The plans for the government to urge schools to teach only English and maths to help pupils catch up are understandable on the surface.

However, they overlook the reality of how all subjects within education complement one another to create a fully rounded education.

Indeed, only recently a new initiative launched by the British Academy, Arts Council and Campaign for Social Sciences looked to highlight these subjects under the banner of Shape.

The meaning of Shape

Shape stands for social sciences, humanities and the arts for people and the economy, and it is intended to provide a unifying call for these subjects and the wider demonstration of their value to young people and wider society.

As schools start to emerge from lockdown and look ahead to the continuing challenges of the next academic year, this initiative is an important reminder of the value of a broad and balanced curriculum. 

And it also echoes CP Snow’s concerns from 70 years ago about the “two cultures of education” and the separation of the sciences and humanities in education and national life.

So, at a time when education is more under the spotlight than ever, should educational catch-up be limited to only certain subjects?

When Covid-19 has meant that so many young people have been confined to the four walls of their homes, should we not look to raise their educational horizons across the curriculum to help them make sense of the wider world they are rejoining?

The value of Shape subjects

Teachers of Shape subjects will attest to how recent issues raised by the Black Lives Matter campaign, Brexit politics and divisions and the UK’s hosting of the climate change COP26 conference next year may result in our nation taking a critical look at who we are as a nation, as well as who we have been and who we might become.  

The Shape subjects provide distinctive lenses through which young people can interrogate and make sense of the world, helping them to get to grips with data, address conflicting and contested perspectives, and explore their own and others’ values. 

So, having a solid understanding of geographical and historical studies - and other subjects too - is part of the way education can equip young people to make sense of and contribute positively to these developing and challenging times.

We are pleased to see the rising numbers of GCSE humanities entries over the last 10 years, and this summer, more than 550,000 students will receive their results for their geography and history GCSEs. 

However, we recognise that much more needs to be done to support students who wish to continue their studies in these and other Shape subjects at A level and on to university. 

But we should also not forget other key outcomes provided by these subjects. Alongside such educational benefits, the Shape subjects also provide good employability outcomes for young people. 

A complementary fit

For example, looking at the total UK workforce, graduates of arts, humanities and social science subjects are equally employable as their Stem counterparts; the 2017 Labour Force Survey showing that arts, humanities and social science graduates were level pegging with the employability rates of Stem graduates with levels of 88 per cent and 89 per cent, respectively.

Though we are very clear that this is not a binary choice between Shape or Stem. 

Indeed, in 2019, Venki Ramakrishnan - president of the Royal Society - argued that: “Everyone should be studying science and maths through age 18, but they need to sit alongside subjects like English, history, geography, modern languages and the arts as part of a new style of education that is available to everyone.”

Rather, is it the opportunity to recognise the value that all subjects can provide young people. 

As the new initiative highlights, Shape subjects teach us to analyse, interpret, create, communicate and collaborate with rigour, clarity and energy - crucial skills for today.

And together with Stem subjects, they help us make innovation work harder for the benefit of everyone.

Rebecca Sullivan is the chief executive of the Historical Association. Steve Brace is head of education and outdoor learning at the Royal Geographical Society (with the Institute of British Geographers)