The best possible historical training
We recognise that noteveryone who studies history for GCSE will go on to study history in the sixth form, and therefore that for some pupils this will be their last formal historical education. It is very important that a citizen of the modern world is equipped with both knowledge of historical context and skills of analysis.
The lessons of history
George Santayana's often misquoted remark (1905) was that those who cannot remember the past are condemned to repeat it, and we have seen a number of recent examples where an apparent ignorance of history has led to errors of international policy making.
The skills of the historian
We noted in our introductory page that amongst the skills of the historian is a proper scepticism for those whose selective use of facts is intended to persuade rather than inform. In an age of spin it has become even more important to see behind the superficial and at least approach an understanding of reality. In order to be free in the modern world one must keep exercising ones mind in freedom, testing the pronouncements and the judgements of others. History gives training in the little piece of scepticism (not cynicism) needed to remain free in the modern world.
We find that this course prepares pupils for Higher and for A-Level, but it also works very well as a stand alone course for those who are not going to continue with the subject.
The GCSE History syllabus
We use the special syllabus devised for OCR by the Schools Council to provide the best possible historical training for pupils of GCSE age. It has four parts.
1. A study in breadth.
Assessed by examination. |
2. A study in depth
Assessed by examination. |
3. A study of modern world history.
Assessed by coursework. |
4. A study of local history.
Assessed by coursework. |
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The intention is to give pupils an awareness of the whole spread of human history, so that they have a chronological framework into which all other pieces of information they may acquire can be fitted. We shall be studying Crime and Punishment through the Ages. This will include the Laws of Moses, Roman justice, Viking blood feuds, trial by ordeal, the development of the jury system, the abolition of torture, Botany Bay, and the abolition of capital punishment. 
It is impossible to grow up in our culture without hearing about the Nazis, very often hearing myths and half-truths. We reckon that everyone should study that particular European tragedy at school. We have therefore opted for Germany 1918-1945 as our study in depth. Pupils will discover that some of the things which "everybody knows" about this period are in fact challenged by historians.
It is self-evidently true that the most serious problems in the world today can only be understood by those with a knowledge of History. We shall be taking a contemporary problem, the aftermath of the collapse of the Soviet Union, in particular Boris Yeltsin and the Chechen War, and studying in some depth the history that has led up to where Russia is now. 
There can be no better place in the world for this than Edinburgh! We shall focus on the immediate locality of the school, so that there will be ample opportunities for field work. The nature of the evidence will make it possible for pupils to carry out genuine research, rather than merely summarising the research of others. This page is: Edinburgh Academy / curriculum / history / gcse.htm
