Hi Temina,

I understand exactly what you're saying and agree wholeheartedly with
you sentiments. On the other hand, any good teacher worth their salary
can deconstruct any imposed narrative and show its flimsy foundations or
show how its local manifestation is different. There is a national
timeline - but it has local differences and there are competing local
timelines at variance with the national story at different times and in
different places. I would see that as potentially a creative dissonance
that would make for good teaching.

Also, to teach about an event is not the same as to celebrate it. The
proposed list isn't flag-waving in that sense and does include a lot of
meaty topics that allow a good progressive history to be taught. My
main issue is the totally linear nature of the teaching and the
overwhelming detail that may push out the skills.

Don


Don Henson
Freelance Consultant in Public Archaeology and Education

See my web pages at
http://www.independent.academia.edu/DonHenson
http://nowthenuk.wordpress.com

and my new book, Doing Archaeology, at
http://www.routledge.com/books/details/9780415602129/

I am also Hon. Director of CASPAR
Centre for Audio-Visual Study and Practice in Archaeology
Institute of Archaeology
University College London

A brief interjection/suggestion.

While I agree that simply being negative about the proposals is not
going to get us very far, I do believe that some sharp observations
about the 'national narrative' ought to be made, and to that end I
endorse any and all emphasis on the central role of museums in learning
about locality in all its manifestations: environment, industry,
society, customs....

I do not, however, think it is acceptable to say 'how can we fit in to
the national narrative'. The fact is, one does not exist, and for a good
reason.

Here in Cornwall it would cause disgust amongst many to be told this is
how the national curriculum needs to be; and indeed it is bad history.
It is too easy to be carried away by flag-waving events such as the
Queen's Jubilee and the Olympics and I am certain that Gove and his
coterie would have decided then that such is the way to instill history
in children so they grow up to be 'our kind of people'.

I do believe in the value of chronological learning - but there is not
one chronology. Local timelines yes, national ones, no.

Good luck!
Tehmina

On 1 March 2013 10:38, Davies, Susan <[log in to unmask]> wrote:

>  Nick****
>
> ** **
>
> I agree it’s pointless expressing complete outrage. We would be
> totally ignored but I like Don’s suggestion of outlining key periods
> and events be delivered KS2 (especially as pertains to the local
> area). For us in Leeds for example the Victorians are fairly key! How
> else are pupils going to understand or value their immediate
> environment and community if most is ignored at the expense of
> chronology? So really homing in on the local history and its
> significance nationally and internationally is important I’d say for
> policy makers to understand. *Selecting aspects which can then be
> revisited at KS3 through thematic topics *also sounds sensible. *(Get
> the basic historical knowledge sorted out at KS2 and deeper
> understanding and concepts at KS3).(* Don’s ideas in italics)**
>
> ** **
>
> My key point though which I think overrides all else is that of
> experiential learning and its value in teaching and learning and
> museums’ central place in that. There are some great pithy quotations
> which support this in Eric Sotto’s book *When Teaching Becomes
> Learning* on this – as you may recall from the GEM Day in Yorkshire
> recently. From my own school days I don’t remember what I learned by
> rote but what I experienced is etched far more indelibly on my memory
> and what’s more inspired me to want to know more. It is that
> connection with motivating and inspiring that is also so key and it
> is also about ensuring that all children can access that whether they
> will become Oxbridge scholars or follow more vocational lines in
> life. We want to give pupils a lifelong interest in their history
> surely. To do that you sometimes need to leave the classroom and get
> active in a historic environment. It is of course in this area that
> museums score so highly in providing memorable experiences that make
> history real, memorable and not dry dusty rote learning for pupils.
> It is in this way that understanding the timeline is going to be key
> I believe so this brings in Don’s point of *suggesting ways of
> getting children to understand and remember the timeline in ways that
> don't dominate or overbalance the teaching of historical
> understanding and concepts.* We have an interactive timeline we use
> here in Leeds as a way in to some of our sessions especially those
> that deal with Ancient History. If so to brighten up a potentially
> dry DofE meeting I have some photos of it and children engaging with
> it. If they would be of any assistance to you let me know and I’ll
> email them on. ****
>
> ** **
>
> My third point would be museums as tremendous learning resources which
> need to be better used by schools more widely nationwide. It needs to
> start with being enshrined in the curriculum and supported by Ofsted.
> Culture is in there as far as Ofsted is concerned but all to vaguely
> mentioned and could relate to anything or nothing. Can we build on
> the 5 hours of culture a week proposal that was put forward a few
> years ago by the previous government and really nail it in museum
> visits with this administration through them singling out museum
> learning visits for special mention in the history curriculum as at
> the very least an annual requirement for all?****
>
> ** **
>
> With regard to Don’s point below****
>
> *One thing you might welcome is that the timeline being taught does at
> least allow ALL museums and their collections to be engaged with the
> history curriculum. There are no more blind spots or gaps in
> coverage*.*** *
>
> Is there an opportunity to market our services regionally or even
> locally to this end – ie the timeline approach?****
>
> ** **
>
> Is any of this helpful for you?****
>
> ** **
>
> Best wishes****
>
> ** **
>
> Sue****
>
> ** **
>
> Sue Davies****
>
> Head of Learning & Audience Development, Leeds Museums &
> Galleries     *** *
>
> ** **
>
> Tel: 07891270566****
>
>  ****
>
> 99% of Leeds primary schools and 97% of Leeds secondary schools have
> visited Leeds Museums and Galleries in the last three years. Come and
> find out why.....****
>
> www.leeds.gov.uk/museumsandgalleries ****
>
> www.mylearning.org****
>
> *
> http://www.leeds.gov.uk/museumsandgalleries/home/Help_Save_The_West_Yorkshire_Hoard.aspx
> * ****
>
> ** **
>  ------------------------------
>
> *From:* List for discussion of issues in museum education in the UK.
> [mailto:[log in to unmask]] *On Behalf Of *Nick Winterbotham
> *Sent:* 01 March 2013 09:10
> *To:* [log in to unmask]
>
> *Subject:* The National Curriculum proposals
> ****
>
>  ** **
>
> Colleagues****
>
>
> This is not GEM's official response to the changes Michael Gove is
> proposing.
>
> However, next week I have a 5 minute opportunity to set out our
> response to the History and Geography proposals to a Westminster
> group that will include the DfE.
>
> I reckon 5 minutes means 5 points.
>
> If so, what would yours be?
>
> Teaching chronologies?
> Skills focus?
> Local History?****
>
>
> Outrage and disappointment aside, it would be good to get some
> fundamental points across - and to frame these positively - otherwise
> we may just get dismissed alongside the rest of the chorus of
> disapproval.
>
> Please don't miss this opportunity to get a swift oar in..
>
> Kindest regards
>
> N
>
> Dr Nick Winterbotham
> Chair, GEM
>
> ****
>
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-- 
Dr Tehmina Goskar, MA AMA
[log in to unmask]

Heritage Consultant & Historian -- Industrial Heritage -- Digital
Heritage -- Collections Management -- Interpretation -- Research
http://tehmina.goskar.com/
Twitter: @tehm <https://en.twitter.com/tehm>

Join History 51: Unveiling Women in Cornwall and the Isles of Scilly:
http://www.elizabethtreffrycollection.org/
Read about my research on copper: http://copper.goskar.com/

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