Education

Welsh history teaching more miss than hit

Published

7 years ago

November 19, 2019

A SENEDD Committee heard frustrations from teachers, history societies, pupils and academics that children do not know the story of their community or country.
The Senedd’s Culture, Welsh Language and Communications Committee heard children often commented they learnt more Welsh history in a Welsh language lesson than from their history teacher.
With a new curriculum on the horizon, the Committee also heard concerns there is a danger the new and less prescriptive curriculum’s development is happening without a good understanding of what is currently taught in schools.
Dr Elin Jones told the Committee “we don’t know the basis upon which we will be building for this new curriculum. We don’t know what teachers are making out of the current curriculum.”

A REVIEW NEEDED
Many who gave evidence to the Committee made clear that the picture is patchy across Wales and the extent to which Welsh history is taught varies from school to school. There is also a concern that there is not a clear understanding of the content and standard of current history teaching in our schools.
The Committee is calling on the Welsh Government to request that Estyn carry out a review of the teaching of Welsh history in schools. Only once there is robust evidence and an understanding of current teaching can assessments be made to inform the new Curriculum for Wales 2022.

LACK OF LEARNING RESOURCES
For Welsh history to be taught effectively in schools, teachers need training and resources. The Committee believes the Curriculum for Wales 2022 should be properly supported with teaching materials which reflect the ambition to teach the history of Wales from a local and national perspective. It recommends the Welsh Government ensures such resources are widely available.
From the experts who gave evidence, the Committee heard examples of Welsh history that should be taught, including the laws of Hywel Dda and the schools of Griffith Jones. Some believed the new curriculum should have a list of ‘must-haves’, i.e. topics all the pupils in the country need to be taught so they have a rounded knowledge of the events that have formed modern-day Wales.

A PUBLIC POLL
During summer 2018, the Committee ran a public poll, inviting members of the public to select from a list of potential topics for the Culture, Welsh Language and Communications Committee to look at.
Nearly 2,500 people participated in the poll. 44% voted for “Teaching of Welsh history, culture and heritage in schools”.
Since then the Committee has been looking at how Welsh history is currently taught and what the Welsh Government’s new Curriculum for Wales 2022 means for future teaching of it.
Aled James, Assistant Head Teacher at Ysgol Gyfun Plasmawr in Cardiff, who teaches history commented on the findings: “I’m pleased to see the Committee has looked at this issue. It’s essential that all pupils in Wales have a similar experience of Welsh history and there’s consistency. I think the Committee’s call for a thematic review of the teaching of Welsh history is a good idea so that we get an overview of where we are regarding the teaching of our nation’s history. It is a chance for ESTYN to highlight the strengths and bring attention to the situation across History departments in Wales.”
“We know that some schools are doing some good work in this area and I hope we can share best practice to make sure that all students across Wales should leave with a basic level of Welsh history knowledge.”
“To equip students well for the next stage in their education there should be a focus on local history, taught in a national and international context. It should also cover the diverse population of Wales and look at the history of all races and religions that make up our country.
“Although the new curriculum in 2022 should free up schools to teach according to their needs, I think the new curriculum should have some suggested key events in Welsh history but not be too narrowly focused.
“I agree that teacher training would need to be addressed but I think if we look at schools first and identify any gaps in Welsh history teaching then training gaps could be addressed as more of this training is focussed in schools now.”

WELSH HISTORY TEACHING ESSENTIAL
Bethan Sayed, Chair of the Culture, Welsh Language and Communications Committee said: “Teaching Welsh history has to feature in our children’s education – for too long young people have gone through the education system without really learning about the story of their community or country.
“With a new curriculum on the horizon, our inquiry has shed light on the inconsistency across Wales and some of the reasons why Welsh history isn’t featuring as it should. We heard many reasons such as the lack of teaching materials and the need for teacher training.
“There is good practice in some schools and I believe there is a lot of public support for improving the way we teach Welsh history to our children. We’re calling for the Welsh Government to review the level of Welsh history teaching in our schools. Only when we fully understand the picture of Welsh history teaching can we put measures in place to ensure that teachers get the support and materials they need.
“We believe that teaching should also reflect the diverse population of Wales – histories of Wales’ racial and religious diversity should be included in teacher training and reflected in teaching materials.
“I’m grateful to those who took part in our public poll and asked us to look at the teaching of Welsh history and to those who gave evidence to the inquiry. Our report urges the Welsh Government to take seriously the need for our history and cultural heritage to be taught to the next generation.”

1066 AND ALL THAT
In the nineteenth century and for most of the twentieth, British History was treated as though it were the history of England. This approach was a reflection of the political project of the ‘creation, survival and modification of the United Kingdom of Great Britain and Ireland’ between the Industrial Revolution and the Partition of Ireland.
History was taught as if it was a process of continuous progression. Everything moved towards UK’s creation because that was the irresistible motor of history. From serfdom to feudalism, to the over-mighty subject, to absolutism, to a republic, and then constitutional monarchy, followed by the glory of the empire. Along the journey were the waymarkers: The Domesday Book, Magna Carta, the Reformation, the Civil War, Restoration, Glorious Revolution, followed by the Victorian zenith and the empire upon which the sun never set.
English history enshrined romantic nationalistic exceptionalism. That view of history was enshrined by popular historical writers such as Sir Arthur Bryant, who churned out flowery prose in books with titles such as Set in a Silver Sea: A History of Britain and the British People, Vol 1 and the equally execrable Vol 2, Freedom’s Own Island.
History curricula helped promote the idea of the inevitability of political union and the triumph of England. It rendered other British histories less relevant and – crucially – inferior.
As recently as 2015, the WJEC history course taught in Welsh schools was only 10-15% Welsh history.
Llewellyn Fawr and Llewellyn ap Gruffudd were bit players in history teaching and reference to Owain Glyndwr came more often in Shakespeare’s history plays than in history classes. After that, a bit more about Henry VII being born in Pembroke Castle, the Bible in Welsh, the SPCK, non-conformism, and mining. And that was, more or less, it.
Peculiarly, Wales celebrates its national history by reference to the history of its conquerors and the remains of Welsh subjugation. Pembrokeshire was/is ‘the County of Castles’; Caernarvon Castle was important because of the investiture of the Prince of Wales; the monuments to oppression dot the landscape – and are celebrated.
The way the Welsh Government has the remnants of conquest at the centre of its tourism strategy underlines the difficulties faced by trying to look at the Welsh past from a Welsh viewpoint.

Education

New classroom for Pembrokeshire Ysgol Brynconin school backed

Published

18 hours ago

July 14, 2026

Bruce Sinclair - Local Democracy Reporter

A CALL to replace a Pembrokeshire village school classroom that had reached the end of its life with a modern facility has been given the go-ahead by county planners.

In an application to Pembrokeshire County Council, the local authority itself, through agent Williams-Architects Ltd, sought permission for the erection of a new modular classroom building at the site of Llandissilio’s Ysgol Brynconin Welsh Medium 3-11 school, along with the demolition of the existing modular classroom building.

A supporting statement said: “In addition to the main school building, some classroom and library facilities are located in a prefabricated hut within the school grounds constructed under the historical HORSA programme.

“Despite various upgrades over its lifespan including insulation and new windows, the building is no longer fit for purpose, and a replacement is required to ensure the school can continue to provide its pupils with modern, suitably equipped and compliant facilities that enable high quality education.”

HORSA buildings were originally designed as temporary structures, typically constructed using prefabricated concrete, timber, and steel to facilitate rapid assembly.

Although intended for short-term use, many HORSA buildings have remained in operation for decades. Over time, these structures have surpassed their intended lifespan, leading to significant structural issues, such as weakened frames, deteriorating roofs and external facades.

The statement added: “The primary use of the replacement building will remain as currently; it will include a single classroom alongside a multifunctional space which will be used as a library, staff and group room as required. It will also include an additional toilet, new accessible toilet, a cleaners’ store and formal classroom storage.

“The intention of the proposed building is to replace an existing classroom facility which is no longer fit for purpose, and whilst a simple replacement will significantly improve the day-to-day experience of the staff and pupils who currently use this building.”

An officer report recommending approval said that, while the proposed replacement building would not result in any greater impact on the visual amenity in terms of its design, scale and overall appearance, the proposal includes the demolition of an existing building which could have an impact on the local amenity during the demolition process.

It said that, since local concerns were raised, a Demolition and Construction statement has set out the proposed demolition methodology and construction process, including details of the sequence of works, hours, and anticipated timeframe, and it is considered that the proposed demolition and construction “will have no significant detrimental impact upon the locality amenity”.

The application was conditionally approved.

Back in July 2025, members of the council’s Cabinet backed approval for a new modular building at Ysgol Brynconin, members hearing that “the external structure has rapidly declined, with the render board failing and allowing water ingress into the areas of external wall insulation”.

Education

Haverfordwest High closes early after heat raises safety concerns

Published

2 days ago

July 13, 2026

Tom Sinclair

HAVERFORDWEST VC HIGH SCHOOL has closed early today after extreme heat affected wall-mounted soundproofing boards around the building.

The school said several of the boards, including some positioned at height, could become unsafe and fall from the walls.

Pupils were initially moved to safe areas and placed under supervision while the situation was assessed by the school’s site management team and Pembrokeshire County Council maintenance officers.

Following discussions, a decision was made to close the school early so the boards could be removed safely.

School buses were due to arrive at 1.15pm to transport pupils who normally travel home by bus. Children attending a trip at Scolton Manor were expected to return to the school by 1pm.

Parents and carers who usually collect their children were asked to do so from 1.30pm.

Pupils who normally walk home were only permitted to leave after receiving parental permission. Parents could provide permission by sending their child a text message to show their form tutor or by contacting the school reception.

The school said it expected the affected boards to be removed today, allowing the school to reopen as normal tomorrow, Tuesday, July 14.

Parents will be updated through ParentMail if the work cannot be completed as planned.

Education

School leaders in Wales warn of action after recommended pay rise rejected

Published

2 days ago

July 13, 2026

Tom Sinclair

SCHOOL leaders in Wales could consider industrial action after the Welsh Government rejected an independent recommendation for teachers and headteachers to receive a 4.25% pay rise.

NAHT Cymru condemned the decision as “fundamentally wrong-headed” after Education Minister Anna Brychan announced that ministers would instead consult on a 3.5% increase from September 2026.

The union said it would now consult its members over its next steps and would take “whatever action is appropriate” to defend school leaders, teachers and pupils.

Unqualified teachers would receive a larger 5% increase under the Welsh Government’s proposals.

Additional funding has been promised to councils and schools to support the award, although the government has not yet published details of how much money will be provided or whether it will cover the full cost.

The Independent Welsh Pay Review Body had recommended that all teachers’ salaries and allowances rise by 4.25%.

However, Ms Brychan said the recommendation was not affordable within existing budgets and that the government had been forced to balance financial constraints against the need to recognise and reward the education workforce.

NAHT Cymru said the rejection raised fundamental questions about the purpose and credibility of the independent review process.

Rob Kelsall, the union’s assistant general secretary, said: “The Welsh Government’s decision to depart from the recommendation of the Independent Welsh Pay Review Body is deeply disappointing and fundamentally wrong-headed.

“The review body was established to provide independent, expert advice based on the evidence presented to it about recruitment, retention, workload and the wider challenges facing the education workforce.

“If ministers are prepared to disregard that advice when it becomes inconvenient, then it is entirely reasonable to ask what the purpose of the process is.”

Mr Kelsall said ministers could not claim to value independent scrutiny while ignoring the conclusions of the body established to advise them.

He added: “Doing so undermines confidence in the integrity of the system and risks reducing the entire process to little more than a political exercise.”

The union said teachers and school leaders had submitted evidence to the review body in the expectation that its conclusions would carry genuine weight.

It argued that the Welsh Government should provide a detailed explanation if it believed the independent recommendation was incorrect.

Mr Kelsall said: “Simply setting aside its recommendation damages trust and raises serious questions about the credibility of future pay reviews.

“At a time when schools are facing significant recruitment and retention difficulties, this is precisely the wrong signal to send to the profession.”

‘Perfect storm’ facing Welsh schools

NAHT Cymru also warned that the pay dispute came as schools faced growing pressure from staff shortages, rising workloads and what it described as a crisis in additional learning needs provision.

The union said demand for ALN support was increasing, while the needs of children entering the system were becoming more complex.

It claimed years of underfunding had left schools struggling to provide adequate support for some of Wales’s most vulnerable pupils.

Mr Kelsall said: “The reality facing schools is that we are experiencing a perfect storm.

“Demand for ALN support continues to grow, the complexity of need is increasing, schools are facing workforce pressures, and years of chronic underfunding have left provision stretched to breaking point.”

He said teachers and school leaders remained committed to supporting every child, but warned that goodwill could not compensate for insufficient funding.

NAHT Cymru has called for at least £100m in additional investment to begin addressing pressures within the ALN system.

It also expressed concern about proposals to divide additional funding equally between councils and schools, arguing that money intended for frontline provision did not always reach the pupils it was meant to support.

Mr Kelsall said any additional investment should be transparent, accountable and directed towards the areas of greatest need.

He said: “Schools are best placed to identify need and provide support quickly and effectively.”

Union to consult members

Paul Whiteman, NAHT’s general secretary, accused the Welsh Government of treating education as a peripheral concern.

He said: “Consistently diverting funds earmarked for education away from schools and now deliberately underpaying the very professionals that equip and inspire the next generation for the challenges of the future is a reckless recipe for disaster.

“We will now consult members on next actions and the NAHT will do whatever is appropriate to defend the education of young people and the rights of those that deliver it.”

The union has not yet said what form any action could take.

The Welsh Government’s proposal remains subject to consultation, which is expected to begin when schools return in September.

Ministers have also announced plans to consult on a single pay scale for classroom teachers, which would allow annual progression, and changes intended to protect the weekends and holiday periods of school leaders.

Funding will also be offered to support a doubling of the period during which teachers receive full maternity pay, provided councils and unions agree to amend employment contracts.

Ms Brychan said: “I am mindful of the difficult financial circumstances affecting schools and colleges and the implications that unfunded pay awards would have on budgets and staff numbers.

“In coming to my decision, I have had to balance the available budget with the need to recognise and reward our workforce.”