Introduction
WHAT'S NEW?
The revised syllabus in history replaces the history syllabus first introduced in 1969. It also replaces the syllabus in economic history. While seeking to build on the best practice of the past, the revised history syllabus also aims to re-focus the teaching of history in a number of significant ways. These include:
APPROACH
- an emphasis on history as an investigation into available evidence
- an emphasis on the development of historical skills and historical thinking in particular, there is a focus on the evaluation of evidence and the methodology of research
- an emphasis on the need to look at history from different perspectives
- an emphasis on history as a dynamic process. There is a particular concern to examine and explain how new forces emerged and fundamentally changed the societies in which they operated.
CONTENT
- a structured emphasis on social, economic, cultural, religious and scientific developments
- a structured balance between width of coverage and indepth study
- variety of content and reasonable flexibility of choice.
The changes in focus should bring about significant changes to the classroom teaching of the subject. There are also important implications for the manner in which the syllabus will be assessed. The Guidelines will address these changes in terms of both the methodological and assessment implications. Since economic history is now subsumed into the revised history syllabus, care has been taken to incorporate economic developments in all of the topics for study.
THE ROLE OF THE GUIDELINES
The principal purpose of these draft guidelines is to identify for teachers the main implications of the changes introduced in the new syllabus for teaching and learning. Thus, there is a focus on aspects such as the use of primary sources in the classroom, the preparation of a research study by all students and the teaching of historical topics through a variety of approaches that complement the objectives of the syllabus. The implications for the assessment of the subject are also addressed. Some guidance in relation to resources is also offered.
CONTINUITY AND PROGRESSION
Although no previous knowledge or skills are required, the syllabus has been designed to provide continuity with and progression from the Junior Certificate history syllabus that was introduced into schools in 1989. In terms of continuity the new syllabus shares the following features with the Junior Certificate syllabus:
- an emphasis on the role of evidence in the study and writing of history
- an emphasis on research skills
- a wide range of content, and flexibility in the choice of content
- a balance between breadth and depth of coverage
In terms of progression, a greater degree of specialisation and a more sophisticated evaluation of evidence are required.
WHY STUDY HISTORY? A RATIONALE FOR THE STUDY OF HISTORY AT THIS LEVEL
1. The study of history at Leaving Certificate level fulfils many of the general aims and principles of the Leaving Certificate programmes.
- It emphasises the importance of independent thought.
- It fosters a spirit of inquiry and critical thinking.
- It helps to prepare students both for further education and for adult and working life.
- It helps to prepare students for their role as active and participative citizens.
2. The Leaving Certificate programme aims to provide a broad and balanced education. Breadth and balance are two important characteristics of the history syllabus.
BREADTH
- It deals with a wide range of human activities: political, administrative, social, economic, cultural, religious and scientific.
- It deals with a wide range of human interaction, both within states and internationally.
- It is concerned with the whole human family, with women's experiences as well as men's, with ordinary people as well as leaders in society.
BALANCE
- It balances the acquisition of knowledge with the development of skills.
- It balances general study with in-depth study.
- It balances the study of Irish history with the study of the history of Europe and the wider world.
3. While the study of history is an important element in the acquisition of a broad and balanced education, the syllabus also highlights the vocational relevance of the subject.
- Because it develops students' ability to think critically and to communicate, the study of history helps to prepare students for a wide variety of career options e.g. business, journalism, public administration and law.
- The research skills developed through the study of history are widely applicable in the world of work today.
- Because it develops students' appreciation of their historical inheritance and knowledge of their country's past, it has a particular relevance to the burgeoning heritage interpretation and heritage tourism sectors.
4. Not least of the reasons for studying history at Leaving Certificate level is the enjoyment and stimulation that the study of history provides. Dealing as it does with the vast panorama of human experience, it develops in many a lifelong interest in their historical inheritance and an awareness of the past that continually informs and illuminates the present.