1. History: what do students think?

2. Key issue addressed by the study   This study aimed to: – –reveal the ideas about history which young people bring as preconceptions to their learning – –explore the links between views of history and social cohesion among indigenous and non-indigenous students in England and the Netherlands

3. Young people’s views of history  Young people saw history as important for understanding their society  Pupils were interested in different periods of history from those they could typically study at secondary school  Around 40 per cent of young people from the UK agreed that sharing a common history creates “mutual bonds”

4. The kinds of history students are interested in  All the groups of students: –recognised the importance of their country’s history –believed history helped them understand the society they lived in –believed family history was important; more so for BME students than for non-BME students

5. Historical periods students are most interested in  All the students liked these topics: ancient history ancient history post war era from 1945 to the present post war era from 1945 to the present 1900 to 1945 1900 to 1945

6. Students’ interest areas as compared with the national curriculum  Students’ preferences were at odds with the periods most commonly taught under the secondary curriculum e.g. –Currently very little teaching of post-war events –Teaching of ancient history limited almost entirely to primary aged pupils

7. Young peoples’ definition of identity  Depending on their background students tended to identify with their country of residence or by their/their parents’ country of origin/ religion  Very few students from either country regarded their prime identity in terms of either ‘world citizen’ or ‘European’

8. Who were the children in the study?  442 students from metropolitan areas in the Netherlands and England  The students were aged 14 -18 years and were of various ethnic backgrounds

9. How was the information gathered?  Student questionnaire with questions about e.g. identity, importance of history, historical periods  Students’ answers were grouped according to various criteria: the country of residence (England or the Netherlands), ethnic background, gender, age, level of education, etc

10. How can teachers use this evidence?  Young people, particularly from ethnic minority backgrounds, rated family history as highly important –Could you include family history as part of school history to make it more meaningful to them?  Students expressed greater interest in some periods of history rather than others –Would it be helpful to explore with your students the less popular periods of history and possible teaching/learning approaches?

11. How can school leaders use this evidence?  Young people stated they liked ancient history most. What do students in your school think? –Could you survey your students to find out which periods of history they are interested in? –Having surveyed your students could you organise professional development for your colleagues to explore how they could incorporate students’ preferences into the curriculum?

12. Follow-up reading  Study reference: Grever, M., Haydn, T. and Ribbens K. (2008) Identity and School History: the Perspective of Young People from the Netherlands and England British Journal of Educational Studies, Vol. 56, No. 1, March 2008, pp. 76-94 Identity and School History: the Perspective of Young People from the Netherlands and England British Journal of Educational Studies, Vol. 56, No. 1, March 2008, pp. 76-94  You might like to read a more detailed summary, accessible at: http://www.standards.dfes.gov.uk/research/themes /pupil_voice/studentsthink/ http://www.standards.dfes.gov.uk/research/themes /pupil_voice/studentsthink/

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