Frances Fitzgerald
Question:81 Ms Fitzgerald asked the Minister for Education and Science his views on the recent results in history in the leaving certificate. [20965/00]
Other Questions. - State Examinations.
Grade patterns in the leaving certificate can and do vary from year to year. This is a feature of our examination system and reflects changes each year in the cohort of candidates, the test instrument and the marking scheme.
Leaving certificate history grades over the past three years show a broadly consistent pattern. The percentage of candidates scoring a grade C3 or higher ranges from 61.6% to 67.5% at higher level and from 58.6% to 63.5% at ordinary level. The percentages of candidates scoring a grade E or lower varies between 9.0% and 11.2% at higher level and between 20.1% and 24.0% at ordinary level.
The percentage obtaining a grade E or less at ordinary level in 2000, and especially the proportion of candidates obtaining a grade F or no grade, indicates that a relatively high number of candidates at that level fell significantly short of meeting the aims of the syllabus. On the other hand, a large percentage obtained high grades with 22.8% achieving grade A1 or A2.
The National Council for Curriculum and Assessment is currently developing a new syllabus for leaving certificate history. The objective is to make the history syllabus more attractive and more accessible to students, particularly those in the lower ability ranges who would take the ordinary level syllabus.
I thank the Minister for the reply in relation to the statistics. It should be obvious to everybody that the teaching of history and its understanding as a valuable asset is critical to the kind of people we are. As Churchill once said, those who do not learn history are doomed to repeat it. Does the Minister have any views on the revision of the history curriculum which is currently being examined? In other words, does he expect a radical change from what is currently being taught and the methods of teaching? Is he happy with the context in which Irish history has been taught to date as against British or European history? We have a wonderful tradition here and a great reputation to stand on but if history is not taught properly in our schools, Oliver St. John Gogarty will be a pub in Temple Bar and Bloom will be a saint commemorated by silly clothes and too much drink on a summer's day.
Obviously the high failure rate at the ordinary level is a cause for concern. It is not new and was a feature of results in the earlier years as well. It indicates, however, a need to revise the syllabus in order to increase its accessibility to students. This revision, which is being undertaken by the NCCA, is well advanced and it is expected that the NCCA will submit a revised syllabus to my Department for approval before the end of this year.
It is envisaged that the underlying philosophy of the junior certificate history syllabus – this is in relation to the new leaving certificate history syllabus – with its particular emphasis on the use of source documents, will be extended to the new leaving certificate syllabus. Greater variety of approaches to the teaching of history will be encouraged and a greater choice of study within the history syllabus will be available. The new syllabus will also enable the study of local history which is not currently possible. They are the kind of directions it is talking about.
I want to ask the Minister about the presentation of Irish history and in particular the presentation of Anglo-Irish history. We cannot rewrite history and we are not talking about an argument of revisionism but in view of the much improved Anglo-Irish relations and the fact that, to the best of my knowledge, a review is currently being undertaken of the way history is being taught in Britain, can we attempt to be sensitive and broad in the way we portray Anglo-Irish history? It is of enormous importance that young people from national school age up to leaving certificate get the broadest possible view of Anglo-Irish relations in the context of the better relationships that now exist. Unfortunately, many of the difficulties the Minister's colleagues, and previous Governments, have been dealing with from a conflict point of view stem directly from the one sided, narrow vision of history as portrayed in the history books and taught by the teachers through the old system. That needs to be urgently revised to take account of the new era and the new relationship that exists between these islands. What can the Minister do to bring that about?
We might be moving a little bit outside the question, Minister.
I know it is a long way from the question but it is very interesting. The direction in which the NCCA is going is along those lines, as well as bringing in more local history, current affairs and other matters. I will convey the Deputy's views to the National Council for Curriculum and Assessment, to which we have delegated the function. I am aware it is coming close to the conclusion of its work but I will certainly convey the Deputy's views to the council.
What are the Minister's own views?
My own views would be in line with the Deputy's.
Dr. Upton:
Will the Minister comment on how the trends in the leaving certificate results have influenced the number of students taking history as a leaving certificate subject? How does history compare with other subjects in relation to the number of requests for remarking of leaving certificate papers?
Generally speaking, the leaving certificate history examination papers for this year were well received and the results were broadly welcomed. There was an increase of 6% in the numbers who got the C grade at higher level but over recent years the number taking history has been declining, which is a matter of concern. It warrants more attention and that is what the NCCA is doing. It hopes to produce a revised syllabus fairly soon.
Written Answers follow Adjournment Debate.