfamiliar with Scottish history topics will necessarily place on this material (as well as the school students for whom it is largely intended), it is essential that factual accuracy is of the highest priority, and also that teaching and learning materials for History are characterised by the rigour of approach which is central to the discipline of History.There should be a review of the current resources and the Working Group urges LTS to ensure, in discussion with appropriate academic subject experts, that the highest standards are achieved and maintained when further materials are developed. In this context, the RSE Working Group would be willing to act as a source of advice to help ensure the accuracy of materials.

A passport for learning

30 Given the coverage of CfE from ages 3 to 18, the Working Group proposes that the Scottish Government, LTS, HMIE and local authorities consider the introduction of a standardised passport for learning (or what has been called a learning log) that learners can carry with them from nursery to primary into secondary levels. It would not need to be detailed or complex, but a simple record of key themes and topics covered in all subjects.

7 8 9

http://www.ltscotland.org.uk/scotlandshistory/index.asp http://www.ltscotland.org.uk/higherscottishhistory/learningandteaching/index.asp http://www.ltscotland.org.uk/usingglowandict/glow/index.asp

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33 Whilst the Working Group recognises that school teaching and learning resources should be prepared by teachers in order to communicate the material appropriately, the Working Group recommends that LTS consider developing closer relationships with subject experts. Effective learning in History occurs where attention is paid to both skill development and accurate content (the evidence and its rigorous scrutiny, evaluation and conclusions drawn from it). Historical analysis and the application and achievement of intellectual rigour are implicit in this process and fundamental to the integrity and purpose of the discipline and hence demand nothing less. Scotlands learners too should be expected to work at the highest standards appropriate to their level within the school system. 34 Whilst much of the development of resources is focussed on electronic media, this only partly reduces the need that teachers and learners have for access to well resourced, good quality History textbooks. Understandably, publishers are reluctant to produce textbooks unless there is a profitable market for them. If adopted, the proposal in paragraph 21, that all learners in Scotland should study a core theme in Scottish history, would help provide that market. cursorily in their own school years. Indeed, it can be argued that such are the challenges of the new approach to teaching and learning and the examination syllabus that university-level support for History in the schools is essential, meaning support by university specialists in history. 37 History is a strong university discipline in Scotland and there is a broad range of expertise across periods, countries and topics. History departments/schools in the Scottish universities where the discipline is taught have demonstrated in the past a willingness to engage with the schools sector and to provide support for teachers through the provision of CPD. Given the increasing emphasis being placed on the impact of work being done by the universities, and the allocation of funds for knowledge exchange (KE) and public engagement activities, there is an opportunity to develop a coherent system for linking the CPD needs of teachers of History (or those who will be expected to have some knowledge of History) in the school sector with university departments/schools. In this context, we welcome the steps being taken by Universities Scotland, the Scottish Government and other partner organisations to develop a strategic approach to Higher Education engagement with CfE. 38 Part of the excitement of historical study, whether at school or university, is that the subject is constantly being refreshed, by new evidence, by fresh approaches, or simply by asking previous unasked questions. Most of this research work takes place within the universities.While the Working Group recognises that it would be difficult to incorporate cutting-edge research into all school publications immediately, it is recommended that LTS should explore with Scotlands universities what means could be adopted to provide updated information on major re-thinking on historical topics being studied, in usable formats, to school teachers and their learners. There is an opportunity for regional clusters of schools to engage with a university nearby. 39 The Working Group welcomes the encouragement being given to schools to work more closely with other learning establishments, including museums and bodies such as the National Archives, National Library of Scotland, Historic Scotland and the National Trust for Scotland.These bodies have realised the need to capture the imagination of young people and have recognised the value of making their resources accessible to learners and also to the wider public. The Working Group is conscious of the costs of such activity and that funding needs to be maintained to ensure that learners can benefit from exposure to and familiarisation with Scotlands cultural heritage which can often enrich understanding of the nations history. 7

Continuing support for teachers, and engagement with universities and learning establishments
35 The successful implementation of CfE requires a significant strengthening of the disciplinary expertise of primary teachers, and of the inter-disciplinary features of the teaching of all subjects in secondary and primary.There will have to be much more frequent and widespread participation by teachers in professional development in specialist subjects and in pedagogical issues (e.g. concerning the particular difficulties of relating disparate subjects to each other). CfE therefore has significant implications for teachers initial education and for their continuing professional development.That, in turn, has profound implications for the nature and quality of the programmes of study offered in the faculties of Education in the Scottish universities. 36 Given the challenges being faced by teachers in the implementation of CfE and the new Higher History, there is an opportunity and perhaps the necessity for closer links to be forged between schools and universities in Scotland.As indicated earlier, many teachers are aware that they lack the knowledge of, and the tools to find out about, the locality in which they are based, and upon which depends not only the success of History teaching and learning, but also the successful implementation and achievement of the ideals that underpin CfE. Few teachers within the primary sector possess degrees in History and many will not have studied the discipline at all other than

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40 The Working Group recognises that the Scottish Government, local authorities and schools are facing considerable constraints in terms of the resources that they will be able to allocate to provide teachers with greater support and opportunities for them to undertake History-related CPD.There is some concern, however, that current CPD provision is focussed on CfE methods, administration and management, as opposed to reinforcing subject knowledge. It is crucial, therefore, that resources are made available for professional development. Otherwise the ambitious aims of CfE might not be achieved.As set out in the preceding paragraphs, there are opportunities to adopt collaborative partnership approaches that can help make best use of limited resources. John Robertson, Principal Teacher of History and RME, Currie Community High School, and History Lead Teacher for Edinburgh Council Alison Sommerville, LTS Development Officer (until July 2010) Duncan Toms, Former secondary school Principal Teacher of History and former President of SATH

Additional Information and References

In preparing this Advice Paper theWorking Group would like to draw attention to the following RSE responses which are relevant to this subject:

The Royal Society of Edinburgh paper on An Agenda for Research at aTime of Educational Reform in Scotland (November 2010) The Royal Society of Edinburghs response to Graham Donaldsons Independent Review ofTeacher Education in Scotland (June 2010) The Royal Society of Edinburghs response to the Scottish Governments consultation onThe Next Generation of National School Qualifications in Scotland (October 2008) The Royal Society of Edinburghs response to Learning and Teaching Scotland on the Curriculum for Excellence Draft Experiences and Outcomes for Literacy and English, for Expressive Arts and for Social Studies (July 2008) The Royal Society of Edinburghs response to Learning and Teaching Scotland on the Curriculum for Excellence Draft Experiences and Outcomes for Numeracy, Science and Mathematics (April 2008)

Appendix 1
RSE Working Group Members Professor Christopher Whatley (Chairman) Dr Paul Addison Professor Harry Dickinson Professor Colin Kidd Dr Judith McClure Professor John Richardson Professor Hamish Scott Professor Hew Strachan Dr Fiona Watson Those with whom the Working Group has met Susan Buckman, School of Education, Social Work and Community Education, University of Dundee Larry Cheyne, SQA Qualifications Manager for History Bill Glennie, Former secondary school Principal Teacher of History David Gregory, HMIE National Specialist for History Myra Henderson,Teacher, LivingstonVillage Primary School Neil McLennan,Vice President, Scottish Association of Teachers of History Teresa Moran,Associate Dean (Initial Teacher Education), University of Dundee

Any enquiries about this Advice Paper should be addressed to the RSEs Consultations Officer, Mr William Hardie (Email: evidenceadvice@royalsoced.org.uk) Responses are published on the RSE website (www.royalsoced.org.uk).
Advice Paper (Royal Society of Edinburgh) ISSN 2040-2694

The Royal Society of Edinburgh (RSE) is Scotlands National Academy. It is an independent body with a multidisciplinary fellowship of men and women of international standing which makes it uniquely placed to offer informed, independent comment on matters of national interest. The Royal Society of Edinburgh, Scotland's National Academy, is Scottish Charity No. SC000470
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