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A better understanding of how we came to be where we are is key to helping young people define where they - and society at large - should go in the future.

This week's two protagonists debate the future of Scottish history in schools.

Duncan Toms, Principal Teacher of History, Bearsden Academy

The case for a more systematic coverage of Scottish history in schools seems to be accepted by almost everyone. There is general agreement that young people need to have a knowledge and understanding of the forces which have shaped society both nationally and internationally. The issue now is how best to achieve a more systematic coverage of Scottish history within an overall balance of local, British, European and world contexts.

At Standard Grade, Intermediate (and Advanced Higher) there are already significant elements of Scottish history and this will no doubt be retained as an essential feature of the new NQ. Plans are under way to introduce a much more substantial element of Scottish history at Higher from 2010. The Scottish Government has provided additional funding for SQA and LTS to develop assessment procedures and support materials but prospects are not looking good for additional funding for school history departments. This is a great pity because a lot will depend on them having a variety of good quality materials as well as the enthusiasm and imagination of the teachers.

The real challenge lies at primary and junior secondary. Here, time for history is limited and coverage tends to be patchy. The development of Curriculum for Excellence provides an opportunity to rectify this, as History is well suited to the development of the four capacities, and the draft social subjects outcomes prescribing a series of important conceptual themes including a number based on Scotland's historical development. LTS is also working on an extensive web-based Scottish history resource. These are not enough in themselves, however. We could still end up with historical knowledge limited in terms of time periods and/or unbalanced in terms of content - or even, with some doing less history.

SATH believes that what are needed are clear guidelines - in the form of an options grid - which would not prescribe particular topics, but would assist secondaries and their associated primaries in working together to ensure that by S3 all pupils have studied a range of Scottish historical topics from different time periods and within an overall balance of wider historical contexts.

The Scottish Government's working group on History in CfE is looking at these issues. Much depends on the necessary political, educational and financial will to ensure all our young people have the opportunity to develop a more systematic historical understanding in order to equip them for their roles as citizens of Scotland and the wider world.

Duncan is President of the Scottish Association of Teachers of History (SATH): www.sath.org.uk

Stuart McHardy, Storyteller

For many years I have been visiting schools as both a writer and a storyteller and have run many sessions in museums focusing on different aspects of Scottish history. What has always been clear is that children are fascinated by their own country's past. While there is a constant enthusiasm for "gory stories" there is no doubt that the vast majority of our children respond to historical themes.

Often however, I have found myself defensive with European friends shocked to find out that there was no official commitment to informing our upcoming generations about the past of their own country, so the fact that Scottish history is now an official part of the schools' curriculum is a cause for celebration. While remembering that the neglect of our history has been unfortunate, this is no time for recrimination. It is a time to seize the opportunities presented by this welcome development and the current administration are to be commended for the policy.

The commitment in the new Curriculum for Excellence to "develop an understanding of how Scotland has developed as a nation, resulting in an appreciation of their local and national heritage within the global community" is quite explicit and one which I would suggest is of self-evident value to our children.

Having been involved in studying the Picts most of my life, I am particularly gratified that LTS are currently developing resources on the Caledonians, Picts and Scots. This is a period of our history, which like many others, is under scrutiny and many of the received opinions of the past are being challenged.

History is not a static subject but must always be regularly re-evaluated in the light of changing understanding and new findings. However, this particular development is, I suggest, "no afore time"! I have taken countless children round various museums telling stories in support of what they have been taught in class. This has meant "doing" the Romans or the Vikings on many occasions. While the Romans undoubtedly had a great influence on English history they never ruled Scotland, and though the Vikings eventually settled and became one component of Jock Tamson's mongrel bairns, the fact that we have not been teaching our children about the Picts and Scots is plain daft. They are the peoples from whom our country grew.

The Britons of Strathclyde and the Gododdin of Lothian have been even more neglected, though it is interesting that they appear to have been part of those the Romans called Caledonians, a name virtually synonymous with Picts. The fact that the Picts left us a corpus of art which is not only unique, but truly magnificent, merely serves to underline the point that we should be telling children about this ancient and intriguing people whose contribution is so intrinsic to what is now Scottish culture.

As someone who is both a history lecturer and a storyteller, I take particular delight in using story to stimulate the young ones' interest in their nation's past. The fact that the history of our country is in itself quite varied with distinct areas that merge into the national picture is something that should be celebrated and the growing awareness of the importance of local history and culture is also to be welcomed.

While it is undeniable that teaching of any history is always "political" in that it effects our perceptions of the present, the opportunities now being presented go far beyond the political. It is the wider context, not just of who we are but where we come from and how we relate to our own landscape that defines us culturally.

Stuart is a writer and storyteller who lectures for Edinburgh University's Office of Lifelong Learning. He is ex-Director of the Scots Language Centre and a past- president of the Pictish Arts Society. His book, 'A New History of the Picts' is published by Luath Press: www.luath.co.uk

they do feel that fostering a sense of global citizenship in the classroom can have a long-term, positive effect on the wider world?

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Latest comment...

would like to knowthe GTCS view on this scenario. I agree with Steve its a last option!

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