Opening Doors: Learning in the Historic Environment

Section D · Users

D 2 · Secondary education

In general secondary schools, at least at the senior level, are much less well catered for at historic sites than primary schools. This arises from the fact that there tends to be much less demand: it is a two-way process. Secondary schools (beyond KS3) find it difficult to take pupils out of school since timetables are less flexible than in primary schools, and the timetable is broken up into short lessons on different subjects. In addition, the process of assessment imposes recurring targets. Teachers in secondary schools may well be resistant, in view of the many pressures on them, to a new initiative encouraging them to organise visits to historic buildings. It is, however, revealing that the Victoria and Albert Museum receives more visits from secondary schools than from primary schools, mostly studying Art Design and Technology. Given that the Museum is the National Museum of Design and Technology this is not surprising, but it does underline the fact that out of school visits can be accommodated at secondary school level when they are closely linked to the curriculum.
The historic environment is potentially of great interest to eleven to fourteen-year- olds, but how do we maintain this interest in fourteen to nineteen-year-olds? How can we achieve the life-changing experiences which historic buildings can offer? It seems likely that the interest in historic buildings aroused in children at KS 2 and 3 is lost if nothing comparable happens later in their careers and the subject of the built environment simply disappears from the curriculum.

The possibilities of learning within the historic environment have recently developed in exciting ways, in which major new possibilities are opening up.

Schools History Project

The Schools History Project is an important example of long-established good practice. Since 1976 the Schools History Project course for 14 -16 year olds has required the study of an aspect of the built environment as part of the external examination assessment. This course is now taken by 37% of all GCSE history candidates, about 75,000 young people per year. It is the only history course in the entire 14 -19 age range which has this requirement and therefore makes a major contribution to visits to sites from the upper part of secondary schools.

Partnerships with universities

Universities may have a role to play, as well as museums, in creating collaborative ventures with schools. One example of a successful partnership (dependent on the initiative and intellectual generosity of individuals), comes from Norwich Castle Museum. In researching how best to interpret the history of the fine surviving castle keep, the Museum has worked closely with local secondary schools (whose teachers and students have discussed their needs) and with the University of East Anglia, which has participated in lectures for school audiences.

LEA advisers

One problem is that advice is not very easily available in this sector for secondary schools. While there are still some Education Authority advisers for history and humanities, this advisory service has been diminishing for some years under severe financial pressure from Local Authorities. We would emphasise, once again, that what is needed is more subject advisers who can provide a service at local level.

Specialist schools

To some extent these difficulties are addressed by the Specialist Schools Trust, a charitable trust which is the lead body for the Governments’ expanding specialist schools programme. It is the Government’s intention that by 2006 secondary schools will be designated as specialist schools. In this expansion, the historic environment must have an important role.

New developments

There are some important new developments in the examination world in England, which could make a strong and exciting impact on learning and the historic environment:

The Tomlinson Report on education for 14-19 years olds was inspired by the crisis over A-level marking in 2002. The full report is to be submitted to the Secretary of State for Education and Skills late in 2004. One important component is likely to be an ‘extended project’ for each student, in which he or she will be required to carry out personal research. Individual studies of the historic and the contemporary built environment have an enormous potential here, over a range of subjects.

The new History Hybrid GCSE, to be piloted in 2005-07 by a small group of interested schools, will include, in addition to core requirements, a choice of academic or vocational study. It may include the significance of heritage to local communities, as well as an understanding of the issues surrounding the presentation of the heritage to the public. One important issue currently included in the proposals, which is relevant to learning and the historic environment is ‘What can we learn about change and diversity in the medieval period through the work of museums, galleries and sites?’ This GCSE has exciting potential for developing further links between schools and historic sites.

In Wales, a new Welsh Baccalaureat is being pioneered. Among the list of possible subjects is collaboration with local tourism and heritage sites. In A-Level studies, as well, the possibilities are considerable for the development of more heritage-linked approaches.

This is an area where there may be many important developments in the coming years. For those involved in heritage learning, these opportunities need to be grasped.

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