H.T.A.I. Presentation
to
Dáil Joint Committee on
Education & Social Protection,
12 June 2013
1. ENTITLEMENT
1. Entitlement
This 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.
2.
3.
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
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.
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
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
9. understands the origins &
impacts of social, economic
& environmental aspects of
the world around them
6. appreciates & respects how
diverse values, beliefs &
traditions have contributed to
the communities & cultures in
which she/he lives
16. describes, illustrates,
interprets, predicts &
explains patterns &
relationships
7. values what it means to be
an active citizen with rights &
responsibilities in local and
wider contexts
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”]