managing curriculum change at hrp amanda shamoon learning producer, 0-11’s...
TRANSCRIPT
Help everyone explore the story of how monarchs and people have shaped society, in some of the greatest palaces ever built.
Founded on four principles:
Guardianship; Discovery; Showmanship; Independence
Our Cause…
Give the palaces the care they deserve
Help the way visitors explore their story
Build one organisation united behind our cause
Generate the money to make it all possible
Have greater impact in the world
Five major aims..
Current schools offer at HRP
Hampton Court Palace
Tudor / Baroque architecture and stories School groups interested in Henry VIII Majority of schools bookings at KS2
Kensington Palace Stories mostly connected to Queen Victoria Mostly KS1 and KS2 school groups Art and Design focus
Tower of London
Norman – C20th history Wider opportunities for tying in with new
Curriculum Primary school bookings mainly focused onTudors – some Medieval Secondary school bookings split betweenNorman / Medieval / Tudor history
EducationSessions
Object handling
Storytelling
Case studyand
investigation
Tours and lectures
Hands on sessions
Conservation workshops
Documentstudy
The HRP experience
– History where it happened
– A sense of place
– Total immersion in stories
– The interpretative experience
The Learning Journey
Discovery Acquire knowledge Engage with stories Gain insight and understandingDevelop intellectual skills
The learning journey also maps onto the HRP cause as below:
Discovery Participation Transformation ‘explore the story… ’ ‘in… the greatest palaces’ ‘… have shaped society’
We are the guardians of remarkable palaces and we speak with an authoritative and authentic voice which can reveal an unrivalled collection of unique stories, new knowledge, and understanding for our visitors.
Our palaces are unique and atmospheric by their nature and our audiences should be given appropriate and facilitated experiences that will immerse them in this environment.
The historic events that unfolded in our palaces changed both individuals and societies and these stories can have a transformative impact on our visitors today when they make a personal connection to the palaces
Participation
Fun, active engagement
Exploring, experimenting, doing and making
Thinking creatively
Collaborating with others
Developing skills: physical, writing, speaking and listening
Transformation
Development of confidence, motivation, inspiration and enthusiasm
Development of feelings and emotions, particularly empathy and sympathy
Changed attitudes towards the present by linking it to the past – reflecting on the past in the light of present-day attitudes and values
Development of personal pride and an increased feeling of ownership and connection with HRP and the stories of our palaces
Partnerships with academies and other schools that aren’t tied to National Curriculum
Tailoring offer to Curriculum aims rather than subject content – historical concepts, historical enquiry, writing clearly for given purposes and audiences, making formal presentations etc
Utilising the broad nature of some subject content, e.g local history, depth study
Cross-curricular projects
Opportunities within the new Curriculum
Cross Curricular projects: a case study
Time Explorers Tudor Challenge:
History where it happened
“After attending the teacher taster session on 11th November and the Tudor Project Challenge on the 24th of January, my colleague and I would love our children to take part in this very exciting project. We feel they would benefit immensely through our planned creative and cross curricular approach. We aim to teach about the issues and dilemmas that Catherine Howard faced in her own life alongside the literacy unit based on issues and dilemmas. Music: To be able to compose and perform a piece of music from Tudor times. DT: To be able to make a Tudor instrument and replicas of Tudor jewellery.Art: To be able to draw a portrait of the Tudors mentioned in this project e.g Catherine Howard, Henry VIII etc.Geography: To be able to look at the journey from Hampton Court to the Tower of London e.g. rivers etc.R.E: To be able to examine our conscience. To be able to write a prayer of forgiveness.Drama: To be able to hot seat a character. To be able to act out different scenes in role.To be able to Literacy: To be able to consider different endings for Catherine, Thomas Culpepper and others concerned. To be able write diary entries as Catherine/ Thomas/ Henry etc. To be able to write a love letter using Catherine’s letter to Thomas as a stimulus. P.E: To be able to research, practise and perform a Tudor dance.
We have no doubt that our planned creative curriculum will engage the children and help to deepen their understanding about the Tudor period and enrich their love for history. Reasons why the children would like to be part of this project:
“I would like to do this project because the past is so different to now, like they had no electricity, telephones and you could have more than one wife and now it’s illegal.” Leah and Hannah “I can’t wait to do all these exciting activities and visit the place where Henry lived.” Katie”
Primary History Curriculum 2014
A high quality history education should…
- Inspire pupils’ curiosity- Equip pupils to ask perceptive questions- Enable pupils to think critically, weigh
evidence, sift arguments and develop perspective and judgement
- Help pupils understand the complexity of people’s lives