Children to Learn Local History in Major Curriculum Overhaul

Published: 03 November 2025. The English Chronicle Desk. The English Chronicle Online.

Schoolchildren across the UK are set to be given a deeper understanding of their local communities as part of Labour’s first major review of the national curriculum, Education Secretary Bridget Phillipson has indicated. The proposed changes, aimed at embedding local history into the classroom, will see pupils learning about the heritage, events, and social developments of the areas where they live, alongside their study of broader British and international history.

Phillipson will respond this week to an independent review of the curriculum conducted by Professor Becky Francis. She is expected to stress the importance of teaching students about the history of their towns and cities, arguing that such lessons will foster a more curious and engaged citizenry, while offering a more “robust” understanding of British history. Schools are likely to be encouraged to organise visits to local landmarks and museums, and to develop lessons that reflect their communities’ unique histories.

The move comes at a time when the teaching of history in England has become a focal point of broader cultural debates. Experts have long disagreed over the balance between British and global history, the attention given to minority groups, and the extent to which historical narratives should reflect contemporary social issues. By integrating local history, Phillipson hopes to make history education more tangible and personally relevant for students, moving beyond abstract or distant events to those that directly shaped their own communities.

Under the new guidance, children in Lancashire may explore the development and legacy of cotton mills, while pupils in Bristol could study the 1963 Bristol bus boycott, a pivotal civil rights action sparked by a refusal to employ Black or Asian staff. Students in Norfolk may examine the long history of coastal erosion and its impact on local communities, highlighting the intersection of geography and social history. The initiative is designed to connect national history with regional experiences, giving children a sense of belonging and identity within a wider historical framework.

Phillipson has previously reflected on her own education, noting that she did not learn about the critical role women played in wartime shipyards in Sunderland until adulthood. She argues that local history can instil a sense of curiosity and pride in young people, making them more aware of the rich historical narratives in their immediate surroundings. The Secretary is also expected to endorse Prof Francis’s recommendations that history education should reflect Britain’s diverse population and promote social cohesion, countering narratives of division.

Despite these additions, the reform stops short of a wholesale overhaul of GCSE and A-level content, last substantially revised during Lord Gove’s review in 2014. Currently, students are expected to study three historical eras—medieval (500-1500), early modern (1450-1750), and modern (1700-present)—and cover three geographical contexts, including at least one from Europe or the wider world. The curriculum also requires a thematic study over a long historical period, with topics such as the history of medicine often included.

Exam boards retain significant freedom in topic selection, which has drawn criticism for repetition. Many students encounter the Second World War and Cold War multiple times during their schooling, sometimes without exposure to less familiar historical periods or local narratives. Phillipson’s reforms aim to address this by emphasizing the importance of key British figures and national history, including figures like William Shakespeare, without imposing a prescriptive list of topics.

History will remain optional at GCSE, despite growing calls for compulsory study up to age 16. Advocates argue that history is crucial not only for understanding the past but also as a tool for critical thinking and navigating contemporary challenges such as misinformation and artificial intelligence. Paula Kitching of the Historical Association welcomed the local history initiative, describing it as “an accessible way of helping young people appreciate their area and connect with the wider themes of national and global history.” She expressed disappointment, however, that history would not become mandatory, stressing that local narratives can help foster an appreciation of environment, culture, and civic responsibility.

Alongside history, Phillipson is expected to introduce several other curriculum changes aimed at raising academic standards. Whitehall sources suggest that schools will be required to teach the three sciences—biology, chemistry, and physics—separately, in the biggest shake-up of science education in a decade. This change follows arguments from Prof Francis that “triple” science qualifications are more prevalent in affluent areas and lead to higher uptake of science A-levels and access to more lucrative careers after university.

The Education Secretary is also proposing a new mandatory reading test for Year Eight pupils to address underachievement, particularly among working-class students. The measure has, however, faced opposition from education unions, who warn that it could add unnecessary stress for both students and teachers. The National Education Union has argued that repeated testing does not automatically translate into higher standards, and that students’ overall well-being and engagement must remain a priority.

Phillipson’s reforms aim to strike a balance between rigor and relevance. By embedding local history and reinforcing the teaching of sciences and literacy, the government hopes to equip students with a better understanding of their communities, a stronger foundation in core subjects, and the skills necessary to thrive academically and socially. The curriculum shake-up reflects a broader vision for education that is both aspirational and pragmatic, seeking to ensure that schools cultivate knowledge, curiosity, and critical thinking in equal measure.

In sum, the Labour government’s curriculum review under Bridget Phillipson emphasizes local history as a cornerstone of education. By connecting students to the stories and heritage of their own communities, the initiative aims to make history lessons more relatable, informative, and engaging. Alongside reforms in science and literacy, the changes are designed to foster curiosity, improve standards, and better prepare students for life beyond the classroom, while maintaining a focus on national identity, social cohesion, and inclusivity.