This paper critically examines research which contends that age-related performance differentials are apparent within the English educational system. Whilst accepting that a birth-date effect exists within the core subjects of English, mathematics and science the paper highlights the lack of equivalent findings within the foundation subjects. The paper addresses this limitation by conducting exploratory research into the teaching and learning of primary history with children aged eight to eleven years of age. The paper contends methodological limitations within previous history researches must lead to a questioning of extant findings that maturation and cognitive assimilation are inextricably linked. Based upon statistical analysis of the study’s results it is concluded that age does not act as a performance determinant within the teaching and learning of primary history. The findings of the research support the contention that curricula and teaching methods, not age, are the main catalysts for cognitive assimilation.

http://centres.exeter.ac.uk/historyresource/journal8/8contents.htm