Principles
During the first three years we emphasise interest, skills, and intellectual development. The adoption of the 5-14 Guidelines has been welcomed, for the six attainment targets laid down there fit closely our philosophy of teaching. It involves learning about the social and physical conditions that influence, or have influenced, the lives of individuals and communities over successive generations. One modern historian has recently written that “History is autobiography”, and we are committed to the belief History helps to enrich a child’s personal and moral development.
Targets
The attainment targets within the two strands 'people, events and societies of significance' and 'change and continuity, cause and effect' are expressed in the guidelines largely in 'context free' terms. This allows teachers to choose particular historical topics and studies that suit their own circumstances. The strand 'the nature of historical evidence' describes progression in knowledge about historical evidence and the different types that exist. Skills in evaluating and drawing conclusions about historical evidence are important.
One modern historian has recently written that “History is autobiography”, and we are committed to the belief that a child’s personal and moral development is enriched by the range of experience to which he is exposed by a study of the past.
Our History Course in years one to three
Geits
The Geits Field Day, in October, involves a trip to St Andrews. |
Seconds: The Long Sixteenth Century
The Second Year Field Day exploration of the Royal Mile hasworked very well. It is followed up with a range of project work, on the basis of which the Junior Thomson Prize was awarded. Free reading for pleasure is actively encouraged, with time provided. |
Thirds
During this year teachers look to introduce more advanced work: analytical as well as descriptive writing; less directed note-taking; increasingly advanced comprehension. Pupils also work on a substantial project. The content of the course is divided into three parts. In the first term we look at Scottish History from the Revolution of 1688 to the Highland Clearances. We believe that this covers events with which every Scot should be familiar - not least the Treaty of Union. We also like to think that summer holidays in the Highlands may be enlivened with comments about Wade Roads, Jacobites, Thomas Telford and so on. In the second term we study the First World War, and this unit comes to a climax with a visit to the Flanders Battlefields. Here is an example of a prep on the topic of the First World War. In the summer term we concentrate on the Cold War, so that our pupils gain more understanding of the world they live in today. At the same time they keep a News Diary, so as to increase their awareness of current affairs. |
Project Work
Field Work and Trips But mainly it was thanks to a first rate bunch of pupils, always full of life and energy but co-operative and sensible when it mattered. Their absorption in the work, and their sensitive responses to the challenging material led them to return more grown up than when they departed. |
We study the Middle Ages, and so the course is full of reference to exotic locations, strange ways of life and stories of high adventure. The foundation of the work is reading, discussion and writing, but model-making and drawing allow other forms of expression. The uncertainty of History and the concept of using evidence to explore historical problems is developed on such issues as “Was Harold really killed by an arrow in the eye?” and “Who was Robin Hood?”. One of our text books is on Scottish History, and we always include the stories of David I and of the Wars of Independence that culminated at Bannockburn. We aim to fascinate our pupils with a wealth of archaeological, pictorial and written material. 
In the second year we move to the Sixteenth Century, a period rich in such mighty themes as the Renaissance, the voyages of discovery, Mary Queen of Scots and the Spanish Armada. The development of necessary skills becomes more rigorous, with particular attention being paid to comprehension; writing at length; factual learning; the use of libraries and the study of evidence. We also include a unit on the Old Town of Edinburgh, and reinforce this with field work.
This is the last year when all pupils do history, so we make sure that every week of the course has a content that is worth knowing about, even for those who are not continuing with the subject. 
This illustration of crofter women carrying coal is from a third year project illustration. Project work helps to develop an individual sense of the relevance of history, along with an enquiring mind..jpg)
If one picture of a castle or a monastery is worth a thousand words, then one visit to a castle or a monastery is worth a thousand pictures.
The main expedition of the year was the long weekend in the Ypres Salient. Once again we went with Mercat Tours and once again the experience was outstanding for all involved. This year it seemed to be as good, or better, than ever. Partly perhaps this was due to the weather, which was fine enough yet also pretty bleak when we were in the trenches; no picnic, for sure. Partly this was due to the improved toilet facilities at on the Somme (Sunday used to seem like a very long day). This page is: Edinburgh Academy / curriculum / history / years1to3.htm
