In 2013, children aged below 16 years made up 30% of all visitors to Renaissance hub museums with school visits marginally increasing (UK Govt., 2014). The statistics reveal the importance of aligning museums to national curriculums. As a matter of fact, such a move would help equip the millions of students who visit national museums with historical information useful to their studies. Arts and Business (2010) suggested that museums should set aside educational segments where work is in line with the national curriculum. In the piece, Arts and Business (2010) points out that only to this extent can museums adapt their work to national curriculum; else the other visitor segments could end up being alienated and hence the museums could end losing an important segment of their clients.
The role played by museums in structured education has been formally recognised by the UK government. A number of museums which have demonstrated relevance to national curriculum study units have seen massive increment in school visits. British Museums reported that just a few years since introduction of national history curriculum, three times as many students are visiting museums as compared to the period before the changes were implemented. According to Hooper-Greenhill (2009), museums provide an opportunity for pupils to critically think, weigh available evidence and come up with a reasoned judgment.
Further, Reeve (1996) notes that museums allow for evidential study of other Ancient civilizations including Ancient Egypt and China, as well as undertake comparative study with a non-European society. A number of museums such as the Manchester Museum, the Royal Albert Memorial Museum in Exeter as well as Leeds Museum are ideally placed to support learning of diverse world history (Anderson, 2010). The researchers’ further note that Museums support teaching of various subjects across the English National Curriculum. As a matter of fact, the researchers argue that