On the issue of the content of history curricula in British schools

Aim. Based on the analysis of the National History Curriculum and the work curricula of British schools, to get an idea of the process of teaching history in British state schools. Methodology. The article focuses on the National Curriculum of Great Britain (History Programmes of Study) and the History curricula of some public schools from the point of view of the implementation of the National Curriculum. The key method is the comparative one. It allows to identify the main tendencies, similarities and differences in the practice of teaching history in British schools. Results. The analysis reveals general tendencies in the organization of historical education in state schools in the UK, and also shows their insufficient elaboration of school curricula in terms of the detail of the topics, time frames and methods of the educational process. Research implications. The results show the need for further study of educational content to the full to obtain a complete picture of the implementation of historical education in British schools as the key aspect of shaping worldview of the younger generation.