'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education
This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory
McMahon, Patrick J.
LB2361 Curriculum ; LB1603 Secondary Education. High schools ; L Education (General)
'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education. This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory
the opportunity_study history curriculum politics school pupil subject choice general certificate secondary_education study_investigates existence change pupils perception key_stage history move year make choice subject study general certificate secondary_education key_stage whether change might_influence choice study_adopts qualitative involve pupil teacher place usage history contemporary_society explore origin history educational issue review late century considerable_debate information taught skill develop teach methodology_employ aspect time polarise traditional teaching seem odds new schools council history project background evolve national examination system compulsory inclusion citizenship within school_curriculum role history subject debate origin current_situation school_history non compulsory