5.3.4 History

5.3.4 History

History became a core subject at Junior Cycle

The Junior Cycle History specification was introduced for first year students in 2018 and History became a core subject at Junior Cycle for all first year students commencing Junior Cycle in September 2020. The new subject specification aims to enable students to develop the necessary conceptual understanding, disciplinary skills and subject knowledge to investigate the actions of people in the past, and to come to a deeper understanding of the human condition. As such, there is an increased onus on history teachers to mediate an engaging and thought-provoking learning journey for students that instils a clear sense of where we have come from and how we can learn from the lessons of the past. Inspectors’ findings in history lessons show that such teaching approaches were evident in a high proportion of lessons. Data from state examinations in the period 2016 to 2020 shows higher level uptake in Junior Certificate History fluctuated to a minor extent (Table 5.16). In Leaving Certificate, data shows a significant increase in higher level uptake.

Table 5.16: Numbers of students taking History examination in Leaving Certificate and Junior Certificate: 2016-2020

	Leaving Certificate			Junior Cycle
Year	Higher level	Ordinary level	Total candidates	Higher level	Ordinary level	Total candidates
2020	77.0%	23.0%	12,295	N/A*	N/A	N/A
2019	75.1%	24.9%	11,743	72.4%	27.6%	56,924
2018	74.1%	25.9%	11,476	73.2%	26.8%	55,860
2017	73.8%	26.2%	12,194	74.8%	25.2%	55,633
2016	70.7%	29.3%	12,381	73.7%	26.3%	54,247

Source: State Examinations Commission * As a result of the COVID-19 pandemic, the Junior Cycle 2020 examinations were cancelled.

Inspectors observed high levels of student engagement in most history lessons

Inspectors found the overall quality of teaching to be good or very good in 96% of history subject inspections. The corresponding figure for learning was 85%. In most inspections, inspectors observed affirmative and constructive interactions in lessons. High levels of student engagement were reported in 87% of the history lessons evaluated. Inspectors also noted very good assessment techniques that helped students to develop a greater historical consciousness. While inspectors commended the promotion of historical literacy among students, there was particular emphasis in reports on the importance of developing students’ historical empathy so that they gain an understanding of the experiences, decisions, and actions of people in the past.

The development of differentiated teaching practices and greater emphasis on Transition Year are areas for development in History

The development of teaching practices that enable teachers to give students of all capabilities the best chance of learning was found to be less than good in 35% of history lessons observed. This is a matter of concern. In such lessons, inspection reports advised wider use of differentiated teaching strategies, including co-operative learning strategies, to cater for the wide range of abilities in the classroom. The need to further develop History in Transition Year was recommended in a significant minority of history inspections, and specific emphasis was given to the importance of developing interdisciplinary, cross-curricular approaches. Such an approach promotes more activity-based learning which, in turn, advances students’ research skills and can increase their levels of engagement further.