- Title
- The evolution between 1962-1982 of the modern history curriculum for senior classes in New South Wales secondary schools and the forces which influenced this
- Creator
- James, Patricia Toohey
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 1986
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- During the two decades 1962-82 the Modern History curriculum for the senior classes in New South Wales secondary schools changed remarkably. Many factors influenced this. The beginnings of change go back to 1962 with the implementation of the Wyndham System of education. In 1966 a new Modern History Syllabus was introduced into the penultimate year of secondary school not because of any felt need for reform but because of the general reorganization of secondary schooling. The most deleterious effect of the Wyndham Scheme on Modern History was the introduction in 1962 of Social Studies as a compulsory course in Form 1. This eroded History's position as the most popular social education subject, a matter which disturbed New South Wales History teachers. The new Modern History Syllabus implemented in 1966 was examined at the first Higher School Certificate in 1967. Large proportions of candidates failed to achieve passes at the level at which they entered. This was particularly noticeable at the First Level where students were conceded passes at Second and even Third Levels. Teachers were disquieted because they feared a further decline in the number of students studying Modern History. During 1970 the challenge of a strong movement to introduce Social Science was the catalyst responsible for great changes in History curriculum throughout the secondary school. History teachers were concerned about two issues: the defence of History's right to be taught as a separate discipline in the secondary school, and ways to improve the teaching of History in the junior classes. As a result a new innovative syllabus was implemented for the junior secondary classes in 1972. Teachers then began to demand that changes be made to senior Modern History. The 1975 Modern History Syllabus for Years 11 and 12 provided teachers with the opportunity to devise courses in European History. It was also possible to concentrate mainly on Asian History but this was not advisable because choice of questions set on the Higher School Certificate paper was restricted. This was a great change from the World History course of the 1960s with its emphasis on the many diverse topics associated with that course or the broad theme and country focus of the 1964 Syllabus. However, teachers led by small pressure groups demanded more change and in 1979 three Modern History options were examined at the Higher School Certificate and five in 1980. Teachers were concerned about the outcome of the 1979 Higher School Certificate Modern History examination. Candidates presented for Asian History in particular, gained excellent results and those entered for the Revolutions in the Modern World course did exceptionally well. In contract to this situation teachers considered that many very good students who studied Option A, World History Since 1789 and entered for that option did not gain the expected marks. There had to be an explanation. Perhaps the candidates entered for the new options were outstanding. However, the Examiners' Report did not support this assumption. Many other factors made specific contributions. Despite excellent results in 1979 the new options were not popular if popularity is judged by the number of entrants. A survey of a sample of New South Wales senior secondary classes in 1980 considered opinions on the Options being studied in Years 11 and 12. It also highlights other important aspects of the Modern History curriculum: teacher background, strategies and attitudes; students' attitudes and reasons for increasing numbers of students entering the senior classes when they had no intention of proceeding to tertiary study. The options, introduced without any consideration of the practicalities of examining, created problems, In consequence the members of the Modern History Syllabus Committee focused their attention in 1982 on the possibility of devising a single course for all Modern History candidates. However, times had changed. An increasing proportion of less able candidates were entering the senior years and staying on to complete the Higher School Certificate. For these the standard essay response was too difficult and other ways of evaluating student performance were being considered. The evolution of the Modern History curriculum for the senior classes in New South Wales secondary schools reveals the operation of a number of factors. These included the restructuring of secondary education ion the 1960s, the challenge from Social Science, influences from abroad, changes in junior secondary History. the existence of special interest groups pushing particular studies, education problems (e.g. examining) inherent in the new curricular programme, and changes in the composition of the student body in Years 11 and 12. This study will examine their effect as they impinged upon the curriculum.
- Subject
- secondary schools; modern history; moder history curriculum; Australia
- Identifier
- http://hdl.handle.net/1959.13/1311045
- Identifier
- uon:22142
- Rights
- Copyright 1986 Patricia Toohey James
- Language
- eng
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