This essay aims to explain the reasons for including foundation subjects in early years and primary education, with a specific focus on history teaching. These reasons may not be immediately obvious to first-year students pursuing qualified teacher status.
The National Curriculum (NC) was introduced in 1988 and is currently undergoing revision. It comprises of core subjects, namely English, mathematics, and science, which are mandatory at all key stages. Additionally, it incorporates foundation subjects like art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE), and physical education (PE). The majority of these foundation subjects are compulsory at one or more of the key stages(DfE, 2013).
Religious Education is an essential part of the basic curriculum and is mandatory. However, children can opt out of this subject if their parents request it. The Early Years Foundation Stage (EYFS) has been integrated into all childcare providers since 2008, except for mother and toddler groups, nannies, and short-term creches. The EYFS focuses on the welfare and development of children. This essay will explore the reasons for including foundation subjects in both the EYFS and NC and will also analyze how history is taught to children during these stages.
According to Boys and Spink (2008), the foundation subjects and RE are potentially the most powerful, meaningful, and relevant areas of learning for all learners. Hoodless (2008) expands on this idea by specifically mentioning history, claiming that teaching history in primary schools is important because it motivates children and captures their imaginations. Both statements highlight the significance of teaching history and other foundation subjects, emphasizing their extracurricular advantages.
According to Davies and Redmond (1998), teaching history in isolation would be a missed opportunity for cross-curricular connections. They argue that history can be integrated with other disciplines to enhance learning (p. 39). For example, studying time-lines in history can help develop mathematical skills, while art can be incorporated through drawing or painting ancient artefacts. Fines (2013) also emphasizes the importance of history in facilitating learning across various subjects, stating that it effectively contributes to the entire curriculum (p.).
It is essential to integrate mathematics into children’s education as it is a fundamental subject. Similarly, whenever possible, art should be included as it promotes creativity and imagination. Additionally, displaying children’s artwork in schools not only enhances their self-confidence but also provides them with a sense of achievement.
Children need motivation, enthusiasm, and inspiration to encourage their engagement in further learning and achieve better results (NASP, 2003). The National Curriculum (NC) is currently under revision and will be implemented in schools from September 2014. This review is deemed necessary by the government to align with the education systems of leading countries globally. Prime Minister David Cameron emphasizes the importance of this “education revolution” for the economic prosperity of the country and insists on experts conducting the revision rather than ministers’ personal biases influencing it (BBC, 2013).
According to The Guardian (2013), changes will be welcomed across the Key Stages (KS), with KS1 history not differing too much from the previous NC. The more significant changes will be seen in KS2. Both Key Stages will place a new emphasis on the importance of chronological understanding, as highlighted in the 2011 Ofsted report which states that while pupils in primary schools generally had good knowledge, their chronological understanding and ability to make connections across their acquired knowledge were weaker (p. 5).
According to Ofsted (2011), the lack of subject knowledge among primary teachers was identified as the reason for inadequate history education (p. 4). This led to a need for the curriculum to cover both an overview and detailed study of historical topics. The previous curriculum (2000) specified that students should learn knowledge, skills, and understanding through different history studies, including local, British, European, and world history (p. 106). In contrast, the revised curriculum Programmes of Study (2013) emphasizes the interconnectedness of historical events and how they can impact each other (p. 106).
The teaching objective is to offer a comprehensive and detailed comprehension of chronology (p. 3). In Ofsted-registered environments, children aged birth to 5 years old adhere to the Early Years Foundation Stage (EYFS) rather than the National Curriculum (NC). Concerning history, a notable portion of what children in this age bracket learn stems from the “Knowledge and Understanding of the World” aspect of the Early Learning Goals. By the conclusion of the foundation stage, it is expected that children will be capable of discussing past and present occurrences in their own lives as well as those of their family members (Department for Education [DfE], 2012, p.).
The Early Years Foundation Stage (EYFS) acknowledges that young children may not fully grasp the specific details of history, but it promotes their understanding of changes and the passage of time (O’Hara and O’Hara, 2001, p. 18). There are several storybooks available that can introduce young children to the concept of ‘long ago’. Titles like ‘When Grandma Was Young’ by Humphrey (2000), ‘Elmer and Grandpa Eldo’ by Mckee (2001), and ‘My Granny is a Pirate’ by Mcdermid and Robins (2012) capture the attention of early years children and foster their curiosity about the past.
Teaching young children how to ask and answer questions through story reading can help them grasp the concept of history. This skill should be cultivated as part of the Early Learning Goals, preparing children for primary school where they can develop an appreciation for the importance of history (Lunn and Bishop, 2004). It’s worth noting that learning about history doesn’t end in primary school; the National Curriculum ensures that all students continue studying history through the KS3 History Programmes of Study (2013).
Therefore, in order to ensure children are prepared for more demanding and specific history learning, it is crucial to introduce new topics and equip them with the skills to “identify significant events, make connections, draw contrasts, and analyze trends” (p. 72). Additionally, it is stated that students should “pursue historically valid inquiries including some they have framed themselves” (p. 72). This emphasis on students becoming independent critical thinkers is essential for their adult lives, and serves as a fundamental reason for including history in the National Curriculum (DfE, 2013).
According to Hoodless (2008), history provides various opportunities for overcoming barriers in learning, particularly concerning gender, class, ethnicity, and cultural backgrounds. The author argues that inclusive practice in history education involves treating each individual with respect, ensuring equal participation in all activities, and appropriately addressing their unique needs (Hoodless, 2008, p. 140). Furthermore, she asserts that the diversity of approaches and strategies employed in teaching history enables its accessibility to different individuals.
By providing visual aids instead of lengthy text, children who have difficulty reading can enhance their learning experience, as stated on page 135. Teaching history also offers opportunities for children from minority ethnic and cultural backgrounds. While being mindful of sensitivity, studying past civilizations can help foster an understanding of how prejudices like racism, sexism, or any form of discrimination emerged, ultimately working towards eradicating them (p.
139). According to Boys and Spink (2008), it is important for the history curriculum to be ‘culturally relevant to all pupils’ (p. 71). As the United Kingdom has become a multicultural society, Boys and Spink (2008) propose that the study unit ‘Britain since 1948’ in the National Curriculum can be used to examine Commonwealth immigration (p. 71). This exploration will enable children to gain knowledge about the arrival of different cultures in the United Kingdom that they might not learn about otherwise.
Teachers are required to show that they can create learning opportunities for children outside of school environments as part of the Professional Standards for qualified teacher status (QTS) (DfE, 2013, p. 8). Various settings like museums, theatres, school visits, fieldwork, and employment-based locations can all be utilized to enhance children’s learning. Children are naturally curious and constantly trying to understand their surroundings, making them proactive learners. Restricting learning to only the classroom would be a missed opportunity to utilize valuable resources in improving their education.
Out-of-school learning is beneficial for developing skills such as decision-making, group work, and critical thinking, which are important qualities to possess. According to Hoodless et al. (2003), these sensory experiences aid all types of learners in retaining information and learning from the surrounding area and its people (p. 136). Even if outside learning is limited to the school grounds or nearby areas, it can still provide the same advantages. Furthermore, the school building can be examined for architectural features that can be analyzed to determine its age.
When children go for a short walk outside of the school, they have the opportunity to learn from various individuals, structures, and environments. Nonetheless, it is vital to conduct risk assessments prior to these excursions. Typically, parents must grant permission for students to participate in off-site activities. Additionally, establishing clear learning objectives is essential for maximizing out-of-school education and optimizing time utilization (Hoodless, 2003).
The Telegraph (2013) reported that excessive time spent indoors on computers and gaming consoles by children has resulted in a rise in cases of rickets. To prevent this, it is suggested to include outdoor study as part of children’s learning. Government reviews of the curriculum indicate a dedication to enhancing children’s education (Boys and Spink, 2008, p. 137-140).
xii). The integration of foundation subjects within the Early Years Foundation Stage (EYFS) has a positive influence on cross-curricular and out-of-school learning, making it more appealing and beneficial for children. According to Johnston (2002), young children develop their understanding of how the world works by exploring their surroundings. She asserts that the more diverse their informal experiences are, the greater their comprehension will be. This indicates that foundation learning in the EYFS is crucial in shaping children’s initial understanding of the world they inhabit.
The importance of developing a sense of history learning in the Early Years Foundation Stage (EYFS) has been acknowledged by emphasizing the significance of generating curiosity about the past. Additionally, a report by Ofsted (2011) discovered that history was a well-received and prosperous subject that many students found enjoyment in (p.5). This assertion alone could serve as justification for including history in the curriculum of primary schools. A subject that has the ability to engage and inspire students to further their knowledge serves as a fundamental reason for its inclusion in educational instruction.
