The national conversation around the curriculum and assessment review has begun and while many of the recommendations firmly look to the future, it’s brilliant that an endorsement of teaching local history is included.

The Department for Education is now calling for a greater emphasis on this in schools, encouraging lessons that reflect Britain’s diverse communities and promote social cohesion. The proposals aim to root historical understanding in the lived experiences of pupils and their communities.

However, at the Learning Academy Partnership, and in our 18 primary schools across Devon and Cornwall, this will not be a new direction, as it is already an established practice.

Our trust has long embraced a localised approach to learning. Our curriculum is structured to begin with a focus on local history, followed by national and then international topics. This rolling programme does not just apply to history; it is also embedded across subjects like geography and art, creating a rich and interconnected learning experience.

Teaching local history

For example, in some of our schools pupils explore the life and legacy of Sir Francis Drake, a figure deeply tied to the South West’s maritime heritage. A visit to the Golden Hind replica ship in the town of Brixham helps to bring the past to life, allowing children to physically engage with the environments that shaped historical events.

For older pupils, the curriculum delves into the Second World War and its local impact. One standout topic is Exercise Tiger, a D-Day rehearsal that took place at Slapton Sands in Devon and tragically resulted in the loss of hundreds of American servicemen. This event, often overlooked in broader historical narratives, is explored via both historical sources and literature, through Michael Morpurgo’s The Amazing Story of Adolphus Tips, which is set in Slapton.

Meanwhile, our Cornish pupils study nearby castles such as Launceston and Tintagel, well known as the legendary home of King Arthur, examining their roles in regional power dynamics and cultural identity. These tangible links to the past help children to develop a sense of place and belonging, while also encouraging critical thinking about how history is recorded and remembered. They also learn about the development of the Cornish road network and how this impacted social change over time. The history of the canal in Bude and its role within the industrial revolution is also studied.

Our approach is based on the belief that studying local history can spark curiosity and deepen young people’s connection to their communities. As the education secretary has noted, many remain unaware of significant historical contributions made in their own towns and cities. By foregrounding these stories, schools can help pupils to see themselves as part of a broader historical continuum. Our curriculum exemplifies this principle by using local narratives to build bridges to national and global histories.

Historical thinking skills

As a trust we also place a strong emphasis on developing historical thinking skills. Pupils are encouraged to question sources, examine evidence and construct coherent narratives that span communities, empires and civilisations. This analytical approach helps them to make connections across time and space, identifying patterns and contrasts that inform their understanding of the present and future.

By integrating local history into the curriculum from the earliest stages, schools across the country can use their unique regional heritage to enrich learning and promote social cohesion.

For schools and trusts keen to build a meaningful local history curriculum, starting with community connections is key. A good place to begin is by reaching out to local heritage groups, museums and parish councils, and even tapping into “grandparent power”, as older generations often hold rich, personal stories that bring history to life. Local history Facebook groups can also be a surprisingly useful resource for sourcing stories, photos and contacts.

Another effective approach is to involve families early by sharing upcoming topics and inviting them to contribute artefacts or stories that link to local history. This not only enriches the curriculum but also strengthens home-school engagement. Additionally, engaging staff who live locally in planning units of work can bring invaluable insight and authenticity. These small steps can make a big difference in creating a vibrant, community-rooted history offer.

As the national debate around the curriculum and assessment review continues, it is clear that teaching local history is far more than a political talking point. It is a powerful educational approach that helps pupils to understand their roots, explore how their communities have evolved and see their place within the wider world.
 
Emma Bone is deputy CEO of Learning Academy Partnership

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