The Historical Association Secondary History Survey 2024

For the last 15 years the Historical Association has carried out an annual or biennial survey of history teaching in Secondary Schools. The survey data now provides us with an up-to-date insight into the successes, pressures and concerns in schools affecting history and how those factors have developed, changed or remained static over time.

The survey is voluntary and in depth, requesting responses on questions that cover: what is taught; how it is taught; what teachers would like to teach more; how the content is set at different stages; whether respondents teach to the National Curriculum; how schools are supported with subject knowledge; what additional CPD they receive and who funds, as well as delivers, that; and questions about the exam content and structure at GCSE and A-level.

In 2024 there were 497 individual respondents to the survey, providing a good sample with detailed responses. The findings corroborated previous survey findings that the Key Stage 3 National Curriculum is popular and has flexibility, while there continue to be concerns about GCSE history. This is less to do with curriculum time and more to do with the content, structure and assessment. While teachers welcome the need to study history on different scales allowing for a greater chronological range, they are concerned about the sheer amount of content specified as well as the inclusivity and accuracy of that. There are also concerns over the distorting effect of some of the rules applied to subject content and assessment objectives for GCSE history. 

A third of history teaching is still being delivered by non-specialist teachers which remains a concern, as is the amount of support that teachers are provided with for subject CPD. 76% of respondents were required to give up their own time to attend any type of subject-specific CPD.

The HA report corresponds with some of the research being carried out by other organisations over the last 12 months, while also highlighting other issues around AI and the role MATs (Multi Academy Trusts) play in designing curriculum content.

Read the full report below: