H.T.A.I. Presentation to

Dáil Joint Committee on Education & Social

Protection, 12 June 2013

1. ENTITLEMENT

1. EntitlementThis entitlement is essential in a

functioning democracy and as part of our cultural identity

The unintended consequence of the changing nature of school management should not be allowed to deny students this entitlement.

[Ref. doc. 4b. Extracts from Gearóid Ó Tuathaigh, “Why History Matters”]

The Council of Europe

“historical awareness should be an essential part of the education of all young people. The teaching of history should enable pupils to acquire critical thinking skills to analyse and interpret information effectively and responsibly, to recognise the complexity of issues and to appreciate cultural diversity”

2. History needs to be a full subject

Not just a short course or an educational experience

1. We believe that History is a discipline, and to benefit from its educational potential, students need at some stage in their school experience to study it in a systematic and disciplined way

2. The nature of the study in Primary school is necessarily limited by the capacity and understanding of the children at that stage of development. History should be taught at a stage when young people’s cognitive development is beginning to develop the capacity for abstract reasoning.

3. History in post-primary school is taught by specialist History teachers. With the best will in the world Primary teachers can not be experts in or enthusiastic about every subject.

[Ref. Doc. 2a. “Why Should History be a part of a compulsory core ....”]

[Ref. Doc. 3d. Fintan O’Toole, In this golden age , let’s not throw away our history ]

3. PRACTICAL IMPLICATIONS OF THE FRAMEWORK DOCUMENT

This framework Document proposes a radical overhaul of the Junior Cycle Curriculum and Assessment

At the heart of this Framework Document is the idea that junior cycle education should be informed by 24 Statements of Learning

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TAKE HISTORY FOR INSTANCE ……. WE MIGHT THINK THAT STATEMENT OF LEARNING NUMBER 8 REFERS SPECIFICALLY TO HISTORY

But according to Appendix 1 of the framework document any of the subjects listed here [or even a short course or a learning experience in these subjects] could contribute to this statement of learning.

This applies to every statement that we think has relevance for History:- in each case a whole range of subjects, short courses or learning experiences could contribute …..

eg: statement numbers:

3. creates, appreciates & critically interprets a wide range of texts

6. appreciates & respects how diverse values, beliefs & traditions have contributed to the communities & cultures in which she/he lives

7. values what it means to be an active citizen with rights & responsibilities in local and wider contexts

9. understands the origins & impacts of social, economic & environmental aspects of the world around them

16. describes, illustrates, interprets, predicts & explains patterns & relationships

18. observes & evaluates empirical events & processes & draws valid deductions & conclusions

Therefore schools could pick from a range of subjects to fulfill these 24 statements of learning – there is nothing to require them to pick History

Even if the school provides History in a range of options for students the students and their parents may decide not to make the choice of History in First year.

Dept. of education Presentation for the information of Principals & schools

This final slide from the Presentation illustrates exactly what would happen

 

Below are extracts which illustrate students comments about learning History

“Science, history, English and Music were considered to be the most popular subjects young people learn at school” page 7

  “Young people participating in the consultation were asked what they most

enjoy learning in school now. Subjects currently most enjoyed were History, Maths, Music & English” page 13

  “Young people at junior Cycle currently enjoy learning History because it is an

interesting subject, they enjoy learning about the past and about Ireland’s history, they are good at it & they think the text books are helpful” page 14

  “Subjects that allow students to give their own personal opinion, such as

History & English, were also regarded as easy to learn” page 18

Senior cycle students enjoyed learning History because it was interesting, easy & taught young people to be inquisitive about where they are from and about other countries” page 23

  “History was considered to be enjoyable to learn because it is interesting,

important, easy to learn, teaches about our past and has good teachers” page 24

  ‘All students enjoy learning History English & Music because they are enjoyable,

interesting & encourage self expression, imagination & creativity” page 34

But unless those young people are provided with the study of History as an entitlement they may never get the chance to realise the value of learning History or the fact that they enjoy it.

4. NEGATIVE CONSEQUENCES OF CHOICE FOR HISTORY

What happened in Britain: In a number of schools history is disappearing as a discrete

subject within the curriculum In recent years, … many schools have experimented with trying

to complete the programme of study set out in the National Curriculum in only two years. In these schools students are therefore allowed to ‘‘drop’’ history at the age of 13,

Even where history continues to be taught up to the age of 14, the time allocated to its study is limited in many schools, particularly the academies and state comprehensive schools.

Those schools that allocate more than an hour a week to history for 13-14 year olds, … are significantly more likely to see an increase rather than a decrease in GCSE uptake.

many teachers drew attention to ‘‘options’’ systems that actively prevent students from pursuing the study of history. Vocational diplomas and other courses offered … were not merely promoted as being of more ‘‘value’’ (both to the students and the schools); they had become the only ‘‘pathway’’ open to certain students.

[ref. Doc. 4a – Findings of the Historical Association..]

[Ref. doc. 2b. “The Impact of the Framework Document ….”]

5. WILL HISTORY SURVIVE THE DECADE OF COMMEMORATIONS?

An Taoiseach, Enda Kenny, National Library, June 2012

“As we move into the decade of commemorations that stretch before us, from the 100th anniversary of the Third Home Rule Bill, the Ulster League and Covenant, the foundation of the Ulster and Irish Volunteers, the Dublin Lockout, 1916, the Somme, and beyond it is imperative that the social, cultural, economic, administrative and political environments that shaped these events be understood.”

[Ref. doc. 4b. Extracts from Gearóid Ó Tuathaigh, “Why History Matters”]