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Based on responses from 305 history teachers across 281 schools, it highlights the advisory (non-regulatory) role of the National Curriculum, the expanding influence of GCSE assessment on grading, question types, source use, interpretations, and curriculum length. Results also consider perceived suitability of new GCSE 9–1 specifications for learners with low prior attainment and for early-stage English as an Additional Language.",{"@graph":69,"@context":117},[70,84,100],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/historical-association-survey-of-history-in-schools-in-england-2018/206666/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":94,"encodingFormat":92,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"name":87,"@type":88},"Eden","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":97,"interactionType":98,"userInteractionCount":8},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103,109,113],{"name":104,"@type":105,"acceptedAnswer":106},"What was the timeline and response base for the 2018 survey?","Question",{"text":107,"@type":108},"The online survey ran from August 2018 to October 2018. Responses came from 305 history teachers in 281 schools.","Answer",{"name":110,"@type":105,"acceptedAnswer":111},"How do schools treat the National Curriculum for Key Stage 3?",{"text":112,"@type":108},"Schools largely treat the National Curriculum as advisory rather than regulatory. Only around a quarter of state-funded secondary schools closely aligned their Key Stage 3 programmes of study to it.",{"name":114,"@type":105,"acceptedAnswer":115},"What impact does GCSE have on Key Stage 3 teaching, assessment, and content?",{"text":116,"@type":108},"Findings show increasing GCSE influence on assessment approaches and curriculum decisions. 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Summary  \n1.1 Data on which this report is based  \nThis online survey was launched in August 2018, just after the publication of the A-level and GCSE results, and closed in October. Responses were received from 305 history teachers working in 281 different schools, including 240 non-selective, state-maintained schools, 12 grammar schools, 42 independent schools, seven sixth-form colleges and four special schools or pupil referral units. Since nearly four-fifths of respondents (79%) had been teaching for at least five years and over half (56%) were heads of department, the opinions reported here tend to reflect those of experienced practitioners.  \n1.2 Key Stage 3 history  \nContinuing impact of the revised National Curriculum  \nSchools are continuing to treat the National Curriculum in history as an advisory, rather than regulatory, framework for structuring their Key Stage 3 curriculum. Only around a quarter of statefunded secondary schools reported that they closely aligned their programmes of study to the National Curriculum. The fact that so many secondary schools are neither required to adhere to the National Curriculum nor feel obliged to follow it raises an important question about the purpose that it serves.  \nThe impact of GCSE on Key Stage 3 assessment, content and length  \nThe findings from 2018 reinforce those from 2017 in highlighting the increasing impact of GCSE on approaches to assessment and particular aspects of the curriculum within Key Stage 3. Nearly half of non-selective, state-funded secondary schools reported using GCSE-style grading or marking systems at Key Stage 3, while almost four-fifths (79%) of schools reported that they had adapted the kinds of questions that they were asking students to tackle in order to align more closely with GCSE-style questions. The proportions of schools that reported having made similar adaptations to the ways in which they ask students to use sources and to the ways in which they teach historical interpretations were also very high – at 68% and 69% respectively.  \nNearly half of the schools (46%) reported that they planned the curriculum so that Key Stage 3 content could be revisited at GCSE, while 56% of schools reported that their choice of Key Stage 3 content was intended to ‘provide context’ for GCSE topics. Only 18% of schools (a slightly smaller proportion of respondents than in 2017) reported that they deliberately sought to avoid revisiting content taught at Key Stage 3 in their GCSE course. It increasingly looks as if schools are basing their Key Stage 3 content choices on maximising examination success at GCSE.  \n1 University of Oxford  \n2 University of Reading  \nIn other areas, the impact of the GCSE specifications is more limited, and the findings for 2018 are very similar to those reported in 2017. Only around one third of schools (36%) reported that they tackled history on different timescales within the Key Stage 3 curriculum (reflecting the GCSE focus on depth studies, period studies and thematic studies over time), while only 19% of schools reported including a local history study in Key Stage 3, as preparation for the study of an ‘historical environment’ required at GCSE.  \nWhen asked directly whether the introduction of the new GCSE (9–1) specifications had informed a decision to reduce the length of Key Stage 3 (previously or for the year ahead), 55%(126 out of 230) of the schools that responded indicated that Key Stage 3 had been or was going to be shortened for this reason. These reductions continue to be a matter of profound regret to the Historical Association, since changes of this kind have a significant impact on young people’s access to history by reducing the period of secondary education in which the subject is taught to all young people. Overall, around 44% of schools that responded to the survey reported that in 2","cbCaipzMOhaij4gu","https://ap.wps.com/l/cbCaipzMOhaij4gu","pdf",1448198,53,"English","# Summary\n## Data on which this report is based\n## Key Stage 3 history\n## Curriculum resources\n## GCSE\n## Teachers’ responses to the new GCSE specifications","[{\"question\":\"What was the timeline and response base for the 2018 survey?\",\"answer\":\"The online survey ran from August 2018 to October 2018. Responses came from 305 history teachers in 281 schools.\"},{\"question\":\"How do schools treat the National Curriculum for Key Stage 3?\",\"answer\":\"Schools largely treat the National Curriculum as advisory rather than regulatory. Only around a quarter of state-funded secondary schools closely aligned their Key Stage 3 programmes of study to it.\"},{\"question\":\"What impact does GCSE have on Key Stage 3 teaching, assessment, and content?\",\"answer\":\"Findings show increasing GCSE influence on assessment approaches and curriculum decisions. Many schools use GCSE-style grading or marking and adapt questions and methods to align with GCSE expectations.\"}]","Historical Association - Survey of History in Schools in England 2018 | PDF",134]