The Museum of Army Flying British Army Flying: Discovering Stories of Courage, Comradeship and Innovation ACTIVITY PLAN APPENDICES

October 2017

British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project 2018- 2021

Activity Plan Appendices

Chloë Bird and Jane Frederick October 2017

2 Contents

A Research and Consultation 4

1. Stakeholder Consultation Notes 5 2. STEM Event Consultation Write-up 73 3. Teachers’ Email Consultative Forum Write-up 75 4. Participatory Event Feb 2017 Visitor Feedback Responses 78 5. MAF Non-visiting Families Focus Group Feb 2017 85 6. Lecture Series Visitor Survey Report Feb 2017 91

B Policies and Plans 96

1. Internship Policy 97 2. Training Plan 99 3. Pop up Museum Outline 114 4. Oral History Project Plan 116 5. Hands on Base Outline 134

C Job Descriptions, Volunteer Role Descriptions and Briefs for 137 Freelancers

1. Volunteer Development Manager Job Description 138 2. Outreach and Engagement Officer Job Description 140 3. Curatorial Internship Role Description 142 4. Visitor Experience Internship Role Description 144 5. Heritage Marketing Internship Role Description 146 6. Volunteer Explainer Role Description 148 7. Collections Care and Maintenance Volunteer Role Description 150 8. Oral History Volunteer Role Description 152 9. Volunteer Tour Guide Role Description 154 10. Volunteer STEM Ambassador Role Description 156 11. Evaluator Freelancer Brief 158 12. Oral Historian Freelancer Brief 162 13. STEM Specialist Freelancer Brief 164

D Participation 167

1. Participation table 168

E Budget 172

1. Volunteer non-cash contribution table 173 2. Budget 174

F Emails and Letters of Support 179

3

Appendix A: Research and Consultation

4 A1: Stakeholder Consultation Notes

List of individual consultees

Internal stakeholders Chris Munns, Chief Executive Susan Lindsay, Curator Marjolijn Verbrugge, Archivist Lucy Johnson, Head of Commercial Operations Joanna Wenman, Learning and Communities Officer Joe Feretra, Marketing Officer Chris Hyslop, Site Manager Four of the team of Wardens Front of House Team Carolyn Brocklehurst, Volunteer Alistair Mellor, STEM and general Volunteer and military and aviation enthusiast Dick Oldfield, Volunteer Volunteer Team John Deacon, Board Member Philip Webb, Board Member

Local service providers, community and special interest groups Lt Col Alex Willman, AAC Liaison Officer Lt Col Chris Ions, Regimental Secretary and Secretary to AAC Veterans Association Lt Col Andrew Simkin, Secretary for AOP Veteran Association Alison Hunt, Army Families Federation Janine Shipley, Community Development Worker Middle Wallop, Army Welfare Service Heath Gunn, Acting CEO, Enham Trust Keith Hatter, Winchester Access for All Terry Bishop, CEO, Test Valley Volunteer Centre Jaane Rowehl, Museum Development Officer, Hampshire Cultural Trust Andrew Bateman, Tourism Manager, Hampshire County Council Isabel Benavides, Interpretation Manager, Greenwich Heritage Centre (Woolwich Arsenal)

Primary schools and youth groups Emma Jeffries, Headteacher, Stockbridge Primary School Sarah Cleary-King, Science Subject Lead and Head of KS1, Vigo Primary School Beth Thomas, Reaching Out Co-ordinator (partnership STEM project) Alison Bowyer, Executive Director, Kids in Museums Emily Thorpe - Smith, Director of STEM Engagement, Winchester Science Centre Martin Rudd, Deputy Commissioner and Community Development Lead, Hampshire Scouts Angela Hammond, County Commissioner Hampshire North Guides Anne Falconer, County Commissioner Hampshire West Guides

5

Internal Stakeholders

Chris Munns, CEO Consultation Notes November 2016

Opportunities • Been here for two years and feel time for the next step for the museum in terms of how it operates • Project presents the opportunity to turn the museum into something engaging and fun and stop the decline from previously • Chance to create something that is vigorous and successful • At the moment a bit ‘the place on the hill’ somewhere you visit every five years, want to create something that is lively and connected to the community and that they come to for more than just the exhibition – a place to meet people and repeat visit • 250k pledged from AAC to the HLF project and in the past the relationship has been challenging so want to get the troops as well as management on side • Modernise displays so for current stakeholders it tells their story

Background • AAC can have a divide officers vs soldiers so opportunity to get both sides together on neutral territory e.g. Xmas drinks party • Local community very middle class with Andover as the exception and museum doesn’t currently reach out there as much • Board pretty middle class although has broadened out recently – board diversity has been a problem e.g. understanding needed that a young person on the board could make a valid contribution • New chairman of board started in January 2016 and has made a real difference • Board had training recently and going to continue to do this annually • Taken 18 months to get a fundraising committee together and struggled to get board members with fundraising experience • Board 13 members at the moment • Board could act more in a critical friend role • Board meets every 2 months • Visitor numbers declined for the previous 5 years before Chris arrived • Ogilby Trust administer grant aid from MOD

Barriers • Reputation not good enough, reasonably good as a niche museum for those with an interest already, but not as anything else • People think it links to the RAF • Story not that strong

6 • Army flying community quite disparate – might do two tours then go back to regiment so don’t relate to it – glider pilots, air observation and AAC – need to build the idea of the army flying family • Location, can’t get here by public transport • Ethos and regimental spirit not as strong – split loyalty – is growing so should capitalise on this • Oh the museum is not for us – build relationships so familiarity means people come • Need to change people’s view of what the museum is and make people feel it is for them by attracting them in the first place and ensuring they have fun when they get to the museum • Need reputational push with opinion formers

Challenges • Technical challenges of where to put stuff • Challenges as need prioritisation in terms of collection – need to champion the things that bring the story alive • Ability to be strategic and step back when a small team • Want phase 3 to build on phase 2 not unpick phase 2 to make phase 3 • Capacity of staff – really committed but have huge workloads • Need to identify the master narrative of British Army Flying and use this as the document to steer the whole museum

Best practice • Submarine Museum Gosport • RNLI and their volunteer practice

Sharing lessons • Hampshire military museum network twice yearly meetings • Networks of board members • Culture of philanthropy network cohort members • Hampshire Cultural Trust

Potential links • Andover council • Families from the towns • Parish councils for surrounding villages • Stockbridge town hall • British legion representatives

7 Susan Lindsay, Curator and Marjolijn Verbrugge, Archivist Consultation Notes November 2016

Archivist role • Looks after the 2D collection • Takes care of research enquiries and people are charged for this • Works with volunteers • Whatever needs doing too!

Project opportunities • Create a museum that is financially sustainable • Produce a museum that the staff team is proud of showing people around • Create a museum that makes the most of the collection and tells its story better • A museum that can look after its collections better • Engaging with lots of different people • Having an archive space fit for purpose and lasts the archive for the next few decades • Currently limited access for research and people have to sit in the middle of the collections when researching, so need a dedicated space for people to do research

Barriers • Perception of subject matter • Displays not as engaging as they could be • The interpretation and text is not very accessible to people of different interests • The location • Lack of public transport links

Current activity • Curatorial team help with school groups by doing tours • Supply the Learning and Communities Officer with artefacts when they need them • Collections work focus mainly on doing exhibitions • At least one enquiry a day for the archivist from the public and military • Enquiries range from photo enquiries, to seeing something in the museum people want to know more about, to general enquiries and more intensive research • Can have researchers in if writing a book but catalogue not complete so relies a lot on staff knowledge • Clever archivist is key as make links between what people ask for and what else might be of use • Wartime Wallop bank holiday event

Sharing lessons • Linet • Military museum network • Museum development people at Hampshire • Sue mentor at the Royal Observer Corps

8 Training opportunities/ development needs • Other museum visits needed so can see different practice • Scriptwriting training

Volunteer opportunities • New roles as shop floor interpreters – well trained so they can facilitate well • Oral history project volunteers to bring stories up to date – open recruitment so current and new volunteers could take part • Concerned about peoples’ expectations to work on aircraft/ aircraft restoration as need very skilled people and workshop space • Glider conservation project for volunteers • Conservation cleaning volunteers to help with museum presentation and housekeeping • Could do conservation cleaning while open as then visitors can see volunteers in action and understand the story of museum stewardship • Important to involve and not alienate current volunteer community

Challenges • If a massive influx of volunteers concerned don’t get to know people well and can’t effectively manage them all – so a staged recruitment approach is needed • Volunteers on shop floor delivering our product – need to ensure high quality so represent well • Don’t want to do things that lack integrity • Infrastructure so can manage team of volunteers effectively • Grow volunteer workforce gradually but steadily

9 Lucy Johnson, Head of Commercial Operations Consultation Notes November 2016

Job role and background Joined the organisation 2 years ago as Marketing and Event Manager. Remit to increase visitor numbers and commercial income principally through development of marketing plan and developing corporate events. Little investment in marketing in past and only £5k budget when started. This was raised to £25k – still challenging but more realistic. Figures increased and by 17/18% last year. Have maintained figures but stagnating now. November restructure means now Head of Commercial Operations and managing shop and café too. Very op focused at moment with xmas events coming up and organising new café staff. Joe (Marketing Officer) taking on more day to day marketing stuff.

Currently mainly market through leafleting distribution companies, some online advertising and Test Valley Guide.

Project opportunities • Gone as far as we can without significant investment. Good visitor increase last year and still getting new visitors but not seeing more growth. In order to tip that need catalyst to make us more viable – need to reach wider audiences beyond local area. • Reinterpretation will address visitor feedback of nothing has changed – no reason to return. • Bringing it up to date – nothing really after the Falklands or what AAC do now – no direct correlation with what they do now. • Launching membership scheme – will still offer annual pass but can pay a bit extra to convert to membership. • Develop volunteers supporting visitors in journey round museum.

Barriers to access • Not up to date or relevant for AAC – means no connection. • Awareness – people don’t know we are here. • No natural footfall – not really a passing trade. • Location – not visible – signage could be better – have to make a conscious effort to get here. • Andover – not so many visitors – less middle class than some other local areas – slightly higher deprivation – children come from schools but less general visitors. • No regular changing exhibitions – events and activities need to be the draw – reason to return – events and activity programme did well to start but can be repetitive. • Difficult to build relationship with AAC – liaison staff often changing. • Barrier to engagement can be the fact that only have front of house staff on admissions desk to interact with visitors – can’t necessarily answer questions about content people ask or have time to answer – can affect visitor engagement and enjoyment.

Consultation and stakeholders

10 • Family groups with AAC • Enham Trust • Test Valley Volunteer Bureau

Networks Involved in Hampshire Top Attractions – active group – project sharing every 3 months and usually 15 – 20 in one room – open exchange of information – different types of attraction but very valuable. Visit Wiltshire – interesting group but a bit disparate sometimes. Defence of Realm Hampshire Military Museum Network.

Training needs Aspiration to move from 30 to 50K visitors. Key training need with front of house staff – attitudinal change to cope with number of visitors – need to offer great customer care – calm and professional – not getting flustered. Would be great to get staff to shadow front of house staff at a busier museum/attraction. Need to meet visitor expectation and consistently offer good quality visitor experience.

Need to be aware of what we can achieve with what we have.

11 Joanna Wenman, Learning and Communities Officer, Consultation Notes, November 2016

Role • Lead school groups • Plan, design and deliver sessions • Administration for schools including invoicing • Family fun events in Christmas and Easter holidays • Smaller funding applications e.g. Big Draw, Science Week • Acquisition of handling items for schools sessions

Background • School and family groups are the main focus of the education work • Talks and events for adults do take place but are mainly run by the commercial team • Secondary schools offer work experience placements

Project Opportunities • Science is a big area for development and started a bit through the 'reaching out' grant - offers good opportunities for trying and researching the STEM offer for schools - grant is from the Arts Council and led by Hampshire Cultural Trust - starts in December with trials and runs from January- April - aim to have 700 pupils in • Coding club could be possible if upgraded computers - as an after school thing and fit with wider national initiatives potentially • Had a growing interest in art and nice to develop this • Looked into a creative apprenticeship opportunity, but not capacity to manage them at this time • Have to be mindful of capacity • Be great through the project to make the education space a more science and technology based environment for learning but history/local study focus still important • Room for growth with the Cubs and Scouts as always asking for visits

Barriers • Might not think it's for them • Doesn't tell you enough initially about what it is- think it's just planes and gadgets and don't realise there is so much more and many amazing stories - people put off by misconceptions of the place • Not a place can easily drop into on the way to somewhere • Quite niche interest • Not good public transport links • Need people on the floor of the museums - people often just wander and don't quite know what to look at • Interpreters on the floor would help people focus and orientate them so can get more from the exhibition • Temperature at the moment in one of the hangars as the boiler is broken

12 • Layout is a bit confusing • More free interactive activities for children as at the moment people can feel they are having to pay again for another thing after admission • Interactive helicopter needs more interpretation so visitors can get more from it • Lunch provision is tricky as in the education room which is carpeted and where teaching takes place too • 1940's house very popular as brings the past to life for people

Best practice • Museum of Flight - good interactive • Winchester Science Centre • Science Museum • Animating through drama and dance in museums

Potential partners • Winchester Science Centre • Cub leaders • Teachers • Middle Wallop Community Centre • Middle Wallop Wives Club • Army Base staff • Solent University - Digital course

Networks • Group for Education in Museums • Winchester Science Centre Network • LAINET education and museums ink for Hampshire • Could share through national initiatives we take part in

Volunteering opportunities • On the floor people/interpreters should be paid as is a lot of work • Archive volunteers • Helping sort out the collections stores • Education sessions support would be good to help school groups engage with the museum displays • Education activity volunteers be good to help with family activities as in holidays get lots of children- 3-7 year olds mainly - coming to the museum and doing practical activities • Volunteers doing show and tell with different skills on an occasional basis would be good too - e.g. STEM ambassadors or a local man who has robots he could bring in

Schools offer • Split into groups of 15 - up to 6 groups if have 90 children attending • Do activities for 30 minutes including tours of museum, guided trails for teachers to lead, handling activities, making activities

13 • Volunteers could help check everyone doing self-led work in the museum is okay and help with keeping groups to time and trouble shooting - always good to have more people around to do the little touches • Currently a bespoke service and can involve a lot of preparation even if lots of schools pick from a menu of options • Lots of teachers ask for follow up information after a visit so it would be good to have a teachers pack with information and activities in for post visit

Training opportunities • Training is lacking at the moment • Be valuable to have some professional development opportunities where staff could actively go to other places and conferences to see how other people do things and to build professional networks • Volunteer management training would be useful • Training for volunteers to support them and give them skills back for the time they donate would be good too

14 Joe Feretra, Marketing Officer Consultation Notes November 2016

Job role and background In charge of public events and day to day marketing. Run the talks programme including organising the tech side, publicity and social media. Very new to the job.

Current activity • Evening lectures for a specialist adult audience predominantly. Same faces return again and again. Ticketed through event brite and on the door – usually get 40 – 80 people. Some of the speakers bring their own following with them e.g. Paul Beaver • Wartime Wallop – run twice now. Grown over two years – like a fete – family orientated – very busy this last year. • Other events happen too e.g. dream cars raising money for Naomi House. • Want to develop more activity on social media – 12 days of xmas campaign – picture of the day. Need other staff to be proactive in looking for opportunities to exploit

Barriers to access • Boys and their toys! Other family members tag along – not enough that is universal to act as pull for family audiences. • Need a wow factor – like the planetarium tent – pop up but really exciting – need a relevant idea like that. • People coming because they are enthusiastic – not getting more general visitors. • Andover growing town – new potential audience – maybe special offers to get people through the door initially. • Location – do more outreach – take talks out to places in Andover and Stockbridge. Have to make a real effort to come for talks – maybe not wildly appealing on winter evenings.

Best practice • World of Country Life, Exmouth – family attraction – places to walk in and be part of the exhibit. • 1940’s house – a different dynamic – attracts a wider demographic – more universal. • Mary Rose – social media

Networks Hampshire Military Museum Network.

Training needs • General training for FOH and staff about what’s in the museum • Benefit to seeing what others do – have the opportunity to see best practice elsewhere • Social media training for others to help other departments seize opportunities as they arise – video big hitter win on social media

15 Museum transformation • Want the museum to have more universal appeal and for people to be raving about it. • Want people to come back because they love what they see.

16 Chris Hyslop, Site Manager and four Wardens Consultation Notes November 2016

Job role and background General dogsbody! Security and safety. Open and close the museum and ensure lights are on and everything is working. One duty warden on a normal working day. First aiders and fire evacuation wardens. Also do offsite runs like post and banking.

Heritage highlights, interpretation and activity • Official home of the glider pilot regiment – very important story. • Major bit missing from interpretation in the Air Troop – aircraft into regiments – hint with Tank Regiment badge • Shouldn’t be a single item that doesn’t have some explanation – all objects should have labels and context. • Got to be related to soldier in the air – needs to come back to story e.g. German guns seem out of context but shot at aircraft. • Maxim guns made here but killed British soldiers. • Teddy bear hunt and activity sheets really popular and adults seem engaged too. Maybe have an adult treasure hunt? Like new recruits sheet. • General map of museum given out now but no visitor route shown – story becomes muddled as visitor route is muddled – could use smart phones? • Maps just get dumped but could place 3D pictures at top and bottom of stairs with you are here marks on. • Audio guides might work. • People come up and talk to you about the exhibits – people do like to engage with you. If you don’t know the answer to something can find it out. Generally happens around exhibits that not self-explanatory. • Rotor buggy could example – not enough explanation of how it works but people really get it when explained. • REME story missing – more than 50% of every unit in modern AAC – without them no AAC – major bit of corp. Same for RAF squad on base acting as safety unit – no flying without them. • Museum has just kept being added to over the years so disorganised displays.

Popular areas/interpretation • Upstairs where guns are a place where people linger. • Children like simulators and dressing up – very well used. • TV – particularly Iraq war. Maybe because can sit down but people often seem deep in thought. • People seem to like screens and moving images. Only one film though – many repeat visitors – need to be able to refresh films so people can see something different. • 1940’s house very popular and things donated by people in the locality so personal connections. “I remember” type of display – lots of nostalgia

17 FAQs • Most commonly asked question in car park is where is the entrance? Nothing over the top of the door which says entrance – same for café. • Where are the toilets? • Where are the teddy bears?

Barriers to access • Order of the exhibits – confusing for people to follow. • Not enough explanations particularly of how things work. • Lack of heating. • So much stuff on display almost overwhelming – although does mean many people say they will return.

Training needs • Knowledgeable volunteers who can go into more detail with visitors. • Training for wardens about exhibits – maybe something like handbook/briefing notes/aide memoir so can help visitors more easily when approached. • Half a day’s training like a guided tour. • First aid and safety training needs to be maintained.

Museum transformation • Want to retain a museum – not a theme park.

18 Front of House group Consultation Notes January 2017

Job role and background Three of the weekday front of house team ranging in experience from 12 years – 3 years. Main duties include: greeting and welcome, till, dealing with phone calls, taking shop orders, event booking, stocking shop, monitoring shop stock, sign posting people to the right person to deal with enquiries. 1 or 2 on at any one time. Well informed shop assistant best asset.

Heritage highlights, interpretation and activity • RFC – basis of beginnings. • Glider pilots – Arnham. • Recent campaigns – people often ask about Korea and post WWII campaigns. • Night in the museum or spooky tours.

FAQs • Where’s the café? – badly advertised and signed. • Confusion about free annual pass and gift aid – what it is and how to get it – need clear information on who can sign up. • People want to chat about their experiences.

Barriers to access • All a bit dusty an old – people not sure which way to go when they enter the museum. • Bit more local advertising e.g. Andover library, villages, parish magazines. • Needs to be more hands on – is more child friendly now but could be more so. • Needs things specifically targeted at young people. • People really enjoy seeing real soldiers but also people dressed up. • Café needs improving – big draw and often review people see on Trip advisor. Could offer themed evenings e.g. fish and chips plus museum entrance for £8.50. • Out in the sticks – can’t walk here, taxi expensive, few buses. • Website needs to be up-to-date with correct information.

Training needs • Don’t give out any historical/heritage info – would be nice to have more knowledge. Maybe follow guided tours or have training which focuses on one aspect of interpretation. • Regular updates of what’s coming up – do have diary meetings already.

Museum transformation • Something for everyone. • Entrance airlock – really cold. • Get heating sorted. • Shop needs to be brighter. • More people on museum floor to interact with people. • Get more locally based people – advertise Spire and Breeze.

19 Carolyn Brocklehurst, Alistair Mellor and Dick Oldfield, Volunteers Consultation Notes November 2016

Volunteer roles Dick Oldfield – tour guide at museum but has been volunteering since early 90s so done most volunteer roles at museum. Much more volunteer involvement in museum in past and has slowly reduced over time – e.g. used to do weekend duties to keep museum open – now very specific functions only. Alistair Mellor – coming to museum since late 80s when moved to area. Helped out 1 day a month doing anything the curator required such as working on aircraft. Recently been working as a STEM ambassador as background is aero nautical engineering – working with school groups. My museum and will do whatever curator requires. Carolyn Brocklehurst – professional interior designer – originally offered to help after seeing a note on 1940’s house asking for help with wallpaper – has been at museum ever since. Ove aircraft and background as father in airforce. Help out about 1 day a week – wall papering, painting, some work on murals and scene setting.

Motivation for volunteering • Love aircraft • Thrill of volunteering in helping • Enjoy atmosphere of working with an organisation when not a paid member of staff • Aeronut! Life revolves around aircraft – also air cadet instructor – do own research and bring it in and allows me to play with old aeroplanes. • Passion • Personal connection – professional pilot and went through course at Middle Wallop – gave me a career – now giving something back.

Strengths of volunteering at MAF • As a volunteer don’t have to get involved in all the politics – can walk away. • Nice bunch of people currently. • Gets me out of the house. • Doing something for the community.

Challenges of volunteering at MAF • Different staff come and go and this can be challenging in terms of priorities and personalities. • Volunteers mainly quite old – can limit how they can be involved. • Lack of co-ordinated approach to volunteering tasks and volunteers don’t know what each other is doing.

How could volunteering be improved at MAF? • Bit more organisation – sometimes don’t know what I should be doing or where my tools are – someone has moved stuff or used it – wastes a lot of time. Just want to come in and get on with it – good to know in advance what needs doing.

20 • One of the volunteers used to be a co-ordinator for Sunday working group – tried to organise things in advance to ensure had right tools and that volunteers available were capable of doing task e.g. no use asking 4 volunteers in their 70s to move an aircraft. • H&S sometimes stops things being done – needs a more pragmatic approach to risk assessment e.g. once asked for a group of volunteers to clean aircraft but then weren’t allowed up ladders so couldn’t do job – training maybe could help with this. • Volunteers need something which identifies them as volunteers to the public – otherwise visitors can think you are a bit weird! Badge, sash or tabard. If you are working in galleries people more likely to engage with you if they can identify you are part of the museum. • Proper equipment needed to do jobs properly – e.g. good quality brushes need to be provided, overalls if dirty jobs to be done, wall paper paste – not expect volunteer to provide tools and materials. Should be kept in a tidy, organised workshop area so that people know where tools are – develop culture of volunteers (and staff) returning tools to correct location. Can bring own tools but only if you know what the job is! • Tour guides need training – guides pulled in to lead organised groups – optimum number in a tour would be about 12 – to ensure they can all hear and manage them round the spaces. Sometimes get 15-20 booked and this really is too many. • Only 2 guides of 5 have flying experience, others may have knowledge but are civilians. Use a lot of personal anecdotes to bring exhibits alive. Tours need to focus more on stories and less on facts and figures to really engage the visitors. • Would be great to get serving personnel to volunteer – difficult to make links with squadrons – they have too much to do and modern generation not so proactive at getting involved.

Heritage highlights, interpretation and activity • Seems most people who come have link with aircraft history – lots of grandparents with grandchildren. • Schools enjoy the 1940’s house. • Family groups love getting in the Scout helicopter – real thing and lifesize. • Could do with more things to get in like Scout especially if expecting more people to come – want to avoid queues. • All the way round the museum would be great to have more personal stories – really connect people to the exhibits – make use of film connections etc. • Bigger shop with wider range of stock e.g. films and music – helps bring things alive for people. • Need to have some form of continuity and chronology in the displays – very confusing at the moment. • Would audio tours help people get around the museum more easily? • No text or explanations in other languages.

21 How do you want to see the museum transformed at the end of the project? • More people coming to enjoy it. • More things for people to do and kids to play in. • Continuity in the displays. • Archives in better conditioned space and sorted out. • An organised workshop space. • Volunteers more co-ordinated, aware of what others are doing and the variety of volunteer roles available. • Would be good to have chief guide who can help organise training and ensure that all tour groups get a good quality, anecdote led tour. • Capturing some of the knowledge and experience of people who have experienced flying in these planes as they are getting older and this will be lost.

Barriers stopping people enjoying the museum now • Lots of people passing by – need to get them to stop. • In the middle of nowhere. • Would be a good place for unemployed to get work experience but might be difficult for them to get here. • Important to have a good café – nice chairs – good atmosphere – can charge more – needs a revamp. • People using café and not coming in to museum – maybe bring some of the museum into the café so help draw them in.

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Alistair Mellor, Volunteer and aviation and military museum enthusiast Consultation Notes, February 2017

• Often when visiting a museum go with an idea in mind or something particularly want to explore so keen to get needs met as not just going for a less focused look around. • The history of technology really especially interesting and spans many museums. • Come with a lot of prior knowledge as a keen researcher in some areas. • Need a good explanation of things that's lively and not too sterile. • Prefer it when historical objects have context rather than being treated as art objects. • Want to read information about an object next to that object - text needs to be adjacent. So can find out more while looking at the item. • At lecture or an event want well informed people who are thought provoking, but also quite like how can sit at the back and know what they're saying is right or wrong! Tests own knowledge! • Speyer Museum - has huge collection and took 6 hours to go around with a friend as looked in depth but also was too much to see in a way and don't often say that. • Context very important - technology a particular interest and the history stuff comes second in a way. • Do access content online using web as there are a number of aviation enthusiast fora which are great for information on this, also aviation spotter sites are good for pretty pictures of aircraft! • Good online community of enthusiasts who recommend things and have discussion on issues

23 Volunteer Group Meeting Consultation notes February 2017

Background and current activity • 14 volunteers attended. • Wide range of task undertaken including: o Gardening, remounting medals o Guided tours o STEM talks o Set dressing, painting, artistic input o Engineering team carrying out maintenance, updating displays, creating new displays, electronics, computing, creating new interactives o Research in archive and collection o Cataloguing o Making films o Writing captions

Heritage highlights/areas missing • Market Garden. • 1940’s house – make mannequins speak using oral history – tell real stories to bring it alive. • Whole story of army flying important – story as a whole. • Not enough about modern campaigns post WWII. • Not much about REME but 50% of any AAC unit – underrepresented. • Famous figures like Tim Peake – make more of them. • AAC not poor handmaiden of RAF – make distinction clearer. • AAC very influential in helicopter design and innovation – at the cutting edge. • Show degree of skill it takes to fly helicopter. • AOP underrepresented. • Significant events linked to significant people – some people have really pushed the boundaries. • Museum built round set pieces – story added to but not told in a progressive form – means continuity often lost. • Tell progression of story of army flying in linear form – from balloons to Apache. • Non-linear not always problem for guides as can move around museum rather than following a simple visitor route – can make it more interesting. • Give people extra technical information if they want it. • What AAC do from a technical point of view.

Why do you volunteer? • Personal connections • Buzz about the place • Friendship • Get to play with old aeroplanes • Can leave politics behind as not part of normal workforce

24 • Fascinating people • Can give as much time as you like • Part of army/military family • Redeploying technical skills • 11 of the volunteers at the meeting were ex-military or had close personal ties to military.

What would make volunteering better? • Money for doing things – materials not using scraps. • Need adequate tools – often bring own. • Has improved recently – more project planning in place now but needs to continue to improve. • Not enough workshop space. • Sometimes want to apologise for condition of exhibits – captions different styles – things don’t fit sometimes. • Tired but love it! • Heating – not comfortable for volunteers or visitors – too cold in shop and gallery and too hot in workshop. • Better communication – what’s changed and might impact on a tour for example. Not always actively told things – sometimes have to ensure looking for information yourself. • Have to ask what to do when arrive and sometimes people too busy to tell you – would be good to know in advance what was needed – forward planning. • More local promotion of museum needed – local papers/villages. • Reach out with lectures etc, to places like Stockbridge for people that can’t get here – volunteers could be involved. • Monthly meetings like today – throw around ideas – meet together – haven’t met many people in the room today – opportunity to share ideas and input into developments. • Guides would benefit from sharing knowledge and other volunteers could benefit from guides knowledge too – short regular presentations maybe. If tidying up or cleaning often get asked questions by public so would be good to have extra background knowledge. • Guided at a previous museum and had six months training and assessment. Here just sent off to get on with it – some guides given a folder of info – but need quality control – museum needs to ensure information guides are giving is accurate and that visitors get good experience. Guides should have training programme. • Maybe have talks from serving personnel – e.g. REME how to fly a helicopter. • Nice to know who other volunteers are and what resources they have to draw on. • Badges or identification for volunteers. • No criticism of existing staff – understand that Susan is understaffed and overworked. • Volunteers managed in an ad hoc way – management and volunteer experience is accidental – very different for each individual volunteer – needs structure.

25 John Deacon, MAF Board Member Consultation Notes November 2016

How involved • Moved into area two years ago • PR consultant in normal life with a sports background predominantly • Wanted to find a way to get more involved in local community and saw advert for MAF Board members so applied • Worked a lot on National Lottery sports projects so was excited to see this from a different angle • Sit also on a baseball/softball U.K. Board and is also interesting to see how different boards are run • Good governance role and responsibility - ensure MAF is run in the best way and thinking at all times what is best for the future of the museum

Barriers • Limited space for collection display • Presentation in places is outdated and is a barrier to enjoying the content in the museum • Physically not welcoming, as you come in off-road quite a sharp turn and not clear it's a museum from outside • Old equipment for display and interpretation is getting tired/ worn out • Visibility of the museum is not as strong as it could be, although good work has been done recently to improve signposts to it • Not currently clear for people what it is and why it is here • Needs to be really outward focused to reconnect with people, not just a static and symbolic museum for AAC • Perception currently if you're not a veteran or an eight year old boy that you won't like it • Needs increased interactivity • Not in a place with a lot of incidental footfall • War theme of limited interest • People don't know it is there/ it exists • Building quite low so not a landmark in the landscape • Needs more regular reasons for coming e.g. If a friend of the RA get told something new happening and this drives repeat visiting

Vision • Want people to walk away smiling and thinking that was great • Magnificent collections but need to be brought to life through lighting, way around the museum, interactive elements • Within space we have and the collections we have what can we do to make it a slightly more modern experience? • Great stories told here and it is about how these are brought to life

26 • Cafe a big draw just needs working slightly better and linking to story of museum more so it doesn't feel like a bolt on • To be a welcoming and positive place for young minds

Best practice • Battle of Britain Memorial • Tate new wing • Royal academy • Olympics volunteers • HMS Belfast • Geevor Tin Mine

Partners/ consultees • PTA at Abbotts Ann primary school - village school with large catchment local to the museum • WIs locally in surrounding villages to get perspective of mothers and grandmothers as often the people in holidays who are organizing visits but might not choose somewhere like MAF

Project opportunities • Interactivity – ball pit and ‘let off steam’ areas like the ball pit are important as creates a balanced experience to suit different people and layered approach has a wider appeal • Adventure playground is important as a good draw for families but other play stuff could work harder and be themed so whole experience links to the museum’s messages • The more we can allow kids to get involved in exhibits and feel closer to collections the better, as they’re the next generation who need to embrace and see this as a place for them • At the same time the museum needs to be an entertaining and informative space for interested adults too • Spread the ways people can be in and experience the museum • Can there be a membership scheme of some kind, even if just a holiday scheme for families to be a part of their needs to be a changing offer to draw people back • Refreshing offer key – is it about changing screen based offer or changing programme led work or each quarter a different story strand prioritised? • Tim Peake exhibit here was really nice in terms of content but the outmoded display mechanisms for it mean it already looked a bit tired – need more contemporary display mechanisms for changing displays • It is a place where cutting edge technology should form a part of its execution as this technology is central to the subject it is exploring • 3d Apache flying could charge a little extra cost if did have it • Museum needs a refresh and an update as lots of it is 30 years old • Are we here to showcase fantastic exhibits or do we prioritise saving lots of stuff – a challenge as currently don’t have enough space

27 • All about the storytelling of the organization as it develops - getting information incrementally out into public domain so can move from: we want to do this, to we will be doing this, to this is what we are doing, to this is what we want to do next • 2017 is the 60th Anniversary year of the AAC – important to promote • Need to be clear on how we communicate editorial led content externally as well as promotional marketing • Need to be targeted on social media based on who we want to be opening a dialogue up with and be aware that doing this well requires a strategy and takes time • Social media channels like Facebook and twitter probably more relevant to us than Instagram or snapchat

Staff/ Volunteer and Board Development • Sir Gary as Chair of the Board has fundamentally changed how the board works and it is now really effective • Board is currently doing lots of training and development • Need to help board keep abreast of the range of skills we have • Board could do with being slightly younger, but looking to recruit some Southampton University students potentially • Still a bit dominated by white middle aged men on the board • Key for the board to have governance skills and understanding of what our duties are • Need to ensure have true local knowledge on the Board • On the Board who you know, can get advice from and your networks are really important • 3 serving representatives on the board – important as we need to remember we are the regimental museum of the AAC so they need to feel engaged involved and happy hand in hand with being a wider visitor attraction • Need to grow engagement with local community of AAC

28 Philip Webb, MAF Board Member and Project Board Chair Consultation Notes November 2016

Role and background • Chair of project Board • Running this as a project on PRINCE practices • Relatively low value project but intending to maximize benefits • Original project much bigger. Now working on 3 phrases. o Phase 1 for memorial will start early next year as funding secured o Phase 2 to make the best of what we already have o Phase 3 to increase museum footprint based on growth from phase 2 • People need a rewarding experience and should learn something – bit old and staid at the moment. Some improvements made e.g. to conference room but revealed deficiencies especially around break out space – needed to make corporate more viable. • Entrance and shop in wrong order.

Barriers • Storytelling weak. • Remote location. Airfield is a draw but risk if military airfield goes – new attraction needs to work as standalone from airfield – be a draw in own right – Apache will draw people in. • Have to offer more than a dusty old museum. • Bit difficult to navigate galleries – routes needed to find a way through – move exhibits around – maybe put colour routes on floor to draw people through. • Organise chronologically finishing with today.

Consultation and partnerships • Build links with education at all stages – talking to Southampton University about student involvement on the Board. • Build links with AAC – improve relationship – they are committing financial support – need to build reciprocal relationship with AAC and their families.

Project opportunities • Link with other museums in the area. • Corporate aspect – attractive venue, can provide open space and carparking – improve offer helps with sustainability. • Improve and capitalise on café. • Presentation and outputs need to meet the needs of all ages. • Offer services for local community – families around base – family friendly spaces that locals can use – maybe think about crèche? • Retired/older enthusiasts likely to come but need a high quality lecture programme for them. • Grow and revitalize Friends organization – opportunity to rebadge it.

29 • Offer day out for families – something for all the family – older and young children. Actively engage younger children with play area and older children through interactives – facilities for mum and dad to sit down and get a good coffee! • Provide something for the enthusiast and non-enthusiast. • Lots of opportunity to recruit volunteers – ex service people around. • Archive in terrible physical state – exploit archive to benefit museum and open it up. Ideally make it free on the internet – become first port of call for information – build and enhance reputation. Bring in younger groups of volunteers in tech opportunities for building and maintaining the archive. • Shift perceptions through types of event – become a fun place to visit. Encourage repeat visits and build a reputation in a different way. • This phase an essential stepping stone to future plans.

Best practice • Confederate Naval Museum in Georgia – hardly any artefacts but tells a fascinating story. • Amsterdam Resistance Museum – great storytelling. • United States Marine Corp Museum – very well funded. Great story telling but appeals to older generation and young people. Great layering of information. • Second World War Museum in New Orleans – all about people going to war – given name of an individual on a dog tag when enter – use dog tag interactively throughout museum to follow individual’s story – very powerful as linking so closely to human experience. Represents experiences of men and women. • Storytelling key.

Training and development • Governance very important – Board changing over last 18 months is a positive way. Increasingly recruiting based on skills. • Ensuring Board is active – making clear time commitment to new recruits. • Need to ensure interaction between staff and Board. Board to support CEO. Staff need to feel appreciated and rewarded – not just about money. • Important role to ensure financial sustainability and help CEO take best commercial decisions even when difficult. • Café problems recently – staff have pulled together. • Develop volunteers more – make sure they are getting something out of experience – motivation through delivering and output not just pottering around. Need volunteer organisation and training and mentoring for staff so they can recognise volunteer needs.

30 Local service providers, community and special interest groups

Lt Colonel Alex Willman, AAC Liaison Officer Consultation Notes November 2016

Role • Principally involved airfield side but aim to encourage serving AAC to come over to museum – e.g. promote lecture programme. • Phase 2 recruits use the museum to understand corp history – focus on aspects like Pegasus Bridge. Permanent staff might also work on historical projects so access museum. Recently renamed blocks on site relating to campaigns – most of the research done here. • Sit on Project Board. • Leaving next week – replacement is Robin Mellin and he will be fully briefed on project during handover. • Very excited about museum project – will breathe new life into it. • Royal Flying Corp collection will have real appeal.

Barriers to AAC engaging • Museum is great but modern aspect of AAC is missing – campaigns in Iraq and Afghanistan and involvement in NI – easier for modern recruits to relate to as have lived through it. Needs to be a balance re old and modern. Tim Peake film really good. • AAC want to show their children their experience – bringing displays up to date would encourage service personnel to bring their families in. • 2 regiments other side of fence but other regiments elsewhere and MAF geographically not easy to access for those regiments so location a problem. • Soldiers have a day job – very busy – so difficult to get involved but would also need to be really engaged to volunteer for example. Limited number of AAC on site – need to spread the word about the museum corp wide. • Length of service with AAC can change loyalty from original regiment – to do with length of service and where your main operational experience is. • Great as a place of reflection especially for adults but not masses of action for children. • Difficult to enthuse AAC at the moment – will be easier once tangible things start happening e.g. the memorial.

Project opportunities • Engage with community centre – Janine Shipley contact – bring the museum to the community centre – support their activities – invite them in – e.g. youth club. May be 80-90 AAC families using centre but also heavily used (50%) by other service families. • Love ball bearing interactive – brilliant – don’t move it! • More tactile – have a go things for children.

31 • Run flight safety poster competition with trainees – winner mass produced – could that link with something in museum – be displayed? • Royal Artillery Museum – good links with AAC – build links? Reach out to wider patches through other museums – REME specialists strongly linked with AAC – think of Larkhill, Tidworth, Boscombe. Flying soldiers the link. • Big items for people to interact with – Apache could they sit in it – get the kit and uniform to dress up in. • Airfield could host visits for training from volunteers for example so they can be more knowledgeable about modern AAC – they can then share knowledge with visitors. • STEM activity happening – possible opportunities to link up. • Big summer camp run by the community centre – could help service that with activities. • Relate stories to tactics – people haven’t changed and still doing the same jobs but technology has changed so how they work has altered. • Talks programme really high quality – well attended.

Project transformation • Want to see a busy, active, interactive museum with modern displays with the ability to keep updating. • Children having fun. • Somewhere that reflects the old and modern AAC.

32 Lt Col Chris Ions, AAC Regimental Secretary and Secretary for the AAC Veterans Association and Lt Col Andrew Simkins, Secretary for Air Observation Post Squadron Consultation Notes February 2017

View of the museum now • Serving personnel are not particularly interested in their museum apart from the introduction they have when they first arrive in the AAC. See it then forget it. Veterans though want to come into museum with son and grandson and say 'that's me. That's what I do.' • Very personal. • Serving personnel expect museum to know all about them and what they do. • Historically AAC and MAF link rocky. Partly as there was a voluntary but enforced donation from all AAC personnel when MAF built - was done in quite a dictatorial way and some personnel remember this. • Sergeant’s mess keeps things moving as soldiers don't have time and officers are quite self-focused. So important to capture them, but as corps founded it failed to do this. • 1970's when modern AAC began as it is today. • Have targeted events for veteran groups and they work well.

Background to AAC • Army aviation family is complex and includes: AAC, REME, RCT, RAF/Navy, other cap badges, civilian connections. • Light blue beret worn by lots. • Bond of comradeship spans all the constituent parts.

Barriers • Disenfranchised a lot of people by the way the museum is laid out as can't see that 1970's generation of AAC personnel's story. • AAC been on continuous operations since the mid 1990's but main displays are about WW2 and gliders. • Feel it should have more knowledge and contemporary representation of self. • WW2 also an opportunity to talk more clearly about women and the social change that came about through the first and second wars. • Displays are rather muddled for later conflicts. • Lot of people still surprised army have aircraft. • Title of museum tells the truth and army flying is central but maybe misunderstood by public. • You have to decide to come to MAF as even though just off the A303 there isn't much near it. • Most AAC don't live in this area - here to train then move away • Veterans who might volunteer would be 65+ as will be the ones with the time. • Old style displays can be off putting so people don't stop to look at them.

33 Story • 1890's- 2017 needs a coherent path. • GAS FILLED BAG TO APACHE ATTACKER • 1910 something you push - 1918 sophisticated bombs and flying machines - rapid advancement. • At every turn military aviation pushes forward civil aviation. • Sopwiths, gliders, balloons, austens, helicopters. • The soldier aviator story. • AAC first people to put women in a military cockpit. • Applaud the innovation, courage and comradeship themes as very clear and in all of these people are valued. • Want people to go away thinking 'I didn't know that'. • We have things that shouldn't be here anymore e.g. Cobra - doesn't tell our story. • Access to information through the archive is important for those who want to delve deeper so will be a great improvement. • 1957 -168 AAC cap badges. • '57-mid 70's the corps loved flying and want to see planes. • In the 1970's professional ground crew created and they want to see themselves reflected in the AAC history. Pumped fuel, loaded ammo, drive trucks, technicians. • REME so key to the story of army aviation if not directly AAC. • Problem as 2 drivers - army in the air and the regimental museum. • With the three themes of innovation courage and comradeship can insert AAC in wider story where relevant but doesn't always need to be dominant and this is more universally accessible. • Lots of people come to see MAF as spotters. • Army flying training to stop at Middle Wallop from 2018 but hopeful will become attack helicopter base.

Aspirations • Place for military families to come and relax together and see their place in the story. • If attract more of the public, veterans will feel more valued too. • Opportunity for veteran community to be guides and share their story, but commitment can't be too big. • Be great to get young sergeant to share experiences of Afghanistan but will only happen if museum has the right atmosphere so that people want to do it. Need to ask AAC veterans a specific ask for support or call to action. • AAC story needs updating and representing modern story more fully - Afghanistan the biggest operation been in since 1967! • Get local serving personnel on days off bringing family as it's a nice place to be. • Balance offer and gain of annual tickets to keep a buzz and secondary spend - the rosy glow of a good deal. • Free entry for MOD personnel. • Want to feel represents your service in a positive way. • Have to have aircraft on display but want it to feel like a destination, comfortable, not overwhelming content.

34 • Videos great. • Need not to be too dictated to by the current technological trends as get outdated quickly- needs to be led by story. • Cleaner and sharper when done. At moment feels dull and lit badly. • Good key exhibits that tell the right stories. Less is more and objects need to work hard to tell story and resonate with the narrative. • Could tell story back to front and start with apache - how did we get here? • Create a story with buzz and human interest that gets a media platform. • Get the story out in a way that captures the imagination.

35 Alison Hunt, Army Families Federation, South Hampshire Area Consultation Notes, January 2017

Background and local landscape • Armed forces community covenant grant scheme a good source of funding support. • 100's of army families within an hour’s drive of MAF. • First time Alison has been here and she is married to a man in the tank regiment. • Husband used to be a guide at tank museum and children- boys and girls loved it when visited. Husband a military history buff. • AAF has a quarterly magazine which goes to every army family worldwide -free- Army and You. • AAF years ago used to have main focus on army wives - has broadened out now to everyone with a soldier in their life. • Alison is one of 60 staff who coordinate activity in each area - you can call if you have a problem about anything e.g. schools, housing. • A lot of time spent sorting out housing issues. • Aim of job is to get as much face to face time with families as can. • Have certain days to go to certain places so get around area- do Middle Wallop, Andover, Winchester, and other local places- cover 100's of families with work. • Just under 300 families housed in Andover, 267 houses in Middle Wallop. • Bulford there are 1,114 army properties. • Also reach the Salisbury Plain Training Area. • Tidworth, Larkhill and Ludgershall there are new houses being built as well as others already there. • Over 2,000 army houses in the Salisbury Plain area. • AAC network of locations linking Andover- Middle Wallop and Worthy Down (Winchester Garrison). • Housing a real priority - don't get address till up to four months beforehand then can't get school until have an address so a challenge. • All of the Winchester garrison just 20 minutes away - Salisbury Plain not far - prime location for military families. • Army HQ just 15 minutes away with lots of personnel including army and civil servants. Huge amount of space and cafe is lovely and large atrium. Great place for outreach work or to leave leaflets.

Barriers • Transience - somewhere for two years so priorities the immediate things you need to sort out. • Think it is just loads of planes, think nothing for me as have girls and not sure if they'd enjoy it. • Went to Tank Museum because of personal connection of husband and as there was a picture of him serving in Iraq in the museum. Point of pride. • Public transport- no bus or limited bus service to the museum. • Have lots of army spouses that don't drive so rely on other people to give them lifts and take them places.

36 • Cost is a barrier especially for general army not AAC. • Sometimes if on your doorstep you don't go. • Museum needs to represent better what modern soldiers are doing in the air. • As the regimental museum should have strong links with the base and community. • Cafe currently not very appealing or welcoming when you walk in. • Have to come round back to cafe - lots of stairs if have buggy, by bins in your way up so looks a bit like in wrong place. Not clear which door to go in. • All seems a bit separated from the base. • Signage is pretty poor. • Highlight women who serve and have served. • Make women more present in publicity imagery. • People often don't serve with their regiment for years. • Get into schools to draw in more children and also ensure keep interactive and hands on elements - things can climb in and on and work out. • Soft play incredibly popular for smaller children and a great first way in to the museum experience for people. • Don't want to have lots to read. • Needs to be affordable and enjoyable trip with a cup of tea at the end.

Project opportunities and promotion • Pop up Museum outreach fun activity that can be taken out would be good. • Could take it to family military open days. Salisbury Plain a good one. Every military regiment has one. • Could take a Pop up Museum to Stockbridge and Andover markets. • Advertise on British Forces Broadcasting Services (BFBS). Often have guests on in the morning slots. • Raising awareness and communicating it’s a fun day out is the most important thing. • If AAF want to promote things get flyers in school book bags. • Museum in a good location on main road if in Middle Wallop. • Used to have an air show and fireworks about 20 years ago - was great and could bring a picnic. • Middle Wallop has a great military wives choir - good to get them in. • Local Facebook group for AFF for army families in Middle Wallop and Andover - a closed group that is active and messages lots. • Lots of families on the base at Middle Wallop so opportunity to support wider community work on the base. • Army welfare service part of the civil service. • Hives - information services - nearest one is in Tidworth. Sends out welcome packs to people. • Could there be employment opportunities for wives here e.g. one cafe job always reserved for someone from base? • Word of mouth important. • Andover and Salisbury local papers advertise. • Advertise in Army and You as the editor, Charlotte, is always looking for news stories too and people to do interviews.

37 • If you have a certain post code by Stonehenge you don't have to pay. Something to think about for the museum for local people. • UTC Science College just outside Winchester.

Volunteer opportunities • Great for museum to get more army families involved. • AFF do a lot of spousal employment and could help this with this. • How can help spouse get support and skills development is great. • Be good to get CV volunteer work as some people find it difficult to get work or have consistent employment as moving so much. • Also social aspect very important- something to get people out of the house and meeting people. • At Middle Wallop lots of young wives who don't drive so the social aspect very important - getting out for a couple of hours and feeling that done something constructive is great. • Welfare Officer at Middle Wallop could help make links for volunteering - Lynn Taylor - could help get the word out.

38 Janine Shipley, Community Development Worker, Army Welfare Service, AAC Middle Wallop Consultation Notes January 2017

Background and current activity • Employed by the Army Welfare Service to help families. • Provide activities and develop volunteers and volunteer opportunities. • Emphasis on developing parents’ skills and emotional and social well-being of children. • Community centre serves AAC and other families on base and families from local villages too. • Run two youth clubs weekly on Tuesdays covering age range 5-12 and have 50 children attending across the two clubs. • Run activities for parents (usually mums) and children aged 0-4 five days a week. • Under 5 activities include play, explore and participation and music and sensory sessions. • Very popular Friday morning coffee morning. • Run occasional weekend activity but this is driven by need. All sessions are community led and change according to need. • Most sessions ask for a donation to enable them to run. • Variety of families – diverse backgrounds – recently attracting officer families.

Barriers to engaging with the museum • No pathway from patch to museum – would make it much easier for families if could walk safely to museum. • Name feels quite masculine. • Feels divorced from the Wallops. • Represent woman more.

Project opportunities • Sleepover opportunity great for youth club. • Always looking for alternative provision/venues. • Lots of base families have visited museum and love play area. • Regular slot for youth club at museum or museum at community centre would be great – hands on opportunities to make and take/use play area. Maybe once a month. • Advertise events etc on the CDW website and ask for it to be posted to family page. • Keen to work more closely with the museum for the benefit of families.

Volunteers • Some parents looking for volunteer opportunities. Can be out of work for a long period of time raising children or difficult to find work because moving often. Volunteer work can help strengthen confidence and improve CV – helps to remove gaps on CV. Work in café or customer facing roles likely to be most popular.

39 • Barriers for volunteers – often have young children so need to be able to do short hours – perhaps CDW could offer crèche so mothers can volunteer. Opportunities need to be flexible.

Relevance for families • Run family fun days so families feel will be lots for them to do. • Run a Friday night fish and chip supper with access to museum – draw in through a social event – make families feel welcome – proactively invite in – run a fun activity alongside the supper.

40 Heath Gunn, Interim CEO, The Enham Trust Consultation Notes January 2017

Background and current activity • Built at time of 1st WW as a village to support war wounded. Place to convalescence and recover if possible but if not supported veterans to return to gainful employment. Embodies aim still to enable disabled people to lead the lives they choose. After 2nd WW moved towards civilians as well as service personnel e.g. established TB hospital. • Last 20 years the village has really grown. • Runs 3 care homes and a halfway house care home. • Care at home service for Alton, Andover and Enham. • Provides info, advice and guidance regarding direct grant payments for personal care – supports 6500 people across the country. • Develop employment/skills for young people. Support people furthest away from work across 16 counties – department of work and pensions contracts. • Support a range of disabled people in own workplace. • Enham Industries – a variety of social enterprise businesses with high % of disabled people employed – 60-70%. Includes gardening/estates business, storage and packaging business, furniture production factory – county contracts. • 200 volunteers – include corporate volunteers. Wide variety of tasks e.g. path clearing, reading, driving, photography.

Barriers to accessing the museum and heritage/leisure sites in general • Physical accessibility – door/corridor widths, level access. • Toilets. • Ability to have a quiet space to withdraw too. Need to give consideration to hidden disabilities like autism. • Don’t assume disability is all about mobility. • 83% of people not born with the disability they now have. • People with learning difficulties have difficulty accessing information – need to try and enable them to be able to experience the museum without having to ask for help – think visual and audio – information without having to have it explained. • Need to think about writing signs to say information available – not accessible if people have visual impairment and struggle with reading.

Project and partnership opportunities • Don’t just think about museum – think about associated services e.g. café – can people get to tables with wheelchairs, parking, toilets, shop facilities. • Things can be made more accessible without having to spend lots of money. • Have an active and vocal resident and design panel – tap into them to consult on building and interpretation designs. Will give honest feedback and give you insight into areas you may not even have considered. Good example here was in design of pavement footpaths here – they were designed so that wheelchair users had to use them in signal file but residents pointed out that able bodied people often travel on

41 paths side by side as chat to each other so now all paths designed double width – particularly relevant as a living village for disabled people. Contact Victoria Leesam to organise contact with resident and design panel. • Help residents move towards independent living – could have trips to the museum themed to manage your own day out. • Run Choices scheme and centre – people choose what activity they want to take part in – perfect opportunity to bring pop up museum. 60-100 people attend. May then lead on to visits to the museum.

42 Keith Hatter, Winchester Access for All Consultation Notes January 2017

Background and current activity • Forum for raising issues around obstacles for access for all but mainly for those with disabilities. • Have a wide range of disabilities represented on committee including manual and powered wheelchair users (who have different needs), visual impairment, mental health, learning difficulties. Until recently had someone with hearing loss. Making links with groups catering for those on autistic spectrum. • Main ongoing project is good accessibility scheme. Working with shops and banks in Winchester city centre – survey, assess and then give awards – organisations display award stickers. Give users confidence, encourage other businesses. Provide information for organisations to improve – highlighting good practice on raise and praise principle. • 2nd phase now working with pubs and restaurants. Also doing museums on an adhoc basis.

MAF access report • Surveyed MAF in August 2016. Gave a workshop at museum last week on access and interpretation. • Level access and access to both floors for wheelchair users. • Acoustics good. • Much was good but key barriers: o Problem to get there if going on own if can’t drive o If visually impaired and not with accompanying adult on guided would get little from museum. Things behind glass or very large – both problematic for visually impaired. o Very few audio or audio described information. o Displays in small alcoves difficult for wheelchair users as can’t turn. Could be improved with strategic use of mirrors to allow wheelchair users to back out. Same issue with lift. o Reception has low level counter which is good but simple thing like card reader doesn’t reach to it. o Staff excellent but can’t provide guide to take you round museum at busy times – would need to book ahead to do this if you knew if this option was available. o Language fairly simple but interspersed with technical/aero nautical data and historical data – assumes prior knowledge. o Provided method of delivering audio information in a uniform way – e.g. button in same location or with marker on floor – if can’t see difficult to find buttons.

43 Best practice and project opportunities • Audio description can be difficult if on continuous loop but could be activated by pressure pad or sensor. • Some sort of portable device better e.g. Sea City Museum Southampton. Can put layers on it too. • Well trained person guiding best option for visually impaired. • Detailed captions difficult for those with learning disabilities – can be helped by hierarchy of text. • Think if placement of captions – particularly angle – to ensure accessible for wheelchair users. • Eastleigh Museum – very well served by volunteers – knowledgeable and able to guide. Good use of oral history. • Portable memory stick players may be affordable option – low volume or can use with ear phones – option to layer information too. • Commentary used in conjunction with thermaform models. • Have some tactile models to make large objects accessible – can be good for children too – don’t need to be exact replicas – not every detail but give good idea of form. Good example Baths in Bath – Celtic god logo and bust models. • Only 4% of people who might need it read Braille and complication of contracted and uncontracted Braille. If considering Braille best to consider portable booklet. – comb or spiral bound with hard back cover, A4 in size. • Little changes can make a big difference.

Partnership opportunities • Act as critical friend on interpretation plans

44 Terry Bishop, Test Chief Executive Officer, Volunteer Team, Test Valley Community Services Consultation Notes January 2017

Background • Lots of traditional volunteering going on. Lacks diversity and there's nothing people like more than something a bit different from standard admin, trustee, careers, drivers, charity shop work. • Quite often get people referred from job centers who need to volunteer to keep benefits. • Andover and Romsey as places both have a good sense of community spirit.

Supported volunteering • Supported volunteering can be fantastic. Get people with mental health problems or have maybe had trauma in their lives and trying to find a way back into confidence and work. Often place these people but need to be fully aware of the support need to give. • Being mindful of accessibility for volunteering if reaching more vulnerable individuals. Reaching people who haven't an income and seen mixed results with supported volunteering. Works best if supported by occupational health teams too. • Block is confidence and once build that up you can have phenomenal results. • Inclusion unit in Andover work to support these groups too and bridge the gap into work so could explore linking if wanting to target these groups for volunteers.

Barriers to volunteering at MAF • Lack of transport links. • Limits for engaging people from early retirement age as people often working longer or helping with childcare. • Expenses for travel. Volunteer Centre can't make organisations pay expenses but are a firm believer that they should. If you don't you are excluding people who can't afford to volunteer and this is wrong. Need to offer an even playing field. • How does structural link with base and museum work whilst trying to attract new volunteers and wider audiences? Don't want it to feel like an exclusive club. • About managing volunteer expectations too.

Project opportunities and growing the volunteer workforce • Could have quite a wide capture area for recruitment. • Good practice to be offering expenses to people for travel. This has an organisational impact but doesn't exclude people from being able to volunteer due to financial barriers. • Will need to look at creative ways to bring volunteers in. • Volunteering now often developed with a focus around developing skills and work readiness - should think about how can meet these needs/ offer a stepping stone into employment.

45 • Flexibility of roles needs to be about when as well as how much/ how long so shorter term offers to suit transient marketplace. • Build in regular induction capacity to support turnover model. • A mistake to think a placement of up to 50 volunteers is easy to manage. • Always have some volunteers who are less reliable so need someone to manage this support. • Volunteers also need to be treated flexibly in terms of how they engage. • Could develop some supervisory volunteer roles once established further but would advise securing a paid member of staff at the development and growth stage so a staff member can establish protocol. Develop by staff agreements, induction, role descriptions. • Well-developed roles with clear role descriptions key. • Support and nurturing vital for new volunteers - even as simple as sending a birthday card - build sense of a little bit of extra kindness and this is what keeps people motivated. • Quite a complicated set of volunteering roles in MAF. • Important to carefully risk assess for any workshop roles - this is good it is already happening at the museum.

Partnership opportunities • Volunteer lead is Christina Ireland and can make very good connections. • Volunteer Centre could offer opportunities out widely in support through their networks and the Just Do It website. • Can help with developing roles and policies in terms of advice. • Periodically can offer training. • Andover radio will be live by September so a great promotional platform.

46 Jaane Rowehl, Museum Development Officer, South East Region Consultation Notes, January 2017

Background • In post for 18 months. • Supported museum on conversations around development of second round one bid. • In STEM partnership. • Works with 72 museums in the region. • Hosted by Hampshire Cultural Trust. Provides advice, grants and training through ACE funded programme. • Well motivated sector and project related peer groups that link together. • Susan a committee member on the access learning and interpretation network. • MAF linked in so great. • HCT still young as 2 years old. Economic independence a big driver. Mix of art centres and museums venues.

Military Museums • Military museums have an unconventionally high representation in the area with 20 in Hampshire/ Solent.1/3 of all are military museums. • Lots of forces families in the area so have an interest in these museums. • Important to explore what it means to be a military family, not just fighting. • D-Day museum rebranding to bright yellow. • Have a complicated story at MAF and it's hard for many people to know what it is about and that it isn't about the Battle of Britain. • Innovation very wrapped up in story at Farnborough and they do it very well.

Reflections on the museum • Currently a palimpsest of many layers and ages of stories and panels added over time. • Schools increasingly hard at the moment to reach. Pump priming a STEM offer that can pilot and then hopefully make sustainable. • Complex perceptions and divides within the army and many military sub groups with distinct identities. • Feels empty even when quite full as such a large space. Volunteering and people interaction very important for people feeling connected. • Need to compete with scale of other local offers if draw local audience to make choices to choose MAF. • Sheer competition for day market audience. • A visit to MAF IS A VISIT TO MAF as there is not anywhere else around there. Have to make the effort to go and be good to look at expanding their experience into local area. • Needs brand to compete and appeal to people as part of the other FULL DAY EXPERIENCES in the area. • Key to get narrative right so message is accessible and has a wider appeal.

47 • Museums are in the long game so would recommend a phased approach so get it right. • Set dressed elements are really charming. • What do you want people to take away from a visit? • Women choose where a family visit takes place - might think what children like, but ultimately choose. • Need a strong interpretation storyline that draws universal audiences and feels different and clearer to now. • If don’t achieve a strong narrative throughout the museum will not meet or exceed other local standards. • More traditional military museums can stay the same but they don't market themselves as a day attraction as MAF does. So MAF needs to benchmark against other more cutting edge attractions.

Project opportunities • Drive to animate the museum floor will really play a part in shifting the feel of the museum. • Volunteer makers programme fantastic reference point for future direction of volunteering in museums. Reflects doesn't always need someone with a lot of time or technical knowledge. • Ask self...how long is a full day experience and now talk through what you want to fill that four hours with? • How would you articulate the three themes of courage, comradeship and innovation in full sentences? • How much do you want the trustees to develop creative concepts? • Bringing people and communities into space. • Brining the museum not to look, but to feel like a 21st century museum. Not information transfer but creating a place where people have an emotional connection.

Barriers to access • Obvious physical barrier of getting to museum without a car, but in rural Hampshire it is understood people drive. • Establish a more successful walking route around the place so has a sense of hinterland. • Intellectual access of barriers is most significant as if have no prior knowledge of story there are assumptions made. • Financial barriers- it's not cheap to get in- same price as tank museum without modernization and breadth of offer. • Need to secure value for money for visitors and part of a full day out experience for current charges. • Split could be seen between high tech and low so need careful consideration of consistency and sense of flow through museum and same standard format for interpretation. • If ways to go in and out of space can pace visit more.

48 • Use space to clearly communicate story as well as showing things. The story is what will lift and make the collection engaging. • Don't find entrance to start with due to large graphic.

49 Andrew Bateman, Tourism Manager, Hampshire County Council Consultation Notes February 2017

Hampshire tourism landscape • 1.5 million people in the county so a significant local market. • County as a whole is complex, with a large and diverse offer including: 3 cities, 2 national parks, rural and coastal offer. • County does quite well from tourism in general and the market is growing. • Steady growth in visitors, particularly driven by London market. People who are wanting short breaks and less distance to travel than to Cornwall, Devon, or Dorset. A393 issues make these places feel too far often for a short break. • New Forest is a particular draw. • Seeing more investment in luxury high grade and five star hotel accommodation and pubs being improved. • Partly driven by this 'escape from the city' London short break market. • Investment to try and capture this London money. • Hampshire investors see that there's a chance to compete with other parts of the south west and are coming in when haven't done before. • Increase in glamping offer too especially in places like the Test Valley, South Downs, Basingstoke rural hinterland. People from London can come and have a rural break without going that far...so with a bit of imagination these less expected areas compete well. • Strong draw from Winchester as easy to get to, accommodation has improved, pubs have improved, shopping has a mix, also a great day trip destination if staying outside the city. • Portsmouth has improved due to dockyard development and lots of HLF investment. Mary Rose museum a draw. Moving on from being a grim place wth naval connections. Shedding the more industrial image. • Southampton dominated by cruise market and being a cruise port. Also has an okay shopping offer. • Winchester and New Forest benefit from cruise ship day trip market but need big attractions to be able to service this market as ships have thousands of people on them. • Short break and dry trip market for those who live in county is large.

Barriers for MAF • Lots of competition, but this can work other way as the market grows as a consequence of there being more to do. • If have right product competition and resulting markets from it can be positive. • Market is quite sophisticated so have to be able to offer them a high quality experience. E.g. Bombay Sapphire distillery and visitor experience in Whitchurch. This is doing very well but is a relatively new attraction, has been pitched and delivered right. • Got a significant opposition close to MAF and road connection good so should be able to draw from a significant catchment with the right offer and promotion.

50 • Currently the building and displays are dated. • Building is very military and not very inspiring. • Doesn't look very appealing at all from the outside and not clear what it is. • Displays need a refresh. • The helicopters flying is one of the key draws. • Lots of MOD sites in the county are currently being sold off therefore need to ensure can work independently of the airfield. • Catchment has right sort of people there and just about the right attractors. • Need to have a core product that isn't dull and is animated, make that excitement clear. • Outside is an issue for MAF need to make more attractive. • Wider story of army flying is riddled with great anecdotes and all of the ways the aircraft have been in operations - capture this extraordinary story. • If not able to fly these things good AV is very important.

Essential to attracting day trippers • Catering opportunities after having gone around museum. Doesn't need to be complex but tea, good coffee, good cakes, soup and sandwiches. • Cyclist groups do use the cafe at MAF could connect more the cafe to the museum experience - make more interdependent as a great marketing opportunity. • Lots of people have family who work in or have worked in the military or in the defense and tech industries that support it so would have an interest. • Be careful with changing a name as can confuse public not draw more e.g. Kings Royal Hussars- also called firepower but use original regiment name more, Marwell Zoo, changed to Marwell Wildlife, but is a zoo! • Build people and social stories as these are the ones that people will remember. • MAF is known by people and in a way if change name have to start again. Maybe better to qualify with a statement.

Step change in military museums to a wider audience • For military museums key is to getting away from trying to meet the needs of the regiment and the soldiers at the expense of a wider audience. Used too often as a start point for content but should come after. • Core offer and content focus should be for family audiences if this is the priority. • Often military museums do this as they are tied down by regimental funding or MOD funding. MAF has a level of independence and should take advantage of this freedom. • More recent displays at Portsmouth Historic Dockyard are good, and D- Day museum refresh. Royal Marines Museum also moving there. • MAF perception needs to be in the class of the cutting edge and less of the dusty old. • To reflect cutting edge attack helicopters. • Be great if there were ways of animating the product. • Years ago music in the air was a good adult event there with demonstrations.

51 • Do whatever you can to show off the helicopters working. Or if can't do this find other exciting ways to present the product.

Promotion • Outreach is quite resource intensive so would only use it where really will have direct impact and maybe focus around local community for this. • Social media very effective if have the right skilled and up to date staff- can reach widely. • At HCC do a lot of social media through visit Hampshire. • Have a Digital Marketing Officer who really gets it. This is vital. • Do paid social media campaigns. These are targeted at certain segments of the population and specific geographic areas. • Regular Facebook and twitter posts. • Need to be clear on objectives for social media- great for communicating up to date information and letting people who like the museum know what's on. Also HCC find it a great channel for Hampshire residents. • Tank Museum a good example as has lots of live events which really promotes and develops audiences for the place. Offers value and means lots of visitors coming so ticket prices don't have to be at top end of what they need them to be. • Schools from further afield good as make most of coach trip.

52 Isabel Benevides, Heritage and Interpretation Manager, Greenwich Heritage Centre, Royal Greenwich Heritage Trust Consultation Notes, February 2017

Background • 21 staff across the sites. Museum and local history resource Centre based in Woolwich. • Future plans include building a new museum and developing a Jacobean House in the borough. • Group of council services now a trust. • Tuesday - Saturday have search room open from 9-5 currently. • Run education sessions, have a permanent exhibition and temporary exhibition space. • Learning and Communities Officer does a big trade through local studies and looking at significant individuals - moving from more obvious like Florence Nightingale, Henry VIII and Elizabeth I to less known hidden heroes. • Housed in an old ordnance factory in the historic Royal Woolwich Arsenal, has a focus on local area history and as a result a military focus to lots of the work. Formerly home to Firepower – Royal Artillery Museum. • New permanent exhibition – Making Woolwich: The Royal Regiment of Artillery in Woolwich.

Barriers to accessing military museums • If a destination venue need to get people in through broader hooks than niche military narratives. Especially if looking at attract family audience. Can then be more expansive once people are on site. • Seeming friendly and have choices that appeal to target audiences key to drawing people in. • Use projects as a way to consult and engage with communities. • As a military focus for Greenwich Heritage Centre find have to work hard to attract a general audience and not just tell niche stories. • Having people to tell stories and support visitors really helps, especially when subject matter is less familiar or there are complexities to it. • Need to get people through the door with the wider topics. • Sometimes find with Greenwich Heritage Centre have a focus on a specific niche adult and military audience, but try to also always think what about everyone else? • Use people focused temporary exhibitions to draw people in – e.g. Here Come the Girls • Conflict and highly technical information are difficult subjects for families, innovation and chronology focused people led narratives are much more popular. • Feel that sometimes subject matter needs to be turned on its head to appeal more widely to people.

53 Volunteering and recent projects • Have run volunteer research projects to feed directly into their interpretation on site. • Here Come the Girls project had 10 volunteers trained to help with research for interpretation around WW1 women working in areas such as nursing and munitions. • Used the research as the basis for creating three fictional theatrical characters which had actors bring to life alongside an exhibition. • Tours with scripts. • Successful way of volunteers directly contributing, but had strong brief and clear research areas and questions from the outset which created a framework for the volunteer research. • Lot of pre ground work by a member of staff to enable it to be purposeful and supported as a volunteer activity and so it could actually meaningfully feed into interpretative outputs. Not to be taken on lightly. • Another project - Making Woolwich - permanent exhibition is about local area and people focused on approach too. • With volunteer led activity you get out what you put in. • Recruit volunteers through a number of routes - from Volunteer Centre, university and college volunteering, Job Centre, advertising in free press, advertised some volunteer open days so can come and speak to team and see some of collection - a taster. • Volunteer taster days were a really successful approach. • Got good age range from this broad approach and not just university graduates, but some carers thinking of going back into work. Need to be specific on what the volunteer role is. • Do tweet and Facebook promote volunteer opportunities aswell. • Have a good and regularly updated website now which also makes a massive difference.

54 Primary schools and youth groups Emma Jeffries, Headteacher, Stockbridge Primary School Consultation Notes May 2017

School background • 20 children from forces families at the moment- this figure varied between 20-50. • 5 classes- Reception, 1/2, 2/3, 4/5 and 5/6. • Pre-school as well. • School has grown a lot recently. • 20 intake a year- 24-27 children in each class. • Very experienced staff team, and one NQT at the moment. • Curriculum really based in local area. • Emma has been Head for six years. • Emma has visited MAF before but not with children. When she was interim Head at Wallop. • When first came to the school lots of children had not been on the Common or Test Way, so has really made a change to ensure children visit local places. • 4 drivers now for curriculum (these focus on areas feel lacking in to a degree): ENTERPRISE- thinking of the wider world, OUTDOOR LEARNING- getting out and about! ACTIVE LEARNING - no worksheets, creative problem solving and critical thinking, MULTICULTURAL- represent diversity as in a relatively monocultural location. • Tailor topics to the drivers.

What makes a good museum visit for schools • When go to a museum it is so much about the person delivering in terms of the success of a visit. Massively hinges on person delivering and their approach and tone. • Ashmolean Museum such a good person delivering the sessions would go out of their way to go there again. • Self-guided activities fall a bit flat on a visit often. Really don't want to be given worksheets to do on a visit for children. • Fleet Air Arm rocket workshop a good example as everyone has a hand on practical experience, plenty of equipment to work in small groups, leader broke activity down, modelled it, all took place on the museum shop floor, which was great. • Not interested in a worksheet on a trip- want children to come away with a memorable experience. • Roman Baths - got to dress up, use wax tablets, half led by teacher half by museum staff but all very engaging. Teacher led dressing up so no prior knowledge required. • Would rather do any other activity in a museum than a worksheet as want to play to USP of a non-classroom learning experience. • Object handling can be good but only if it isn't one object being passed around 30 children! • Why come to the museum instead of doing something in school? This is the key question to answer.

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MAF links • Have Inspector Gadget topic for 3/4s link to machines so a good connection to MAF. • Build project, practical activity relating to displays be good. • Build aircraft into session as focus for research. • Testing with element of competition is motivating. • Wind tunnel would be amazing as gives special place to test ideas. • Built to move materials - design and test? Or explore forces? • Want a session to fit topic. • Aspiration also important. Share the different jobs involved. Embed this in sessions too. • Clear link to curriculum vital, no time for tenuous links. • Want a visit that gives children an opportunity to do something they might not get to do in school that links to required learning. • Sound - do learning around how if something is further away it's quieter with KS1- technical challenge for experimentation by children. • Design for a specific need and test. • Show technological changes over time in history - balloons to Apache. • Want a session with a clear outcome and focus, not too many different things at once, well resourced, well organised and set up. • At Yeovil children were taught under wing of an aircraft which was a brilliant experience for them. • Looking out on the airfield a real asset for the learning. Connect to present and lots of local children will be able to identify the helicopters, nice for them to share their knowledge. • Experiential opportunities key - sit in things, try things, do things. • Tension between base and schools, don’t always know who to go to there, so nice to make the link through MAF. • 8 schools in cluster around Stockbridge close to MAF and many more around Salisbury. • Cost should not be over £10 for a local trip including entry and transport. • Longleat not a good model as you pay entry and a price for a workshop on top - feels a rip off. • Charge for admission or workshop but not both. • Coach costs can be expensive- £200-250. School has 3 teachers who can drive minibus so do use these on trips too. • Just take one class at a time on trips, so a maximum of 30 children. • Terror threat means less likely to do trips to London now. • If involving dressing up make sure have enough costumes for everyone. • No more than 20 minutes talking for a session- shorter than that is ideal as lose the children's attention. • For KS1 sessions of 1 hour in length is enough, for KS2 1.5 hours to 2 good. • STEM not STEAM best for marketing headline of a sessions, STEM more recognisable for schools but could also reference science or design and technology on its own too.

56 • Main marketing hook needs to be YOU CAN DO SOMETHING HERE THAT YOU CAN’T DO AT SCHOOL/ ANYWHERE ELSE. • Promote that through sessions can do something experimental and get it in a context set by the wider museum experience. • Getting in and on vehicles, doing practical activities to experiment and dressing up all great. Practical, memorable learning experience. • Tim Peake link interesting.

Partnership • Keen to help develop a unique school session focusing on STEM for MAF. • Do shared brainstorming, develop up ideas, critique, pilot. • Key to have a creative STEM specialist as they will come at it from such a different perspective in terms of the sort of practical activities that could be built into a session. Then have synergy of the teacher with curriculum knowledge, the museum staff with the collections knowledge and then the specialist in STEM with the experimental /scientific application expertise. • School could bring lots of experience as very active at going on trips. • Children all go on a trip every half term so school discerning and have high standards and wide experience in terms of what they've seen. Also don't go again to places if quality of experience not good enough, so can guard against MAF developing something that isn't a success. • A real strength if can say you will have the museum to yourself and you won't be here with another school - should market this. Is an asset as can be a barrier to booking if think have to deal with your class mingling with another school and you have to manage this. • Teachers won't come back if they've had a bad experience - better quality of experience if not too many children all crammed in at once. Want proper staff time dedicated to make it seem value. • Don't need a massive menu of options or loads of bespoke stuff, less but high quality and well linked to curriculum more appealing than loads of options. Occasionally like to have a chat pre a visit about a small tweak to a session. • Quality is key! • STEM is often outside comfort zone of teachers at primary level. So won't be keen to do lots of self-led stuff. Only do an element if really easy to understand what is required to lead and not lengthy instructions. • As a local school might have lunch up at MAF after a trip. • Would be really keen to be a partner school for the STEM education session development.

57 Sarah Cleary-King, Science Subject Lead and Head of KS1, Vigo Primary School Consultation Notes May 2017

School background • Became a primary school this year – infant school was good and junior school required improvement so merged to working on improving standards. Three form entry. • 482 children in total – 16 teachers – high level of support from LSAs • Reorganising school – 2 deputies currently but this will change – establishing new heads of KS1 and KS2 aswell. • Around 16 forces children in school at the moment. 39% pupil premium. Serving a fairly deprived areas – parents embracing change now although big resistance to merger initially. • Varied EAL – most common additional languages Polish, Turkish and Hindi. • Haven’t visited MAF with school but have visited for a talk with husband in a personal capacity.

What makes a good school visit? • Interactive as possible – children love things like dressing up. • Three form entry and some venues can’t accommodate us – consequently happier to lead aspects of a visit to ensure it happens if have good quality briefing material beforehand. Not always ideal though as teacher often likes to float between groups to get overview and monitor activity and behaviour. • Good visit to Oxford Castle – divided into three groups – led round by a costumed interpreter highlight. • KS1 needs to be very hands on with as little talking as possible – research indicates talking should be limited to their age plus 3 mins so talking bit really should be no more than 10 minutes – then start to get the wriggle factor! Around an hour for a session for this age about right – can eke out a bit longer if a round robin of activity. • KS2 needs to be interactive – not a classroom experience – learning outside the classroom needs to be more active and fun but with a clear link to learning.

Barriers • Three form entry – some sites can’t cope with this. • Coach cost – ask for a small contribution from parents but school covers rest of cost. E.g. HMS Victory trip cost £17 but asked for contribution from parents of £7.50. • Risk assessment information essential plus free entry for a teacher pre visit.

Benefits of being outside the classroom • Many of our children don’t get the opportunity to visit places – important school gives them this opportunity. • Visits inspire them back in the classroom and this can be seen in many areas like writing.

58 Curriculum links • Yr 1 look at Transport and the Wright Brothers – useful to understand flight. • Yr 3/4 – forces and friction – DT – building on push and pull. • DT more challenging to do in school. • Developing curriculum here as move to whole school programme but we know from Ofsted inspections and own assessments that the Foundation subjects need more input and inspirational teaching.

Would welcome a collaboration with the museum to develop science teaching.

59 Beth Thomas, Reaching Out Project Co-ordinator Consultation Notes January 2017

Background and current activity • £80,000 has been awarded from Arts Council England and the Department for Education for the 'Reaching Out' North Hampshire Museum Education Partnership. Provides funding for museum partners to develop and deliver a new curriculum- linked offer for target schools in the North Hampshire Area. The HCT sites included in this project are Aldershot Military Museum, Basing House and Andover Museum of the Iron Age; while partner sites are Winchester Military Museums and the Museum of Army Flying. The project aims are to: o Reach out to schools in North Hampshire that have above average indices of deprivation and/or that show a lack of engagement with museums as part of their classroom teaching in order to forge new, sustainable relationships between these schools and their local museums and thus enhance pupils' education. o Bring together a group of partner museums to deliver this project and thus offer a diverse range of opportunities with which the schools can engage, as well as strengthen existing museum networks and their future resilience. • Deprivation measure based on pupil premium of +10%. 3500 children target across 5 museums – 70 schools – funded to pay for coaches – project timescale truncated so will be difficult to hit target number of schools in remaining timescale. • Each museum developed own session – some with support of freelancer. MAF developed own session. Each museum meant to have two trails – MAF only had one – to evaluate and make changes before rolling out. • Project did not allow for consultation with schools prior to developing sessions – not ideal. Variety of sessions developed depending on collection strengths of the museums. Rooted in collections so very positive but all the sessions except perhaps habitat session could make stronger links with the curriculum.

Barriers • Big question marks – will schools return when transport not funded as often biggest barrier for primary school trips. Other places with more attractions may be a bigger draw. • Session probably needs more development with more feedback from teachers to ensure firmly rooted in curriculum and delivering for teachers. • Challenge of delivering sessions to two classes at same time – also sharing facilities with conference suite. At Stonehenge education department has first dibs on education room 9-3 during term time. • Interactives – money in slot – off putting for some schools. • Draw out people stories more – not just about machinery. Development of aircraft and the people behind that story a big draw. • Tank museum redisplay excellent – context for collection.

60 Further development of education service/sessions • Further develop along STEM lines – some teachers struggle with science bits in curriculum. • Help teachers out by doing forces and applied science – need to think if reinforcing topic or starting it off. • Sessions need to be more hands on – make experience as different from the classroom as possible. • Offer good high quality menu of sessions – bespoke offer difficult for capacity and sometimes off putting for teachers. Teachers should pay more for a bespoke service. • Secondary market difficult – target through special days – one off events. • Further consultation needed – do schools want STEM? Do these sessions meet a need? • Need to be proactive to get schools in – build up personal relationship. Could target schools further away – transport cost more worthwhile than for nearer schools – A34 and A303 an hours drive time away.

61 Alison Bowyer, Executive Director, Kids in Museums Consultation Notes January 2017

Background • Kids in museums have a network of over 800 museums nationally. • Champion young people’s participation and family friendly museum experiences.

Barriers to families accessing the museum • Big barrier for families is knowing both how you get there and then knowing when you get there specifically that there are family friendly facilities for you when you get there. • Good to know there are family friendly exhibits, interactive and play based opportunities, a café etc. • Often family visits driven by mums – things to do in holidays and on weekends need to be easy days out. • Kids in Museums being doing a lot of research into non-visiting families to museums – often these families have economic challenges or parents have lower levels of formal educational attainment. • Families less familiar with museums as a part of what they do together need support including: telling families what to expect before they go so not nervous of what to expect, basic information including that you can take your own food, places for pushchairs, that you don’t have to wear particular clothes – the clothes thing is especially pertinent for military museums as seen more formally.

Best practice examples • Recent Kids in Museums family friendly museum prize winners (chosen by families) are great exemplars. • York Art Gallery – has sketch book in each gallery so can write or draw, nice small touches throughout galleries that make visits more lively, places to sit down, clever juxtaposition of objects, lots of tactile stuff for toddlers and babies, family food menu in café. • Tullie House Museum and Art Gallery Carlisle – if a teenager have 50p entry if you come on your own, lots of little touches to sow the museum has thought about each age group and met their needs.

Displays and rebranding • Great if gift aid entitles free entry for a year – this should be hugely promoted to local families as very good value – and cost is a big barrier. • In other artforms have special tickets or initiatives to get families over doorstep for the first time – then get familiar so might visit again • Displays that are interactive even if older style will be popular, vehicles can get in and out of, mannequins have a place, not sure dioramas are as popular with young people as they are with adults and not particularly interactive! • Name – very easy to think is about planes – needs a name that reflects more the story of early invention and pioneers as well. • Name feels quite masculine in focus and would benefit from representing a fuller story.

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Project opportunities • Sign up to the Kids in Museums Manifesto and if guide yourselves through meeting each of the points will be well on the way to being family friendly. • Participate in Kids in Museums Takeover days in November each year – great promotion and networking through this. • August each year there is a Kids in Museums young people’s twitter takeover day- if have twitter get involved. • Can give Kids in Museums free tickets for them to promote to harder to reach families. • Alison used to do concerts for staff and visitors in the hangars when she was at school!

63 Emily Thorpe-Smith, Director of STEM Engagement, Winchester Science Centre Consultation Notes January 2017

Background • Science Centre set up originally with some Lottery money. Started in 1985 in a basement in a school in Winchester. • Home Educators day is run regularly and is a sell-out. Come and visit the attraction in the morning then after 2 when schools go do an educator led workshop with them from 2-4. Get 70 people at them. Bridges visitor attraction and education group work. Meeting a real need. • Winchester Science Centre doesn’t have a massive secondary audience as the secondary market very hard to get out. • 85% of booking are key Stage 1 and 2. Secondary schools and colleges find it hard to bring groups so the work with them tends to be mostly outreach and project led by funding. • Exhibition is low order science education – cause and effect. Higher order thinking takes place in workshops – encourage ownership and for young people to feel like they are scientists. • 137k visitors a year. 38k school group visitors. Projected to go up by 20% this 17/18 year. • Schools get a subsidized offer which is subsidized by the general entry sales. • 60% of schools visiting have either a workshop or planetarium show with their visit, few have both. • Mainly KS2. Biggest sell-out is Rockets and Forces workshop. • Do special KS3 days focusing on things like the Big Bang, International Women’s Day, Royal Society funded Chemistry in work days. • Upped game recently by doing themed weekends and special events including ones for adults in the evenings. • Saturday night at the planetarium – largest stand-alone digital planetarium in the UK. Team who run this are very skilled. Live shows where you can fly through the universe. A bit like a giant flight simulator. • Have lectures by professionals for people with an interest in astro-physics. • Now have invention studio. A maker space. • 45 members of staff split between operations, education and STEM team.

STEM work • STEM team has two people who work as outreach officers. • Take workshops off-site and have a mobile planetarium too. • STEM Ambassador programme the biggest thing run. • Emphasis on promoting careers in science ‘people like me’. Getting young people to identify with people in jobs in science. • Lots of STEM work is grant led so don’t charge for it. • Run STEM Ambassadors in Hampshire, Berkshire, Oxon and Central Southampton area.

64 • If aged 17 upwards anyone can become a volunteer with us as long as have a professional interest in STEM subject. • Do DBS checks and safeguarding induction then Ambassadors do things for Winchester Science Centre and other places. • Winchester Science Centre places volunteer STEM Ambassadors, but some volunteers find their own placements. • 3 people are employed at Winchester Science Centre and look after 3,500 volunteers. • Looking for placements for STEM Ambassadors as Winchester Science Centre is the broker. • STEM Ambassadors programme has recently changed from a purely 5-19 focus to including families, community groups and museums. • A specialist could come in to support running a programme but not lead it. • To make it applicable for the programme an activity has to be: ▪ Linked to STEM ▪ The position is voluntary ▪ People aren’t paying for the part the STEM Ambassador delivers ▪ Enriches STEM content delivery ▪ It is a non-supervisory role • STEM Ambassadors can be working directly with 5-19 year olds or with people that influence them e.g. parents and teachers. • Activities that aren’t popular with the volunteers include: ▪ Don’t want to run own workshops ▪ Can support part of a workshop or be extra help but not the lead • Anything where the Ambassadors talk about their careers, use themselves and their own experiences as a role model always goes down very well. • Mentoring and support roles such as doing a short talk in a workshop ‘I am and I come from…’, supporting small group work or work mentoring young people in a workshop works well. • At Winchester Science Centre have Science Buskers – they run regularly and get ten minutes of training and a bit of a kit then do show and tell with the public. • Some volunteers bring their own kit along to show. • 45% STEM Ambassadors are female, 55% under 35 years old. • Stem Ambassadors promise to do one thing a year. 40% do one thing a year, and the rest go well over and above this. • 20% cohort are retired and a great community and keen to support things in the long term. • Sliding scale of very engaging and know how to deliver, middle - less able to work with young people but super confident and want to talk about what do, to bottom – people who find it hard to communicate but really want to learn how to. • People self-select what they want to do. • Can search profiles and find areas of specific expertise but all people want to help. • 50% cohort stay on after 3 years then getting 40-50 people a week signing up. • Important for Winchester Science Centre to find partners and collaborators to offer up opportunities for the STEM Ambassadors.

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Crest Awards • Science equivalent to Arts Award or Duke of Edinburgh – British Science Association Certified – accreditation for a STEM project. • Discovery, bronze (KS2/3), Silver (year 9/10), Gold (post 16). • UCAS approved. • Train STEM Ambassadors to be crest assessors. Silver and Gold needs to be externally checked. • Discovery and bronze is self-assessed by group leader or teacher and very simple – Winchester science Centre has a booklet that goes with it. • Discovery award project last 4-5 hours to complete and costs £3 per child. • No formal training for people leading it but Winchester Science Centre are on hand to chat through things with it. • Great first step into accreditation and getting something for science work. • Supports young people becoming self-identified as a scientist and with scientific processes and get valued for this. • Works through scientific investigation processes: aim/ hypothesis, question, equipment, research and analysis. • Also developing top trumps STEM careers cards and table top space careers activities. Want to keep things free so not a barrier.

MAF opportunities for curriculum activities • A lot of primary teachers not science specialists therefore generally gets put on a back burner. • Or get schools who really go for it and use science as a vehicle for numeracy and literacy. • Primary school children love the exploration of being a scientist and like the stereotypes such as white coats and safety glasses etc – dramatization of what they are doing and how do it. • MAF is strong for physics – strong links between this and how flying works. • Materials science also strong – from glider to jet engine. • Children like stories so important and teaching has a context e.g. use Billy Goats Gruff to do work around bridge sciences. • Lots of primary schools are missing the creativity in STEM e.g. for flying making a glider from kit rather than designing their own to a brief. This limits learning and problem solving opportunities of building something, then testing it, then refining it. • Opportunity to set up and have a challenge brief and then use creativity to solve it. No prescription of how to do it will promote experimentation. • Important to be explicit about creativity and maths in STEM – application of maths so have curriculum links too. • Cross-curricular session but have a focused stream. If it is a science workshop label it as one. • Development over time materials and change – innovation and improvement – use museum as research resource then do practical activity, not too worksheet led.

66 • Great to have a figurehead for a session to hook the story off. E.g. early pioneers, great role models can promote. • Physics is the key focus for MAF for KS2 – getting a science expert in to help create a very hands on workshop would be beneficial. • Propulsion and forces for KS2 – fuel types how contribute to engines for KS3 • Would recommend for the museum that it is worth having just 1 trademark STEM KS2 session. Get known for it and build high quality offer so build schools audience – more effective use of capacity than lots of bespoke sessions. • 100% recommend streamlined approach to education sessions – a brilliant workshop or small range of workshops – have about 12 sessions at Winchester Science Centre and 5 most regularly run and this limited approach works well. • Rule with the content of a session 80% hands on and 20% talking. • Workshops are 45 minutes and this is enough for KS2 coupled with a focused gallery visit with a challenge to investigate. They can do more than one 45 minute session. • Hypothesis – research – design and build - review. MAF displays would contribute to the research part of hypothesis and then design and build. • Would never recommend offering bespoke sessions regularly. Only offer this in very infrequent circumstances or as a special day and costs should reflect extra work for this. • Bespoke sessions can be confusing for teachers in terms of what they are getting. • Good approach when developing new workshops to offer a 50% discount to get feedback from the schools that attend. • Every teacher has an evaluation to fill in at the end of the day at Winchester Science Centre. This is of the exhibition and workshop elements and whether would recommend or come back again. The forms are completed by teachers at the end of the day before they leave. This is a requirement. • Managing multiple groups – at Winchester Science Centre have 6 groups a day as have the space and activities but they have a rota for them. • Have a team to support 9.45 drop off and 10 drop off and each group is met form coaches, staggered timetable. Separate entrance. • Maximum of 30 children in a workshop so if a school brings 60 there are 30 in the exhibition and 30 in the workshop and then swap. • Self-led guide for gallery. • Learning journey - important gallery activity contributes to this clearly and can be done without extra facilitation. • Trail guide focus on research element. • ‘think like a scientist’ to frame the day. • ‘Think like a Scientist’ Ofsted document for primary school – scientific method.

Partnership working opportunities • STEM Ambassadors programme placements for activity – could make a prop or bring a prop or use something for show and tell relating to MAF. • Winchester Science Centre act as a support/ critical friend and mentor for advice on development of STEM session and resources.

67 • Winchester Science Centre workshop team are great and might possibly be able to help make demonstration kit if had a clear idea of something. • Outreach opportunity – come and have a stand at the centre to promote activity and raise profile.

68

Martin Rudd, Deputy Country Commissioner and Director of Community and Development Consultation Notes, February 2017

• Largest scouting county in the UK. • 21,000 young people taking part – around 20% girls. • 28 districts and 300 odd groups. • Pride in offering a huge range of activity – children join for activity and leave if they don’t get it. • Promoting active and involved young people. • Already a lot of activity on offer for scouts – all volunteers so many adults involved want the hassle free scouting opportunity – ready made activity. • Cub leaders most enthusiastic to get young people out – activity to badges perfect. • Believe only two barriers to accessing MAF: o Lack of awareness of what is on offer o Already busy as competing activities on offer that have done before • Need to get in when leaders are planning programme for the year – maybe in summer for coming year. • Have visited MAF personally – would be happy to promote what is on offer across the Hampshire Scouting network. • No reason why girls shouldn’t enjoy MAF – scouting offering equality of opportunity for boys and girls. • Scouts have really good links and relationship with Hampshire Guides – slightly more complicated set up as three Commissioners in the county. Jackie Dixon and Angela Hammond good people to contact.

69

Angela Hammond, County Commissioner Hampshire North Guides Consultation Notes, April 2017

• Structure of guiding different to scouts. They work on a national to county structure. Guides work on a national, regional, county structure. Counties are geographical areas not directly related to governmental counties. • Represent Hampshire North and quite a big area up to Wiltshire border and encompasses Farnborough and Winchester. Also Hampshire East and South. Part of south west region – 16 county commissioners. • Hampshire North has about 5000 members and 800 adult volunteers • Corporately STEM agenda fits well. About empowering girls through experiences. Believe in the attitude of girls can – broadening horizons. • Nationally and regionally doing quite a lot to do with STEM. National partnership with RAF charity. Regionally this means we have produced a pack called In the Air – host of resources and linked with badges. Not linked with a particular site. • Summer 2018 structure of programming changing. Moving to a more structured programme. 6 focused headings across Rainbows, Brownies and Guides – more continuity in the programme so easier for leaders. Interest in badges will probably remain – topical ones will likely remain so STEM like to remain – very topical. Also interested in arts but some of the arts/crafts badges are likely to go.

Barriers • Most of programme led by leaders at local level – build own programmes – can be directed by their interest or by seeing a flyer etc. Girls also contribute ideas. Have to reach leader with information – lack of awareness a big barrier. • Some groups do three trips a year some just one. Determined by the group, budget and number of helpers available – very variable. Have to factor in transport aswell – maximum all in around £20/£25 so a cost for activity of around £10 would seem about right. For an overnight stay have to have qualifications for leaders – a lot have qualification for overnight stays so shouldn’t be a big barrier for sleepovers. • Children can be put off doing something they have already done with school so need to be mindful if promoting a lot to schools. • Need to make the offer exciting to draw groups in.

Opportunities • Can work in partnership at both county and regional level. • Recent regional partnership with Legoland organized three weeks of sleepovers and day trips to Legoland for different guide groups – could offer something similar. • Opportunity to offer something new as guides develop new badge structure – good timing for project. • Develop a programme/session/sleepover which links to badges (doesn’t have to be just one) and clearly signals the links to leaders so they can almost have a tick list of how it helps to badge completion. Ensure girls get recognition – they are badge

70 collectors so a fun badge they can sew on blanket or rucksack would be good. Legoland did an “I visited Legoland badge” for example. Offer breadth and balance. • Guides also interested in social action and heritage in guiding – are there any links that can be made here? Social action in world War II for example or more recently

Promotional opportunities • County can cascade information about activity out to individual groups. • Opportunity for activity at county camps and division activity days – always looking for extra, interesting activities. • Julie Brown at regional level a good contact.

71 Anne Falconer, County Commissioner Hampshire West Guides Consultation Notes, April 2017

• Cover a broad area – large part of county New Forest so spread wide – cover Lymington, Fordingbridge, Romsey to River Hamble. Diverse population from very deprived areas in Southampton to more affluent areas in Winchester although some pockets of deprivation there too. • 6500 members in this area – made up of 1500 volunteers and 5000 guides. • Keen to involve girls from this area – about girls can – try to challenge stereotypes. Also want to motivate leaders to try new things. • Region enter into partnership with organisations but can do that on a county level too. • Region recently published resource Up in the Air in partnership with RAF – pack of resources but not attached to a site. Could publicise the museum to groups on basis that if they are working through pack a visit could be value added. • Programme and badge structure will be changing in next year but not sure at the moment what will stay or go. However likely science badges will stay. • Badges are the movements USP – so activity linked to badge work very important – tick box of how your activities link with badges really important – makes it easy for leaders – more likely to come. • Some of our units have done the sleepover at the Portsmouth Dockyard so know they are willing to travel – if willing to do that no reason why they wouldn’t use MAF – needs to be value for money. Link in with Night at the Museum resource. • Design an eye catching flyer – can put out in newsletter which reaches all leaders. • Have had a focus year on science before – everyone one through Rainbows to Guides does activity associated with science – could do that again and partner with MAF – encourage visiting. • Very happy to support – important to broaden horizons of girls. • Leaving as commissioner at the end of this year but happy to discuss with next CC.

72 A2: STEM Event Consultation Write-Up

STEM Event Consultation February 2017

Overview • Attended by 9 teachers, students, educational specialists, Reaching Out project partners, Science Museum and Winchester Science Centre. • Key ways museums can connect people with science: o Inspiring and memorable spaces and collections o Showing application of science o Connecting science and the people that create and use science o Encourage people to use and develop skills o Show the relevance of science in everyday life o Show social and cultural developmental links to science. • Learning not just about being in a classroom – offers an alternative learning environment. • Engaging with science at a young age key to acceptance and understanding.

Feedback from teachers and other military museum project partners • Collections and hands on learning great for kinaesthetic and visual learners. • More hands on the better. • Create different feel to classroom learning – leaning by stealth – fun experience, hands on so not aware applying and learning science. • Make really clear links with sessions on offer and the curriculum. • Offer schools set sessions but a menu of options so they can customise a bit. • History and science logical sessions to develop but need very clear links for teachers – what need does it fulfil for them? • Hands on and experimental as possible – activity linked to collections that would be difficult to replicate back in classroom. • Interested in forces/materials/air resistance. • Cross curricular good for primary schools – doesn’t have to be all history or all science. • Bring up to date – Museum of Army Flying sounds like all about the past. Interested in modern technology. • Think schools would come for science if clearly signposted what benefits are – teachers want quick win – make very clear links to curriculum. • Want experimental and hands on – creative activity opportunity. • Create non-gender specific challenges. • Design and technology aspect really helpful to include for teachers – not just focussed on science. • Design and evaluate – encourage an iterative process – makes clear link to curriculum and meets a need for teachers. • Design and development, creative opportunities brilliant for kinaesthetic learners – encourages team building skills.

73 • Change in NC has created challenge for military museums – far less primary schools using them for Second World War.

74 A3: Teachers’ Email Consultative Forum Write-Up

Teachers’ Email Consultative Conversation Forum Six teachers were invited to take part in an email consultation process. Four of the teachers were from schools in Dorset and two from schools in Hampshire. All of the teachers teach KS2 and one also teaches in KS1.

The teachers answered a number of standard questions in detail and there was follow up conversation with a number of teachers to explore some areas further.

1. Teachers were first asked to explain what sort of activities are most engaging for children on school trips and how they benefit from being outside the classroom? The common theme running through their answers was that they wanted hands on practical activities which immersed the children in their learning experience. They wanted experienced, enthusiastic and knowledgeable staff to lead the sessions with the balance on activity with a limited amount of session leader talk. They wanted to access resources that weren’t available in the classroom. Only one of the teachers said it was acceptable for the class teacher to lead activity.

Detailed feedback included the following comments:

• The children enjoy practical activities when on school trips and for some children these engage them when academics don't always manage to. The children enjoy it when there are a variety of activities and benefit from working with those other than their usual teachers. • Practical activities that can’t be undertaken in school using resources/artefacts not accessible to primary schools. Specialist subject knowledge from those delivering activities. Benefits are being away from school, learning in a different environment - understanding that learning can take place anywhere, something and somebody different • Practical, hands on, very little teacher talk and related to their topic - for us as teachers, it's about how can we transfer their learning back into school topics without being a deviation from our topic learning. • The children enjoy doing a range of activities throughout the day, often this works best on a rotational basis. The teachers do not mind leading one of the activities if necessary. The children love making things ( for example for an Anglo Saxons trip they made ‘Pottage’ and on a New Forest trip they made an animal using a fur cone and plasticine),the children like finding out things whether it’s through role play or a picture trail for example. Also, if the adult leading the session is fascinating/captivating - children love to listen and respond. • We have run a number of school trips at various sites. The most engaging are those that allow the children to have hands-on experience led by experienced/enthusiastic staff. It is great if the children can become submerged in an activity that helps them to understand what they are studying - we have for example (in lower KS2) run a trip where the children dress as evacuees and arrive at a venue where the staff are also dressed in period costume and role play for the entire day (making a meal from rations etc). It is important that there is a large proportion of activity in relation to the time spent listening to an adult talking. The least successful trip I attended was run by another school (as part of a two day residential) - we arrived at a museum with no prior knowledge of what was there and were expected to take small groups of children around with no purpose. This was stressful for teaching staff and of little interest to children. • Hands on, practical, interactive activities

75 2. Teachers were then asked what the main factors are that influence their choices for school trips. Cost and curriculum links were important to teachers. Safety and good experiential workshops were also a factor.

Detailed feedback included:

• Cost is usually a major factor. Transport costs can be very high and with this on top of admission fees sometimes rules out trips straight away. • Cost, distance to travel, links to curriculum. • Is it going to be an experience rather than an abstract teaching? Is it going to inspire, i.e. is there some beauty/awe/wonder (natural, historical, scientific or otherwise) involved? • Distance from school/travel times and costs; cost of entry; curriculum links; facilities for eating packed lunches. • Practicalities!...as a teacher the main things are; a ‘risk assessment’ that we can then adapt to suit the needs of our school, distance to travel, toilet facilities, be able to accommodate all 3 classes on 3 consecutive days. Curriculum…we are looking for something that will either ‘hook’ them in at the beginning of the unit, or, something that will enhance the learning in the classroom. • Safety, well planned, good workshops, cost.

3. Teachers were asked to rate their interest in the following possible subject areas for sessions. Forces and friction and building and testing gliders came out as most popular with materials and map reading and map making skills coming out next most popular.

Subject area for session Yes No Maybe Forces and friction - specifically exploring air 5 0 1 resistance, weight and gravity in relation to flight Building and testing gliders 5 0 1 Materials and their properties through exploration of 4 1 1 technical innovation overtime in flight (balloon to Apache) Local history - from agriculture to airfield 1 2 3 Map reading and map making skills 4 1 1 Creative writing and communication styles 3 2 1 World War 2 and D day 3 3* 0 Life on the home front 2 3* 1 Propaganda through posters 0 4* 2

*One teacher who answered no to these sessions commented that it may be a yes if targeted at lower KS2.

Follow up discussions with teachers brought out the following points:

• Send out promotion to specific co-ordinator e.g. history, science if don’t have named teacher. If promoting opportunities for more than one subject send to each co- ordinator separately. • Information to school needs to highlight curriculum links and have something “wow” factor which makes prospect seem exciting – needs to have that to draw teachers away from their regular visit. Will change regular visit if can really see value of a new

76 offer. One teacher sighted moving recently from visiting Ancient Technology Centre to using Carymoor centre for studying of Vikings – Carymoor had really upped their hands on offer and were better value. • Timing of promotion can be luck, if happens to arrive when planning. • Reiterate needs to be something can’t do easily in the classroom – has to be that to be worth paying for especially as getting parents to back and pay for trips is becoming increasingly challenging. • KS1 do Wright Brothers so history of flight really good – more relevant to forces for KS2. • Struggling with delivering new DT curriculum – all about designing for a purpose – resources and ideas more difficult in classroom – something which met this need would be great – could use flight design to do this – i.e. vehicle needs to do a particular job and has to be designed to match that – need to design and test. • Don’t really want to lead parts of session on trip – paying for expert input – not expert so can feel out of comfort zone – less valuable for pupils as part of value of trip is having a different adult. • Generally go to @Bristol each year – use gallery and then pay for specific session – really hands on there and experiential learning.

77 A4: Participatory Event February 2017 Visitor Feedback Responses

Museum of Army Flying Heritage Lottery Fund Project Participatory Event Wednesday 22nd February 2017 Visitor Feedback Responses

Background Activity Planners ran a participatory event with the general public on Wednesday 22nd February in one of the museum galleries. The aims of the day were to: • To gather feedback from general visitors on the HLF project to inform the activity plan. • To share plans for the project and build excitement with visitors. • To get a sense of the most popular heritage stories and ways in which people want to discover more about the Museum of Army Flying’s heritage. • To get views on the main parts of the museum displays visitors currently like and how they would change the museum.

The activity planners ran three participatory activities: • A voting activity to gather feedback on activities for the museum’s HLF project. • A free comment activity on what visitors currently like most about existing museum displays and what they would like to see change. • A mind map to gather visitors’ feedback on narrative focus and story-telling for the museum’s HLF project.

Background to group • 52 people took part in the event, split as 35 adults and 17 children. • Around 50% of participants were in groups of solely adult visitors and 50% were family group visitors.

Cast your vote activity A participatory voting activity involved visitors in making a choice and prioritising only one activity from a range suggested. People put a star on their choice for the activity in the museum that they'd most like to see in the future. The decision making process also created lots of discussion around the choices made. The voting resulted in the following:

• 1st - Large-scale audio visual presentations (10 votes) • 2nd - Aviation themed soft play area (9 votes) • Joint 3rd - On the floor exhibition explainers (8 votes) • Joint 3rd - Demonstrations by aviation experts (8 votes)

78 • 4th - Family trails and activities (4 votes) • No votes - Specialist lectures and talks • No votes - Weekly activity club for families

Generally discussions focused around how the living experience of the planes in action and the people who made this possible could be brought to life. Whilst there were no votes cast for the weekly activity club for families or the specialist lectures and talks, this reflects how the majority of participants were day trip audiences, or if local, had pre-school aged children. Comments from participants in relation to the activities they voted for are detailed below.

Large scale audio visual presentation • I'd like to know what it was like and to see what it was like to fly these planes and helicopters. • Quite like to sit and watch things and not have to always walk around and read. And would bring flight to life. • Help bring some reality to what the aircraft have done. • Good to see what look like when they are on the floor and getting loaded as well as lift off and soft and crash landings.

Aviation themed soft play area • Soft play great as help stay longer and pace our visit. • Could make the soft play work a lot harder to link in. • Wouldn't just come for this but it is a great addition to a visit. • Bring young kids so nice to have physical hands on space for our under-fives - a good place for a grey morning with the soft play and a whip round the exhibition too.

Demonstrations by aviation experts • Get women explaining their role in aviation. • Insider idea and if quite mechanically minded it would be good for both adults and kids. • Help shift perception of veterans if get some to do it - lots are young and have a career after army. Could make real what is displayed now and its importance. Veterans sharing experience from before, even if still in second careers and not retired. • Old pilots and ground staff who could share stories of particular aircraft they have worked with and link to how difficult the job was. • Show people on the simulators and big objects how they would have been used. • Outside with an engine running so get feel of something from someone who had flown one. • Like being show how something works. Hands on.

79 On the floor exhibition explainers • Help to bring stories to life and make you need to rely less on labels. • If get right person doing it this would be brilliant - inspiring and dynamic, not a spotter with overwhelming information. • Like to see people who can ask questions of. • As an ex- soldier even I don't know loads of stuff about aircraft and it would be nice if you could discuss it with people. • Have people explain the exhibits and how they were used when they were in service. • Love to have someone to tell me about it and point out some of the less obvious and interesting things. • Don't want a whole tour, but just informal titbits.

Family trails and activities • Local so come back time and again - love it here but trail needs to be combined with better interpretation so it's easier to understand. • Focus on 'my story' approach - so in shoes of one character - a young soldier can identify with. • Good if it is something you can do together as a family. • Want something that is engaging and keeps the children occupied maybe making something as go along as well as finding something. • Hide and seek activity.

Free comment activity Visitors were asked to comment on the following two questions: • What would you keep the same in the museum? • What would you change in the museum?

Museum visitors commented generally that they liked and enjoyed the museum in its current form.

What would you keep the same in the museum? The two most commented on areas to keep were the 1940’s house and the interactive elements of the museum, things to touch, have a go at and get in and on. Discussion around people’s choices revealed that visitors felt a real connection with the 1940’s house because of their own personal memories and because the objects were so clearly presented in a context. With the interactives, people like the experiential element to them. Written comments included:

• 1940’s house – reminded me of childhood • 1940’s house – had one • Enjoyed walking round the house • 1940’s house felt like home • Simulator – one for adults – hands on not just for children • Construction bit in soft play • Loved 1940’s house – similarity and differences • Like the space – some places too crowded

80 • Love old displays – set dressing • Kids love the big objects – wow factor • Great to have real size objects • Going in planes/helicopters • Like the actual planes • Getting in helicopter • Gyroscope interactive • Set dressed areas with mannequins – trench • Getting in the scout • 1940’s house • Things you can get in • Interactives – hands on low and high tech

What would you change in the museum? Overwhelmingly the most commonly commented on area to change in the museum was to have more interactives, vehicles to get in, things to try, get on and have a go at. A large number of people participating in the activity, whether with a family or not, wanted more opportunities for visitor involvement. There was a lot of discussion (and activity planners’ observation) around issues relating to pay as you go interactives and pester power. Parents commented that it would be good to know when paying at front desk that there were pay for interactives in the gallery so they could make sure they had change or had an opportunity to manage situation in advance in terms of limiting children.

Written comments included: • More seats • More tours • More light • AV/film to get atmosphere • Wasted space – fit more in? • White writing on blue boards difficult to read • Recommended route so don’t miss things • Chronological journey – helps with perspective • More backdrops so not so hangar like – projections and heliograph images on the wall that move to disguise • Spread things out into available space – some areas cramped • More visitor involvement – get in things – AV presentations to bring things to life – animate the place a bit more – feels a bit lifeless • More hands on things to get in • More dress up • More things to get on and have a go – more interactivity • Token system for interactives – not expecting them • More accessible interpretation – assumes knowledge • Get in things throughout • Children’s trail that takes you through life of a soldier – go on a journey – not just looking for things.

81 • More hands on • More hands on stuff through-out – computer interactives – pokemon go idea • Paying simulators need a bit updating • More interactives – not pay for – include up front in price? • Children very computer savvy- drill down into information • Be able to get in more aircraft e.g. Cobra – comparison of old and new cockpits

Large-scale mind-mapping on narrative focus and storytelling Visitors were invited to contribute to a large scale mind map pre-populated with the three themes of:

• Innovation – cutting edge design for flight • Comradeship – working together to keep soldiers in the air • Courage – ordinary people doing extraordinary things

Interestingly although people did make some comments directly relating to the themes, their participation was influenced by having taken part in the first two activities. This meant that in the most part visitors were thinking in terms of what they would to like to see more of or change in the museum displays and this influenced how they contributed to the mind map.

Three main areas of interest in methods of storytelling and narrative focus clearly emerged. These were:

1. Personal and specific stories of people and aircraft It was clear that many museum visitors wanted to see interpretation led by more specific stories of the aircraft themselves and the people that flew and serviced them. People were interested in what the aircraft on display had actually done or moments in time that they represented. They were also interested in the experience of real people to illustrate operational details of the aircraft.

2. Modern battles, campaigns and army There was a real interest in seeing more in the museum about modern campaigns and battles from all types of visitor whether they indicated a personal connection to the military or not. There was an understanding that dealing with very recent areas of conflict might prove difficult but visitors felt that there needed to be a recognition that army flying was still very much current.

3. Chronology Although not as strong as the other two areas there was a clear sense from visitors that the whole history of army flying was of interest and that a chronological approach was sometimes easier for visitors to navigate.

There were in addition a small number of general comments which didn’t fit into any of the areas of interest above. These have been detailed below for information.

82 Recorded comments for each area of interest made are detailed below. Where a comment was specifically relevant to more than one area it has been repeated.

Personal and specific stories of people and aircraft • History/personal story of aircraft placing in context of a story. • Where have the aircraft served? • More about women – clearer stories. • Tim Peake – really informative – someone who has done it – up to date. • Make more of the Tim Peake story – really connects to young people. • Memories/sharing of real stories e.g. pilots, loading guns – how difficult jobs are and how things work. • People stories rather than technical stuff. • Human interest stories. • Stories from people – bring things to life – wouldn’t like to think about anyone I loved being in trenches or jumping out of glider – hear from actual people. • Great uncle glider pilot – maybe a bit more about real people and what happened like landing/danger of breaking ankles. • Hamil glider survival story. • Personal letters, diaries, voices particularly poignant. • Stories of people – e.g. Victoria Cross people – have got a bit but would like more. • Stories of people who have really done stuff – capture memories. • People story behind the objects – quirky and unusual. • All aircraft involved in action and operations – want to hear about that e.g. glider in battle. • Always related to people – bring objects to life. • Why is a particular object here – what has that specific aircraft done? Liked chicken shed story. • Balance between technical stuff and personal stories. • Liked photos of classes. • Link up to modern day – take people on a journey – soldiers’ lives, artillery used.

Modern campaigns, battles and army • Hear from people in the Falklands – what was it like? • Puma coming down story – more about Iraq and Afghanistan. • Maybe some more modern stuff – an Apache? • See an Apache in action – film of how things are in action – bring to life. • Modern stuff interesting but politically difficult to present. • More about modern operational stuff – stories of people doing jobs now. • Lots of places that do WWI and WWII but needs to be up to date particularly for military families. • Recognition that still current – telling story about living unit. • Link up to modern day – take people on a journey – soldiers’ lives, artillery used. • Tim Peake – really informative – someone who has done it – up to date. • Make more of the Tim Peake story – really connects to young people.

83 Chronology • Timeline of women’s involvement – are their attack helicopter pilots that are women? • Clearer themes on eras and wars – chronological easier for children. • Whole story important start to finish, then to now. • A timeline of aircraft more interesting than just modern day. • Loved the house stuff in context and time – easy to explain to the kids – they could understand it.

General comments • Flying buggy – not seen one before – quirky story – how does it work? What was it used for? Not seen one before? Cars too heavy to fly. • Fragility of original aircraft amazing. • Less interested in technical stuff. • The old stuff is way more interesting than the modern stuff. • More description of what things are – if a gun what is it? • Lots in new history GCSEs about warfare. • Don’t want lots of interpretation cluttering up photo opportunities. • Medical flights – MERCS. • Love to see the training. • Link to the airfield and what you can see outside.

84 A5: MAF Non-visiting Families Focus Group February 2017

MAF Non-visiting families Focus Group Consultation Notes, February 2017

Background to group • A 90 minute focus group discussion with families from the county of Dorset took place focusing on family visiting to museums generally and areas relating to MAF more specifically. • None of the families in the focus group had ever visited MAF. • 6 adults attended (3 men and 3 women), representing 5 different families with 10 children between them (4 girls and 6 boys), ranging from aged 8 to 13 and three young adult step daughters ranging in ages from 18-27.

What makes a good day out for your family? • Needs to appeal a bit for everyone. For people who really want to go to a place and those less keen but who have to come along. Need to be finding something on a trip that appeals to a broad spectrum. • Lots of interaction and hands on for younger ones whilst oldies can watch it all and look at stuff. • Trails, quizzes, treasure hunts for younger kids - can be borderline as depending on how made as can be a bit distracting so don't go just rushing around to tick boxes. Needs to be carefully crafted to make people look. • Interactive side of things really important. • Hands on and touch stuff even if something like smell things, hear stuff, try on stuff, the sounds. • Voices of the day so story told in first person and brought to life. • People in character who can go and inspire and say 'this is my story' • If can't have actual aircraft flying have the noise and vibration and sheer power of a fly past. • Gift shop, decent cafe with decent coffee essential. • Not overpriced as feel really ripped off if tickets or cafe – if captive audience feels like over expensive and taking advantage of you.

How do you find out about where to go on a family day out? • Internet • Trip advisor • Primary Times • Word of mouth • Friends' social media posts

Examples of good places for visits • Fleet Air Arm - in aircraft hangar have all noise going on. • One mother mentioned goes to lots of car museums as husband and sons very keen - cited Mercedes Museum Stuttgart as great - boys could look at cars but she liked

85 the timeline as showed what else was going on in the world, placed in time the relationship to other things. • Costumed characters at Dover Castle - have to bow to Henry VIII - humor, memorable, surprising and really engaging. • Alan De Cadenet video of spitfire fly past. • Trench experience at IWM get vibrations, claustrophobia and smell of cordite. You really feel it there. • Tank Museum can smell something that smells like chlorine gas. • Weston-super-Mare helicopter museum. • Jersey War Tunnels, get ID card and follow a person through, can find the person's story. Hearing story of actual person has such an impact. Enveloped you in experience of a specific time with light sound and voices. • Stourhead Harry's story – book on grand scale and shaped story boards relating to story - one mum's daughter always asks for it to be read to her when she goes there. • Secret War exhibition at IWM all about spying – quirky unusual objects and how they were used.

Perceptions of MAF/ does the name tempt you to visit? • I didn't even know it existed and have lived by the A303 all my life. • I'm a plane nut but have never been. • What does the name mean? Isn't that the RAF? • If I told my girls we were going here I don't think they'd be very keen. • The army bit puts me off personally. Am grateful for all the army do but don't feel like I want to go to a museum about this. • I wouldn't know what to expect from the name. • Need to be clearer on what telling the world. • I thought the army was just on the ground. • Is it how the army use aircraft? • What is the Army Air Corps?

From the name, what do you think you might see or do? • Lots of things like bullets all laid out in rows and labelled. • A warehouse full of dusty WW1 and 2 stuff. • I wouldn't have a clue what I was going to see. • I would not be inspired to go.

Who do you think MAF would mainly appeal to? • Services’ personnel. • Military. • Appeal to those who knows what it is. • Over 60's who are nostalgic - memories preserve. • Appeal less to girls. • If looked at from a different perspective be more interesting.

86 • History not pitched around a specific gender but feels like would appeal more to men. • History is not the turn off but the army flying bit can maybe feel less appealing. • Male, older son, 10 upwards - missing out on a huge income by not attracting women and girls.

Current barriers • Not appealing subject matter. • Cost- needs to feel affordable. • For family ticket £35 seems pricey as suspect not full appeal for all family members. Whereas Longleat is expensive but feels value as full day out and appeals to whole family. • £35 not implicitly expensive – depends on what you get. • Look of building and look of website key. • If a beautiful building part of experience in itself too and a draw. Shown some images • Need a sense of arrival and signage on road. • Really looks like a shed from the outside and inside. Inside can the interior be better lit, have a different floor surface, have parachute silks from the ceiling to soften the structure? • Signage out front really unappealing. • There is too much text associated with some of the displays.

Types of display Discussion around images of different display techniques currently adopted including: vehicles to get in and try, pay for interactives, touch screens, traditional museum case displays, dioramas, mannequins in settings, big objects.

• Vehicles to get in and try – love this – experience real thing. • Mannequins - can be hard to understand without context, costumes need to be really interesting, well fitted and interpreted, statistics linked to them e.g. number of buttons, secret facts, materials - bring the costumes to life. Costumes need to be of particular interest and significance to the story telling. Almost sometimes mannequins don't need face - need story more. Having human interest perspective great, texture of mannequins also great and scale. Personal stories are everything. Mannequins have a charm but can seem dated. Children have such a different experience to older people with amazing graphics on computers and phones every day - influences how receive the mannequins? However mannequins can seem magical through eyes of a child. Mannequins of specific people interesting if story told. • Scene sets - with some of them not clear what they are actually saying – not really obvious what setting is or why that aircraft is in particular setting. Displays need to shout their message so clear what presenting. Create an atmosphere especially when have mannequins in. But only if done well.

87 • Big objects - getting in and on. As long as can get close to them - absolutely key. Find a way so can see secret parts of helicopters - someone show up close details and unlocks through a guided or demonstration experience. Someone telling you all the amazing stuff about it is fantastic. If have volunteers who have flown in particular helicopters get them doing short introductions. Real life inspiration for visitors, especially children. Get in cockpit, not just part of plane building whole of it. • Paid interactive - no. Once into museum apart from food or gift shop should be free. Don't want to pay more, feel cheated. 1 mum said expected to pay an extra tenner on stuff once inside but consensus was not the case. Interactive things great but not if an extra charge. Screen based story through good AV experience in a room could be good as helps to pace experience. • Traditional museum display - great but needs to feel there is a clear story to a case display and have enough information about it. Appealing immediacy important as well as more detail, so headline information too so little kids can access the stories. Good clear short captions too. Looks like there is far too much text currently. Do they tell stories about the missions the actual helicopters have been on? Great if can say THIS ACTUAL OBJECT was involved in this thing. The real thing, the specifics would resonate more. • Audio guide - group brought this up themselves and were split on the idea with some liking them and some not liking them. Suggested could be like a helicopter headset with earpiece for kids or could be open with different coloured guides depending on what you have an interest in. • Touchscreens - my kids love them. Not to have them in this day and age just puts you back. Can layer the things on it for different people- Tank Museum do it well. Music, sound, film, deeper information, child friendly information. Can be informative on many levels. V&A jewelry room have a nice touchscreen where you search by type of jewelry and then it tells you where you can find it - so it promotes active investigation of the space. • Models and dioramas - great if also has footage linked to it, and if is accurate representation of a particular battle or tactic. Add extra dimension through linking models, actual helicopter and footage of film or sound. Dry subject given context by being drawn together. • For some openly want really technical information (especially blokes) and so good to have a standard spec for each aircraft can use as a reference point for those who are keen, but doesn't need to be overwhelming other stories. Top trumps tech spec set? • Could there be live flying displays again too?

Narrative focus • Discussion around a number of juxtapositions in terms of story-telling focus areas • Led by general stories of the army in the air OR led by specific stories of the different units that make army flying happen? o 2 voted general, 4 voted for specific. o Discussion focused around rooting displays in more specific moments in time and stories with particular people and aircraft in – story of how they are used and who is using them.

88 • Thematically led by grouping types of aircraft OR thematically led by story of innovation over time? o 6 voted innovation o Discussion focused on how a timeline, with what happened when, would be a useful reference point and that timelines are great for children too. Good to get a sense of chronology and show this in a highly illustrated/ graphical way to support the big objects and to give them context. Placing objects in their time. Show evolution of flight. • Explained through technical aircraft information OR explained through stories of people? o 6 voted for stories of people leading the narrative. o Discussions focused on how personal stories were more engaging and better for a family audience, families understand stories. Can talk about extraordinary logistics, but through the people who made it happen. o Enthusiasts would like the technical information too though so this shouldn't be forgotten but just shouldn't dominate. 2 attendees particularly interested in engines (specifically cars) and with a more specific interest in technical side. • Emphasis on displays of historic battles and campaigns 1880's to 1945 OR emphasis on displays of post 1945 battles and conflicts right up to modern day? o People felt both were important and couldn't vote easily. 2 people voted for pre 1945 but the rest of the group couldn't decide. o In terms of pre 1945, discussions focused on how early stuff is more different and therefore more exciting and that the period later is a bit dull or samey! Early period was more gung ho and had a sense of adventure...balloons, two wars and the development of the jet engine. o For the later period discussions focused on that it was a time and history that people can still remember and is still relevant, and it was good to reconnect this with children. “I've lived in this so it is more interesting to me.” For children don't even know what 1945 means, drones interesting and good to reference what is happening now. o The group couldn't agree on one time being more of a priority. Felt the museum needed to represent the whole story.

Apache • Having it would help tell the story that this is a place where train pilots. • If could fire it up, bring it to life, get the rotor going that would be amazing. • Soldiers or re-enactors coming out of it - bring it to life. • 4 of the 6 people said they were more likely to come if there was an Apache on display, 1 person said it wouldn't influence their decision either way.

Museum name • Museum of historic flight - or is it important to mention the military link? • Link it to a dynamic word connected with the early lexicography of Flight?

89 • Good if it can be explicit about what it shows like the Tank Museum, but at the moment army flying doesn't mean anything to people or help them envisage what it might include. Bit of an identity crisis for MAF. • Soldiers in the air? • The flying army? • Connect to sense of really early history and the balloons as this is exciting. Balloon to drone. • People need to know what it is, not just history of flying but history of military flying, particularly the army part. • Key capture imagination in the title like the Smithsonian museum of air and space. • Brand doesn't carry it. • Need to have word military in or not? • Wallop! Story of the people more so root it locally. Play on unusual name of where it is? Or use the word Apache as a pull? • Spirit of aviation? • Spirit of army flying? • The museum of military flying? • Need to know it has a forces angle before visit not whole history of flight. • Say on tin what it does but needs to inspire. • Soldiers in the sky? • Wings - soldiers in flight? • Want it to be lifting expectations whilst making story clearly more universal.

Other comments and suggestions • The kids always like the multi-media stuff, but I think sometimes it detracts from a museum, as just being video games in themselves and not necessarily adding to the learning. • As much exciting and compelling stuff on the real-life missions and roles of the helicopters and soldiers. • Maybe some role-playing (although a bit staff intensive). Creative stuff - at Yeovilton they have paper dart Concordes. • Harness kids' love of tablets and mobile phones in interpretation. • Website key to driving a visit but expect same quality when get there. • Hear of the day to day things on the battlefield first hand - e.g. glider pilots' experience. • Bring to life with carefully chosen films. • Hands on for people in a physical way. • Less is more potentially. Don't show too much stuff at the expense of communicating a clear story. • Medals - show a small selection and the people behind them in an evocative way - reference the 100s of others. Work with AAC to choose them?

90 A6: Lecture Series Visitor Survey Report February 2017

Museum of Army Flying Lecture Series Visitor Survey Summary Report A survey was carried out in January 2017 of attendees to the Museum’s lecture series. 40 survey forms were completed and they give insight into the attitudes and motivations of a current museum audience who can be categorised as having a specialist interest in military and aviation heritage.

Findings

Q1 How often have you visited the Museum of Army Flying in the last year?

Three times or more

Once or twice

First time this year

0% 10% 20% 30% 40% 50% 60% 70%

Over 60 % of the lecture attendees had been regular visitors over the last year suggesting a loyal, repeat audience. Only 20% were visiting the museum for the first time in the last twelve months.

91 Q2 For what reasons have you visited the Museum of Army Flying in the last year? (Tick all that apply)

Other

Guided tour

To visit the archive

Special event

General museum visit

Talk/lecture

0 10 20 30 40 50

Nearly all the respondents (40) had visited the Museum for a talk or lecture in the course of the last year confirming an appetite for specialist lectures. However many respondents had also used the museum in a variety of other ways.

Q3 Please specify the main reason for attending the lecture this evening. (Tick only one answer)

Other

Social

Particular speaker

Personal growth and development

Networking

Subject content

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

92 Respondents to the survey were overwhelmingly (85%) attracted by the subject content of the lecture indicating this as a driver for visits and suggesting an appetite for aviation heritage.

Q4 Please rate the following aspects of your visit to the lecture tonight.

Value for money

Quality of catering

Lecture subject content

Quality of speaker

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not applicable Very Poor Poor Average Good Excellent

The survey indicates that there is a high satisfaction level with both the content of the lecture (89% rating it excellent) and the quality of the speaker (95% rating them excellent). 74% rated the lecture excellent value for money.

Q5 What do you like most about the Museum of Army Flying?

There were 28 responses to this question. The majority commented in a positive way on the range of exhibits and aircraft on display and the depth of information available. Example comments included:

“The range and depth of exhibits/information.”

“Variety of Army aircraft.”

“Good exhibits and information.”

“Old aeroplanes well displayed.”

“A good mix of exhibits covering all aspects of army aviation.”

“The number of aircraft.”

Other respondents mentioned specific content and comments included:

“Sopwith Pup.”

93 “Assault gliders and GPR.”

“D day oddities.”

“D day pilots.”

Several respondents also commented on the atmosphere of the museum and staff. Comments included:

“Relaxed atmosphere.”

“Authenticity.”

“Friendly welcoming atmosphere.”

“Ambience.”

“Volunteer working and the friendship.”

“Staff attitude.”

Q6 What do you think could be improved about the Museum of Army Flying?

22 responses were received to this question and they were very varied. A number of people commented that the museum could be larger, that some exhibits were looking tired and that collections could be rotated.

Q7 Would you be interested in attending any of the following events in the future? (Tick all that apply) There were 39 respondents to this question.

Archive/collection store tours

Family events

Exhibitions

Performances

Guided tours

Talks/lectures

0 5 10 15 20 25 30 35 40 45

94 All of the respondents said they would be interested in attending a future talk or lecture. Just under 50% said they would be interested in visiting exhibitions and just over 40% said they would be interested in tours of the archive and collection.

95

Appendix B: Policies and Plans

96 B1. Internship Policy

MAF Internship Policy (Draft)

Introduction This policy aims to set out the standards to which MAF will adhere in offering internship opportunities. It is intended that:

• All internship opportunities are offered in an accessible way that embodies MAF’s commitment to diversity and equal opportunities. • MAF offers internship opportunities that are high quality to contribute to the on- going professional development of talent in the museum and heritage sectors. • The processes for the advertisement and recruitment of internships is fair, open and easy to access.

MAF offers the following types of placements: General Internships – carried out by individuals to gain relevant professional experience in order to embark on a career. An internship can vary from at least 6 weeks to no longer than 12 months. Work done by an intern is that which MAF requires but which can be done at junior level in order to provide professional experience for the intern. These are open to all. General interns are understood to be performing as ‘workers’ as defined by National Minimum Wage legislation, but are not considered to be MAF staff.

This policy does not apply to work experience placements for school students, unpaid student internships, work shadowing, mentoring, professional placements or secondments.

Principles MAF is committed to being diverse and to facilitate access to working for MAF to everybody. All applications for internship opportunities at MAF will be considered on an equal basis without regard to age, disability, gender, nationality, race, religion or belief or sexual orientation.

MAF recognises that unpaid internships are a significant barrier to people from more disadvantaged socio-economic backgrounds. Placements offer a valuable opportunity for career development and MAF believes it would be unfair for such a valuable opportunity to be available only to those who can afford it.

MAF also recognises the significant contribution that interns bring to the organisation.

MAF recognises that people of all ages, including older people, may seek an internship placement to develop new skills or pursue a new career. MAF accepts interns of any age over eighteen years old who have the right to work in the UK.

All interns will benefit from a designated supervisor at MAF. Supervising internship placements give staff members the opportunity to develop line management skills.

Interns are not substitutes for paid staff; interns will not perform equivalent roles to paid staff, although they may carry out tasks that are also performed by paid staff.

97 Procedures MAF should only offer meaningful and valuable internships that are mutually beneficial to the individual and MAF.

Internships opportunities must have an allocated budget and meet the following criteria:

• The department has the capacity to host an intern • An opportunity has been identified that addresses a specific need in the department • The opportunity must be suitable for the capability of an intern • The placement provides a genuine learning and development opportunity

Recruitment The recruitment process for interns should be fair, equitable, and transparent and should include the following stages:

• Identification of suitable opportunity. • Identification of qualities, knowledge, skills and experience that this opportunity will provide. • Identification of selection criteria. • Consideration of where to target advertisements to reach the broadest audience. • Short listing applicants according to their suitability to the criteria. • Interview and offer internship. • Sign internship agreement. • Carry out pre internship checks. • Prepare on-boarding of intern (induction).

MAF will only accept applications for advertised vacancies.

Advertisements for internship placements should set clear expectations about the nature of the placement, and the development opportunities and benefits to be gained.

Candidates who are over qualified or who have previously carried out similar work experience at MAF should not be given preference in the application process.

Management Interns should receive a full induction, led by their designated supervisor. General interns should be paid the National Minimum Wage or National Living Wage as appropriate.

Internships would last between 36 days and 12 months and the working week should not exceed 40 hours.

Appropriate monitoring is carried out by the designated supervisor, to include regular review meetings, with a detailed review at the end of the internship.

98 B2. Training Plan

Museum of Army Flying Training Plan 2018-2021

99 1. Introduction

This training plan has been written as part of the Round 2 development of the Activity Plan for the museum’s British Army Flying: Discovering Stories of Courage, Comradeship & Innovation Project. It has been part of a process to help identify the skills and knowledge needed to effectively deliver the HLF project. It is important that the training plan becomes a working document that is reviewed regularly throughout the project period in real time to ensure that it continues to meet the needs of the staff, volunteers, Board and the project.

100 2. Skills review

The Activity Planners alongside museum staff reviewed the skills and knowledge needed to successfully develop and deliver the HLF project and ensure its future sustainability. The following table outlines the areas for focus:

What skills does the organisation need to deliver the HLF project and deliver organisational change?

Area of work/development Skills and knowledge needed Who is going to do this? Exhibition and new interpretation design and Understanding of exhibition design and build process, Project team build management of consultants/capital build, scriptwriting, object mounting/display Oral history project Oral policy and practice, ethics, interviewing, transcribing, Curator, Archivist, preservation volunteers Development of schools offer Strategic development and partnerships, curriculum Learning and Communities knowledge, session development and delivery, evaluation and Officer monitoring Development of family learning offer Understanding of family learning context, development and Outreach and Engagement delivery of resources, positive facilitation of families, evaluation Officer and monitoring Learning and Communities Officer Outreach Understanding of community engagement, best practice for Outreach and Engagement outreach Officer Volunteer programme Volunteer policy and practice, recruitment, induction, Staff and Volunteer management, evaluation and monitoring Development Manager Volunteer delivery Customer care, engaging diverse audiences, talks and tour Staff and volunteers training, activity support, on floor interpretation, welcome, collections care, cataloguing, remedial conservation, conservation cleaning, object handling, oral history interviewing and transcribing Archive and collection management and Best practice in collections care, cataloguing, access, Curator and archivist development conservation Corporate offer Event planning, understanding of corporate market, marketing, Head of Commercial pricing strategies Operations, Marketing Marketing and audience development Effective, targeted marketing, brand development, Head of Commercial understanding of audience development, visitor evaluation and Operations, Marketing, monitoring Board Organisational transformation Financial planning and budget management, sustainability Board and staff planning, staff professional development, accessibility and inclusion knowledge and understanding, heritage landscape context knowledge, partnership development, evaluation and monitoring, ability to question and challenge Capital project Project management, procurement, evaluation and monitoring Board and staff

To identify any potential skills and knowledge gaps the Activity Planners designed three different questionnaires for completion by volunteers, staff and board members. Activity Planners also interviewed a majority of staff and volunteers and some board members.

102 3. Skills audit

The purpose of the audit was to assess the skills, knowledge and experience of existing directors, staff and volunteers and identify areas for further training and development as well as supporting the need for new staff roles, identified in the HLF bid, to deliver the project.

The skills audit was carried out in December 2016 and January 2017 for Directors, staff and volunteers. The audit was completed by:

• 15 volunteers • 21 staff • 11 Directors

The self-assessment skills audits were analysed and looked at in in conjunction with interviews with staff and volunteers about training needs, observation of practice at the museum and the Activity Planners’ knowledge and understanding of best practice in training and skills development across the heritage sector.

The key findings from this process are summarised below.

Directors The Board of Directors is a board with broad and balanced skills generally scoring highly across all areas of the skills audit which included understanding and experience of governance, vision and strategic planning, leadership and team working and financial oversight. No individual is expected to have all the skills required for good governance and there was no area which was highlighted as an urgent area of concern where the museum was lacking in director skills to govern effectively. All areas had at least three Directors (and in most areas more than three) who had good or extensive experience in particular areas of expertise or skill. However the areas where the governing body scored least well in were all areas specific to the cultural or heritage sector. Areas which were relatively low scoring included: understanding of current cultural/museum policy; experience of working/volunteering in the heritage/culture/education sectors; links with local community/museum audiences and lastly managing volunteers. Currently no Board member has direct museum practitioner experience and this could be an area for consideration in future Director recruitment. The areas identified for further board development and training to give directors a broader understanding of issues particularly relevant to the delivery of the HLF project and future sustainability are:

• Volunteer programmes best practice and development in the heritage sector. • Equality, diversity and inclusion in a heritage context. • Understanding the legal requirements of governance. • Good governance practice and participation for Boards. • Voice of the visitor – using audience feedback in organisational review and improvement.

In addition the project will act as a catalyst to develop an annual cycle of planning and review to include an opportunity for the Board to review its performance.

103 Staff The museum has a motivated team of staff with highly developed personal skills. Staff self- assessed as having good or extensive skills or expertise in their particular areas of operation. The HLF project will develop the museum in new areas, drawing in new audiences and volunteers. The museum only has a small professional staff team and there are a number of areas identified where there are gaps in staff capacity for supporting development or where skills could be improved to ensure the best possible outcomes for the HLF project. These include:

• Evaluation and monitoring practice. • Exhibition scriptwriting and management of interpretation design and build projects. • Oral history policy and practice. • Volunteer policy, practice and active recruitment. • Access and inclusion agendas, disability awareness and welcoming diverse audiences. • Safeguarding

Volunteers The museum has an enthusiastic and dedicated group of volunteers with well-developed personal skills. Many of the volunteers also bring military and/or aviation experience to the museum. One of the aims of the project is to grow and diversify the existing group of volunteers and a number of areas for development for volunteers has been identified:

• Basic remedial conservation cleaning. • Object handling, packing and basic collections management procedures. • Oral history interviewing, editing and transcribing. • Disability awareness and welcoming diverse audiences. • Guiding and presentation skills.

A detailed training plan can be found below.

104 4. Training plan

Board of Directors

Skills or Potential Timescale and Who? Why? Method development gap Provider resource

Volunteer All Board members Ensure museum is Annual training day Mark Restall, Autumn 2018 £500 programmes best recognising and freelance trainer and practice and valuing volunteer volunteer specialist development in the contributions. Briefing by staff Volunteer Spring 2020 heritage sector Ensure museum is Development operating within the Manager law with regard to volunteer involvement. Ensure museum has volunteering best practice embedded in operations. Equality, diversity All Board members Ensure that the Annual training day Winchester Access Autumn 2020 £500 and inclusion in a museum is operating for All heritage context inclusively. Jaane Rowehl Voice of the visitor – All Board members Ensure the museum Annual training day Freelance Evaluator Autumn 2019 £500 using audience is evaluating and appointed for HLF feedback in monitoring Briefing by staff project Spring 2019 Spring organisational review effectively. 2021 and improvement Ensure the museum Head of Commercial is using evaluation Operations and monitoring evidence in service review and improvement.

105 Understanding the All Board Members Ensure effective What Trustees Need AIM or independent Spring 2019 legal requirements of museum to Know consultant (Adrian Additional if new governance governance. Babbidge) trustees Ensure the Free or £300 organisation is resilient. Good governance Selected Board Ensure effective Conference AIM Conference day Summer 2019 £300 practice and Members cascading museum attendance attendance x 2 Board Summer 2020 £300 participation for training governance. members Summer 2021 £300 Boards Ensure the Board member organisation is feedback of learning resilient. at meetings

106 Staff and Interns

Skills or Potential Timescale and Who? Why? Method development gap Provider resource

Evaluation and Curator Ensure a joined up Course – bespoke for Consultant (some Autumn 2018 monitoring Archivist approach to MAF potential consultants £500 Learning and evaluation and include Nicky Boyd Communities Officer monitoring. Ongoing consultancy or Kate Pontin) Ongoing – Freelance Outreach and Ensure staff support Evaluator Engagement Officer understand the Marketing Officer importance of Head of Commercial evaluation and are Operations, equipped to carry Curatorial Intern out tasks Heritage Marketing confidently. Intern Ensure the HLF Visitor Experience project is properly Intern evaluated and lessons are learnt. Ensure evaluation and monitoring becomes embedded across all aspects of the museum. Text and scriptwriting Curator Provide the curator Course Text Workshops Summer 2018 Heritage Marketing with the necessary £165 Intern skills to write Visitor Experience accessible and Spring 2019 £165 x 2 Intern engaging text. Provide the interns with skills to write a brand range of

107 accessible and engaging material. Oral history Archivist Allow confident Introduction to Oral Oral History Society Autumn 2018 2 x interviewing and Curatorial intern management of the History Course £85 transcribing oral history project. Mentoring Consultant Oral Historian Oral history policy Archivist Allow confident Archival Oral History Society Autumn 2018 2 x and practice Curatorial intern management of the Management of Oral £85 oral history project. History Collections Course Developing Your Oral History Skills Volunteer policy, Curator Update of skills to Online resources – Online Ongoing practice and active Volunteer confidently manage Volunteer England No cash cost recruitment Development Volunteer Volunteer Manager Development In house briefings Development Manager Manager

Best practice updates Disability awareness FOH staff Ensure the museum Course Community First Spring 2019 £500 and welcoming Curator offers an inclusive Spring 2020 £500 diverse audiences Archivist service. Head of Commercial Ensure visitors with Operations additional needs are Learning and made to feel Communities Officer welcome and Outreach and catered for. Engagement Officer Volunteer Development Manager Visitor Experience

108 Intern Heritage Marketing Intern Safeguarding Learning and Ensure that the Child Protection: an NSPCC Autumn 2018 Communities Officer museum takes Introduction Online £20 x 4 Outreach and seriously its course Spring 2019 Engagement Officer obligation to An Introduction to £225 x 1 Volunteer promote the welfare Safeguarding and Development of children and Child Protection Day Manager protect them from Course Visitor Experience harm. Intern Ensure that safeguarding is at the heart of the organisation. Ensure that responsible staff have the knowledge to train volunteers. Ensure that appropriate procedures are in place to deal effectively with safeguarding issues. Learning best Learning and Opportunity to GEM Conference day GEM 2019 £300 practice Communities Officer network. attendance 2020 £300 Outreach and Opportunity to hear 2021 £300 Engagement Officer about best practice.

Collections Curator Opportunity to Collections Trust Collections Trust 2019 £450 management best Archivist network. Conference 2020 £450 practice Curatorial Intern Opportunity to hear 2021 £300

109 about best practice. On job training In house Curator and During internships Archivist

110 Volunteers

Skills or Potential Timescale and Who? Why? Method development gap Provider resource

Induction including All volunteers Ensure volunteers Training session Volunteer Spring 2019 and safeguarding are familiar with Utilise Museum of Development ongoing as required. museum policy and London Volunteer Manager practice. Training Bank online Ensure volunteers are equipped to carry out their tasks effectively and confidently. Basic remedial Collections care and Ensure the Training courses Brooklands Museum 2019 conservation maintenance conditions of the 2020 volunteers collections is Curator £3,700 safeguarded. On job training Ongoing Improve the Conservator condition and Basic conservation Spring 2019 £500 management of the training day Spring 2020 £500 collections. Ensure volunteers are equipped to carry out their tasks effectively and confidently. Object handling, Collections care Ensure the condition On job training Curator and Archivist Ongoing packing and basic volunteers of the collections is Collections collections safeguarded. Training day management Summer 2019 £500 management Improve the specialist condition and management of the

111 collections. Ensure volunteers are equipped to carry out their tasks effectively and confidently. Oral history Oral history Ensure volunteers On job training Oral Historian Included in Oral interviewing volunteers are equipped to Historian Freelancer carry out their tasks Brief effectively and confidently. Develop an ongoing oral history programme. Disability awareness All public facing Ensure volunteers Course Community First Spring 2019 and welcoming volunteers are equipped to Spring 2020 diverse audiences carry out their tasks Utilise Museum of effectively and London Volunteer confidently. Training Bank online Ensure the museum offers an inclusive service. Ensure visitors with additional needs are made to feel welcome and catered for. Guiding Volunteer tour Ensure volunteers Curator Engagement Winter 2018 and guides are equipped to Outreach and Consultant ongoing as needed carry out their tasks Engagement Officer effectively and Engagement £1,000 confidently. Consultant Ensure audience

112 needs are met. Presentation skills Volunteer explainers Ensure volunteers Course Presentation Spring 2019 and are equipped to specialist ongoing as needed carry out their tasks effectively and £1,000 confidently.

113 B3. Pop up Museum Outline

Museum of Army Flying Pop up Museum Outline

Background A central focus of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation HLF Project is reaching out and actively engaging with new audiences; drawing a greater number and wider range of people to the museum in the long term. The Pop up Museum will act as a tool to creatively reach out to potential audiences in a playful and engaging way.

Aims of the Pop up Museum The Pop up Museum will carry out a number of roles, but ultimately is a travelling museum tool for community engagement and audience development. The Pop up Museum will:

• Be a portable, eye-catching, fun and interactive display that expresses what is compelling about the Museum of Army Flying. • Actively raise the profile of the Museum of Army Flying with new audiences. • Act as a promotional resource to raise awareness of public programmes at the museum and drive up museum visits with target audiences. • Offer a taster of what you can experience during a museum visit. • Work as a volunteer recruitment tool.

Through a promotional roadshow, the Pop up Museum will target wide-ranging community locations including:

• Local community venues. • Village, school and county fairs. • Association of Army Families events. • Volunteering events. • Winchester Science Centre. • Scout and Guide festivals.

The Pop up Museum will enable the Museum of Army Flying to extend its reach within Hampshire and the surrounding counties through targeted touring activity.

Thematic Focus The Pop up Museum will give those who encounter it a taster of the key messages that the Museum of Army Flying wants to communicate. It will help visitors start to understand:

• Progress in Army aviation has been led by individual pioneers with vision and determination. • Army aviators are soldiers first. • Technology lies at the heart of Army aviation. • Army aviation has fulfilled a range of roles across the world. • There are amazing human stories associated with Army aviation.

114 These key messages underpin the wider interpretative scheme of the museum, and so will support people in sparking their interest and feeling inspired by the stories that army aviation can share, with the ambition to encourage them to visit the museum.

Scope of Content Content for the Pop up Museum will be inspiring, fun, robust, interactive and easily transportable. It is envisaged that the Pop up Museum could include the following elements:

• Modular showcases. • Pull up banners. • Handling objects and props. • Quizzes. • Interactive games. • A largescale themed photo cut out.

Content for the Pop up Museum will be developed in greater detail during the delivery phase of the HLF project.

115 B4. Oral History Plan

Museum of Army Flying Oral History Plan Contents

1 Project Overview 1.1 Project Summary 1.2 Objectives 1.3 Outputs 1.4 Overall Approach 1.5 Constraints

2 Benefits 2.1 Risk analysis 2.2 Standards 2.3 Copyright and intellectual property rights

3 Project Resources 3.1 Project Management 3.2 Project equipment and space 3.3 Training needs

4 Project Planning 4.1 Evaluation Plan 4.2 Quality plan 4.3 Dissemination Plan

Appendix 1 – Oral History Society Ethical Guidelines

Appendix 2 – Museum of Army Flying Oral History Project Explained

Appendix 3 – Recording Agreement Form

116 Oral History Plan

1. Project Overview

1.1 Project Summary The Oral History project forms part of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project which has a detailed Activity Plan. This plan forms part of the appendices of that larger document and outlines in more detail the specifics of the Oral History project.

The overall project will transform the museum and place British Army Flying back the heart of the museum by transforming the display of the collections and the visitor experience; telling the story of British Army Flying for all in a way that entertains, engages and inspires; reconnecting the Army Air Corps with its regimental museum and bringing the Museum of Army flying into the community.

A reordering of the displays and existing hangars will transform the archive, artefact storage, conservation workshop and learning facilities. There will also be a three year outreach and volunteering programme.

The oral history project will collect stories and memories from those who have served in the Army Air Corps since its formation in 1957, filling a particular gap in the collections. The project will cover officers, other ranks, aircrew, ground crew and family members in order to form a complete record. It will collect stories and memories from serving personnel and recent veterans. Those with close personal connections to Army flying will have their experiences captured through reminiscence sessions or oral history interviews. The outputs of this work will form part of MAF's collection and content for the new interpretation. The oral histories will form a key part of new interpretation and will also be utilised in both formal and informal learning programmes. The oral histories will be key in bringing the Museum of Army Flying’s narrative up to date for all visitors and ensuring the serving AAC community see their experience reflected.

1.2 Objectives The Oral History project has seven objectives:

• To collect oral histories from people associated with the AAC and its formation from 1955 onwards. • To create a unique archive which doesn’t currently exist, completed at a time when veterans are still available to contribute. • To produces resource which can be used in the museum displays and programmes to communicate important, interesting and engaging personal stories. • To train and equip a team of volunteers to carry out the tasks effectively with limited supervision. • To leave a legacy of equipment, skills and experiences which enables the museum to continue the recording process beyond the life of the HLF project. • To share the oral histories and memories with a wide audience using a variety of methods. • To connect and develop relationships with the AAC serving and retired personnel.

117

The oral histories collected will explore the role of the AAC and help the museum communicate its key messages for the project which include:

• Progress in Army aviation has been led by individual pioneers with vision and determination. • Army aviators are soldiers first. • Technology lies at the heart of Army aviation. • Army aviation has fulfilled a range of roles across the world. • There are amazing human stories associated with Army aviation.

1.3 Outputs The project will collect and make available:

• 30 oral history audio interviews • Full transcripts of the interviews

The interviews will be available through the museum archive in their entirety. In addition the oral histories will inform content of interpretative projects outlined in more detail in the project Activity Plan.

1.4 Overall Approach The aim is to encourage the active involvement of people in the oral history collection by providing volunteering opportunities and training to carry out the tasks outlined. The project will be managed overall by the Archivist. Volunteers will receive training from a freelance Oral Historian and support from a Curatorial Intern.

The aim is to have a small team of well trained volunteers to help ensure the quality of the final interviews. Transcription, which is the key to making the oral histories accessible, will be carried out by volunteers following appropriate training. The oral history collection will be carried out to achieve the objectives identified for the project outlined above.

The museum will hold the oral histories in perpetuity and ensure they are compliant with necessary standards. Standards, equipment and methodologies have been set based on existing best practice.

Recording and transcribing equipment will be provided for the project team and appropriate training given (see 2.12 below).

The scope and boundaries of the project are largely driven by a pragmatic approach to the constraints of the project outlined below and the needs of the project to record these memories before they are lost.

1.5 Constraints The project has a number of constraints and these are listed below:

• Funding – funding is restricted and therefore resources need to be targeted and used to address project objectives.

118 • People resource – the project success is dependent on enough volunteers being recruited and retained. Training and adequate on-going support will be crucial so that volunteers feel motivated, equipped and confident to carry out the tasks required of them.

1.6 Benefits The modern AAC was founded in 1957. Personnel serving then are consequently part of the aging population. If their memories are not recorded soon they will be lost. Oral history is important and has a number of general benefits both for those involved in projects but also those accessing the material. These include:

• A spoken account and hearing a voice can tell us so much more about how a person has felt and perceived an event or experience, their attitudes and understanding. • There are parts of the past and people’s experiences that simply cannot be explored through more conventional historical research. • Oral history can bring communities together to explore the past, understand the present and discuss their thoughts for the future. • Oral history provides opportunities to celebrate shared experiences but also recognise diversity and enable people to respect and understand others’ stories. • Innovative approaches to oral history have also demonstrated how important it can be to develop intergenerational respect and understanding. • Hearing people’s voices or watching them speak is a powerful experience and enables people to engage with the past with much greater depth. • Oral history is empowering for those taking part, both interviewers and interviewees. For those being interviewed, it can be an almost unique opportunity to talk about experiences, difficult times, achievements and to share life stories.

119 The project will have a number of benefits for a variety of people and these are outlined in the table below:

Group Benefit Oral history volunteers Specific heritage and oral history skills training. Opportunity to share experiences between generations. Increased understanding of AAC heritage. Interviewees Opportunity to share stories and life experience. Validation of contribution. Opportunity to share experiences between generations. General visitor Opportunity to share experiences between generations. Increased understanding of AAC heritage. Non-visitors Remote access to material. Engaging and accessible route into AAC heritage. Increased understanding of AAC heritage and awareness of AAC generally. AAC serving and retired personnel and their Feeling of ownership of the AAC story. families Confidence to pass the story of AAC on. Validation and recognition of experience. MAF operational team Access to material. Increased understanding of AAC heritage. Availability of material which can be repurposed in different ways for many audiences. Engage major stakeholders.

120 1.7 Risk Analysis

Risk Description Probabili Severity Risk Detail of action to be ty (P) (S) Score taken

1 – 5 1 – 5 (PxS) (mitigation / reduction / transfer / acceptance) (1 = low (1 = low

5 = 5 = high) high)

Key project staff fall sick 1 4 4 Archivist, Curatorial Intern and freelancer all working on project.

Volunteers working on a team basis to ensure continuity.

Failure to retain key 1 5 5 Archivist, Curatorial Intern project staff during the and freelancer all working lifetime of the project on project.

Failure to recruit 1 5 5 Work with partnership volunteers organisations, current volunteers and veteran associations.

Failure to retain 1 5 5 Ensure training programme volunteers appropriate.

Create social team environment.

Keep volunteers in touch with positive contribution of their efforts on other aspects of the project.

Failure to recruit 1 3 3 Permission for some interviewees interviewees secured in principle already.

Use MAF’s networks and connections with veteran organisations.

Advertise on website.

121 Copyright of material 1 3 3 Use oral history unclear agreements.

Transcription takes too 2 4 8 Ensure realistic timescale in long project planning.

Appropriate training given to volunteers.

Interviews not carried out 2 5 10 Adequate and appropriate to required standards training for volunteers.

Continued supervision and support of volunteers.

Quality plan implemented.

1.8 Standards Audio recordings The project will adhere to the following standards:

• An archive master copy of each interview will be kept in the original WAV format. This will remain untouched and backed-up. • A copy will be made to work with, edit and share with others. • A further copy will be made in a more manageable MP3 format which is easier to use and has a smaller file size.

Collection records and metadata capture The oral history interviews will be accessioned and entered into the museum’s collection management system meeting museum existing standards.

Ethical standards MAF will become a member of the Oral History Society and will adhere to their guidance relating to copyright, data protection and ethical standards. This guidance can be found on their website at http://www.ohs.org.uk/ethics/. The Oral History Ethical Guidelines are appended to this document (Appendix A).

1.9 Copyright and intellectual property rights MAF will follow the guidance relating to copyright and ethical guidelines as outlined above. All interviewees will be informed of their rights under copyright law and interviewees will be asked to sign a Recording Agreement Form (see Appendix B and C).

122 2. Project Resources

2.1 Project Management The Archivist will have overall responsibility for the delivery of the project. They will be supported by a Curatorial Intern. The Intern will have day to day support responsibility of the oral history project and will be specifically working on the quality check of recordings, collections management records as well as transcription.

In addition a freelance Oral Historian will be employed to carry out specialist oral history training with volunteers and staff and play an on-going mentoring role within project work.

The Curator will meet regularly with volunteers and at least quarterly to ensure a two way communication about the project as a whole is maintained.

2.2 Project equipment and space The project will provide volunteers with recording equipment and access to laptop and software as required along with any necessary space to work in.

2.3 Training needs The HLF project includes a training plan and further detail in terms of numbers of training sessions and beneficiaries can be seen in Section 3, the Activity Action Plan and Appendix B2 Training Plan.

In summary however training will be provided for volunteers and staff by the Curator, Archivist, and a freelance Oral Historian. It will include:

• Oral history interviewing and recording techniques. • Software familiarisation. • Oral history ethical and copyright guidance. • Use of oral history in a museum context. • Familiarisation with AAC history and background. • Familiarisation with project objectives and new interpretation.

3.Project Planning

3.1 Evaluation Plan

Timing Factor to evaluate Question to address Method Measure of success

Ongoing Oral history Is task complete and Sample All tested interviews of appropriate testing. quality?

Ongoing To have Is content complete Sample 50% tested completed the and of appropriate testing transcription of quality?

123 interviews

After Copyright issues Have we gained Signed Permissions for interview identified and permission for use permission material or resolved from copyright or acceptance of risk holders? acceptance of risk.

Ongoing Material available Has the material User Usefulness for users for use in other become accessible? feedback aspects of the User satisfaction Web stats project Take-up

Ongoing Volunteer Have the volunteers Volunteer Volunteer involvement been retained and feedback satisfaction trained to complete the task? Volunteers gained new skills Have the volunteers worked effectively? Numbers of volunteers trained Have the volunteers and retained gained new skills and knowledge? Tasks completed

Have the volunteers gained anything else from the process?

Ongoing Interviewees How did the Feedback Interviewee interviewees benefit? from satisfaction interviewees

For further details of evaluation see Activity Plan.

124 3.2 Quality plan The quality plan will ensure that the recordings and associated metadata meet the required standards. Measures to ensure quality are outlined in the table below:

Timing Quality Quality Evidence of Responsible criteria Assurance compliance method Continuous Recording Each recording Audio Volunteer/ quality checked verification Curatorial Intern of quality Continuous Collection Entries Visual Archivist/ management checked/sampli verification Curatorial Intern record created ng by Curatorial of entry Intern Continuous Ease of retrieval Sampling Subjective Curatorial Intern using search evaluation of criteria search quality Continuous Transcription Sampling Accurate Archivist/ Curator quality

3.3 Dissemination plan The project Activity Plan has details of how the results of the oral history project will be used and disseminated. Dissemination can be summarised in the following way:

• Oral history recordings held in the collections. • Interpretative projects, activities and events use oral history material.

3.4 Timetable and Budget The timetable and budget can be found in Section 3 of the project Activity Plan Action Plan.

125 Appendix 1: Oral History Society Ethical Guidelines

Although several UK laws apply to oral history, those who give information to interviewers do not usually have the time or resources to take legal action if their words are used illegally. But they can easily complain to their MPs, local authorities or the press, and this can seriously affect the reputation for trustworthiness which all oral history practitioners and custodians depend on.

The Society believes that, while oral history work must comply with the law, legal requirements alone do not provide an adequate framework for good practice. No UK law was designed specifically to regulate oral history work; in fact no law even mentions it.

For these reasons the following ethical guidelines have been drawn up to cover responsibilities and obligations beyond legal requirements. Custodians and places of deposit (such as archives and libraries) which the Society is prepared to recommend have agreed to abide by these guidelines.

1. Interviewers have the following responsibilities before an interview takes place: 1.1 To consider the purpose of the interview and the possible range of future uses to which it might be put. 1.2 To carry out research and acquire sufficient technical knowledge to conduct an interview of the best possible standard. 1.3 To inform the interviewee of the purpose for which the interview is to be carried out, with background information where appropriate, and ensure he or she has understood this. 1.4 To determine the preferences of the interviewee as to the location and conduct of the interview (for example the presence of other persons; subject matter or personal references to be avoided).

2. The interviewer has the following responsibilities during the conduct of an interview: 2.1 To ensure that the interviewee's preferences as to the location and conduct of the interview are abided by. 2.2 To treat interviewees with respect and courtesy. 2.3 To observe confidentiality until a clearance form or other access agreement has been finalised.

126 3. The interviewer has the following responsibilities after an interview has taken place: 3.1 To inform the interviewee of the arrangements to be made for the custody and preservation of the interview and accompanying material, both immediately and in the future, and to indicate any use to which the interview is likely to be put (for example research, education use, transcription, publication, broadcasting). To record in writing (and later carry out or convey to others) any restrictions which the interviewee may require. 3.2 To inform the interviewee of his or her rights under copyright law. 3.3 To ensure that the interviewee is informed (preferably in writing) when arrangements are made under 3.1-3.2 above are carried out. If these responsibilities are transferred to others (for example an archive or other place of deposit), this should be with the knowledge or consent of the interviewee and should be recorded in writing. 3.4 To inform the interviewee of any new circumstances or changes to provisions made under 3.1-3.2 above. 3.5 To ensure that the interview is documented, indexed, catalogued and made available as agreed with the interviewee, and that a copy of the recording or transcript is given to the interviewee if an undertaking to do so has been given. 3.6 To ensure that all possible measures are taken to preserve interview recordings and related material.

4. Sponsoring institutions or places of deposit such as archives, libraries, museums or university departments have the following responsibilities: 4.1 To select interviewers of sufficient competence and skill, and to give sufficient guidance or training to ensure that these guidelines are carried out. 4.2 To ensure that recordings and documentation are carried out to the best possible, and at least to a sufficient standard. 4.3 To ensure that information on copyright ownership and other restrictions and conditions is recorded in writing and preserved. To document fully in writing all transfers of interview recordings and related material from individuals or others and ensure that 3.3 is fully carried out. 4.4 To ensure that responsibilities under 3.4-3.6 are understood and carried out. 4.5 To avoid the acquisition of interviews which are not accompanied by documentation including provenance, availability for use, and copyright status, except where there is a realistic prospect that 4.6 can be carried out successfully. 4.6 If interviews as described in 4.5 are acquired, to ensure that all possible steps are taken to contact interviewees or their heirs in order to obtain written statements concerning copyright and access. 4.7 To restrict access to interviews (even where this has not been required by the interviewee) in appropriate cases.

127 4.8 To ensure that names and personal details of interviewees are not passed on to third parties (for example broadcasters) without the consent of interviewees. Institutions should not become involved in any business arrangements which may result from such contacts. 4.9 To decide whether to charge for services and to fix a standard scale of charges which will apply to all users.

128 Appendix 2: Museum of Army Flying Oral History Project Explained

This document explains: • How your recording will become part of MAF’s oral history collection. • The forms we ask you to complete to ensure we allow access to your recording according to your wishes. • How we will use your recording.

The Museum of Army Flying (MAF) is undertaking an oral history project to capture the memories and experiences of people associated with the AAC since 1957.

The Oral History project has seven objectives:

• To collect oral histories from people associated with the AAC from 1957 onwards. • The creation of a unique archive which doesn’t currently exist, completed at a time when veterans are still available to contribute. • A resource which can be used in the museum displays and programmes to communicate important, interesting and engaging personal stories. • To train and equip a team of volunteers to carry out the tasks effectively with limited supervision. • To leave a legacy of equipment, skills and experiences which enables the museum to continue the recording process beyond the life of the HLF project. • To share the oral histories and memories with a wide audience using a variety of methods. • To connect and develop relationships with the AAC serving and retired personnel.

The oral histories collected will explore the role of the AAC and help the museum communicate its key messages for the project which include:

• Progress in Army aviation has been led by individual pioneers with vision and determination. • Army aviators are soldiers first. • Technology lies at the heart of Army aviation. • Army aviation has fulfilled a range of roles across the world. • There are amazing human stories associated with Army aviation.

The modern AAC was founded in 1957. Personnel serving then are consequently part of the aging population. If their memories are not recorded soon they will be lost. Oral history is important and has a number of general benefits both for those involved in projects but also those accessing the material. These include:

• A spoken account and hearing a voice can tell us so much more about how a person has felt and perceived an event or experience, their attitudes and understanding. • There are parts of the past and people’s experiences that simply cannot be explored through more conventional historical research.

129 • Oral history can bring communities together to explore the past, understand the present and discuss their thoughts for the future. • Oral history provides opportunities to celebrate shared experiences but also recognise diversity and enable people to respect and understand others’ stories. • Innovative approaches to oral history have also demonstrated how important it can be to develop intergenerational respect and understanding. • Hearing people’s voices or watching them speak is a powerful experience and enables people to engage with the past with much greater depth. • Oral history is empowering for those taking part, both interviewers and interviewees. For those being interviewed, it can be an almost unique opportunity to talk about experiences, difficult times, achievements and to share life stories.

The oral history recordings will be archived at the museum and the recordings will be used in a number of interpretative ways to help people learn about the history of army flying. This may include exhibition, on the website and as an inspiration for activity programmes.

The Oral History Recording Agreement At the conclusion of an interview, each interviewee is asked to fill in an Oral History Recording Agreement.

What is this form? The form is a legal agreement whereby each interviewee confirms their consent for the recording to be made and archived, designates ownership of their copyright in the recording and stipulates any desired restrictions to public access. Recording this information in a short formal document is in the best interests of both the interviewee and MAF.

The Oral History Recording Agreement:

• formalises our agreement • establishes any special provisions for the use of and access to the recording • specifies ownership of copyright and underlying rights

Before you are asked to sign this Agreement, the oral history interviewer or member will talk through the document with you, explain each part and will be happy to answer any questions you may have. The completed Agreement will then be signed by you, or your legally appointed representative. You will be given one copy, countersigned by the interviewer or by another authorised representative of MAF, as your record of our agreement. MAF will retain the other signed copy of the Agreement.

The Oral History Recording Agreement establishes and confirms a legal relationship between you and MAF. This relationship is also based on trust and a shared understanding of the terms of the agreement: it is therefore very important that you raise any concerns you may have about anything included or omitted from the Oral History Recording Agreement before it is signed.

130 Key elements of the Oral History Recording Agreement:

1. Permission to record The Agreement confirms your willingness to take part in the recording made and archived by us.

2. Public access to the interview The Agreement allows you to specify how researchers can use your recording – both now and in the future. If you wish to restrict access to all or part of your recording there is space on the Agreement to specify these restrictions.

In line with most public archives and libraries, MAF recordings deposited with the museum may become available online subject to interviewee consent.

If you have particular concerns please discuss this with the interviewer. Your options are: • If you do not wish to impose any access restrictions, then simply leave this section of the Agreement blank. • If you do wish to restrict access to the recording – in its entirety or particular parts – please specify this in the space provided. You are required to give an end date to each restriction you specify.

3. Copyright The Oral History Recording Agreement contains a statement whereby the interviewee assigns their copyright in the recording to MAF.

Copyright in the words spoken on the recording lasts for 70 years after the year of a speaker's death, so documenting copyright information at the completion of the interview is vitally important. MAF is a strong supporter of author and creators’ rights. Assignment of copyright does not affect your moral rights, that is your right to be identified as a contributor and for your contribution to be protected from derogatory treatment which might damage your reputation or the integrity of your contribution.

A small number of interviewees decide to retain their copyright in the recording. This means that no public, published or broadcast use can be made of the recordings without the interviewee’s written consent, although such recordings will be accessible at the museum for private research and non-commercial use only (assuming there are no access restrictions imposed).

We ask interviewees to bear in mind that when interviewees retain copyright this can create considerable difficulties for MAF. MAF may lose contact with an interviewee (or after their death, their relatives or estate), which would prevent the interview being used for published research in the future.

131 Your options are: • If you are happy to assign your copyright to MAF leave the Agreement as it is and sign it at the bottom • If you wish to retain your copyright in the recording, please strike through the relevant sentence on the Agreement. Then choose one of the following options regarding the duration of the retention of copyright and write it in the space provided: a) I retain my copyright in the recording until 20__ after which I assign copyright to MAF. I undertake to keep MAF informed of any changes in my address. b) I retain my copyright in the recording for the duration of my lifetime after which I assign copyright to MAF. I undertake to keep MAF informed of any change of address. c) I retain my copyright in the recording. I undertake to keep MAF informed of any changes of address and to keep MAF updated with the address and contact details of my next of kin and solicitor.

4. How will the information on the Oral History Recording Agreement be used? The conditions that you have agreed or asked to be met with regard to your recording will be included in the entry made for your interview. Such information will be of value to people wishing to include your interview in their research while ensuring that any restrictions you have requested are made visible and upheld.

All personal information about you or any other living individuals recorded in the agreement will be handled in accordance with the Data Protection Act 1998. This means that it will be held securely and used only for the following purposes: • Legal purposes, for example as evidence of ownership; • Internal administrative purposes, for example to contact you or your appointed representative for matters relating directly to your recording; • Research, for example as a record of the provenance and history of the recording; • Collection management purposes, for example to compile a catalogue record.

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APPENDIX 3: ORAL HISTORY RECORDING AGREEMENT Your recorded interview will become part of the Museum of Army Flying collection, where it will be preserved as a permanent public reference resource for us in research, publication, education, lectures, broadcasting and the internet. The material will be made accessible to members of the public in our archive room and through future exhibitions and events by the Museum of Army Flying. The purpose of this Agreement is to ensure that your contribution is added to the collections of the Museum of Army Flying.

This Agreement is made between the Museum of Army Flying Insert address and you (“the Interviewee”, “I”):

Your name:……………………………......

Your address:……………………………...... In regard to the recorded interview/s which took place on:

Date/s:……………………………......

Declaration: I, the Interviewee confirm that I consented to take part in the recording and hereby assign to the Museum of Army Flying all copyright in my contribution for use in all and any media. I understand that this will not affect my moral right to be identified as the “performer” in accordance with the Copyright, Design and Patents Act 1998. If you do not wish to assign your copyright to Museum of Army Flying, or you wish to limit public access to your contribution for a period of years, please state what these conditions here: ………………………………......

………………………………......

This Agreement will be governed by and construed in accordance with English law and the jurisdiction of the English courts. Both parties shall, by signing below, indicate acceptance of the Agreement. By or on behalf of the Interviewee:

Signed:……………………………......

Name in block capitals:……………………………...... Date: ……………..

On behalf of Museum of Army Flying:

Signed:……………………………......

Name in block capitals:……………………………...... Date: ……………..

133 B5. Hands on Base Outline

Museum of Army Flying Family Hands on Base Outline

Background Explorers’ World is the museum’s hands on interactive and play space which is adjacent to the Education Room. The space includes a ball pool, a number of low tech interactives such as jigsaws, construction kits and a pilot seat to sit in and steer. This space is popular, particularly with local families with under-fives.

There is much anecdotal evidence that people visit the museum repeatedly so they can use this space. As well as being a safe place for smaller children to play and explore, it is also a social space where parents and carers are able to sit down and meet one another.

This popular space has experienced lots of wear and tear, and could benefit from some maintenance and upgrading, at the same time as linking its interpretation more directly to the interpretative narrative of the museum as a whole.

Aims of the Family Hands on Base The development of Explorers’ World into a family hands on base would enable the museum to build on the strengths of having an interactive play area in the museum, whilst at the same time modernising this offer in line with the museums improvements to visitor experience overall. The aims for the Family Hands on Base are to:

• Create a safe interactive play space that supports under 5s and their families to learn more about the stories of soldiers in the air. • Encourage repeat visiting through providing an immersive and fun environment with open ended activities that people want to take part in again and again. • Develop relationships with families on the base to make decisions about and decide on activities for the space, so there is local ownership and buy in. • Provide a space for practical team work and personal problem solving which supports learning about the museum’s themes.

Thematic Focus The Family Hands on Base will support the museum’s overall theme of soldiers in the air and will specifically reinforce interpretation messages from the main displays relating to soldiers operating in extreme environments. It will support exploration and learning in relation to:

• Showing the many different environments soldiers in the air work in. • Celebrating the stories of specific soldiers and their operations in extreme environments. • Revealing the ways soldiers are trained to stay alive in many different environments. • Highlighting survival techniques in extreme environmental conditions.

134

Scope of Interpretation The focus of the base is to create an experiential, practical learning space for people to collectively explore and play in. Elements to incorporate into the space would include:

• Scenic painting and robust set dressing throughout the space to represent snow or jungle environments. (Or mountains/desert depending on suitability). • A small cased collections display of relevant items such as survival kit items, maps or uniform. • Ball pool themed to be an ice and snow or jungle environment. • Large-scale construction activity relating to making a shelter in a jungle or snow environment. • Life size image and story from a soldier who has operated in a jungle or snowy area. • Relevant dressing up items and mirrored area. • Survival kit activity with props to choose from and bags to pack up with the right kit for the right place. • Small games, puzzles and additional props/ interactive elements selected by local families to be available in the space to support the learning experience. • Graphic panels explaining the focus of the space and the ways to behave in it.

Approach • Architects – open up wall in space so the Family Hands on Base becomes an integrated part of main exhibition halls and ensure floor and wall surfaces are newly decorated in line with the rest of the museum. • Interpretation designers – design a scheme for the area, provide large-scale interactive elements that form the core audience draw including set dressing the ball pit, produce graphics and signage in line with the rest of the museum. • Activity plan – provide resources for community engagement in decision making around content for the space and a budget for the supply of smaller scale interactive elements to support the scheme.

Community involvement Connections will be made with local families to involve them in the shaping and decision making around themed play activities and smaller interactive elements which will enhance engagement with the Family Hands on Base. A collaborative project between the Museum of Army Flying staff and the under 5s group run by the Middle Wallop Army Welfare Service will take place using the following phased methodology:

• Outreach introductory session – Museum staff visit the under 5s group to meet them, tell them about the museum, see what they do and hear what sort of activities they enjoy. • Guided visit to the museum – Museum staff meet families at the base and they travel together for a hands on visit to the museum.

135 • Collaborative ideas and activity development sessions – sessions at the base and at the museum to reflect on their visit and develop ideas around activities and interactive elements to develop. • Sourcing resources and embedding families’ ideas – Museum staff source materials and install them in the base. • Celebration visit to the museum – A celebratory visit to the museum for families involved at a time when their wider family members and friends can also attend.

The outcomes of this community engagement work will create a familiar link for local families with the museum, and draw many families for the first time to the museum as visitors, with the ambition of encouraging repeat visiting. In addition to this, the work in partnership will build new relationships between museum staff and local families and show their ideas and contributions are valued through the manifestation of the permanent interpretation that they have influenced.

136

Appendix C: Job Descriptions, Volunteer Role Descriptions and Briefs for Freelancers

137 C1: Volunteer Development Manager Job Description

JOB DESCRIPTION

Job title: Volunteer Development Manager

Responsible to: Curator

Location: Museum of Army Flying

Salary: £22,000 pro rata PT 2 years fixed term

Hours: 18.75 hours per week. This post requires a DBS check

Key Tasks: This is a part time post. The key tasks include:

• Reviewing existing practice and building on this to establish new infrastructure for volunteer management, recruitment, retention and development of volunteers to build a diverse and sustainable volunteering model. • Developing a creative and proactive recruitment model. • Ensuring a cohesive approach to volunteering, skills development and training is taken across all museum activity. • Working closely with the Curator, Archivist, Learning and Communities Officer and Outreach and Engagement Officer to ensure that volunteers are deployed effectively to meet the needs of the Activity Plan.

Job Description: 1. To review all volunteer practice. Establish a system for the recruitment, retention and training of all volunteers based on best practice and in collaboration with Test Valley Volunteer Centre and implement such a system. 2. To establish a sustainable model of volunteer management and co-ordination moving for when the post ends including exploring volunteer, volunteer co-ordination. 3. To be an advocate for the active involvement of people at the museum. 4. To develop existing and new volunteer opportunities to maximise opportunities for people to contribute in a positive way and meet the needs of the Activity Plan. 5. Diversify the volunteer workforce so that it reflects the demographics of the audiences targeted for the project. 6. Manage and develop the recruitment programmes for volunteers and ensure volunteers receive the appropriate training laid out in the training plan. Carry out all administrative tasks in relation to volunteers including rotas. 7. Develop relationships with external organisations to maximise the opportunities for volunteering and make sure that these opportunities are made available to a wide range of people using a variety of advertising channels and the Pop up Museum.

138 8. To ensure that all activities are evaluated and monitored in accordance with the evaluation strategy set out in the Activity Plan. 9. To carry out all necessary administration tasks and record keeping to support reporting for the Heritage Lottery Fund. 10. To carry out any other tasks necessary to ensure the Activity Plan is successfully delivered.

Volunteer Development Manager

PERSON SPECIFICATION

Essential requirements

1. Experience and understanding of best practice in the recruitment and training of volunteers. 2. Experience of establishing and managing a diverse volunteer workforce. 3. Understanding of the barriers to accessing volunteering opportunities people face. 4. Ability to establish and maintain positive relationships with, and enthuse, people from diverse backgrounds. 5. Excellent verbal and written communication skills, with the ability to present and explain to different audiences, and understand and capture what people are saying. 6. Initiative in prioritising one’s workload. 7. Self-motivated, with an energetic and proactive approach to delivery. 8. A sense of responsibility and commitment to delivering work of consistently high quality. 9. A team-player, with resilience and enthusiasm, and a willingness to work collaboratively and with a high degree of flexibility with colleagues. 10. Organised approach with the ability to set up and implement robust systems. 11. Willingness to work occasional unsociable hours, i.e. evenings and weekends.

Desirable requirements (these are NOT essential requirements):

1. Experience of working in a heritage setting. 2. Experience of working in a setting which has achieved Investors in Volunteers, with some understanding of the processes involved.

139 C2: Outreach and Engagement Officer Job Description

JOB DESCRIPTION

Job title: Outreach and Engagement Officer

Responsible to: Curator

Location: Museum of Army Flying

Salary: £24,000 3 years fixed term

Hours: 37.5 hours per week. This post requires a DBS check.

Key Tasks: This is a full time post. The key tasks include:

• Leading on the development and delivery of the community engagement projects outlined in the Activity Plan including the hands on base, café spotlight displays and Young Eagle’s Club. • Developing the Pop up Museum and leading on using it as an outreach audience development tool to engage new audiences. • Building a network of sustainable partnerships with organisations like the Army Welfare Service, Army Families Federation, Enham Trust and Winchester Science Centre. • Working closely with the Learning and Communities Officer on the development of a cohesive formal and informal learning offer.

Through this work the postholder will establish an effective, outward looking model of community collaboration and participation across the three year programme and to ensure that the project contributes to sustained audience development practice.

Job Description: 1. To deliver the community and young people engagement projects identified in the Activity Plan ensuring that the projects meet the needs of community partners. 2. To develop and deliver the Hands on Base co-creation project on time and in budget, working alongside local people and other creative professionals and the capital works team as appropriate. 3. To establish and maintain good working relationships with community partners, creating an effective model of community collaboration and outreach across the three years of the project establishing a way forward for community engagement work beyond the life of the project. 4. To develop and deliver the Pop up Museum and establish a programme of utilising it at events to raise the profile of the museum.

140 5. To work closely with the Learning and Communities Officer on the development and extension of a fun, playful and family friendly holiday activity offer. 6. To work closely with the Learning and Communities Officer and support the development and delivery of formal and informal STEM workshops for school and other groups. 7. To contribute to volunteer training and to directly manage relevant project volunteers. 8. To ensure that all activities are evaluated and monitored in accordance with the evaluation strategy set out in the Activity Plan. 9. To carry out all necessary administration tasks and record keeping to support reporting for the Heritage Lottery Fund. 10. To carry out any other tasks necessary to ensure the Activity Plan is successfully delivered.

Outreach and Engagement Officer

PERSON SPECIFICATION

Essential requirements

1. Post graduate qualification or relevant equivalent experience of community engagement and learning. 2. At least three years’ experience of working within museum or heritage community engagement, outreach and education context. 3. Proven track record of managing and producing participatory community projects with a tangible output. 4. Ability to develop strong and sustainable partnerships with community and education providers. 5. Ability to establish and maintain positive relationships with, and enthuse, people from diverse backgrounds. 6. Excellent verbal and written communication skills, with the ability to present and explain to different audiences, and understand and capture what people are saying. 7. Initiative in prioritising one’s workload. 8. Self-motivated, with an energetic and proactive approach to delivery. 9. A sense of responsibility and commitment to delivering work of consistently high quality. 10. A team-player, with resilience and enthusiasm, and a willingness to work collaboratively and with a high degree of flexibility with colleagues. 11. Organised approach with the ability to set up and implement robust systems. 12. Willingness to work occasional unsociable hours, i.e. evenings and weekends.

Desirable requirements (these are NOT essential requirements):

1. Experience of working on an HLF funded project.

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C3: Curatorial Internship Role Description

Curatorial Internship Outline Funded by the Heritage Lottery Fund

2 opportunities for year-long internships Internship 1. June 2018 – June 2019 Internship 2. April 2019 – April 2020

Venue: Museum of Army Flying Supervisor: Archivist Salary of: £13,650 plus allowance for training

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The museum welcomes visitors 362 days a year and is open 10am to 4.30pm daily. A charity the museum is overseen by a Board made up of 14 Directors, all of whom are volunteers. It employs a staff of 14 full time equivalent posts. The museum will close for approximately three months towards the end of 2018 to undergo refurbishment and redisplay.

The opportunity: This internship offers invaluable experience of working in a military museum, gaining an understanding and overview of the management of an archive and collection. At a pivotal point in its history, at the moment the museum is carrying out a major redisplay and move to new archive and collection stores, the Intern will work closely with the Archivist and Curator to gain an overview of archive and collection decant and installation into new stores, repackaging, collections conservation and care, archive research and enquiry service, oral history collection and managing volunteers. Over 12 months, the Intern, under appropriate supervision, will have the opportunity to actively contribute to the development and delivery of an aspect of the museum collections care. The internship gives the opportunity for a passionate and motivated individual to gain team work, project and collection management skills, begin to develop a network of professional contacts and to implement learning in practical challenges.

142 What we need: Applicants should be a recent graduate or have a qualification in Museum Studies, Archive, Record, Collections Management or relevant equivalent experience. The placement requires an understanding of the basics of collections management.

The successful applicant will need to demonstrate good learning skills with a strong motivation to develop a career in museum or archive collections management along with the ability to work effectively both alone and as part of a team.

A demonstrable interest in the heritage, arts and culture sector would be an advantage.

Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

143 C4: Visitor Experience Internship Role Description

Visitor Experience Internship Outline funded by the Heritage Lottery Fund

6 month Internship – December 2018 – May 2019

Venue: Museum of Army Flying Supervisor: Head of Commercial Operations Salary of: £6825 plus allowance for training

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The museum welcomes visitors 362 days a year and is open 10am to 4.30pm daily. A charity the museum is overseen by a Board made up of 14 Directors, all of whom are volunteers. It employs a staff of 14 full time equivalent posts. The museum will close for approximately three months towards the end of 2018 to undergo refurbishment and redisplay.

The opportunity: This internship offers invaluable experience of working in a military museum, gaining an understanding and overview of how a heritage site manages its front of house operations and public programmes. At a pivotal point in its history, at the moment the museum is relaunched to the public with a new interpretative scheme and exciting programme of activity and events, the Intern will work closely with the Head of Commercial Operations, Site Manager, Learning and Communities Officer and Outreach and Engagement Officer to gain an overview of visitor welcome, exhibition management and maintenance, and the project management and planning of public programmes. Over six months, the Intern, under appropriate supervision, will have the opportunity to actively contribute to the development and delivery of a public programme at the museum. The internship gives the opportunity for a passionate and motivated individual to gain team work and project management skills, begin to develop a network of professional contacts and to implement learning in practical challenges.

What we need: Applicants should be a recent graduate or have a qualification in Heritage Management, Event Management, Customer Care, similar relevant subject or equivalent experience. The placement requires an understanding of the basics of visitor welcome and event planning.

144 The successful applicant will need to demonstrate good learning skills with a strong motivation to develop a career in heritage management or customer care along with the ability to work effectively both alone and as part of a team.

A demonstrable interest in the heritage, arts and culture sector would be an advantage.

Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

145 C5: Heritage Marketing Internship Role Description

Heritage Marketing Internship Outline funded by the Heritage Lottery Fund

6 month Internship – December 2018 – May 2019

Venue: Museum of Army Flying Supervisor: Head of Commercial Operations Salary of: £6825 plus allowance for training

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The museum welcomes visitors 362 days a year and is open 10am to 4.30pm daily. A charity the museum is overseen by a Board made up of 14 Directors, all of whom are volunteers. It employs a staff of 14 full time equivalent posts. The museum will close for approximately three months towards the end of 2018 to undergo refurbishment and redisplay.

The opportunity: This internship offers invaluable experience of working in a military museum, gaining an understanding and overview of how a heritage site manages its publicity, promotion and marketing. At a pivotal point in its history, at the moment the museum is relaunched to the public with a new interpretative scheme and exciting programme of activity and events, the Intern will work closely with the Head of Commercial Operations and Marketing Officer to develop and deliver a plan to maximise publicity and promotional opportunities afforded by this relaunch moment. Over six months, the Intern, under appropriate supervision, will have the opportunity to create content for social media, website and print material. They will develop ideas for publicity and promotion and collaborate with other members of the team to generate stories and ideas for PR purposes. They will gain an insight into communications and marketing planning for the museum relaunch. The internship gives the opportunity for a passionate and motivated individual to gain team work and project management skills, begin to develop a network of professional contacts and to implement learning in practical challenges.

What we need: Applicants should be a recent graduate in communications, PR, marketing or have equivalent experience. The placement requires an understanding of the basics of PR and/or marketing. A grasp of available tools and platforms in social media space would be an asset.

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The successful applicant will need to demonstrate good learning skills with a strong motivation to develop a career in communications, PR or marketing along with the ability to work effectively both alone and as part of a team.

A demonstrable interest in the heritage, arts and culture sector would be an advantage.

Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

147 C6: Volunteer Explainer Role Description

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Volunteer Explainer Role Description

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

As a part of the project the museum is going to have a team of Volunteer Explainers to act as front of house interpreters at busier times to offer additional information and enhance visitors’ experiences at the museum. Volunteer Explainers at the museum will play an important part in bringing the story of Army flying to life and inspiring the public through their friendly and engaging interactions with them.

The volunteer role As a Museum of Army Flying Volunteer Explainer you will play a central role in helping people engage with, enjoy and be inspired by the museum. The kind of activities you might be involved in could include:

• Welcoming the public and engaging them in the collections and stories of the museum to enhance their experience as visitors. • Supporting visitors in getting the most from the museum’s displays. • Answering visitor queries and providing quality customer service. • Assisting with education sessions and holiday activities. • Supporting outreach events off site to promote the museum. • Proactively offering information on the museum’s story, promoting upcoming events and signposting other ways visitors can get more actively involved. • Talking to visitors about the Museum of Army Flying Stories of Courage, Comradeship and Innovation Project. • Recording visitor numbers. • Occasionally carrying out surveys and evaluation on site. • Reporting any serious issues, concerns, accidents and emergencies promptly. • Recording personal hours of volunteering and passing these on to the museum team. • Taking part in relevant training and championing an inclusive approach in all work.

The support you’ll give us as a volunteer is of huge benefit to the project, and in turn we aim to make sure that you enjoy a valuable and memorable experience.

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What we can offer you • A friendly team led by the museum’s Volunteer Development Manager. • A chance to meet new people and make professional contacts. • On the job training in public engagement, access and heritage interpretation. • Volunteer social and networking events. • New experiences and an opportunity to give something back. • Formal recognition of skills development to aid CV or job applications.

What we’re looking for • Polite and friendly people over the age of 18. • A welcoming approach to working alongside the public. • An enthusiasm to develop knowledge of the Museum of Army Flying and army aviation and share this in a positive and lively way. • Interest in working with people and communicating heritage stories in an accessible and engaging manner. • People who enjoy working as part of a small, dedicated team. • A positive attitude and willingness to offer help throughout your volunteering shifts.

It would be great if you have some of the following qualities, skills and experience • An interest in museums, military and aviation history. • Confidence and enthusiasm for talking with members of the public. • The ability to work as part of a team and be flexible.

Important information about volunteering at the Museum of Army Flying • Volunteer Explainers will be available in the museum at busier times so the role will include weekend shifts and shifts in school holiday periods. • To make scheduling as manageable as possible we ask volunteers to commit to a minimum of 10 shifts over a 6 month period. When these shifts take place can be flexible to suit other commitments. • You will be expected to attend an induction and training session. • Continued training will be embedded in the role, and you will work alongside the museum team to ensure you feel confident in carrying out the tasks you are involved in.

How to apply Please email INSERT EMAIL to register your interest, with the reference ‘Museum of Army Flying Volunteer Explainer’ in the subject line by date and we’ll get in touch with details of how to apply.

149 C7: Collections Care and Maintenance Volunteer Role Description

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Collections Care and Maintenance Volunteer Role Description

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

As a part of the project the museum is going to undertake significant collections care and reorganisation activities to enable better access to its collections and establish a collections care and maintenance programme for the new museum displays. Collections Care and Maintenance Volunteers at the museum will play a central role in supporting the curatorial team in a range of collections focused activities.

The volunteer role As a Museum of Army Collections Care and Maintenance Volunteer you will play a central role in helping organise and make the museum’s collections more publicly accessible. The kind of activities you might be involved in could include:

• Repackaging collections to ensure their future conservation. • Supporting the curatorial team in decanting the current storage area. • Review and identification of slides and negatives. • Recording accurately details of material listed in line with SPECTRUM standards. • Colllections housekeeping activities in the galleries such as artefact cleaning and environmental and pest monitoring. • Talking to visitors about the Museum of Army Flying Stories of Courage, Comradeship and Innovation Project. • Reporting any serious issues, concerns, accidents and emergencies promptly. • Recording personal hours of volunteering and passing these on to the museum team. • Taking part in relevant training and championing an inclusive approach in all work.

The support you’ll give us as a volunteer is of huge benefit to the project, and in turn we aim to make sure that you enjoy a valuable and memorable experience.

What we can offer you • A friendly team led by the museum’s Volunteer Development Manager. • A chance to meet new people and make professional contacts. • On the job training in collections care and maintenance.

150 • Volunteer social and networking events. • New experiences and an opportunity to give something back. • Formal recognition of skills development to aid CV or job applications.

What we’re looking for • Polite and friendly people over the age of 18. • An organised and methodical approach to work. • People who can handle historic material with care and respect. • An enthusiasm to develop knowledge of the Museum of Army Flying and army aviation. • People who enjoy working as part of a small, dedicated team. • A positive attitude and willingness to offer help throughout your volunteering shifts.

It would be great if you have some of the following qualities, skills and experience • An interest in museums, military and aviation history. • The ability to work as part of a team and be flexible.

Important information about volunteering at the Museum of Army Flying • To make scheduling as manageable as possible we ask volunteers to commit to a minimum of 10 sessions. • You will be expected to attend an induction and training session. • Continued training will be embedded in the role, and you will work alongside the museum team to ensure you feel confident in carrying out the tasks you are involved in.

How to apply Please email INSERT EMAIL to register your interest, with the reference ‘Museum of Army Flying Collections Care and Maintenance Volunteer’ in the subject line by date and we’ll get in touch with details of how to apply.

151 C8: Oral History Volunteer Role Description

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Oral History Volunteer Role Description

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

As a part of the project the museum is going to carry out an oral history project to collect stories from serving Army Air Corps staff, veterans and their families for inclusion in the museum’s new displays. Oral History Volunteers at the museum will play an important part in working alongside the museum and professional oral historian to gather oral histories to bring personal stores of Army flying to the fore and connect with serving and veteran soldiers and their families.

The volunteer role As a Museum of Army Flying Oral History Volunteer you will play a central role in helping people engage with, enjoy and be inspired by the museum. The kind of activities you might be involved in could include:

• Developing oral history research skills working alongside a professional oral historian and the museum team. • Volunteering as part of a team to collect targeted oral history interviews at the museum and off site. • Carrying out research, interviewing, recording, editing and documenting recordings in line with the Museum of Army Flying Oral History Project Plan. • Fostering good relationships with oral history participants on behalf of the museum. • Answering participants’ questions and providing quality customer service. • Proactively offering information on the museum’s story, promoting upcoming events and signposting other ways participants can get more actively involved. • Talking to visitors about the Museum of Army Flying Stories of Courage, Comradeship and Innovation Project. • Reporting any serious issues, concerns, accidents and emergencies promptly. • Recording personal hours of volunteering and passing these on to the museum team. • Taking part in relevant training and championing an inclusive approach in all work.

The support you’ll give us as a volunteer is of huge benefit to the project, and in turn we aim to make sure that you enjoy a valuable and memorable experience.

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What we can offer you • A friendly team led by the museum’s Volunteer Development Manager. • A chance to meet new people and make professional contacts. • The opportunity to work alongside a professional oral historian. • On the job training in oral history practice and heritage interpretation. • Expenses for travel for offsite oral history collection. • Volunteer social and networking events. • New experiences and an opportunity to give something back. • Formal recognition of skills development to aid CV or job applications.

What we’re looking for • Polite and friendly people over the age of 18. • A welcoming approach to working alongside the public. • An enthusiasm to develop knowledge of the Museum of Army Flying and Army aviation and share this in a positive and lively way. • Skills to treat each oral history interviewee as an individual, recognising their personal requirements and repsonding in a manner which is both flexible and appropriate to them. • People who can display an attentive, friendly, approachable, dignified and non- judgemental attitude at all times. • A keeness to nurture participants’ interest in, and long term relationship with, the museum. • Interest in working with people and good listening skills. • People who enjoy working as part of a small, dedicated team. • A positive attitude and willingness to offer help throughout your volunteering shifts.

It would be great if you have some of the following qualities, skills and experience • An interest in museums, military and aviation history. • Confidence and enthusiasm for interviewing people. • The ability to work as part of a team and be flexible.

Important information about volunteering at the Museum of Army Flying • The oral history project will take place over a set period between autumn 2018 and 2019, so volunteers will need to be available to commit during this time. • You will be expected to attend an induction and training session • Shifts will be flexible but will include some weekend working. • You will be expected to attend a two session oral history training programme.

How to apply Please email INSERT EMAIL to register your interest, with the reference ‘Museum of Army Flying Oral History Volunteer’ in the subject line by date and we’ll get in touch with details of how to apply.

153 C9: Volunteer Tour Guide Role Description

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Volunteer Tour Guide Role Description

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

As a part of the project the museum is going to offer guided tours for the public on a range of themes and in formats that include short spotlight tours and specialist, in depth tours. The tours will reveal the amazing stories of courage, comradeship and innovation that Army Flying through the ages contains. Tour Guide Volunteers at the museum will play an important part in bringing the story of Army flying to life by leading groups around the museum and its collections stores.

The volunteer role As a Museum of Army Flying Tour Guide you will play a central role in helping people engage with, enjoy and be inspired by the museum. The kind of activities you might be involved in could include:

• Welcoming the public and engaging them in the collections and stories of the museum to enhance their experience as visitors. • Leading small groups on scripted tours around the museum. • Supporting visitors in getting the most from the museum’s displays. • Answering visitor queries and providing quality customer service. • Ensuring the museum is kept to high standards of presentation and tidiness. • Managing groups and ensuring they safely enjoy their visiting experience. • Proactively offering information on the museum’s story, promoting upcoming events and signposting other ways visitors can get more actively involved. • Talking to visitors about the Museum of Army Flying Stories of Courage, Comradeship and Innovation Project. • Recording visitor numbers. • Occasionally carrying out surveys and evaluation on site. • Reporting any serious issues, concerns, accidents and emergencies promptly. • Recording personal hours of volunteering and passing these on to the museum team. • Taking part in relevant training and championing an inclusive approach in all work.

154 The support you’ll give us as a volunteer is of huge benefit to the project, and in turn we aim to make sure that you enjoy a valuable and memorable experience.

What we can offer you • A friendly team led by the museum’s Volunteer Development Manager. • A chance to meet new people and make professional contacts. • On the job training in public engagement, tour guiding and heritage interpretation. • Volunteer social and networking events. • New experiences and an opportunity to give something back. • Formal recognition of skills development to aid CV or job applications.

What we’re looking for • Polite and friendly people over the age of 18. • A welcoming approach to working alongside the public. • An enthusiasm to develop knowledge of the Museum of Army Flying and Army aviation and share this in a positive and lively way. • Interest in working with groups and communicating heritage stories in an accessible and engaging manner. • People who enjoy working as part of a small, dedicated team. • A positive attitude and willingness to offer help throughout your volunteering shifts.

It would be great if you have some of the following qualities, skills and experience • An interest in museums, military and aviation history. • Confidence and enthusiasm for presenting to groups of people. • The ability to work as part of a team and be flexible.

Important information about volunteering at the Museum of Army Flying • Tours are on offer on a regular basis, so to make scheduling as manageable as possible we ask volunteers to commit to at least 1 shift a month over a 12 month period. • Shifts will be flexible, but depending on when you indicate you are available to volunteer might include some weekend working. • You will be expected to attend a four session tour guiding training programme. • Continued training will be embedded in the role, and you will work alongside the museum team to ensure you feel confident in carrying out the tasks you are involved in.

How to apply Please email INSERT EMAIL to register your interest, with the reference ‘Museum of Army Flying Tour Guide Volunteer’ in the subject line by date and we’ll get in touch with details of how to apply.

155 C10. Volunteer STEM Ambassador Role Description

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Volunteer STEM Ambassador Role Description

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

As a part of the project the museum is looking to recruit a team of STEM Ambassadors to support the museum in bringing STEM and its role in Army flying to life through sharing their experiences in STEM careers and giving short demonstrations of science in action. Volunteer STEM Ambassadors will work alongside the museum team and play an important part in bringing the story of Army flying to life through STEM subjects, inspiring school groups, families and the general public through their friendly and engaging interactions with them.

The volunteer role As a Volunteer STEM Ambassador you will play an important role in helping people engage with, enjoy and be inspired by the museum. The kind of activities you might be involved in could include:

• Helping the museum team animate the museum floor through facilitating informal hands on STEM activities to engage visitors in practical scientific investigation that foregrounds technological innovation. • Sharing your experiences of STEM careers with small groups of children and young people attending workshops. • Sharing relevant STEM perspectives in relation to the museum’s collections to support visitors in getting the most from the museum’s displays. • Carrying out short STEM presentations and demonstrations to small groups of museum visitors. • Answering visitor queries and providing quality customer service. • Reporting any serious issues, concerns, accidents and emergencies promptly. • Recording personal hours of volunteering and passing these on to the museum team. • Taking part in relevant training and championing an inclusive approach in all work.

The support you’ll give us as a STEM Ambassador Volunteer is of huge benefit to the project, and in turn we aim to make sure that you enjoy a valuable and memorable experience.

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What we can offer you • A friendly team led by the museum’s Volunteer Development Manager. • A chance to meet new people and make professional contacts. • Volunteer social and networking events. • New experiences and an opportunity to give something back. • Formal recognition of skills development to aid CV or job applications.

What we’re looking for • Polite and friendly people over the age of 18. • A welcoming approach to working alongside the public. • An enthusiasm to develop knowledge of the Museum of Army Flying and army aviation and share this in a positive and lively way. • Interest in working with people and communicating STEM subjects in an accessible and engaging manner. • An academic or employment background in a STEM related subject.

It would be great if you have some of the following qualities, skills and experience • An interest in museums, military and aviation history. • Confidence and enthusiasm for talking with school children in small groups, families and members of the public. • The ability to work as part of a team and be flexible.

Important information about volunteering at the Museum of Army Flying • Volunteer STEM Ambassadors will be available in the museum at busier times so the role could include contributing time at weekends and in school holiday periods. • Volunteering can be flexible to suit other commitments and the museum does not have an expectation of a regular commitment from STEM Ambassadors. • STEM Ambassadors will be fully briefed in advance of their involvement and you will work alongside the museum team to ensure you feel confident and supported in carrying out the tasks you are involved in.

How to apply Please email INSERT EMAIL to register your interest, with the reference ‘Museum of Army Flying Volunteer STEM Ambassador’ in the subject line by date and we’ll get in touch with details of how to apply.

157 C11. Evaluator Freelance Brief

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Evaluator Freelancer Brief

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The vision for the project is to:

• Transform the display of the collections and the visitor experience providing an updated, professional standard of interpretation that meets modern expectations of a day trip destination and that the organisation is proud of marketing. • Tell the story of British Army flying for all in a way that entertains, engages and inspires, with stories of universal appeal and relevance. • Reconnect to the Army Air Corps as its regimental museum through representing modern stories of campaigns and reflecting the ongoing courage, comradeship and innovation of the corps. • Bring the Museum of Army Flying into the community by developing activities and interpretation that draws local people in regularly and creates a familiar and popular focus for communities. • Enable an organisational transformation through staff training programmes and growing the volunteer workforce to increase the museum’s capability and capacity.

The project will provide the catalyst to build the Museum of Army Flying’s reputation as an enjoyable and relevant destination for visitors. It will update and future-proof the museum and make it more financially sustainable long into the future.

158 The project has made the decision to focus its resources on a number of key audiences, to ensure their needs are met and that the greatest impact is achieved within the capacity of the project team. Target audiences for the project are:

Intergenerational groups of parents, carers or grandparents and Families children from local towns and villages in the Test Valley and those living in local army accommodation as well as families from further afield.

Formal education groups from primary schools currently not Primary Schools visiting the museum and organised informal learning groups of and Youth Groups young people.

Active AAC members of all ranks and retired personnel. Serving and Retired AAC Personnel

Adult visitors seeking enjoyable social and leisure learning Adult Curious Minds experiences on a day trip or with organised groups.

Aviation and Self-motivated individuals with a specific active interest in Military Enthusiasts aviation and military history.

Project Evaluation The project will take a robust approach to evaluation from the outset, with the success of new interpretation, general visitor experience, learning, volunteer development and training and activity programmes being evaluated against the project outcomes. The Head of Commercial Operations will take an overview of the evaluation strategy ensuring that evaluation of activity and events and targeted project work is integrated with broader visitor evaluation and monitoring. The Learning and Communities Officer, Outreach and Engagement Officer and Volunteer Manager will take a lead on collecting evaluation data for specific streams of activity supported by the project team and volunteers. Evaluation of the project will take place from the start of the capital phase, integrating evaluation and monitoring techniques into overall visitor data collection for the museum.

The Head of Commercial Operations working closely with the Learning and Communities Officer and Outreach and Engagement Officer will initiate a simple and effective model for consistent and regular collection of quantitative data for activity with target audiences, as well as setting up simple feedback mechanisms to collect qualitative data from visitors and project participants.

The project evaluation will support the project team in answering the following questions:

• Has the museum attracted new audiences to the museum and are museum visitors coming from further afield?

159 • Does the new interpretation scheme help visitors deepen their understanding of the museum’s heritage? • What has been the experience of visitors, project participants and partners? • Has the volunteer base grown and diversified through the project and what has the experience of volunteers been? • What impact has heritage training had on volunteers, staff and Board members? • Has the school and informal learning group programme grown and has STEM based learning been successful with these groups? • Has the museum established successful relationships with AAC and military personnel and their families?

The project team will gather a range of evaluation insight throughout the project from partners, participants and audiences using a variety of techniques including:

• Keeping accurate visitor, volunteer and participant attendance records. • Using the Activity Plan action plan for planning of activity and evaluation. • Collecting visitor research through feedback forms and surveys. • Collecting pupil and teacher feedback forms. • Having regular informal discussions with participants, volunteers and partners. • Regularly observing workshops and events. • Using the visitor feedback comments cards. • Using visitor verdict. • Monitoring comments on trip advisor.

This data will be available to the external evaluator commissioned in the first year of the project and working over a further two years of the project will draw together data collected through the project documentation, carry out evaluation impact interviews with key stakeholders and facilitate annual shared reflection days for the museum team. The external evaluator will then produce a final report on the project drawing together conclusions from their findings and assessing the impact of the project.

Data collected by the museum team, and drawn together by the external evaluator, will measure how successfully the project has met the HLF outcomes, both in terms of quantitative outputs, in terms of numbers of resources, events, visitors and participants and qualitative indicators, which will explore the project benefits for people, the organisation and wider community. This combination of quantitative and qualitative collection of information will establish the degree to which the original project aims have been met.

Reporting to the museum’s Chief Executive, the responsibilities for the position are outlined below:

Responsibilities • To help project staff assess the success of the project against its aims.

160 • To draw together and analyse data collected through the project documentation. • To carry out evaluation impact interviews with key staff, volunteers and external partners. • To organise, facilitate and run an annual reflection day for the project team to draw out and distil learning from the project. • To write a summative evaluation report reflecting on the impact of the whole project and in particular whether or not it met the project aims. • To assess any unexpected outcomes and draw out models of best practice in the project. • To make recommendations in terms of practice for improvements to future work. • To produce a final report and recommendations for use with internal and external stakeholders.

Qualifications and experience • Proven track record of arts and heritage project evaluation • High level of written and verbal communication skills • Demonstrable report writing and presentation skills • Knowledge of community engagement practice • Knowledge of national agendas and policies in relation to heritage and community engagement • Knowledge of current best practice in museum formal and informal learning

Timescale for appointment September 2018 – August 2021.

Fee Based on the tasks outlined above, we estimate that the budget for this piece of work should be £5,000 including all research, facilitation of project team reflection day, production of report in a form suitable for external distribution, all expenses and travel.

How to apply Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

161 C12. Oral Historian Freelancer Brief

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project Oral Historian Freelancer Brief

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The vision for the project is to:

• Transform the display of the collections and the visitor experience providing an updated, professional standard of interpretation that meets modern expectations of a day trip destination and that the organisation is proud of marketing. • Tell the story of British Army flying for all in a way that entertains, engages and inspires, with stories of universal appeal and relevance. • Reconnect to the Army Air Corps as its regimental museum through representing modern stories of campaigns and reflecting the ongoing courage, comradeship and innovation of the corps. • Bring the Museum of Army Flying into the community by developing activities and interpretation that draws local people in regularly and creates a familiar and popular focus for communities. • Enable an organisational transformation through staff training programmes and growing the volunteer workforce to increase the museum’s capability and capacity.

The project will provide the catalyst to build the Museum of Army Flying’s reputation as an enjoyable and relevant destination for visitors. It will update and future-proof the museum and make it more financially sustainable long into the future.

The Museum of Army Flying is looking to appoint an inspiring individual to help deliver this vision by working as an Oral Historian to work with the project team and volunteers to identify subjects for oral history collection, create some initial oral history interviews as model examples for volunteers, and then work alongside volunteers to continue oral history collection, training them in oral history collection at the same time as collecting further interviews. The oral histories collected from retired and serving AAC and military personnel and their families will form part of the museum’s permanent collection and will be integrated into museum displays.

Reporting to the museum’s Archivist, the responsibilities for the position are outlined below.

162

Responsibilities • To create eight model interviews to initiate research and training process for volunteers and provide an initial body of material for inclusion in new interpretative displays. • To train volunteers in oral history collecting including interview techniques, research methods, recording and editing oral history. • To support the oral history collection by on-going support of volunteers through supervision of a further eight interviews and then continuing mentoring and quality checks. • To train staff and volunteers specifically in the use of oral history for interpretation. • To liaise with volunteers and project team in best length and format for oral history production. • To ensure participant’s needs are met and all group members feel a sense of achievement. • To support project evaluation as required.

Qualifications and experience • Proven track record of collecting and using oral history in interpretative outputs. • Experience of training volunteers and staff in a wide range of oral history collection techniques. • Experience of working on heritage interpretation projects. • Previous experience of working on volunteer led oral history projects. • A clear understanding of copyright and ethical issues relating to the collection of oral histories.

Timescale for appointment Appointment from May 2018 – May 2019

Fee £8,000 Fee to include: research and creation of model oral history recordings, training of volunteers and staff in oral history research and interviewing skills, mentoring and on-going on the job training support for volunteers during independent oral history collection.

A separate budget has been allocated for oral history collection equipment, OHS membership and some additional training for staff.

How to apply Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

163 C13. STEM Specialist Freelancer Brief

Museum of Army Flying Discovering Stories of Courage Comradeship and Innovation Project STEM Specialist Freelance Brief

Background The ambition of the British Army Flying: Discovering Stories of Courage, Comradeship and Innovation Project is to create a viable museum that tells the unique stories of British Army flying in a way that engages the next generation of audiences. The project will have a significant impact in terms of developing the Museum of Army Flying’s audiences, through newly relevant, refreshed and engaging displays, education programmes, improved visitor experience, volunteer involvement and targeted work with those not currently engaged with the Museum of Army Flying’s heritage. The project aims to connect with families, primary schools and youth groups, serving and retired Army Air Corps personnel, adult curious minds and aviation and military enthusiasts.

The vision for the project is to:

• Transform the display of the collections and the visitor experience providing an updated, professional standard of interpretation that meets modern expectations of a day trip destination and that the organisation is proud of marketing. • Tell the story of British Army flying for all in a way that entertains, engages and inspires, with stories of universal appeal and relevance. • Reconnect to the Army Air Corps as its regimental museum through representing modern stories of campaigns and reflecting the ongoing courage, comradeship and innovation of the corps. • Bring the Museum of Army Flying into the community by developing activities and interpretation that draws local people in regularly and creates a familiar and popular focus for communities. • Enable an organisational transformation through staff training programmes and growing the volunteer workforce to increase the museum’s capability and capacity.

The project will provide the catalyst to build the Museum of Army Flying’s reputation as an enjoyable and relevant destination for visitors. It will update and future-proof the museum and make it more financially sustainable long into the future.

The Museum of Army Flying is looking to appoint an inspiring individual to help deliver this vision by working as a STEM Specialist supporting the development of a new, interactive, curriculum linked session for primary schools at the museum. The STEM specialist will work alongside the museum team and local teachers to co-design session content which champions scientific enquiry and investigative approaches and is rooted in the collections of the museum. The final session will become a regular part of the Museum of Army Flying’s offer for primary schools. Winchester Science Centre will lend three days of support during workshops with teachers bring their expert knowledge of STEM learning.

164 Reporting to the museum’s Learning and Community Officer, the responsibilities for the position are outlined below.

Responsibilities • To facilitate teacher involvement from partner schools, in workshop sessions organised by the Learning and Communities Officer, to shape and develop the STEM education workshops. • To develop an engaging collaborative approach for working alongside teachers on the development of content for an interactive STEM session rooted in the collections of the museum. • To facilitate thinking that leads to the production of tangible outputs for the delivery of a practical, investigative learning experience for primary school pupils. • To ensure workshops meet curriculum outcomes. • To champion creative, active, hands on learning approaches in the development of the workshops. • To ensure workshops sessions are developed in a way that is repeatable annually and easily deliverable. • To support the Learning and Communities Officer to source materials, equipment, resources and props for workshop delivery. • To support the Learning and Communities Officer in the development of session materials and resources including scope, content and management of sessions, activities and scripts. • To support pilots of the sessions through constructively critical observation and analysis of evaluation feedback and support amendment of the workshop structure in light of feedback. • To support the Learning and Communities Officer in embedding effective evaluation feedback mechanisms for pupils and teachers during session delivery. • To support the Learning and Communities Officer in developing an approach which means the workshops are delivered in a welcoming and lively manner which reflects the project overall. • To support project evaluation as required.

Relevant experience • Extensive work based experience or qualifications in a STEM subject. • An understanding or experience of successful methodologies for creating inspiring scientific enquiries for primary age pupils. • Experience of working collaboratively with teachers or delivering hands on schools sessions in a school, museum or heritage setting. • Knowledge and experience of STEM learning at primary school level. • Evidence of having produced schools resources and materials for primary school aged children learning outside the classroom.

Timescale for appointment September 2018 – March 2019.

165

Fee £4,200 (12 days at £350 per day) to include: planning and development of approach with relevant members of the museum team, workshops working collaboratively with teachers from partner schools to develop content, sourcing resources and props, piloting and reviewing of sessions, production of delivery guidance notes and briefing. An additional budget of £5,000 has been allocated for workshop resources.

How to apply Please apply by sending your CV with a covering letter outlining your suitability for the position to insert contact name. Closing date for applications is insert date. Interviews will be held on insert date.

166

Appendix D: Participation

167 D1: Participation Table

MAF Discovering Stories of Courage, Comradeship and Innovation Project Participation Table 3 year project HLF R2 Decision - Feb 2018 Capital works – November 2018 - April 2019 Interpretation Development - June 2018 - April 2019 Activity Plan post capital - June 2018 - June 2021 Reopening - April 2019

Outline breakdown of project activity and participation: Number of people visiting exhibitions and interpretation 80,429 Number of people engaged with heritage through activity and events 13,016 Number of people engaged through printed resources 8,000 Number of people engaged online N/A Number of volunteers contributing personally to the project 68 Numbers of people trained as a part of the project 74 Totals 101,587

1. MAKING COLLECTIONS ACCESSIBLE Total Activity Number of sessions and participants participations Based on visitor projections for 2019/20 (34,500) PLUS 2020/21 1.1. Visitors to museum redisplay and reinterpretation (36,225) 70,725 3 advisory visits Enham Trust Residents Panel in design development phase x 6 people = 18 participations, PLUS 3 1.2 Enham Trust and Winchester Access for All access advisory visits Winchester Access for All x 3 people = 9 advisory visits participations (throughout 2018-2019) 27

168 1 volunteer x 52 days (2 weekdays per week in holidays over 2 years), PLUS 1 volunteer x 208 weekend days over 2 years (From April 2019 reopening) = 260 volunteer participations (from a pool 1.3 Volunteer explainers of 20 volunteers) 260 30 Oral history interviews = 30 participations, PLUS 6 volunteers x 2 sessions x 10 interviews = 120 volunteer participations 1.4 AAC Stories oral history project (collected between Autumn 2018 - Autumn 2019) 150 2 x full time internships x 1 year (240 days each) Intern 1: 1.5 Curatorial internships August 2018-2019, Intern 2: June 2019-2020 480 1.6 Visitor experience internship 1 x 6 month internship March 2019 - August 2019 (120 days) 120 3 volunteers x 30 weeks a year (10 week blocks) x 3 years = 270 1.7 Collections care and maintenance volunteers volunteer participations (from a pool of 12 volunteers) 270 1.8 Volunteer guides 10 guides x 10 tours = 100 volunteer participations 100 1.9 Guided tours 100 tours x 12 people = 1200 participations 1,200 12 Outreach sessions with schools to revitalise content x 25 pupils (Autumn 2018 - Spring 2019) = 300 participations, PLUS 60 sessions delivery of revitalised programme April 2019-April 2020 x 20 pupils = 1,200 participations, PLUS 80 sessions delivery of revitalised programme April 2020-April 2021 x 20 pupils = 1,600 1.10 Education session review and revitalisation participations 3,100 1.11 Themed story maps 8,000 usages over 2 years 8,000 2. COMMUNITY CONNECTIONS Total Activity Number of sessions and participants participations 9 largescale events x 250 people = x 2,250 participations, PLUS 15 x small scale events x 40 people = 600 participations (Feb 2.1 Pop up museum promotional roadshow 2019 onwards) 2,850 2.2 Heritage marketing internship 1 x 6 month internship December 2018 - May 2019 (120 days) 120 2 years x 25% of café only users engage with café interpretation 2.3 Café spotlight displays (based on 2017 estimated figures for café usage) 9,704 2.4 Family hands on base co-design project with Army Welfare Service 5 sessions x 15 people = 75 participations (Autumn 2018) 75

169 20 sessions x 25 people = 500 participations (Monthly from 2.5 Eagles young people's club Autumn 2019 onwards) 500 130 sessions x 30 people = 3,900 (all weekday school holidays 2.6 Hands on holiday sessions activity programme from Summer 2019) 3,900 2.7 Adult workshops and outreach talks programme 4 times a year x 3 years x 25 people 300 3. ESTABLISHING STEM LEARNING Total Activity Number of sessions and participants participations 2 Teachers x 3 development sessions = 6 participations, PLUS 4 3.1 Co-design of interactive STEM workshops for schools pilot sessions x 25 pupils = 100 participations 106 3.2 Interactive STEM workshops for schools 20 sessions per year x 2 years x 20 pupils from April 2019 800 26 sessions x 1 STEM Ambassador (from April 2019) from a pool 3.3 STEM Ambassadors of 20 26 35 sessions x 15 people = 525 participations (from April 2019 3.4 STEM workshops for out of school learning reopening) 525 4. ORGANISATIONAL CAPACITY BUILDING Total Activity Number of sessions and participants participations 8 quarterly outreach, taster and recruitment events x 20 people = 4.1 Targeted volunteer recruitment programme 160 participations (from January 2019) 160 2 training sessions a year x 2 years x 6 volunteers = 24 volunteer 4.2 Conservation training for staff and volunteers participations 24 2 training sessions a year x 2 years x 20 volunteers = 80 volunteer participations, PLUS 1 training session a year x 2 years x 4.3 Visitor welcome training for staff and volunteers 12 Front of House staff = 24 participations 104 4.4 Aviation and heritage skills training for volunteers 18 days of volunteer training 18 4 sessions covering content, scripts and delivery x 10 guides = 40 4.5 Guiding training for volunteers volunteer participations 40 4.6 Oral history training for volunteers 6 volunteers x 2 training sessions = 12 volunteer participations 12 3 Annual training days x 14 Board members = 42 participations, PLUS 1 Board member attendance x 6 conferences or seminars 4.7 Board development programme over 3 years = 6 participations (ongoing from June 2018) 48

170 2 specialist training opportunities x 8 staff members = 16 4.8 Staff training development programme participations (from Autumn 2018) 16 TOTAL PARTICIPATIONS 103,760

171

Appendix E: Budget

172 E1: Volunteer Non-Cash Contribution Table

Length of Estimated daily Total non- cash Total number of Activity session volunteer rate contribution volunteer participations 1.3 Volunteer Explainers 260 Full day £50 £13,000 1.4 Oral history Volunteers 120 Full day £150 £18,000 1.7 Collections Care and Maintenance Volunteers 270 Full day £50 £13,500 1.8 Volunteer Guides 100 Half day £150 £7,500 3.3 STEM Ambassadors 26 Full day £150 £3,900 3.6 Volunteer training programme 40 Half day £50 £1,000 134 Full day £50 £6,700 3.7 Board training 48 Full day £50 £2,400 Total volunteer non cash contribution £66,000

173 E2: Budget

Project Element Costs subtotals Total cost Volunteer time 1 MAKING COLLECTIONS ACCESSIBLE 1.1 Museum redisplay and reinterpretation 1.1.1 Scriptwriting and mentoring support 7,000 1.1.2 All other interpretation and infrastructure see capital 7,000 1.2 Enham Trust and Winchester Access for All access advisory visits 1.2.1 Hospitality for Enham Trust visits 60 1.2.2 Winchester Access for All access reports 2,000 2,060 1.3 Volunteer explainers 1.3.1 See volunteer training at 4 0 0 13,000 1.4 AAC Stories oral history project 1.4.1 OHS training for staff on policy and practice 340 1.4.2 Travel for volunteers carrying out interviews 600 1.4.3 Recording equipment 1,500 1.4.4 OHS membership x 3 years 150 1.4.5 Oral historian interviews, training and mentoring support 8,000 10,590 18,000 1.5 Curatorial internships x 2 for one year 1.5.1 Salary @living wage x 2 for one year plus 12% oncosts 30,600 1.5.2 Additional training for interns x 2 for one year each 1,000 31,600 1.6 Visitor experience internship 1.6.1 Salary @living wage x 1 for 6 months plus 12% oncosts 7,650 1.6.2 Additional training for intern x 1 for 6 months 250 7,900 1.7 Collections care and maintenance volunteers 1.7.1 Equipment and materials for conservation and care see capital 1.7.2 Training see 4.2 0 13,500 1.8 Volunteer guides 1.8.1 Training see 4.5 0 7,500 1.9 Guided tours 1.91.1 no cash cost 0 0

174 1.10 Education session review and revitalisation 1.10.1 Travel for staff for outreach sessions 300 1.10.2 Equipment and materials for session delivery 3,000 1.10.3 Resource design including digital material 3,000 6,300 1.11 Themed story maps 1.11.1 Design and illustration 6,000 1.11.2 Print 3,000 9,000 1. MAKING COLLECTIONS ACCESSIBLE TOTAL 74,450 52,000 2 COMMUNITY CONNECTIONS 2.1 Pop up museum promotional roadshow 2.1.1 Mobile display case 1,000 2.1.2 Interactive 3,000 2.1.3 Pop up banners 500 2.1.4 Handling objects 1,000 2.1.5 Branded gazebo 500 2.1.6 Promotional material giveaways 1,000 2.1.7 Design 3,000 2.1.8 Travel for staff for outreach 1,200 11,200 2.2 Heritage marketing internship 2.2.1 Salary @living wage x 1 for 6 months plus 12% oncosts 7,650 2.2.2 Additional training for intern x 1 for 6 months 250 7,900 2.3 Café spotlight displays 2.3.1 Display case 1,500 2.3.2 Display materials x 3 years 2,000 3,500 2.4 Family hands on base co-design project with Army Welfare Service 2.4.1 Design 5,000 2.4.2 Interactives and soft play 13,265 2.4.3 Graphics and interpretation 8,425 2.4.4 Case 3,000 2.4.5 Co-design hospitality 375 2.4.6 Co-design project materials 200 30,265 2.5 Eagles young people's club

175 2.5.1 Session materials 4,000 4,000 2.6 Hands on holiday sessions 2.6.1 Session materials 10,400 10,400 2.7 Adult workshops and outreach talks programme 2.7.1 Travel for staff 100 2.7.2 Materials for workshops 4,000 4,100 71,365 0 3 ESTABLISHING STEM LEARNING 3.1 Co-design of interactive STEM workshops for schools 3.1.1 Travel for teachers 60 3.1.2 Equipment and materials for session delivery 5,000 3.1.3 Hospitality for co-design sessions 60 3.1.4 Supply cover for teachers 1,200 3.1.5 STEM professional support and mentoring x 15 days 5,250 11,570 3.2 Interactive STEM workshops for schools 3.2.1 Session materials 800 800 3,900 3.3 STEM Ambassadors 3.3.1 Travel for STEM Ambassadors 400 400 3.4 STEM workshops for out of school learning 3.4.1 Session materials 525 525 3. ESTABLISHING STEM LEARNING TOTAL 13,295 3,900 4 ORGANISATIONAL CAPACITY BUILDING 4.1 Targeted volunteer recruitment programme 4.1.1 Travel for staff for outreach recruitment sessions 300 4.1.2 Display and promotional material 2,200 2,500 4.2 Conservation training for staff and volunteers 4.2.1 Conservation update training for staff 500 4.2.2 Remedial and basic conservation training for volunteers 1,500 2,000 1,000 4.3 Visitor welcome training for staff and volunteers 4.3.1 Visitor welcome training for staff 1,000 4.3.2 Visitor welcome and explainer training for volunteers 2,000 3,000 4,000 4.4 Aviation and heritage skills training for volunteers 4.4.1 Brooklands aviation and heritage skills training 3,700 3,700 900

176 4.5 Guiding training for volunteers 4.5.1 Trainer fees and materials 1,500 1,500 1,000 4.6 Oral history training for volunteers 4.6.1 Oral history training for volunteers see 1.4 0 600 4.7 Board development programme 4.7.1 Seminar attendance and annual trainer fee 2,850 4.7.2 Travel for Board members 300 4.7.3 Expenses for Board members 300 3,450 2,400 4.8 Staff training development programme 4.8.1 Development training including access awareness 3,200 3,200 4. ORGANISATIONAL CAPACITY BUILDING TOTAL 19,350 10,100 5 STAFFING 5.1 Volunteer Development Manager 5.1.1 Volunteer Manager 0.5 x 2 years @£22,000 pro rata pa 22,000 5.1.2 On costs @12% 2,640 24,640 5.2 Outreach and Engagement Officer Outreach and Engagement Officer FT x 3 years @ £24,000 5.2.1 pa 72,000 5.2.2 Oncosts @12% 8,640 80,640 5.3 Office equipment 5.3.1 IT and equipment new staff 2,000 2,000 5. STAFFING TOTAL 107,280 0 PROJECT TOTAL 285,740 66,000 VAT 8,730 TOTAL incl VAT 294,470

177

Budget summarised under HLF headings

Staff posts 105,280 Training for staff 5,040 Training for volunteers (including Board) 11,550 Travel for staff 1,900 Travel and expenses for volunteers 1,660 Equipment and materials 74,925 Other 1,845 Paid training placements 47,400 Professional fees related to above 36,140 285,740 VAT 8,730 TOTAL 294,470

178

Appendix F: Letters and Emails of Support

179 Janine Shipley, Community Support Development Worker, Army Welfare Service, Middle Wallop

From: "Shipley, Janine D" To: 'Chloe Bird' Sent: Monday, 26 June 2017, 14:19 Subject: RE: Museum of Army Flying HLF project email of support

180 Lt Col Andrew Simkin, Secretary for AOP Veteran Association

From: andrew simkins To: Chloe Bird Cc: Jane Frederick Sent: Tuesday, 20 June 2017, 18:53 Subject: Re: Museum of Army Flying HLF project email of support (Andrew Simkins)

181 •

•

•

o o o

182 Lt Col Chris Ions, Regimental Secretary and Secretary to AAC Veterans Association

On 29 Jun 2017, at 07:59, AACHQ-RHQ-Regt Sec (Ions, Christopher Lt Col) wrote:

Thank you Chloe, My apologies for the slow response; we are in the process of delivering a major event in Salisbury and I am fully engaged in that. I can give you a detailed response but I’m afraid that it will have to wait until at least the week of 10 Jul 17. The questions that you pose deserve more than one liners. I would add that my primary interest is the preservation of AAC history – hence my interest in the Archive. In terms of calling on veterans to engage with the Museum; that is already in evidence in the current Life Through a Lens project, which is being coordinated by the Archivist. The Museum forecast of events is published in our monthly Hawkeye magazine, which is distributed to our Veteran community by Email and also to AAC personnel serving away from Regimental duty. The barrier to their visiting and gathering together is principally geography and time. Our Veteran community is spread across the UK and the world and a significant percentage of that community is in the working age bracket. Bringing them together with the serving community in the spirit of bullet point 2 needs deliberate effort. The event that we are putting together for next week is an example of that effort. Inevitably a new and improved Museum that tells the story of Army Aviation and appeals to the current serving and veteran communities through their stories will attract attention. I would hope that word of mouth, coupled to publicity, good reporting of those improvements and forward advertising of events in our publication would attract members to pay a visit. With best wishes

Chris Lt Col(Retd) CJ Ions MBE| Army Air Corps Regimental Secretary| Regimental Headquarters Army Air Corps, Middle Wallop, Stockbridge, Hants SO20 8DY| Tel Mil: 94329 4426| Tel Mil: 01264 78 4426| Fax Ext 4481| Tel Mob: 07851720774| DII(F): AACHQ-RHQ-RegtSec| Civilian E- mail: [email protected] | HQ AAC

183 Emily Thorpe - Smith, Director of STEM Engagement, Winchester Science Centre

Original Message ------From: Emily Thorpe-Smith To: Jane Frederick

Date: 24 July 2017 at 14:25 Subject: RE: Museum of Army Flying - Activity Plan email of support

Hi Jane, That sounds very fair. We are happy to be a critical friend, but cannot commit to a pop up promotional weekend at MAF, as we already have commitments for our promotional events. Happy for the rest. Best wishes, Emily From: Jane Frederick Sent: 19 July 2017 10:35 To: Emily Thorpe-Smith Subject: RE: Museum of Army Flying - Activity Plan email of support Hi Emily, Thanks for the response. We have allowed a consultancy amount of £1050 for the critical friend support from WSC which we imagined would equate to 3 days of support - this would include the brainstorming sessions already mentioned and some end of the phone/email support. The museum could also host a reciprocal weekend pop up promotion from the WSC. Jane

On 17 Jul 2017, at 16:01, Emily Thorpe-Smith wrote:

Hi Jane, I am so sorry for the delay – we have been off email whilst running lots of events. I can confirm that I personally can do bullet point 1 and 3, happy to help where I can. I am just checking with the learning and participation team that and pop up stand is possible.

Best wishes, Emily Emily Thorpe-Smith, Director of STEM Engagement Direct Line: +44 1962 891933 Main: +44 1962 863791 Winchester Science Centre Telegraph Way, off Alresford Road Winchester, Hampshire SO21 1HZ ------Original Message ------From: Jane Frederick

184 To: [email protected] Cc: Date: 28 June 2017 at 15:05 Subject: Museum of Army Flying - Activity Plan email of support

Hi Emily, Chloe and I were very grateful for the time you gave us earlier in the year to discuss the Museum of Army Flying and STEM learning ideas. We were both really impressed with the work you do at the Science Centre. As we discussed at the time it would be very useful if you could send us an email of support for the project. These are the ways that we imagine MAF could work with you:

• Support the museum in accessing the STEM Ambassador programme • Providing the space over a weekend to host the manned MAF pop up museum to help them promote the new displays and offer • Act as a critical friend to the Learning Officer in the development of new STEM based learning session for schools - this might mean attending two or three development/brainstorming sessions with staff and teachers

If the above sounds ok it would be great to get an email of support. As you know this would be an in principle email of support and if things changed for you in real time the ways the museum and science centre worked together could be adjusted. Look forward to hearing from you. Best wishes Jane Frederick

185 Sarah Cleary-King, Science Subject Lead and Head of KS1, Vigo Primary School -- Original Message ------From: S Cleary-King To: Jane Frederick Cc: A Perriam Date: 03 July 2017 at 07:22 Subject: Re: Museum of Army Flying Middle Wallop - Project Opportunity

Dear Jane

In principle I am very excited to work in partnership with the museum to develop this new and exciting project.

Working alongside the team will benefit the school by demonstrating that we are eager to get involved in projects within the local area and improving the experience of education for every child. The opportunity to develop resources that can be used not only by the children at Vigo but other primary age children is imperative to provide them with the opportunity to learn and understand the importance of our past and the world around them. It will benefit the children by improving their educational experience, helping them to understand that learning can occur out of the classroom, allowing children to go to places that they may not ordinarily go to, given them first hand experiences and boosting their self- esteem by them being able to achieve beyond the classroom setting. All children whatever their starting point in life should have the opportunity to experience first class museums that will challenge them and encourage them to seek out further knowledge and question to deepen understanding. Finally it will benefit myself and other teachers by allowing me to work alongside other agencies and allowing me to see how educational trips are planned and ensuring that the advice I give benefits children who go to visit the museum. It will directly influence teachers to develop creative cross curricular links and encourage children to use hands on resources to make links between prior learning and new knowledge. Development of long-term relationships between myself, the school and the museum will enable opportunities to further build on this opportunity and develop learning and development opportunities for children and teachers.

Thank you again for considering me for this project, I am very eager to get involved

Sarah Cleary-King

Science Subject Lead, Vigo Primary School

Appendix E: Budget

186 Emma Jeffries, Headteacher, Stockbridge Primary School

From: E JEFFERIES To: "jane@ Date: 09 July 2017 at 23:33 Subject: STEM support from Stockbridge

Dear Jane, It was good to meet with you and hear the plans for reforming the museum's offer for STEM based activities as this is a core part of the curriculum and, according to recent research, 68% of jobs our children who are currently in school will fulfil, are not yet invented yet but will come from the STEM sector. Our school, whilst relatively local to the museum, has not attended there for any workshops and will have a new science leader from September. The opportunity for her, as a young teacher, to help shape sessions and content will benefit her personally and professionally as well as enable her to put forward her pupil's point of view on STEM learning. She will be teaching our oldest children who are fascinated by STEM activities and she is a science specialist so would be able to effectively support and shape work the museum is doing. As a local school, we are very keen to be involved with you in the project and look forward to hopefully working with you in the very near future. Kind regards, Emma Jefferies Headteacher Stockbridge Primary School (2186) Old London Road, Stockbridge Hampshire. SO20 6EJ tel: 01264 810550 web: www.stockbridge.hants.sch.uk

187 Alison Hunt, Army Families Federation

From: AFF Hampshire Date: 5 July 2017 at 15:05:59 BST To: Chloe Bird Subject: RE: Museum of Army Flying HLF project email of support

Hi Chloe,

Here is my little paragraph from an AFF perspective, approved by our Comms team.

Army families will benefit hugely from having an improved museum on their door step. There are in excess of 500 families living in the Middle Wallop and Andover area that will be able to access the museum and all its facilities. It is in a good location on a main road between Andover and Salisbury, which makes it easily accessible, and as long as there is an attractive entrance price for Army families who visit outside of the Middle Wallop area, this would also make it a more favourable attraction to visit.

Having a pop up museum facility is a great idea as it can be taken to military fun and families’ days, Armed Forces Day celebrations in the local area and also be taken along to local schools and colleges, both as a recreational and educational attraction. This would raise awareness for the Army Flying Museum in the local area and also further afield.

The job opportunities available to Army spouses living in the local area would enable them to increase their employability skills both as paid workers and volunteers. As an Army spouse who may have a chequered career history or postings-induced career breaks, there would be the opportunity to possibly gain employment or voluntary work.

The newly revamped museum could be advertised and promoted locally through Facebook groups and other social media platforms, Army&You magazine and website and through local military units across the Middle Wallop, Andover and Salisbury Plain areas. Maybe offers and incentives via competitions could be included to attract families. Welfare teams could possibly look at running a trip out for families as part of their activity programme.

Hope that’s all ok,

Kind regards,

Alison

Alison Hunt | Hampshire Coordinator | Army Families Federation | IDL 414 | Floor 1 | Zone 6 | Ramillies Building | Marlborough Lines | Monxton Road | Andover | SP11 8HJ t: 07527 492803 e: [email protected] w: www.aff.org.uk

188 Heath Gunn, CEO, Enham Trust

Forwarded Message ----- From: Heath Gunn To: Chloe Bird Cc: Khalid Aziz ; Caroline Gumn Sent: Friday, 30 June 2017, 16:12 Subject: email of support

189 Keith Hatter, Winchester Access for All

On 20 Jun 2017, at 09:11, Keith Hatter wrote:

Dear Chloe,

Many thanks for asking us to do this. Follow up and some degree of monitoring after accessibility audits is very valuable from our point of view and the concept of a “critical friend” is an extremely good one.

I am sure that we can visit the Museum three times during 2018/9, and look forward to making the appropriate arrangements when the time comes.

Best wishes, Keith Hatter Chair Winchester Area Access for All

190 Angela Hammond, County Commissioner Hampshire North Guides

Original Message ------From: Angela Hammond To: 'Jane Frederick' Date: 07 July 2017 at 15:24 Subject: Museum of Army Flying - support

Dear Jane It was interesting to hear your plans for the museum and I do hope full funding is secured. Your proposed offer sits well within Girlguiding’s aims and values. Activities such as

• affordable, fun sleepover and activity sessions • STEM and badge related activity • the opportunity to host the Pop up Museum at appropriate county Guide events would appeal to our leaders and organisers. I would ensure local groups within my area, Hampshire North, are made aware of the facilities and would encourage them to make contact with you to take you up on your offers. I would be very happy to distribute any promotional materials you have and to make your facility known on our social media platforms. Wishing you every success and looking forward to working with you. Kind regards Angela Angela Hammond County Commissioner Tel: 01256 817383 Mobile: 07808 294468

191 Martin Rudd, Deputy Commissioner and Community Development Lead, Hampshire Scouts

Original Message ------From: Martin Rudd To: 'Jane Frederick' Cc: [email protected] Date: 05 July 2017 at 20:42 Subject: RE: Museum of Army Flying - young people organisations - email of support

Hi Jane – yes of course happy to and also put on our website.

Martin

From: Jane Frederick [mailto:[email protected]] Sent: 04 July 2017 11:14 To: Martin Rudd Cc: [email protected] Subject: RE: Museum of Army Flying - young people organisations - email of support

Dear Martin, Thank you so much for talking to me back in February about the project at the Museum of Army Flying - your insights were really helpful. As a result of consultation with you and other young people's organisations in the county the museum is hoping to develop its offer for scouts, guides and other organisations. As we discussed back in February it would be really helpful if you were able to send an email of support for the project. The offer for organisations like yours would be:

• affordable, fun sleepover and activity session offers • STEM and badge related activity especially for the Air Activity Badge • the opportunity to host the Pop up Museum at appropriate Scout events

It would be great to be able to send out information about the offer at the museum through your distribution channels to get the word out to as many scout, cub and beaver groups as possible. If you still think the offer is of interest and you would be happy to help promote it to your groups it would be really great to get an email of support back reflecting this. The project would be starting in 2018. Look forward to hearing from you soon. Best wishes Jane Frederick

192 Terry Bishop, CEO, Test Valley Volunteer Centre

Original Message ------From: Terry Bishop To: Jane Frederick Date: 12 July 2017 at 12:29 Subject: RE: Museum of Army Flying Volunteer Programme

Dear Jane How lovely to hear from you and good to hear the final application is now being pulled together. Herewith our supporting statement. Please come back to me if you need anything added etc. The Test Valley Volunteer Centre would be delighted to support the Museum’s bid. The proposal to recruit a formal Volunteer Manager, provide personal development training for volunteers and provide expenses to volunteers is a very positive step for the organisation. The Volunteer Centre consistently seeks new opportunities for potential volunteers and we would be pleased to work in partnership with the Museum of Army Flying to promote any volunteering roles through our wider networks and link them to the national Do-It database, a resource we use to extend our ‘reach’ further into the community. Similarly the Volunteer Centre would be able to help with the development of role descriptions and policies designed specifically for voluntary service providers and volunteers and deliver training programmes tailored to the needs of the Museum’s volunteers. I hope this is helpful Best Regards

Terry

Terry Bishop Chief Executive Test Valley Community Services

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