[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-207276-105":3,"detail-sidebar-cat-0-en-105":75,"doc-detail-207276-en":125},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":68,"head_meta":70,"extra_data":72,"updated_unix":74},105,"en","historical-association-survey-of-history-in-secondary-schools-in-england-2021","Historical Association Survey of History in Secondary Schools in England 2021","","Online survey results from May–July 2021 on history teaching practices conducted for England. Responses were received from 316 history teachers across 286 school contexts, covering a range of state-funded, grammar, independent schools, and sixth-form colleges. Findings examine how diverse histories are taught in Key Stage 3, including migration, the British Empire, the transatlantic slave trade, and coverage of Black and Asian British history. The report also details curriculum change drivers, barriers, support sources, and early signals around GCSE uptake and subject choices.",{"@graph":14,"@context":67},[15,34,50],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/historical-association-survey-of-history-in-secondary-schools-in-england-2021/207276/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":44,"encodingFormat":42,"isAccessibleForFree":45,"interactionStatistic":46},"DigitalDocument",{"name":37,"@type":38},"8796093062539","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":47,"interactionType":48,"userInteractionCount":22},"InteractionCounter",{"@type":49},"ViewAction",{"@type":51,"mainEntity":52},"FAQPage",[53,59,63],{"name":54,"@type":55,"acceptedAnswer":56},"How was the 2021 survey of history teachers conducted and who responded?","Question",{"text":57,"@type":58},"The survey was conducted online by the Historical Association between May and July 2021. It received responses from 316 history teachers across 286 different school contexts in England.","Answer",{"name":60,"@type":55,"acceptedAnswer":61},"Which Key Stage 3 topics were most commonly taught related to migration, the British Empire, and the slave trade?",{"text":62,"@type":58},"Most schools reported teaching lessons about aspects of the British Empire and the transatlantic slave trade, while teaching about migration to Britain was also reported by a majority. The twentieth century appeared as the most likely period linked to migration.",{"name":64,"@type":55,"acceptedAnswer":65},"What factors drove Key Stage 3 curriculum changes and what barriers limited change?",{"text":66,"@type":58},"Schools cited social justice, better representation of history, and recent events as key reasons for change. The most prominent barriers were lack of money for resources and lack of time, with additional obstacles including limited subject knowledge, training, and access to resources.","https://schema.org",{"og:url":32,"og:type":69,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":71,"canonical":32},"index,follow",{"doc_id":73,"site_id":7},207276,1788599107,{"code":4,"msg":76,"data":77},"success",[78,82,86,90,95,100,105,109,114,117,121],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":79,"show_sort_weight":80,"slug":81},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Exam",70,"exam",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},5,"Comic",60,"comic",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},6,"Technology",50,"technology",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},7,"Healthcare",40,"healthcare",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},8,30,"research-report",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},9,"Religion & Spirituality",20,"religion-spirituality",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":112,"slug":116},"World Cup","world-cup",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":118,"slug":120},10,"Lifestyle","lifestyle",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":91,"slug":124},19,"General","general",{"code":4,"msg":76,"data":126},{"doc_id":73,"user_id":127,"nickname":37,"user_avatar":11,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":133,"language":134,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":12,"update_tm":74,"read_time":138},8796093062539,"Historical Association Survey of History in Secondary  \nSchools in England 2021  \nKatharine Burn1 and Richard Harris2  \nExecutive summary  \nNature of the survey  \nThis report details the results of an online survey of history teachers conducted by the Historical Association between May and July 2021.  \nResponses were received from 316 history teachers in England, working in 286 different contexts, including 214 state-funded, non-selective schools, 20 grammar schools, 37 independent schools and eight sixth-form colleges. Most respondents were experienced teachers with at least five years’ experience. The vast majority (96%) described themselves as White, and we therefore acknowledge that representation of the views of those from a Black or Asian British background or from other minority groups is limited.  \nTeaching diverse histories within Key Stage 3  \nSome aspects of the history of migration to Britain are taught by 73% of the schools that responded to the survey, with 40% of schools treating the topic as the focus of a specific unit or enquiry sequence. Such teaching appears more common in non-selective state schools and where the majority of the school population is Black or from other minority ethnic backgrounds (BAME) .3 The period most likely to feature in relation to teaching about migration to Britain is the twentieth century.  \nThe majority of schools (82%) reported teaching (at least) a series of lessons about some aspect of the British Empire, although this appears to be more common within state-maintained schools than in the independent sector. In only seven schools among those represented by the respondents would it be possible for students to end their compulsory study of history without having learned anything about the history of the British Empire. (In all these schools, the majority of students are White) . The periods most commonly taught about in relation to the British Empire are the eighteenth and nineteenth centuries (especially the latter), but the number of schools dealing with the twentieth century – and thus with decolonisation – are smaller.  \nThe vast majority of schools (86%) reported teaching a series of lessons (or a more substantial unit) about the transatlantic slave trade. Four dimensions were included by at least 90% of all state-maintained schools:  \n‘the development of the “triangular trade”’; ‘the experiences of enslaved peoples’; ‘forms of resistance or rebellion by enslaved peoples’; and ‘other forms of opposition, including the campaign for abolition’. Only around 60% of schools included considerations of earlier forms of enslavement and slave trading before  \n1 University of Oxford  \n2 University of Reading  \n3 The Historical Association acknowledges the limitations of the term ‘Black and minority ethnic’ as a way of describing those who do not identify as ‘White’, recognising both that it obscures important differences between people and that it can be confusing when applied in contexts in which non-White students may actually be in a majority. The term has been adopted with reservation, in order to try to present the findings concisely and highlight issues of concern to all those groups at risk of marginalisation.  \nlooking specifically at the‘triangular trade’. Consideration of the ‘legacies of the trade in enslaved peoples’was only included in the curriculum of 13% of respondents’ schools.  \nOnly 42% of schools reported allocating a series of lessons or a short unit to teaching about the history of anon-European nation. Schools with a majority BAME population or an even mix of students from different backgrounds are more likely to teach such a topic (54% report doing so) than predominantly White schools (38%) .  \nOnly 23% of schools reported devoting a series of lessons to teaching an aspect of Black or Asian British history. Most schools (57%) reported devoting just one or two lessons to such history. The ethnic mix of the student population seems to be significant here, with 36","cbCaifxdk3Fw5w8v","https://ap.wps.com/l/cbCaifxdk3Fw5w8v","pdf",1993126,47,"English","# Executive summary\n## Nature of the survey\n## Teaching diverse histories within Key Stage 3\n## Curriculum changes being made within Key Stage 3\n## GCSE uptake and subject choices","[{\"question\":\"How was the 2021 survey of history teachers conducted and who responded?\",\"answer\":\"The survey was conducted online by the Historical Association between May and July 2021. It received responses from 316 history teachers across 286 different school contexts in England.\"},{\"question\":\"Which Key Stage 3 topics were most commonly taught related to migration, the British Empire, and the slave trade?\",\"answer\":\"Most schools reported teaching lessons about aspects of the British Empire and the transatlantic slave trade, while teaching about migration to Britain was also reported by a majority. The twentieth century appeared as the most likely period linked to migration.\"},{\"question\":\"What factors drove Key Stage 3 curriculum changes and what barriers limited change?\",\"answer\":\"Schools cited social justice, better representation of history, and recent events as key reasons for change. The most prominent barriers were lack of money for resources and lack of time, with additional obstacles including limited subject knowledge, training, and access to resources.\"}]","Historical Association Survey of History in Secondary Schools in England 2021 | PDF",118]