Editor GEM Case Studies is Designed by My Place heritage Co-production in Carlisle Youth Exchange Susie Batchelor Case Studies 12 published twice a SteersMcGillanEves education project digital learning project GEM Copy date: year by GEM but all 01225 465546 Rachel Tapp and Dave Graves Catherine Moss-Luffrum 54 Balmoral Road 12 March 2014 opinions expressed Gillingham, Kent Publication: remain those of the Cover: Bags of fun! Hayley McCarthy at York Minister Bags of fun! Historic Duxford ME7 4PG 28 May 2014 named authors. Bridport Town Hall Esther Lockwood Cassie Herschel-Shorland GEM champions Kristina Broughton and Kay Cooper excellence in casestudies@ © GEM 2013 Fight for the right gem.org.uk heritage learning Creating communication Nicola Gauld and Re-imagining the globe ISSN 1759-6378 boards Nikki Thorpe Christopher Parkin Catherine O’Donnell Engaging groups with Acceptance and special educational needs removing barriers Emilia Ciesla Syd Howells A large print version is available on request. Please contact the GEM office. Index Case Studies Vol.11 2013 Vol.11 2013

3 My Place heritage education 14 Engaging groups with special project educational needs Rachel Tapp and Hayley Emilia Ciesla McCarthy 16 Carlisle Youth Exchange project 4 Bridport Town Hall Catherine Moss-Luffrum Kristina Broughton 18 Historic Duxford 6 Creating communication boards Cassie Herschel-Shorland and Catherine O’Donnell Kay Cooper 8 Co-production in digital 20 Re-imagining the globe learning Christopher Parkin Dave Graves 22 Acceptance and removing 10 Bags of fun! barriers Esther Lockwood Syd Howells 12 Fight for the right Nicola Gauld and Nikki Thorpe xxxx My Place heritage education project xxxxxx Rachel Tapp and Hayley McCarthy

Schools

Intended outcomes people during the excavations, with My Place heritage The My Place project intended initially each and every one finding at least one What is Editorial to develop wider audiences for local activity that they engaged well with. education project heritage, increasing participation in There were no cases of vandalism at heritage services. Through providing either excavation site, proving that the GEM? Using local history to access to activities and events, skills, surrounding community appreciated knowledge and experience will be the work being carried out to explore engage young people increased, which will have an impact on local heritage. with their surroundings safeguarding local heritage whilst also Actual outputs sustaining any relationships forged The school resource packs are currently during the project. in production, following feedback from GEM champions excellence in Welcome to volume eleven of Case worked in partnership with the Intended outputs students and teaching staff. Students heritage learning to improve the Studies, our autumn harvest of articles Lancasterian Specialist School for Summary The My Place heritage A schools pack including session plans were asked to complete a “dig diary” education, health and well-being offering a snapshot of some of the Communication and Interaction to and resources for all local heritage during their excavation experience, of the general public. inspiring projects and programmes develop resources that allow children education project is a two-year workshops will be distributed at the which will go towards the “dig manual” GEM believes that involvement with our colleagues have been working on with disabilities to access the Heritage Lottery funded end of each year, along with a “dig at the end of the project. Two DVDs our rich and diverse heritage is an across the UK. We think you’ll agree museum’s workshops for schools initiative, working with 1,200 manual”, written by young people for were created and edited for the two enriching and transformational it’s an excellent crop; the diverse and early years. use by any schools wishing to carry out Bradford and Keighley hubs. The experience that provides distinctive projects outlined in these pages young people in Bradford and As you read, you will find frequent their own excavations. Bradford DVD was produced by media opportunities for learning. We aim explore working with young people Keighley, West Yorkshire, mention of partnership working and students at Tong High, Bradford. to make that learning accessible, to engage with their local history and exploring the local history on Obstacles and issues co-production. The increasing relevant and enjoyable for all. heritage organisations; efforts to The My Place project is facilitated by a Lessons learned prevalence of organisations working their doorsteps and the ways in GEM works with its members and widen access to collections and to number of agencies, including The in-school local heritage workshops with partners from both within and which they can contribute collaboratively with other learning better engage different audiences; Archaeological Services West will need to include more interactive outside the heritage sector is in part positively to their areas. organisations across the UK and and partnerships and co-production, Yorkshire, Bradford Museums and content to engage a wider range of a reaction to funding cuts, but also internationally to: a developing area of work that seems Background Galleries and two theatre companies in young people and increase their presents a wonderful opportunity. • champion excellence in heritage increasingly vital. My Place is being run by West order to deliver the excavations, interest. There will need to be clearer When heritage organisations work learning and participation enabling Yorkshire Joint Services’ education archaeological workshops and working agreements produced for A number of projects featured in this with each other, with organisations people to be inspired by, value and and community engagement team in additional drama performances. It has schools and partnership agencies, in issue demonstrate what an incredible from other sectors, or with their enjoy their and other’s heritage; partnership with Bradford Museums been testing to satisfy each agency’s order to ensure each party is aware of asset young people can be to a communities, even the smallest • advocate the power of heritage and Galleries. working practice whilst arranging their responsibilities within the project. heritage organisation. In Carlisle, an organisations can overcome the learning in transforming people’s lives contact with schools and, ultimately, international group of young people limitations they may face on their Challenge Next steps to sector organisations, national booking in each group to ensure their contributed to the first foreign own, and open the door to developing The areas of Bradford and Keighley The My Place project is beginning its agencies, funders and government; participation. It has also been language interpretation at Tullie countless new approaches, are populated with diverse second and final year. Funding will • influence sector organisations to challenging to tailor the local heritage House, while in Swansea, young impacts and outcomes. communities of different ethnicities come to an end in October 2014 and deliver excellent learning and workshops to all schools and make it volunteers have enhanced the museum and cultures. There is not often much further funding streams will be sought participation for their visitors; We hope you enjoy reading this clear that, whilst the team is doing this experience at the Egypt Centre, interaction amongst the different to deliver this initiative in these and • promote and explain the benefits of edition of Case Studies. If you have where possible, there is not the bringing with them each week new peoples or awareness of any other West Yorkshire districts. learning through heritage which is been inspired, do think about writing capacity to provide a completely ideas and enthusiasm. commonalities that would bring them inclusive, sustainable and respectful up and sharing some of your work unique programme for 20 different Rachel Tapp and Hayley McCarthy together. of communities; This issue also offers the reflections of with others by sending it in to GEM. educational institutions. Project workers • develop creative partnerships with three organisations that each worked The next deadline for Case Studies Approach Actual outcomes other organisations to share to enrich their offer for visitors with is 12 March 2014. The My Place project uses local Despite the original target of 600 effective practice in heritage disabilities and special educational heritage as a medium to challenge Further information The editorial team young people participating in the first learning and participation; needs. In London, Parliament’s the issues of lack of inter-cultural and year, this has been over-achieved with Rachel Tapp (Bradford): • research and pioneer innovation in Education Service aimed to better inter-generational engagement. 803 students being put forward by [email protected] heritage learning and participation; understand working with young Through a series of in-school schools, who saw the value of what My • inspire and support the work of people with special educational needs, Group for Education in Museums workshops, archaeological Hayley McCarthy (Keighley): Place has to offer. There has been [email protected] heritage learning practitioners; while in Duxford, new audio 54 Balmoral Road excavations and oral history sessions, wide-spread increase in interest in both • provide opportunities for interpretation empowered blind and Gillingham young people will make the heritage sites of Bolling Hall, Bradford, Twitter: @MyPlaceWY practitioners to develop their partially sighted visitors to engage Kent ME7 4PG connection between themselves, and Cliffe Castle, Keighley, with cases Facebook: My Place West Yorkshire practice through networking, with exhibitions on equal terms with Tel/Fax: 01634 853424 their neighbours from the past and of students visiting with their families in Blog: www.myplace.wordpress.com mentoring and learning together. their sighted peers. The People’s [email protected] the impact they are having for future their leisure time. There were no cases History Museum in Manchester www.gem.org.uk generations. of negative feedback from young

2 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 3 Bridport Town Hall Kristina Broughton Dorset History Centre Schools

Intended outcomes Gallery’s Take One… model using The • To raise awareness of Bridport Town Romance of Bridport, a painting by Fra Hall as a learning resource and develop Newberry which hangs in the town hall, Bridport sustainable ways of engaging with local as the focal point for the session. schools. Lessons learned • To network with local schools and The development of learning resources promote local heritage services. in partnership has both enhanced the • To work in partnership with local quality, diversity and range of the Town Hall heritage organisations. resources, and helped to break down A partnership for local heritage Intended outputs barriers for schools in using heritage • Object and archive loan boxes based collections. For Dorset History Centre in learning and resources on Bridport Town Hall. particular, where documents can not be • Professional training for local teachers used outside of the centre some 15 miles on the use of heritage collections. away from Bridport, the opportunity to have archive material included in the Obstacles and issues local museum’s loan boxes has been a It was clear that teachers were not fully valuable way of promoting and aware of the range of heritage resources Summary Challenge increasing access to the collection. Through the restoration project, that were available to them locally. As part of Bridport Town Alongside this, potential changes to the Next steps Council’s Heritage Lottery Bridport Town Council sought to encourage greater community use curriculum, particularly in history, were Bridport Town Hall is used for meetings funded project to restore the of the building, including schools, making it difficult for both schools and by the Bridport headteachers group and town hall, a partnership learning and to develop a greater heritage organisations to plan effectively a number of school groups have visited Bridport Museum continues to build its improve access to the archive collection. project between the town understanding of the heritage of and develop relevant resources. since it reopened. support to local schools. Staff have Based on the successful model from the council, Bridport Museum and both the building and the town. Actual outcomes Bridport Museum and Dorset History already worked closely with one school Bridport Town Hall project, the history to highlight resources available for all centre plans to develop new thematic Dorset History Centre was Approach Feedback from teachers who attended Centre have already begun to look at primary school levels. The museum will document and photo packs as Project partners met with local the continuing professional how they can further enhance each developed to showcase the site seek to continually evaluate their standalone learning resources with the headteachers to understand the development (CPD) sessions was other’s learning resources. Dorset History as a learning resource for local resources to develop and improve them potential to be easily integrated with nature of learning resources linked to overwhelmingly positive, with Centre will continue to contribute archive schools and teachers. The project further. other local heritage collections and sites. the Town Hall that would be most participants expressing their excitement material to the museum’s other loan also offered the opportunity for useful to teachers. Teachers wanted about using the heritage collections in boxes and both organisations are looking Dorset History Centre has begun the Kristina Broughton Bridport Museum and Dorset learning resources that were not their teaching. All of the participants left at developing a new learning product for process of reviewing all of its learning Learning officer, Dorset History History Centre to work in specifically reliant on visiting the town the CPD sessions feeling confident schools focused on using resources from resources for schools, to make them Centre partnership to develop rich and all or other partner sites, but could be about using heritage collections through the archive and the museum’s local more relevant to teachers and therefore inspiring local history resources, used flexibly in schools for learning the Take One… model, even those history centre. teachers who had not heard of it before. and to promote the value of their across the curriculum. Teachers also welcomed opportunities to explore Actual outputs Further information individual collections as a how local heritage collections could Five thematically based loan boxes Project Contacts: learning resource for schools. be used to support learning and linked to Bridport Town Hall were The project ran between teaching. Kristina Broughton, learning officer, created through the project. The boxes Dorset History Centre February 2012 and March 2013. contain a mixture of objects linked to 01305 228 947 Background Bridport Museum’s collections and [email protected] Bridport Town Hall is a Grade One reproduction documents from the www.dorsetforyou.com/ listed Georgian building located in archives at Dorset History Centre in both dorsethistorycentre the centre of the town and managed hard copy and on a CD. Emily Hicks, curator, Bridport Museum by Bridport Town Council. The To raise awareness and support teachers 01308 458 703 partnership learning project worked in the use of heritage collections and [email protected] with eight local primary schools and sites, two twilight CPD sessions were www.bridportmuseum.co.uk was part of a larger programme of delivered by the partner heritage activities looking to develop schools organisations. The sessions were held at Crystal Johnson, arts & heritage engagement with the town hall and Bridport Town Hall to give teachers the consultant (project manager for the town council. opportunity to visit the site first hand. The Bridport Town Hall restoration format for the session was the National project) [email protected]

4 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 5 Creating communication boards Catherine O’Donnell People’s History Museum EducationalSpecial Needs

(four Living History sessions and three Little PHM) as we found that we didn’t need to repeat sessions with the same Creating boards to fine tune them, and the funding was better spent developing more boards. Lessons learned communication • Book dates of sessions in early to avoid clashes with other commitments. • Work in partnership with enthusiastic teachers! – The project benefited boards from the drive of Helen Tildesley at Lancasterian who organised the visits and produced the communication boards. Intended outcomes • Work in partnership with schools who Summary Challenge • To develop the museum’s relationship have the skills and equipment to fill The People’s History Museum To make our Living History workshops with Lancasterian School. any gaps in your knowledge – the (PHM), Manchester, worked in for schools and our Little PHM • To increase accessibility of our Living software to produce the storytelling workshops for early years partnership with Lancasterian History and Little PHM sessions for communication boards is very more accessible for children with expensive, so the project benefited Specialist School for children and young people with communication difficulties. communication difficulties. from Lancasterian being able to Communication and Interaction Approach • To increase awareness of the needs of produce them in house for us. In to develop communication We worked in partnership with children and young people with addition, we visited the school to see boards which allow children Lancasterian School to develop communication difficulties within how they were used, which helped us with disabilities to access our communication boards for our PHM’s learning team. when delivering sessions at the Living History and early years workshops and storytelling sessions. • To provide training for the use of museum. workshops. The large amount of speaking and communication boards to the staff in Next steps listening in the sessions is challenging our learning department and our We will promote the communication Background for users with communication gallery assistants. boards as part of our core offer for SEN PHM is the home of “ideas worth difficulties. Communication boards • To develop our skills in working with groups and evaluate how they are fighting for” and tells the dramatic make language visible and accessible children with speech impairments used. We will offer peer support for story of the British working class’s for individuals who have and develop the skills of our visitor other museums interested in struggle for democracy and social communication difficulties. These services staff when welcoming visitors developing a similar offer. We will justice. low-technology communication with communication difficulties. continue to develop our relationship • To improve our accessibility for We deliver cross-curricular learning displays consist of photos, symbols, with Lancasterian School and they will visitors with disabilities in the long workshops for all ages, including words and phrases or a combination deliver formal disability awareness term and allow us to integrate the Living History and Little PHM of all three. • To host a celebration event at the of plan and offer an alternative training for our learning team, front of new knowledge and skills when museum to disseminate findings from session. storytelling sessions, which use The learning team visited house staff and volunteers. developing our future learning the project to other schools in the • One group turned up without the performance, interactive drama Lancasterian School at the start of the programme. area and to promote our new offer for communication boards so one of the Catherine O’Donnell activities and gallery exploration to project to see how the boards were SEN groups. sessions was done without them. Play Your Part engagement bring learning to life. used in school to assess how to Intended outputs & events officer, • To develop a set of communication In 2012 we received a £500 grant from approach the project. We intended to Obstacles and issues Actual outcomes People’s History Museum boards for our most popular Living the Tesco Charity Trust to help us develop the boards over a number of • The project was intended to be We fulfilled most of the original History workshop, “No bed of roses”, make these workshops accessible to a repeat visits to the PHM. Lancasterian completed by July 2012, however due outcomes and have booked formal and one of our Little PHM storytelling wider range of users, specifically School would use their specialist to a combination of other disability awareness training for staff at Further information software to create the communication sessions to be offered as part of our commitments and the difficulty of the museum which will further increase children with disabilities. For more information please contact boards and PHM would offer free permanent learning programme for booking convenient dates for accessibility for visitors with disabilities. [email protected] or call the workshops to test and evaluate them. special educational needs (SEN) workshops the project wasn’t Actual outputs learning team on 0161 838 9190. The boards would then remain at the groups and mainstream schools with completed until July 2013. In addition to the intended outputs, we museum to be used when required. SEN pupils. • Our actor was ill for one workshop so created communication boards for we had to have a last minute change more sessions than originally planned

6 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 7 Co-production in digital learning Dave Graves Culture Digital Learning

Obstacles and issues learning from each other and the the museum curriculum. • Time pressures meant that situation. If thoughts, findings and Small groups from local schools will occasionally museum staff could not solutions are not collated at the time, be invited to visit the university to attend development events for the there is the potential that important Co-production in feedback directly to the students. students. This negated some of the lessons could be lost. purpose of the project and so a • Assemble supporting documentation Dave Graves substitute method was employed: for in advance of the project: for Learning officer, example, an open channel of example, reading levels guidance, Luton Culture digital learning communication between students national curriculum links, lesson plans and the client via email. or schemes of work. • The initial presentations by students • If possible, allow students to observe Further information to museum staff highlighted a need teaching so that they can get a feel for The current versions of the games to provide additional guidance to the sessions and the intended produced are online at students regarding the abilities of audience of their games. www.lutonculture.com/learning/ students aged four to eleven: for • Allow students to feed back; they online-resources/learning-games/ example, some games had complex are adults and yet closer to the [email protected] keyboard controls beyond the motor experience of learning in school skills of a six year old. than most museum professionals. • Some groups needed advice about • Provide a technical specification appropriate content: for example, a regarding how the end products will treasure hunt game about stealing be used within a website. This should from the collection. include the size of window in which • Students on advanced courses the game should play; specific naturally have a higher level of English usability guidelines such as size of the than younger pupils, so the museum text (16 point minimum); size of the provided guidance concerning UK buttons and how they should react reading bands. when pressed (play a sound); the game should work equally well with Actual outcomes Intended outcomes sound disabled (for use in offering education opportunities Students gained experience of working Summary The aspiration of the learning team was classrooms); and how logos and from children aged four to students within the constraints of a corporate Larger museums often steal a to provide online learning resources for branding should appear in games. aged fourteen and beyond. identity for a real life client. They went march when it comes to schools and virtual visitors alike, to • Define some acceptance criteria to through a commercial process which Challenge complement visits to our sites. The determine when a game project is technology, due to higher involved repeated client feedback and The team did not have the time, brief presented to the students was complete to a suitable standard and resourcing, a reputation that guidance on the direction of their expertise nor resources to develop specific to schools teaching sessions for can be considered fit for publication attracts investment and product. They were also expected to computer games in house. Nor was ages four to seven (Grace’s Go Kart) to the organisation’s website: for engage with the museum and its expertise, and access to capital available to hire external and seven to eleven (Plaits and Hats). example, a list of objectives that is collection, increasing their awareness specialist in-house technicians. providers to develop software to our checked after play-testing by By working with a real client and brief, of the cultural provision in Luton. This case study aims to show specifications. the university can extend the learning children. how effective partnership Approach of its students by offering a realistic Actual outputs • Brief students as early as possible so working can serve all partners The business interaction manager experience of post university life, and We currently have nine games, at they have time to consider how they equally and overcome many of and the computer sciences offer them an insight into the growing various stages of completion, ranging will tackle the brief. This allows from near commercial quality to students to spend more time the limitations faced by smaller department at the University of digital education sector. approached Luton needing a lot of work. Work on these is analysing other web games intended museums when developing an Intended outputs on-going in collaboration with staff for the target age group, enabling Culture with the aim of providing their • Simple flash games to extend the online learning experience. students with “real world from Luton Culture. students to be better prepared. It is learning that takes place within taught valuable to conduct the initial briefing Background development experience and clients” Lessons learned sessions at Luton Culture’s museum on-site at the museum. Luton Culture is a charitable trust to form part of their degree courses. sites. • Clear purposing needs to be in place delivering cultural services on behalf The learning team quickly produced a • A realistic scenario for students from from the initial meeting. Draw up a list Next steps of . The client briefing document, delivered a the University of Bedfordshire to learn of mutual expectations, delivery Next year, the university would like to museum learning team operate out lecture at the university about the about client relationships and targets and a timeline. work with the museum on the same of Museum and learning outcomes of our sessions, developing to an outside brief. • Compile a toolkit throughout the project again. This will probably involve Stockwood Discovery Centre, and explained our wants and needs process; remember both parties are developing games for different parts of for learning games.

8 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 9 Bags of fun! Esther Lockwood York Minster Families / Early Years

Intended outcomes backpacks, and consult early years • To promote York Minster as a family- specialists and the revised Early Years friendly site and attract new audiences. Foundation Stage framework (2012). Bags of fun! • To demonstrate the potential for family • Speaking at a volunteers’ meeting activities aimed at three to seven early on in the project really helped to Little Explorer Backpacks at York Minster year olds. address some initial concerns and • To provide a framework for outline the aims of the backpacks. engagement with York Minster. • Creating step-by-step guides and • To provide opportunities for self-led offering ongoing, face-to-face discovery (with no set route or support for volunteers was essential. instructions). • Offering volunteer and staff feedback opportunities, via evaluation forms Intended outputs also worked well at addressing issues • To produce a children’s backpack and concerns and providing with age-appropriate resources, to be opportunities for some great offered free of charge to visitors. suggestions! • To develop a straightforward way in • Reviewing feedback and acting on which volunteers and staff can visitor suggestions has paid off (for Summary Challenge distribute and monitor the backpacks. example, suggestions for additional • A gap in provision was identified for • To develop a “user friendly” system The Little Explorer Backpacks resources and adding more younger children (aged for volunteers and staff to record are just one way in which York “information for grown-ups”). approximately three to seven years) usage data and visitor feedback. Minster is engaging with new visiting with family. • Gathering email addresses via and non-traditional audiences, • The value of offering resources such Obstacles and issues feedback forms has meant that we friendly site and engaging young Actual outputs have been able to offer other informal through informal learning as this was not yet fully appreciated • Initial scepticism about the needs and visitors. A set of five backpacks (rising to 20 learning opportunities to visitors. opportunities. They were and there was some initial aims of backpacks, and the value of after the initial pilot phase) were made Comments include: initially produced as a response scepticism – the backpacks would provision for this age group. available to families, each one Next steps to the lack of resources for need to prove their worth! • Initial concern about resources being “I had no idea York Minster offered this containing the following resources: After the success of a pilot period taken or broken. kind of thing – brilliant!” during summer 2012, the backpacks younger children (aged three to Approach • Plan of York Minster & “notes for A four-stage approach was adopted: • Some grown-ups needed more now form a key part of the family seven) visiting with families, but assistance than previously thought “The children have had a great time grown-ups” learning offer at York Minster. have since proved popular with Stage one – fact finding, research and (for example, suggestions on how to and we have learned lots too!” • “I spy” cards • T o r c h During the pilot phase we trialled some early years groups too. identifying best practice. use the resources). Feedback from volunteers distributing • Mirror themed backpacks (containing the backpacks demonstrated success Background Stage two – developing content and Actual outcomes • Large magnifying glass additional resources and activities) for in overcoming initial scepticism York Minster is a working cathedral defining practicalities, developing We fulfilled all the intended outcomes. • Colour paddles the Christmas period. This worked well regarding the need for and value of the welcoming over 287,000 leisure step-by-step guides for volunteers Feedback from visitors has proved that • Binoculars and we did the same for Easter. We will backpacks. Feedback includes: visitors a year. Families with children (who would be distributing the the project has been successful in • C o m p a s s be continuing to do this in the future. make up less than 10% of this figure. backpacks), easy to use loan forms promoting York Minster as a family- “I wondered whether these would work, • Drawing pad and methods of delivery. Esther Lockwood As part of the five-year project York but they have been incredibly popular.” • Pencil case containing pencil, pencil Learning officer crayons, sharpener and eraser Minster Revealed (a £20m project Stage three – producing and “I was dubious about the scheme but I supported by a £10.5m grant from the delivering the packs and providing am glad to say it appears to work well Step-by-step guides were produced for Further information Heritage Lottery Fund) a new learning support for volunteers. – well done!” volunteers distributing the backpacks, strategy for York Minster was as well as a simple loans form (to be For further information on the Stage four – evaluations with visitors The backpacks proved very popular produced, with family learning as a completed by both visitor and project (and for a copy of the full and volunteers, report writing and with early years groups and will be key priority area. The Little Explorer volunteer), incorporating a declaration, project report) contact: distribution (including offered to early years groups to book as Backpacks form part of a growing data-gathering and feedback section recommendations for improvements part of a visit, as well as to pupils aged Esther Lockwood, learning officer informal learning offer for families, with a “smiley face” and comments and future use). five to seven, pupils with special [email protected], which also includes hands-on box evaluation. tel: 0844 9390017 ext: 2241 activities, trails, storytelling and tours. educational needs, community groups and organised groups. Lessons learned www.yorkminster.org/learning/ • To inform decisions about what Other additional outcomes were the families/explorer-backpacks should be included in the backpacks, development of volunteer skills and Twitter: @York_Minster it proved useful to speak to staff and enjoyment, as well as collaborative Facebook: York Minster families at sites already offering working between staff and volunteers.

10 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 11 Fight for the right Nicola Gauld and Nikki Thorpe Library of Birmingham Schools

• The social media element of the project was taken over by the project manager as not all the students could Fight for the right access the sites and it required more frequent attention than originally Birmingham Suffragettes envisioned. Actual outcomes • Archive workshops were a great opportunity for the participants to work together as a group and explore the events and incidents that took place during the suffrage campaign. • The drama and script development workshops opened up those stories to the participants by stimulating discussion of the characters and the Intended outcomes lengths they had to go to during the Summary Background To provide new opportunities for campaign. Female students from two local BAH has a fantastic collection of young women to learn about their own • A blog and Twitter account were Birmingham schools wanted to material relating to events that took heritage by researching archive created and achieved publicity for the place in Birmingham during the collections specifically relating to project. learn about the suffragettes. suffrage campaign. Students from • Members of the group were invited what led to a credible and authentic acting and performing where others Working with the project team, women’s history, and to interpret that piece of film which fully reflected their found their skills were in researching Kings Norton Girls’ School and research for a wider audience. by the Birmingham Civic Society to they explored Birmingham Waverley School volunteered to unveil a blue plaque for Julia Varley, responses to women’s suffrage in and writing. Having a broad range of Archives and Heritage’s (BAH) become part of the project, Intended outputs suffragette and trade unionist. Birmingham. opportunities for young people to collection relating to the suffrage supported by the Heritage Lottery The creation of an archive which • Project participants also appeared on • The topic was made interesting and choose from helps to widen documents the entire project to be relevant to the girls on the project by participation in a project of this kind campaign and interpreted those Fund’s Young Roots strand. two local radio programmes and the deposited with BAH, and a short project was featured on a local youth exploring the modern day parallels of and helps to make it inclusive. stories for a contemporary Challenge female equality and the role of historical re-enactment film news website. Next steps • Students who had never accessed women in contemporary political life. audience through a historical interpreting the Birmingham suffrage A screening of the film is planned for the archive before needed to Actual outputs This was crucial for ensuring re-enactment film. story. Sunday 1 November in the Library of research and find stories that could The film, Fight for the Right, was continued engagement of the young Birmingham. The film will also be inspire the creative output. Obstacles and issues celebrated in two school screenings in people and in the impact that the submitted to a range of festivals, both • How to encourage political • With such a lengthy timeframe (the July. The entire process, including all project had on the girls beyond the national and international, as a way of engagement amongst young women project lasted over 12 months) it was activities and workshops, was life of the project. further disseminating the work. who generally held passive attitudes. difficult to keep all the young people documented and will be available as a • Being able to learn a range of new • How to bring two groups of diverse engaged, particularly those with heritage learning resource. skills was important for engaging the Nicola Gauld students together to work other extra-curricular commitments, Lessons learned girls throughout the project and Freelance project manager collaboratively. and a small number dropped out ensuring that different interests and • Full engagement by the participants Nikki Thorpe halfway through. There were also abilities were catered for. For Approach at every stage of the process, Events & marketing team, occasional problems in arranging for example, some young people were The project was co-ordinated by a students to come out of school. researching in archives, devising a Library of Birmingham freelance project manager and a local script and performing that script, was more interested and confident in • The original plan was to finish the film history filmmaker with support from by spring but problems in arranging BAH. They scheduled workshops, enough rehearsals and bad weather Further information trips and filming days and acted as hampered this so the film was not advocates for the young people, completed until three months after Nicola Gauld, freelance project seeking their input throughout the the initial deadline. manager, nicola.gauld@hotmail. project. Political engagement was • The archive material and stories that com encouraged by meeting a local we uncovered were so rich that they Nikki Thorpe, Birmingham female MP and by visiting Parliament. led the project to almost take on a life A number of sessions were held Archives and Heritage, of its own and the film became more [email protected] jointly with both groups of students, in-depth than we had initially allowing them to get to know one www.birminghamsuffragettes. envisioned, putting pressure on staff wordpress.com another. and the budget.

12 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 13 Engaging groups with special educational needs Emilia Ciesla Parliament’s Education EducationalSpecial Service Needs

• Flexibility to tailor resources for these We also received some valuable • Though young people with SEN are audiences. feedback and ideas, as one teacher under-represented in our records comments: they are not invisible or absent. Obstacles and issues • Not to judge success with this Engaging groups The project was undertaken alongside “As a special needs school there was audience by looking at numbers of normal service delivery which resulted too much language for our learners. For visitors, instead to create a quality in delays in development when more able learners you could have standard using feedback from the operational duties needed to be written information and for less able teachers and students themselves. with special prioritised. Data collection was learners you could have pictures and/or undertaken by sending teacher signs. It would also be really good if Next steps contacts an email linked to an online your employees could do basic • We are committed to continue questionnaire; responses were low signing.” reviewing and improving our initially so further contacts needed to programme for students with Actual outputs educational needs be made, making this stage time- special educational needs. • We ran a training session on SEN intensive. • We will continue to review our terminology which has enabled more practice and to develop our Being flexible enough to tailor thorough information to be taken relationships with other museums experiences for visiting groups has from teachers when booking a visit. and galleries who work with these Intended outcomes been quite labour intensive due to the • A pre-visit day took place on Thursday audiences. • To establish a service-wide approach nature of a working building; access to 26 September. • With the progression of a new for better provision for SEN audiences, the Chambers is not always available. • A dedicated webpage on the education centre (expected in from the information available digitally education service website on Actual outcomes September 2014) we have an ideal and the booking process through to “Students with SEN”. Teachers have commented: opportunity to look at what kind of improving the students’ experience of • We have also arranged seven tailored new resources or experiences we can Parliament itself. “The students loved the tour and your visits for groups where some specific offer these audiences. • To become better known by teachers guides were great at making what provision was required. for our SEN provision. happens in Parliament interesting and Emilia Ciesla Lessons learned • To establish a support network with accessible to them.” Parliament’s Education Service colleagues in other museums and • That while we deliver engaging and galleries. “Thank you for arranging for your staff interactive sessions, some still need to take our tour. I cannot commend to be more hands-on. Further information Intended outputs them highly enough. They had such • Our staff are highly valued by the • Pre-visits for teachers who work with Challenge great approach in explaining tricky teachers and there is an expectation For further information please Summary young people with SEN. In the school year 2011-12 over 1,500 concepts to our hard to reach pupils to maintain this quality standard. contact Emilia Ciesla at Parliament’s Starting in 2012, the aim of the • Improved information on our website. groups visited, 74 of which disclosed (and adults).” • Each group’s needs vary hugely Education Service: project was to thoroughly • Support and training for all staff who special educational needs. Through therefore a ready-made programme [email protected] book visits to improve awareness of research one of our under- further research we realised that of is not always the answer. specific terminology. represented audiences – young the needs disclosed, the audiences people with special educational most under-represented were needs (SEN) – and to review the students with learning difficulties opportunities and challenges and those with behavioural, emotional involved in establishing a and social development needs. programme for these groups. Approach We consulted with teachers to Background discover what some of the supposed The project is a step towards barriers of visiting Parliament were achieving Parliament’s Education and what drove them to reveal the Service’s broader vision to reach every needs of their students, and asked school aged child. Visiting students them to evaluate our current experience an engaging tour followed programme. Case studies illustrating by an interactive workshop exploring best practice were created through themes that support citizenship, making contact with colleagues in history, government and politics, other museums in London which had public services, law and other established successful SEN curricula. programmes.

14 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 15 Carlisle Youth Exchange project Catherine Moss-Luffrum Tullie House Museum Young People and Art Gallery

Carlisle Youth Exchange project Young people’s perspectives from Carlisle’s twin cities

Intended outcomes Summary highlight similarities between youth To develop lasting relationships with Tullie House worked with a youth cultures across Europe. organisations working with young exchange group to produce This year, 30 English, Polish and people in the city. foreign language interpretation German teenagers took part in To use this project as a pilot study for for its Carlisle Life gallery. activities across the county, exploring working with other non-English the theme of local industry. Background communities in Cumbria. Carlisle has been twinned with As part of their visit, Tullie House Intended outputs Flensburg, Germany and Slupsk, invited them to the Carlisle Life gallery. We decided to produce a booklet that challenging for those who had difficulty community is growing in Carlisle, it may If working with local groups, it would Poland for over 40 years. Throughout, Challenge contained the group’s personal writing responses. To compensate for prove difficult to find a teenage be nice to encourage continued young people from these cities have As well as taking memories of their responses to objects on display. We told this, we ran a British Museum inspired contingent, as those I have contacted involvement with the museum, possibly taken part in the Carlisle Youth experiences away with them, the some unusual stories behind the objects Talking Objects session on the second are young adults who have travelled through accreditation such as the Arts Exchange project. During the young people wanted to give and asked the group to share similar day to encompass different learning here to work and often have young Award. I would also suggest that they exchange, young people explore something back to Carlisle and to stories from their home towns. We styles. children. This could be an opportunity might like to join the museum’s to develop an alternative project with a youth group. each other’s hometowns, celebrate leave a legacy. The challenge was to hoped they would write short sentences Actual outcomes family focus. each city’s different cultures, and do this in four hours over two days, in their own language, with English We were able to compile the material Next steps with young people for whom English translations provided by their group and get it to the designers in time to Lessons learned The exchange works on a three year is an additional language. leaders. Before this project, the museum have a finished product to present to the When working with any group of young cycle, so young people from Carlisle will had no foreign interpretation. Approach Mayor and City Councillors at a people, I believe the project will be visit the other twin cities over the next The Carlisle Youth Exchange project Obstacles and issues celebration only days later. more successful if you have time to two years. I hope that the museum will develop relationships. Time limitations be involved in the next exchange, which is co-ordinated by Carlisle City Language barriers proved to be more of The booklet is well-received in the in these circumstances didn’t allow for will focus on work experience, and would Council but delivered by two other an obstacle than expected. Due to gallery and there are plans to do a similar this. Ideally, I would have spent time with suggest that the museum hosts one organisations, so it was essential to limited time, there had to be a reliance on booklet for other areas of the museum. discuss together the project proposal supervisors who, although enthusiastic, the group earlier in the week when they young person from each city to do a in detail. Due to limited time, it was spoke less English than anticipated. I Actual outputs were doing team-building activities. work placement. Having maintained contact with the imperative that the group was briefed think the Cumbrian accent may have I found it useful to highlight key words Catherine Moss-Luffrum two partner organisations, I hope to prior to arrival at the museum and made understanding trickier too! and to have visual examples, props and Young people co-ordinator work with them and others through that the assisting adults from the written instructions with illustrative Tullie House Museum and My Polish colleague Michał was the Carlisle Youth Network Forum to visiting countries were aware of our pictures available for the young people Art Gallery incredibly helpful, but having a German- assist with activities for National plans and the input required of them. speaking assistant as well would have to follow as I spoke. I enlisted the help of a Polish Youth Work Week. been useful. A lot of translation had to be In the future, I would have translators for Further information colleague to assist with the session, As part of our events programme to done after the group had left, leaving each language, and I would preferably and I worked with the designer to compliment an upcoming exhibition, catherine.moss-luffrum@ me to rely heavily on Michał’s help. work with smaller groups. With 30, it was develop a prototype, as we only had Tullie House has proposed working with tulliehouse.org difficult to determine individuals’ 24 hours following the sessions to get Individuals express themselves Carlisle’s Polish community. I have 01228 618705 understanding. the booklet designed and printed. differently – our activity was particularly discovered that although the Polish

16 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 17 Historic Duxford Cassie Herschel-Shorland VocalEyes Families Kay Cooper IWM Duxford / Special Needs

experience of the RAF base’s fascinating history. Feedback from blind and partially Historic Duxford sighted people demonstrates impact of description: Discovering Duxford’s own stories through audio description “The trail stops were the highlight for me – a landscape of brick huts brought back to life through vivid description and veterans’ voices – and all outside where the action took place… It transcends time, and there are quirky hooks – like hearing about the rings for tying up the horses – it all far exceeds expectations. The voice is clear and direct with good Intended outcomes expression and pace. The voice and Summary description as a way to make the trail • A historic trail for visitors, including script together realised a picture.” Historic Duxford opened in inclusive for them. blind and partially sighted people, to Marion Mansfield Spring 2013 with an exhibition Challenge make direct emotional connections “The trail is an intriguing and and external trail exploring To empower blind and partially with Duxford’s history and consider informative journey brought to life Duxford as an RAF airfield from sighted visitors to engage with Historic people’s lives while standing where through vivid descriptions and stories they lived and worked. 1918-61. Visitors can discover the Duxford on equal terms with their of day to day life of past times at sighted family and friends. • Recorded description to bring to life Duxford.” Stuart Hayes site’s history through people’s visual elements with a sense of stories. Interactive trail points Approach people, place and activity. Actual outputs VocalEyes was asked to develop audio • Evocative architectural and photo present explanatory text, description to integrate into the trail. Intended outputs image descriptions integrated with • VocalEyes can use their experience in contextual historic photographs Audio describer Kirstin Smith and • Choice of audio description and oral interpretive text to reveal hidden describing architecture effectively in with veterans’ oral histories, editor Roz Chalmers worked with IWM histories at eight interest points, on histories for any visitor who chooses museum interpretation projects. soundscape and audio Duxford’s research and information tactile wind-up devices. to listen. • Early involvement of audio describers manager Carl Warner and exhibitions • Descriptive overview of the Watch description. • Active involvement of local blind and and project team understanding of officer Sarah Russell on scripts for Office interior on audio pens. partially sighted people able to Background process and principles are important external locations. Roz advised on influence the description and The primary audience is family groups. Obstacles and issues for putting audio description IWM Duxford texts for exhibition encourage visits. IWM Duxford’s aspiration to integrate • Limited time for audio description effectively into practice. audio pens. process or effective involvement of the • New methods of delivery with audio access was led by Kay Cooper as Next steps The access panel tested scripts on-site access panel in a hectic exhibition description on easy to operate access champion, working with the • Promotion of the trail to reach more prior to recording, facilitated by schedule. wind-up devices and audio pens. inclusive access consultation panel. blind and partially sighted visitors audience advocate Kirin Saeed. • Descriptive challenge to weave history Blind and partially sighted members of Lessons learned through VocalEyes audience advocacy the access panel identified audio with visual experience of being there, • More time was required for planning Further information with the range of vast hangars to huts! with IWM Duxford and the access and involvement of access panels to Find out more about Historic Duxford • Physical challenge of a large scale, panel. address comfort issues, establish a at www.iwm.org.uk/exhibitions/ working outdoor environment with • Evaluation on the trails to include relationship, aims and working method iwm-duxford/historic-duxford high noise levels during flying time. feedback from blind and partially or engage members of the group in sighted visitors. • No permanent staff presence on the detail. Research papers, reference and case trail. • Ground rules and an understanding of Cassie Herschel-Shorland studies are available on the VocalEyes website library pages at Actual outcomes their experience of audio description Visual arts consultant, VocalEyes www.vocaleyes.co.uk Visitors can learn about the history of were important for the visitor access Kay Cooper people and place on the historic site group at the start of VocalEyes work Historic Duxford access champion, Contact VocalEyes on 020 7375 1043 through visual and audio information at with them. IWM Duxford or [email protected] any of the eight external trail points. An • Involving the client in choice of Contact IWM Duxford on 01223 exhibition in the Watch Office provides recording voice reflected the 835000 or [email protected] an introduction to Duxford’s history interpretive aims and appropriate tone and immerses visitors in a multi-sensory of delivery.

18 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 19 Re-imagining the globe Christopher Parkin Museum of the History of Science, University of Oxford Community Volunteers

vision amongst all participants. This could have been facilitated by setting up informal opportunities to meet with other members of the museum staff involved in creating the special Re-imagining the globe exhibition. • Create a platform for sharing ideas A co-production project with community volunteers and experiences between participants during the project such as a blog or Facebook page along with training for those without experience. • Create more specific opportunities for skills training for volunteers during the project. Next steps Intended outcomes • The education team will continue Summary Background • To provide sustained opportunities experimenting with a variety of The museum houses a historic Over the last ten years the museum for volunteers to participate in approaches and participatory collection of scientific has rapidly expanded its role in co-production. techniques and will implement the public, schools’ and community instruments. In 2012 a special • To facilitate interpretation of the lessons learned in the delivery of engagement. It offers a wide range of future projects which involve a exhibition on cosmography in special exhibition for schools, families, opportunities for volunteers, and and community outreach audiences. significant element of co-production. the sixteenth-century created placements for Heritage Lottery Fund • To create new opportunities for • A web resource is being created the premise for the Renaissance Skills for the Future trainee education staff to collaborate between the which will include some of the globe project, a multi-faceted officers. partnership museums. materials generated for the workshops and activities which were learning project involving Challenge Intended outputs community volunteers in the The challenge was to create wider Actual outcomes Actual outputs delivered during the project and will • To deliver a series of participatory be linked with the interpretation of co-production of events and access to a specialised exhibition, and events to schools, families and • A number of more experienced • A varied programme of twenty to provide for a growing constituency community volunteers were involved participatory public events and six the collection. artefacts inspired by a modern community groups. • The globe kits used during the of volunteers seeking more fulfilling • To co-create of a series of artefacts in the project from start to finish and schools’ workshops was delivered “re-imagining” of the globe. opportunities to engage with the expressed appreciation of the across the partner museums project have been offered to other (globes) which would be brought museums and local schools as a museums. together to create an exhibition sustained and varied nature of the engaging a number of different project, and the sense of building reusable resource for other globe- Approach towards the end of the project. audiences; 2,400 visitors and 270 something over time. related projects. It is hoped that Four museums including the • To create digital resources. secondary pupils took part in • The project was well supported by these will generate other ideas and Ashmolean, Oxford University activities. Obstacles and issues staff across the partner museums and educational resources to add to the Museum of Natural History and • Five large globes expressing • The extent to which the teams working offered significant opportunities for website. Museum of Oxford worked in distinctive themes relating to the at each of the museums took developing leadership skills for three partnership led by the Museum of the collections were co-created; in some Christopher Parkin ownership of the project was variable; out of four Skills for the Future trainee History of Science. Twenty community cases these became semi-permanent Lead education officer, some worked well whilst others did not education officers across the volunteers, divided into teams exhibits in the museums providing a Museum of the History of Science, gel and sought to be directed. university museums. attached to each of the museums, focal point for other visitors as they University of Oxford • The initial concept and vision largely • Effective scaffolding provided a good worked alongside education officers continued to be worked upon. remained with the originating museum range of opportunities for varying in the co-production of a series of • The globes were eventually brought Further information and the project director which levels of commitment amongst large globes and public events in together for a collective exhibition inhibited independent initiative. volunteers as well as opportunities to Contact Chris Parkin on which visitors took part in activities and celebratory event for volunteers • The lack of lead time after the grant realise their own ideas. [email protected] re-imagining the globe. and staff. was awarded led to limited • The project achieved its educational • A website documenting the project or 01865 277 297 opportunities for participants – staff aims through interpretation of the has been created with resources yet Read more about the project at and volunteers – to work together on special exhibition and learning to be completed. www.mhs.ox.ac.uk/education/ establishing the overall aims and engagement. special-projects/globes/ objectives and create a genuine sense Lessons learned of shared ownership. • Allow longer lead in time to establish aims and objectives and a shared

20 GEM CASE STUDIES Vol.11 2013 GEM CASE STUDIES Vol.11 2013 21 Acceptance and removing barriers Syd Howells Swansea University VolunteersYoung

Acceptance and removing barriers Young volunteers in a university museum setting

Intended outcomes Summary already established network of work To offer the opportunity to gain work To enable young volunteers of all experience placements arranged based skills in a museum for those abilities, social classes, through their school. aged between ten and eighteen years ethnicities and socio-economic Approach of age with a particular emphasis upon From the very beginning of the Egypt those from ethnic minorities or with areas to experience working in a conditions such as ADHD, autism etc. museum, thereby giving them Centre’s existence the importance and value of volunteers in having valuable work experience and Intended outputs ownership and running the museum • Ensuring a positive visitor experience enabling them to learn about was recognised. In order to be through the provision of information ancient Egyptian culture within a inclusive it was felt that few and signposting. diverse team. In essence, to opportunities were presented to this • Delivery of public educational activities also challenging behaviour to be volunteer awards and individually they extra space we are keen to expand the reach out to a neglected part of particular age group and it was such as mummification and object addressed! Due to the popularity of have gained credits with Children and scheme and enable more young determined that positive measures of handling sessions. the scheme it is also oversubscribed. Youth University Swansea. Our child people to experience working within a the population. volunteers were the first in Swansea to museum setting. The young volunteer inclusiveness would be undertaken to • Gallery maintenance. Actual outcomes gain a gold award at both levels, which scheme is an integral part of the Egypt Background remedy this. • Raised self-esteem of the young At the time of writing (September 2013) shows amazing commitment by them. Centre and as such is set to continue The Egypt Centre is a small university people themselves as they gain 42% of our young volunteers belong to indefinitely. museum situated on the campus of confidence and skills. an ethnic minority. 28% have autism, Lessons learned Swansea University. Founded in 1997 ADHD etc., while 21% have some form It has been a worthwhile scheme. The Obstacles and issues Syd Howells it is conversely the largest collection of physical disability. Thirty five use of young volunteers has not only Several obstacles presented Volunteer manager, Egypt Centre, of Egyptian artefacts in Wales with volunteers are engaged on the young broadened the outreach programme over 5,000 items. It works extensively themselves over the course of the Swansea University scheme. As our young volunteers volunteer scheme, with a considerable at the museum, but has also brought with schools, including those from number placed on a waiting list new ideas and enthusiasm. However, a Community First areas, as well as attend mainly on Saturdays, training can only take place on that day during awaiting vacancies. dedicated volunteer manager is Further information young people placed in special units needed to manage and support them opening hours, resulting in training Actual outputs with challenging behaviour and and older youth volunteers to mentor, For further details please contact: sessions being undertaken in the Our young volunteers have proved to disabilities, in order to fulfil its remit of train and organise the day. education and widening presence of the general public, though be an asset to the Egypt Centre. They Syd Howells on l.s.j.howells@ participation. there is a positive aspect as visitors tend to be less self-conscious about Next steps swansea.ac.uk, 01792 606065 often enjoy watching and indeed interacting with the general public. Due to limitations on available physical Wendy Goodridge on Challenge taking part in these sessions. As Another useful and interesting aspect space at the Egypt Centre combined [email protected], The challenge our scheme addresses technology has advanced, distractions is the interpretations they place on with the fact they primarily attend the 01792 295960 is the difficulty of managing a diverse such as iPods or mobile phones have objects within the collection. They are museum on one day a week, we group of youngsters as well as filtered their way into the galleries, popular with visitors and in our view unfortunately have to place a cap on For other information on our young including those who would not usually necessitating the introduction of rules enhance the museum experience. They the number of young volunteers on our volunteer scheme, please visit; have the opportunity to work within a regarding their use in the museum. have gained recognised awards such as books at any one time. In the short www.egypt.swansea.ac.uk/index. museum other than through the Occasionally there can be clashes of the Diana Award, highly commended in term this situation is unlikely to change. php/nubie-volunteering-10-18 personalities between volunteers and the Welsh Council for Volunteer Action However, should the museum acquire

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