The study of history is about exploring human experience over time and how that experience has shaped the world we live in today. By asking questions of available evidence, students of history can make rational, informed judgements about human actions in the past and examine why people were motivated to act as they did and the effects of these actions.
The study of history instils in students a respect for integrity, objectivity and looking at issues from different perspectives. This capacity for critical thinking helps them to interrogate sources of evidence and make judgements about the viewpoint expressed, including the capacity to identify propaganda.
Strand 1: The nature of history
This unifying strand focuses on the nature of history as a discipline. The strand emphasises the skills, concepts, values and attitudes that inform the learning of history. It helps to form students as historians.
There are three interrelated elements to strand 1:
- Developing historical consciousness
- Working with evidence
- Acquiring the ‘big picture’.
Strands 2 and 3: The Contextual Strands
Strands 2 and 3 relate to the historical context in terms of personalities, issues and events to which students apply the conceptual understanding and learning gained through strand 1.
Strand 2 relates to the history of Ireland while strand 3 relates to the history of Europe and the wider world.
There are three interrelated elements to strands 2 and 3:
- Recognising key change
- Exploring people, culture and ideas
- Applying historical thinking.
Assessment for the Junior Cycle Profile of Achievement (JCPA)
The assessment of history for the purposes of the Junior Cycle Profile of Achievement (JCPA) will comprise two Classroom-Based Assessments: The past in my place and A life in time.
Students complete a formal written Assessment Task to be submitted to the State Examinations Commission for marking along with the final examination for history. It is allocated 10% of the marks used to determine the grade awarded by the State Examinations Commission.
The Assessment Task is specified by the NCCA and related to the learning outcomes on which the second Classroom-Based Assessment is based.
Classroom-Based Assessment (CBA)
Classroom-Based Assessment 1: The past in my place
Topic: The past in my place
Time: Towards the end of second year
Structured, evidence-based enquiry into a historical aspect or theme relating to the locality, place or personal/family history of the Report that may be presented in a wide range of formats
Students will, over a specified time, report on a project related to an aspect of the history of their locality or place, to include personal/family history.
Classroom-Based Assessment 2: A life in time
Topic: A life in time
Time: Term two in third year
Structured, evidence-based enquiry into the historical life and experiences of a person of interest Report that may be presented in a wide range of formats
Students will, over a specified time, report on a project where they research the life and experiences of a person of historical interest.
The Assessment Task (AT)
On completion of the Classroom-Based Assessments, students will undertake an Assessment Task. This will be completed after the second Classroom-Based Assessment and will be marked by the State Examinations Commission.
Information on Junior Cycle History
History In Pres
"Those who do not remember the past are condemned to repeat it."