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Case Studies Vol.13 2014 Xxxx a Victorian Shipbuilder in Bristol Xxxxxx Michael Gorely English Heritage Schools

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Case Studies Vol.13 2014 Xxxx a Victorian Shipbuilder in Bristol Xxxxxx Michael Gorely English Heritage Schools A Victorian Shipbuilder Interactive sensory objects Pop Up Theatre Royal in Bristol Dr Kate Allen Tess Forbes-McMurchie Michael Gorely Tower of London Talking Objects Heritage in the forest Foreshore Finds National: Tullie House Daisy Horsley Kathleen McIlvenna Anna Smalley GEM champions and Emily Aaron excellence in Mammoths on the Move heritage learning What’s Your Story? Laura Bennison and ISSN 1759-6378 John Simpson Wedge Fiona O’Sullivan HMS Warrior in focus Age Collective Judith Carrie and Laura Phillips Katherine Webber Art in the Park Lisa Williamson Case Studies Vol.13 2014 xxxx A Victorian Shipbuilder in Bristol xxxxxx Michael Gorely English Heritage Schools What is Editorial A Victorian Shipbuilder in Bristol GEM? Lessons learned Summary they built and tested their own • Using a real person as the focus for The project was the main focus sailing boats. The project the enquiry was very motivational of a whole school heritage week finished with an exhibition for the children. at Elmfield School for Deaf displayed at Bristol Record • Being able to follow up the initial Children. It began with the Office. finding of the bag with meeting GEM champions excellence in Welcome to Volume 13 of Case Studies our collections and sites such as deaf William Morgan and then heritage learning to improve the and an inspiring set of articles children (A Victorian Shipbuilder in discovery of a bag of tools, a Background immediately going to the SS Great education, health and well-being highlighting a range of excellent Bristol), disadvantaged young people newspaper and a letter The project was part of the Britain was very powerful. of the general public. projects colleagues have been involved (HMS Warrior in focus), adults with belonging to nineteenth-century Heritage Schools Programme in • Cross-curricular opportunities for art, in across the UK. Many of them reveal learning disabilities (Interactive sensory Bristol. The aims of the programme literacy, science and design and GEM believes that involvement how important working in partnership objects) and sick children in hospital shipwright William Morgan. Next a signing actor playing the part include engaging children with the technology were exploited very well. with our rich and diverse heritage is in order to achieve our aim of (Mammoths on the Move). Age heritage of their local area, increasing is an enriching and transformational reaching and engaging new audiences Collective describes efforts to explore of William Morgan told the opportunities for learning outside Next steps experience that provides distinctive with local heritage and collections. how museums can better cater for the children a little of his life and the classroom and helping The Heritage Schools Programme will opportunities for learning. We aim Exciting projects have emerged diversity of older people in their work building the SS Great children relate local heritage to provide direct support to 24 schools in to make that learning accessible, through working with health localities in partnership with other Britain. The children were then the national story. Bristol during 2014 and share learning relevant and enjoyable for all. professionals, artists, university organisations. The Tower of London’s and resources with the wider heritage GEM works with its members and researchers and archives, as well as Foreshore Finds project demonstrates taken to the SS Great Britain and Challenge schools network. explored the ship. This was Many of the children at the school collaboratively with other learning teachers in schools and fellow heritage one way, through the involvement of Michael Gorely organisations across the UK and organisations. Several articles also volunteers in the storage and followed up with a visit to the live outside the city of Bristol, so the emphasis of this project was to Local heritage education manager, internationally to: illustrate the impact of funded projects documentation of finds. Bristol Record Office to look at English Heritage, Bristol • champion excellence in heritage with a national reach and multiple engage the children in a significant Two projects, Art in the Park and Talking original nineteenth-century learning and participation enabling museum partners. aspect of the city’s heritage. Objects National describe the value, in maps of Bristol docks. During people to be inspired by, value and The Heritage Schools Programme, led terms of levels of engagement, Approach enjoy their and other’s heritage; the week the children also by English Heritage, provided the enthusiasm and confidence, of enabling The project attempted to connect • advocate the power of heritage worked with an artist to explore impetus for the projects in Bristol and children and young people to respond a human story with the bigger story learning in transforming people’s the maps in greater detail and Manchester in our first two articles, in creative ways to objects and the local of Victorian ambition and transport lives to sector organisations, which aimed to engage schoolchildren environment. Meanwhile Pop Up with a real shipwright with whom in Bristol. national agencies, funders and with their local heritage and place it Theatre Royal outlines a project aimed government; within the context of national events. at introducing children and community • influence sector organisations to Intended outcomes who use British Sign Language as their Through visits to local sites and groups to live theatre and the heritage deliver excellent learning and • An understanding of the significance primary form of communication, were organisations, the children accessed a of the Theatre Royal in Glasgow participation for their visitors; of the SS Great Britain in Bristol’s met. A signing actor was used, each variety of sources such as oral testimony through performance, audience • promote and explain the benefits of history. provider who worked with the children and maps and in Bristol experienced participation and follow-on workshops. learning through heritage which is • An opportunity to use primary had interpreters and hand-held games costumed interpretation. inclusive, sustainable and respectful We hope you enjoy reading this edition historical sources to increase consoles with a signed video tour were of communities; Arts Council England’s Museums and of Case Studies and please consider historical understanding. available for the children on the SS • develop creative partnerships with Schools Programme has funded a sharing your own work by submitting an • To make links between history and Great Britain. geography. other organisations to share literacy-focused project What’s Your article for our next issue. The deadline The children researched William • To establish links with a range of effective practice in heritage Story? in Norfolk including the creation is 11 March 2015. Morgan on the 1851 census using learning and participation; of valuable resources that will enable heritage providers. The editorial team ancestry.co.uk, although it was not • research and pioneer innovation in schools to continue to engage with the Intended outputs particularly user friendly for the heritage learning and participation; wonderful collections of a local, small • An exhibition of work inspired by children. • inspire and support the work of museum, long after the project Group for Education in Museums the week’s activities. Actual outcomes heritage learning practitioners; funding ends. 54 Balmoral Road, Gillingham Obstacles and issues • Engagement with parents and carers. • provide opportunities for Kent ME7 4PG This edition also illustrates continuing The major issue was, of course, making • High degree of motivation in the practitioners to develop their Tel/Fax: 01634 853424 efforts to reach groups and audiences sure that the needs of the children, all children. practice through networking, [email protected] who may not find it as easy to access of whom were profoundly deaf and mentoring and learning together. www.gem.org.uk 2 GEM CASE STUDIES Vol.13 2014 GEM CASE STUDIES Vol.13 2014 3 Heritage in the forest Daisy Horsley and Emily Aaron English Heritage and Bowker Vale Primary School Schools Lessons learned The identified heritage project must be interesting and engaging for the Heritage in the forest students but must also be readily incorporated into existing schemes of work, or relevant to the school curriculum. It must be sustainable if it is to be a viable part of the school curriculum. This means that teachers must be equipped with the knowledge, skills and confidence to deliver the lessons in the future and that lasting Summary and diverse community, is one of 18 partnerships must be established Teachers at Bowker Vale schools in Manchester taking part. between the school and local heritage Primary School in Blackley, Challenge partners. Manchester planned and • Identify a local building or place Next steps carried out a scheme of work with significance for the students, • The lead teacher on this project has based on the history and an interesting history, and produced an additional scheme of relevance to the school’s heritage of Blackley Forest. work which she is now leading with curriculum and national historical other year groups across the school. Supported by English Heritage as events. • The lead teacher intends to organise a part of the Heritage Schools Project, • Provide teachers with knowledge “coronation tea party” oral history students were encouraged to and understanding of the history of Intended outcomes different
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