Who, what, why, and where: History and the curriculum across the UK and Ireland
Our history lessons are never just a straight-forward account of the past. They are based on carefully constructed ideas which shape our sense of who we are and how we understand our place in the world. Across the UK and Ireland, the way history is taught varies significantly between nations. These differences are not just technical quirks of curriculum design – they reflect deeper questions about national identity, belonging, and the stories we choose to tell.
At PolicyWISE, we are preparing a new Wise in 5 briefing to compare how history is positioned in the curricula, focusing on the period of secondary education when it is compulsory – ages 11 to 14 in Northern Ireland, Scotland, Wales, and England and ages 12 to 15 in the Republic of Ireland. This blog offers a glimpse of what’s to come.
Five Nations, Five Approaches
- England is on the cusp of change, with a new national curriculum under review and expected before the end of 2025. The contents of English history textbooks has previously generated lively debate, and any changes in the new curriculum are likely to bring the same: should the focus be on a shared “island story,” global perspectives, or a balance of both? There’s a further twist to the tale here – around 80% of state secondary schools in England are now academies, and not legally required to follow the national curriculum at all. This raises further questions about consistency, intent, and purpose.
- Wales has recently rolled out its new Curriculum for Wales, which places cynefin – a sense of place and belonging – at its heart. History here is explicitly linked to identity, culture, and the nation’s place in the wider world.
- In Northern Ireland history teaching often navigates contested narratives of conflict, community, and identity. The curriculum encourages multiple perspectives, but implementation is politically sensitive. Change is on the horizon following the publication in summer 2025 of a curriculum review calling for a new purpose-led and knowledge-rich approach.
- Scotland’s Curriculum for Excellence emphasises critical thinking and flexibility, with history falling under its social studies curriculum area – a core area of which is topics which focus on lives of ordinary people in Scotland in the past.
- In the Republic of Ireland a new specification was introduced in 2018, focusing on three strands: the Nature of History, the History of Ireland, and the History of Europe and the Wider World.
Each curriculum shapes how young people understand not only their own nation’s past but also the shared and contested histories of the UK and beyond.
Why This Matters Now
The timing of this comparison is significant. With England and Northern Ireland’s new curriculums on the horizon, and Ireland, Wales, and Scotland having recently implemented changes to theirs, the UK is at a crossroads in how it teaches its past. Across all five nations (to varying extents), there is also a growing awareness of the need for more diverse perspectives in history teaching – this means encouraging a more critical and inclusive approach to histories of topics such as empire, migration, and slavery.
As with other policy areas, divergence across the five nations can be both a strength and a challenge. It allows for innovation and responsiveness to local contexts, though this also needs to be negotiated within nations as well as across the UK.
History is never neutral. The choices policymakers make today will shape how tomorrow’s citizens understand themselves, their neighbours, and their place in the world.