1. science
2. social science
3. history

FOR TEACHERS AND OTHER EDUCATORS
MARCH 2011
ISSUE 44
FREE
HOW WE LEARN
FROM WHERE WE LIVE
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FOR INSIDE AND OUTSIDE
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ACTIVITIES FOR KS1–3
EASY TO USE LESSON IDEAS
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/learning
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IDEAS INSIDE
Welcome to our bumper spring edition of
Heritage Learning, packed full, as always, with teaching
and learning ideas, and more articles than ever!
I hope that you all had a great start to the term and are now looking
forward to the longer hours of daylight and better weather (we can
hope!). It’s a perfect time to get out of the classroom and really focus on
your local area, which is the theme of this issue.
So, with lighter evenings looming and staying in the classroom looking more boring than
ever, we start this issue by welcoming the Education Managers here at English Heritage
who tell us more about English Heritage’s commitment to the local agenda. We
continue the theme with Claire Thomas’s article on developing research skills within
a school and community setting, which has some brilliant and easily transferrable ideas
for use in any classroom. Meanwhile, Margaret Bunyard of Wessex Archaeology looks
at travel and the evolution of roads, and Stewart Alexander of Storyline Designs talks
about the evolution of place names and how they can be an important part of a local
study on pages 10-13.
Fran Lashmar gives tips for spotting evidence of immigration in your local landscape
on pages 16-19 and Pippa Smith offers practical advice on setting up a local study and
getting out of the classroom on pages 4-7. We’ve also got Claire White, who helped
set up and run a local curriculum in Cornwall, talking about how you could do the same
in your area. We’ve also involved teachers like you in our first debate article, opened
by popular historian Michael Wood, who contributes his thoughts to our thoughtprovoking question. Find it on pages 14-15.
Sadly, this is the last printed issue of Heritage Learning you will receive, due to
spending cuts. However, we’re going to continue to produce the magazine as an online
only version – we’d love to know what you think. We hope that you continue to enjoy
the magazine in whatever format you receive it, and find it useful in your teaching.
Please email me directly with any comments you may have, I’d be delighted to hear
from you.
Warmest regards,
CONTRIBUTORS
PIPPa SmITH
Pippa trained as an archaeologist at the
University of Sheffield and dug on sites
in the UK and abroad before specialising
in the identification of animal bones. This
was followed by a period of teaching adult
education courses and then undergraduates
at Sheffield and Southampton. Wessex
Archaeology then got Pippa developing school
sessions before she joined English Heritage.
CLaIRE THOmaS
Claire L Thomas is Head of Humanities at
Aberdare Girls’ School and Secretary of the
Association of History Teachers in Wales.
She has taught in numerous schools in South
Wales since beginning teaching just over a
decade ago. Her interests are nineteenth and
twentieth century Welsh history.
STEWaRT aLExaNdER
Stewart has been helping children and adults
to actively engage with heritage sites for over
20 years. Starting in wildlife conservation, he
moved into the historical environment while
working for the Norfolk Museums Service.
Now freelance, he has led nearly 400 school
Discovery Visits for English Heritage and is
currently involved in interpretive training,
planning and writing.
Mich
For thirty years now, historian and broadcaster
Michael Wood has made compelling journeys
into the past, which have brought history
alive for more than one generation of readers
and viewers. His most recent TV work is the
‘Story of England’, which sees one community
through the whole of English history and with
the help of the villagers themselves, explores
the lives of the ordinary people against the
backdrop of national events across more than
a thousand years.
FRaN LaSHmaR
Hilary Jones Editor
HERITagE
3ENgLISH
gOES LOCaL
English Heritage’s Education Managers give
you a preview of some of the things they’ll
be focussing on in their regions over the
coming year.
a LOCaL STUdy
4 English Heritage’s Head of Education,
Pippa Smith, focuses on practical,
transferable tips for doing your own local
study, using Framlingham as an example,
with activity ideas for inside and outside
the classroom.
HERITagE ON a PLaTE
8 Totally
transferrable teaching ideas from
10
14
Claire Thomas that take the concept of a
local study and integrate many curriculum
elements.
a PLaCE IN HISTORy
Using place names to investigate past
invaders and settlers, Stewart Alexander
comes up with some inspirational teaching
ideas for the classroom.
THE BIg dEBaTE
Michael Wood kicks off our debate on
why studying your local area is important,
with contributions from teachers around
the country.
hilary.jones@english-heritage.org.uk
aNd
16 ImmIgRaTION
OUR BUILT HERITagE
Fran Lashmar looks at the history of
immigration and our built heritage, and
offers some activities to trace Jewish and
Protestant immigration through buildings
across the country.
dISCOvERINg a SENSE OF PLaCE
20 Claire
White from Azook in Cornwall
tells us how she helped to set up and run a
local curriculum for Cornwall and includes
some tips if you’re thinking about doing
the same in your area.
THROUgH TImE
22 TRaCkS
Under the guidance of Margaret Bunyard, we
look at the evolution of roads and how they
can help us find out more about our past.
TaPPINg THE BEST
24 RESOURCE
IN SCHOOLS
Stephen Lockyer talks about how the
whole school can be involved with a
timeline project.
NOTICES, NEWS & CONTaCTS
26 Information
on Heritage Learning going
digital and free new resources for teachers
from English Heritage and the BBC.
Fran originally joined English Heritage in 1990,
and moved to work in the education team
nine years ago. She develops resources and
trains staff on site interpretation through
our taught sessions (Discovery Visits) for
learners. She feels very lucky to work at so
many beautiful properties, and to share all the
stories they hold with the next generations!
CLaIRE WHITE
Claire taught at secondary schools in
Cornwall before becoming involved in the
Sense of Place initiative. She runs Azook
Community Interest Company designing
innovative products which have social and
economic benefits for communities and is a
passionate advocate of place-based learning.
M
Margaret has been a teacher, a county advisor
and a museum education officer before
joining Wessex Archaeology as Education
Manager. She visits schools and colleges and
has written a scheme of work for QCA and
learning resources for English Heritage, the
South Dorset Ridgeway Project and the New
Forest National Park Authority.
STEPHEN LOCkyER
Stephen is the Deputy Head at the Mead
School in Tunbridge Wells. He has taught
in a range of schools over the past eleven
years, and recently qualified as a Google
Certified Teacher, for his use of technology
in the classroom. He based his MA on child
collaboration, and is passionate about allowing
children to share their knowledge and
understanding of the world.
FOREWORD
HOW WE LEARN
FROM WHERE WE LIVE
As this is our last printed issue, the team of Education Managers at English
Heritage share some of the things they’ll be focusing on in the coming
year, and their thoughts about connecting with your local heritage…
who knows what may be on your doorstep?
PIPPa SmITH | EaST OF ENgLaNd
I’m really looking forward to working with a newly established teachers’ user group at Wrest Park. There
is an exciting project going ahead to restore these wonderful gardens and I have the chance to set up an
education programme from scratch. It is great to have the opportunity to work with local teachers and find
out what will work for them.
NaTaLIE gOmEz | LONdON
In London, nearly 700 children from 15 local schools are studying five important paintings at Kenwood House
including Vermeer and Gainsborough. Each week every class produces a piece of creative writing based on
one of the paintings. This is then uploaded online, giving all the children an opportunity to respond to each
other’s work.
FRaN LaSHmaR | SOUTH EaST OF ENgLaNd
In the South East, we are going to be piloting a trail around Deal Castle and its town with local schools, and
inviting teachers to sample our new teacher kits for Lullingstone Roman Villa, Deal, Carisbrooke, Dover and
Yarmouth Castles. Please look out for your e-invitation to your local site soon!
WIN SCUTT | SOUTH WEST OF ENgLaNd
We are lucky that Stonehenge will be standing for thousands more years to come. That’s possibly why some
local school children don’t get around to actually visiting; it’s not going anywhere! Having consulted with
family groups in the local community, we are now trialling ‘Stonehenge Explorer’ family backpacks so that you
can explore the landscape armed with maps and a variety of objects including: binoculars, magnifying glass
and a ‘mini beast’ key.
D
Our properties are only a small part of a rich, accumulated sense of place that makes us fantastically and
diversely English. Getting to know them is like making a good friend. The more you know them, the more you
appreciate and understand them. You learn from them, you love them. They become part of you and you
start to understand your place within it all. For me the more people I can introduce to my friends the better.
SaRaH BOWdEN | NORTH ENgLaNd
This year I’m especially looking forward to launching a book and story bag at Warkworth Castle which has
been designed as an interactive guide to aid children exploring the site. It’s a lovely book with a character
called Percy the Lion - who guides people round, then there are fun quizzes and a bag full of exciting handling
objects to bring the characters in the castle to life. It’ll be really great to see people using it for the first time
and watching the impact it has on their visiting experience. Come to Warkworth and try it out!
product
Cover image
View across Greenwich Park
MARCH 2011 HERITAGE LEARNING 3
KEY STAGE
2
3
CURRICULUM LINKS | kS 2 & 3
History
Geography
Citizenship
FRAMLINGHAM | SUFFOLK
A LOCAL
STUDY
AUTHORS | PIPPa SmITH HEAD OF EDUCATION, ENGLISH HERITAGE
based on information provided by maRy mILLS EDUCATION MANAGER, NMR
IN THE CLaSSROOm
This article shows how you could combine a visit to
a property (in this case Framlingham Castle) with a
longer ‘local study’, allowing you to combine learning
inside and outside the classroom to give your class a
real flavour of active historical investigation.
There is a useful ‘how to’ guide and case study of
how to start a local investigation here:
www.heritage-explorer.co.uk/web/he/
howtoguidesdetail.aspx?crit=&ctid=45&id=1230
IN THE CLaSSROOm
HOW TO dISPLay RESULTS
Unfortunately, you are unlikely to find evidence in a nice,
chronological manner so setting up a timeline to frame your
research will help. Results can then be placed in the right
position on the timeline and a chronological pattern gradually
built up. You could also have a blank map and add dots to show
where evidence was found – by colour coding these to link
with the chronology on the timeline, and you will have a spatial
picture to match the chronological one.
4 HERITAGE LEARNING MARCH 2011
Above Various images of Framlingham Castle and aerial photos.
MARCH 2011 HERITAGE LEARNING 5
For further information
Heritage Explorer
www.heritage-explorer.org.uk
Ordnance Survey
www.ordnancesurvey.co.uk
ON a vISIT
IN THE CLaSSROOm
IN THE CLaSSROOm
6 HERITAGE LEARNING MARCH 2011
Above Various images of Framlingham Castle, including documentary sources.
Top left Engraving by Buck. Bottom left Reconstruction drawing as it might have appeared in the 13th Century, Alan Sorrell.
Once you have finished your research, you will have a
timeline and map of your area over time, as well as extensive
documentation, aerial photos etc and an idea of how the place
has changed in size and population throughout history. You
will have met notable figures from the past, and possibly made
connections right through to shops, residents, and street names
today. You can see how history is everywhere around you. The
project could be taken further to include current residents of
the area talking about their memories, which could then be
added to the timeline and the map, or recorded using video
cameras for a multi-disciplinary approach to tackling local study.
MARCH 2011 HERITAGE LEARNING 7
KEY STAGE
2
3
CURRICULUM LINKS | kS 2 & 3
HERITAGE
ON A PLATE
History
Art
Technology
Case Study
AUTHOR | CLaIRE THOmaS HEAD OF HUMANITIES, AbERDARE GIRLS’ SCHOOL
THE SImPLE TaSk
Using a number of teacher-prescribed sources as stimulus,
pupils produce a commemorative plate of their locality
and then explain their reasoning for doing so alongside the
evaluation of sources they have used. If time constraints are
abandoned, the enquiry could actually become more crosscurricular and link to art and technology areas, with pupils
actually producing the plate in ceramic, rather than just a ‘paper’
version. The written part of the enquiry allowed the stretch
and challenge of all pupils, and also significant enough challenge
to allow pupils to access the very highest levels at Key Stage 3,
show development ‘within and across historical periods’, and to
reflect upon the work that they had produced.
BaCkgROUNd
In 2008 a new National Curriculum was introduced
in Wales. The consequence of this revised curriculum
was reduced prescription in terms of content and more
flexibility for teachers to implement the curriculum in
the way that best suits the circumstances and needs
of their pupils. It also provided many history teachers/
departments with the opportunity to evaluate what was
in their current curriculum map.
STaRTINg OUT
The opportunity to evaluate the curriculum made me
question the experience I was providing them in terms
of the often overlooked skill of historical enquiry.
Given the rich, vibrant history of the locality of South
Wales, the difficult task was deciding what aspect of our
heritage should be investigated. This would obviously be
the issue in many other regions within the country. The
challenge was also to ‘engage’ students in what was on
their doorstep and to look at the broad outline of the
industrial period right up to modern day. No small feat
then! As a result it was agreed that the Year 9 history
curriculum would begin with a synoptic approach to ‘a
community in change’, by pupils conducting a historical
enquiry about the locality and evaluating evidence to
decide ‘what should be included on a commemorative
plate?’. However, in reality, the concept can be easily
transformed into other formats; a plaque, an exhibition
board, a tea towel, for example.
ESTaBLISHINg BOUNdaRIES
In the classroom, the concept of studying some 200 odd
years of history appeared a little daunting, but given the
synoptic approach, it was achievable. Pupils in Year 9
looked at the history of the locality from 1750 to present
day encompassing the Chartist story, the process of
industrialisation, the building of the village of Oakdale
(including the Miners’ Institute), the impact of wars, life in
the ’60s, the Miners’ Strike and the future of the community.
8 HERITAGE LEARNING MARCH 2011
OUTSIdE THE CLaSSROOm
As the enquiry developed so did the opportunities it afforded
pupils to investigate outside of the classroom. Investigating the
democratic process and the area of Chartism provided the
opportunity to invite the local MP into school. The fact that the
village had a Miners’ Institute which had been removed to the
National Museum at St. Fagan’s allowed a study visit and talk
by one of the curators regarding why the museum had chosen
that specific example, the process undertaken, and how and
why it was interpreted in the way in which it was. This visit also
provided one of the greatest opportunities in extending the
traditional boundaries of learning as local residents, who lived
in sheltered housing on the site of the former Institute, also
accompanied the pupils on the study visit. This link was to prove
invaluable, as the residents also allowed pupils to interview,
record and transcribe the stories of their lives – hugely
rewarding for both pupils and residents.
PROgRESSION – LIvINg HISTORy
Given the huge amount of research undertaken it was decided
to disseminate it within the community to become a living
heritage project. So alongside the creation of commemorative
plates, a web blog was established, designed and populated
by a group of 10 Year 9 students, which can be found at
www.oakdalecomprehensive.com/history. The hard work of
these pupils was also recognised by the Welsh Heritage Schools
Initiative Committee in a nationwide competition. The group
was awarded the first prize for their work and a £1,500 cheque
for the department.
Combining all of these strands together in an electronic format
meant that our past had become a continually evolving learning
forum for the twenty-first century, which would not have been
possible without the interest and enthusiasm of the pupils and
the involvement of the community.
Above Various images from Claire’s projects at Oakdale and Aberdare © Claire Thomas.
FURTHER LINkS
A
It was also apparent that it was a model that could
be applied to any community in the country. The
transferable nature of the task is possibly one of its
greatest strengths, and is achievable.
TakINg THE mOdEL FORWaRd
Having moved schools in September 2010 to Aberdare
Girls’, all that was required was to chart a different
path to the production of plates. This time the enquiry
encompassed areas that were of more relevance to
the community of Aberdare, and involved looking at
the T. W. Rammel report of 1853 and the Suffragette
movement. Aberdare was a community that saw the
buy-out of Tower Colliery by the miners following the
strike of 84/85, which provided another dimension
to the learning pathway, and some interesting pupil/
community conversations.
For further information
Email the author
clairelthomas1815@hotmail.co.uk
The possibilities for making further links with the project are
infinite – examples include:
interviewing the community
inviting certain groups to come into schools
and talk to pupils
study visits of local museums or heritage centres
developing historical skills or research
evaluation
justifying decisions
developing media images, websites or blogs
Reflecting upon the work and the process used are all byproducts.
As well as the possibilities for cross-curricular links there are
even opportunities for incorporating the concept of the ‘world
of work’, with the possibility of asking pupils to think about
the designs themselves and how they would market them if
provided with the opportunity to do so.
Essentially, the enquiry is not only restricted to Key Stage 3,
but could be equally applied to a Key Stage 2 setting, where
the pupil outcomes may possibly be of a lower standard, but
equally valid for the age of the pupil. The transferable nature
of the enquiry and its endless opportunities to involve various
stakeholders within the community allow pupils to be provided
with stimulating and enriching experiences within their
communities, which allow them to broaden their historical
understanding and skills to engage with firstly, what is around
them, and hopefully, to enthuse them with a desire to discover
more of the rich heritage that is theirs.
MARCH 2011 HERITAGE LEARNING 9
KEY STAGE
1
2
CURRICULUM LINKS | kS 1 & 2
TRE
BY
WIC
kS 1
English
Geography
History
kS 2
History
Citizenship
BURY
EIK
DON
HOLT
CROMER
Research reveals how our
ancestors named habitations
and natural features.
thwaite
Whether Celt, anglo-Saxon,
viking or Norman, places
were named using one, or a
combination of, three main
criteria.
TOPOgRaPHICaL NamES
These are the largest group of
names that were given to natural and
manmade features in the landscape.
These included moors, woods,
trees, clearings, rivers, streams, hills,
springs, lakes, valleys, tracks, fords,
cliffs, springs and wells.
Examples include:
Liverpool – pool or creek with
thick muddy water
Oxford – ford used by oxen
Cromer – lake frequented by crows
HaBITaTIvE NamES
These are places that were
inhabited by people including: farms,
homesteads, enclosures, cottages,
fortified strongholds, villages and
hamlets.
Examples include:
Derby – farmstead or village
where deer are kept
Rotherham – homestead or hamlet
on the River Rother
Taunton – farmstead on the
River Tone
FOLk NamES
Originally the names of inhabitants of
a district or place.
Examples include:
Darlington – estate associated with a
man called Deornth
Worthing – settlement of the family
or followers of Weorth
basingstoke – secondary settlement
or outlying farmstead of a man
called basa
AUTHOR | STEWaRT aLExaNdER STORYLINE DESIGNS
Take a moment to consider the place names that are local to you. The
names of towns and villages that are so familiar to us are an enduring link
to the past. They hide fascinating and unusual pieces of information. If
you want to discover more about the past, then one of the best places to
start is with the names of places.
Obscure, curious and intriguing connections to our cultural past can be discovered
through researching these names. For instance, they can provide clues to features of the
landscape which are no longer apparent and give us a glimpse of the people who once
lived there. In this way, they reveal a link to our ancestors spanning 2000 years or more.
Successive invaders and settlers throughout British history have left traces of their
lives, language and culture in place names which have become part of our everyday
lives. Place names contain a vast array of linguistic elements including, Anglo-Norman,
British, East Frisian, East Saxon, West Saxon, Flemish, German, Gaulish, Greek, Old
Breton, Norwegian, Old Dutch, Old Danish, Low German, Old English and Latin.
10 HERITAGE LEARNING MARCH 2011
Far left Reconstruction drawing by Peter Dunn, English Heritage Graphics Team of a Roman man and woman.
Left Anglo Saxon reconstruction by Judith Dobie, English Heritage Graphics Team.
WHO NamEd WHaT?
COmmON PLaCE NamE ELEmENTS
Looking at a road map of England many
thousands of different place names can
be identified. Closer scrutiny will reveal
that many names include a number of
repeated words or elements, usually
found at the end of place names. These
are terms which describe the same type
of place, such as farmsteads, hamlets or
hills. Each successive wave of settlers and
cultures has added their own specific
terms to describe the many similar places
in the landscape.
CELTIC
ROmaN
These are words that have their origins
in the Iron Age and are found mainly in
the west of Britain, including Wales and
Cornwall.
The Romans gave their own distinct
names for places, but when the empire
fell into decline, Roman place names were
replaced by Anglo-Saxon or Viking words.
Porth – port
Pen – hill
Ros – promontory, moorland
or wood
Tre – farmstead, homestead,
hamlet, village
Ced – forest
Examples Porthleven, Tremaine
and Upper Penn.
Ceaster – although an Anglo-Saxon
word, refers explicitly to a Roman
town or city
Strata or Strett – road
Examples Chester, Cirencester,
Leicester, Winchester and Worcester and
Stratford, Streatham and Stretford.
MARCH 2011 HERITAGE LEARNING 11
An
Ham – homestead.
Vi
Me
UPPER, LOWER, BROad aNd LONg
Medieval place names comprise of a
number of Latin words.
As more settlements developed, it became important
to differentiate between places that had similar or
identical names. Extra words that described size, position
or individual features were added to a place name to
provide a unique identity. Words added include; north,
south, west, east, long, upper, lower, broad, church,
steeple, great, much (large), high, over, little, market
and castle.
Bury – manor or manor house
Forum – market
magna – great
Regis – of the king
Examples Bury St. Edmunds, Blandford
Forum, Chew Magna and Lyme Regis.
WHEN IS a CROW NOT a CROW?
NORmaN/FRENCH
In some locations the Normans linked
their own family names to the manors
that they owned. This renaming asserted
their rights and ownership of land
previously owned by the Anglo Saxons.
mont, mond – hill or mount
Beau and Bel – beautiful or fine
Examples Richmond, Egremont,
Beaulieu and Beaumont.
Places connected to Norman/French
family names include:
ashby de la zouch from the
La Zuche family
Stanstead mountfitchet from
the Muntfichet family
Newport Pagnell from the
Paynel family
kingston Bagpuize from the
de bagpuize family
Other scraps of Old French appear in a
number of place names
Examples Chapel-en-le-frith
and Chester-le-street.
Place name meanings are often far from
straightforward in their interpretation.
Sometimes the same words contain
dissimilar meanings in different localities.
A combination of spellings, modification
though local dialects and selective
pronunciation can alter the original
meaning completely. Therefore place
name researchers are careful to view
the earliest documents to find how the
words were originally spelt.
An example of multiple meanings is the
term ‘crow’:
Crowhurst, Surrey – 12th Cent
From Crouhurst, ‘wooded hill
frequented by crows’, from the old
English word ‘crawe’ meaning crow.
Activity 1
Plotting our ancestors
Examples Great Walsingham and Little Walsingham in
Norfolk and West Harting and East Harting in Sussex.
RECENT addITIONS
Very few new place names have appeared in the last three
hundred years, apart from some notable name types.
Some recent names honour notable people like Thomas
Telford the engineer in Telford new town and the Durham
miners leader Peter Lee in the new town, Peterlee.
Other names reflect cultural aspects including
Westwood Ho! in Somerset, named after Charles
Kingsley’s book of the same name. Other names
celebrate famous historical events, including Waterloo
and Peacehaven in Sussex which commemorates the
end of World War One. Other names are based
on new features in the landscape such as Ironbridge
in Staffordshire.
Crowland, Lincs – 8th Cent
From Cruwland, ‘at the river bend’
from Old English ‘cruw’ meaning
bend or nook.
Crow, Hants – 11th Cent
From the Celtic, ‘criw’ meaning ‘fish
trap or weir.’
Activity 2
Personal maps and renaming
Activity 3
Visual place names
For further information
Oxford Dictionary
of British Place Names
by A.D. Mills – Oxford University Press
12 HERITAGE LEARNING MARCH 2011
Far left Reconstruction drawing of Celtic Iron Age by Karen Guffogg.
Left Anglo-Saxon settlement reconstruction by Judith Dobie, English Heritage Graphics Team.
MARCH 2011 HERITAGE LEARNING 13
WHY IS TEACHING ABOUT HERITAGE
IMPORTANT AND WHY SHOULD
YOUR PUPILS CARE?
21st century schools must teach the knowledge and skills to
equip children for a successful future; within that education
we need to teach our young people to appreciate their
environment. Studying our local history gives us all a
strong sense of belonging within our own community,
wonderment about how people of the past have influenced
our modern lives and an understanding of our identity.
SaNdIE JOHNSON DEPUTY HEAD, QUEENSGATE
FOUNDATION PRIMARY SCHOOL
Being based in Bristol, there’s so much on our doorstep. Our
whole school studies the local area in all topics and year
groups – to give the children a wider perspective of who
they are and where they are from. So they’re not just seeing
things on interactive whiteboards, they’re experiencing them
first hand. We go out into the community, and further afield,
learning from local residents, community members, buildings
and attractions which are part of their daily lives and the city
that they live in – and that act as windows into national stories
and topics like Brunel, the Victorians, Second World War and
remembrance. When you start with a local hook, the children
can really begin to engage with heritage on a national level.
WILL EWENS YEAR 3 TEACHER, WESTbURY PARK
THE BIG DEBATE
With this being the last printed issue
of Heritage Learning, we wanted to
do something different. We asked
michael Wood, presenter of the BBC
programme ‘The story of England’
and teachers and home educators like
you for their views on the following
question. Here are their responses.
you can join the debate on Twitter,
using the hashtag #ehlocal debate, or
talk to us on facebook. We’d love to
hear your thoughts.
My initial reaction was ‘because it is where they are!’. but
more than that, history is about stories and detective
work. Children love both. Local history is about piecing
together information to find fascinating stories in everyday
details that would otherwise pass us by. by studying their
immediate environment children learn that history is
everywhere. It channels children’s natural inquisitiveness
into historical enquiry and understanding using the world
they know best.
COLIN SamBROOk HEADTEACHER,
CRANbOURNE PRIMARY SCHOOL
History starts at home doesn’t it? As a ’50s child I can
remember hearing Mum talking about the blitz in
Manchester, crouching in the doorway of a bank that
night, unable to get to the bomb shelter while the city
burned; Uncle Syd torpedoed off Tobruck swimming
through burning oil; Uncle Bill waiting on the beach at
Dunkirk; my Dad in the underground operating rooms at
Haslar naval hospital with the casualties of D Day; the
heat (it was June), the sounds, the salty smell of the sea
in the soaked clothes of the wounded. Stories. Of just
one very ordinary English family. But such stories make
us aware of who we are.
Anyone who has taught children knows this: they
instinctively love finding out about the past, hearing about
it, imagining it. We humans after all are story tellers,
and there are few things a child loves more than a good
story. But on a more serious level, history helps us find our
bearings in the world; it gives us a sense of a shared past,
an idea of our relation to past generations. As we get older
that understanding spreads out to our neighbourhood and
community, and then to a still wider world. It builds up our
sense of empathy as we realise that people in the past felt
just as we do; and that people of different cultures races
and religions are at root like us. Realism about the world
and ourselves then is another of the good gifts of history.
These are valuable things to learn in life – and they are
wonderful things to teach!
mICHaEL WOOd HISTORIAN
Blackfriars monastery, Hereford. a small ruined
monastery just outside a city centre. ask the
question as to what happened to the monastery,
when it might have been knocked down and what
sort of person knocked down that monastery.
Immediately you are making links, almost
unconsciously, with Henry the Eighth. So instead
of starting off with Henry why not use the local
example to set the scene before moving on to the
national picture. It works!
Our pupils are the next guardians of our heritage.
Without learning their local history, they will not care
about their heritage. If they do not care, the heritage
will be lost. And why is this heritage vital? because it is
our unique birthright, our very identity. And without an
identity we are all rootless, lost. Oh, and the other reason
is that pupils really enjoy it because they can see it, touch
it and even change it.
CRIS kEITH HISTORY TEACHER, MEDINA HIGH SCHOOL
Og OWEN RETIRED TEACHER, HEREFORD
You can continue the debate
at Twitter use the hashtag
#ehlocaldebate
or join the discussion on
Facebook
The study of heritage is important as an understanding of the common
background which all who live in this country share is essential. It helps in
developing a common sense of citizenship, of belonging together as citizens, rather
than as a mere collection of individuals who happen to live in one place. This does
not mean that we should idolise our past: there are many actions by past British
people about which we should feel shame. Nor is this relevant only to those of
British ethnic heritage. We are where we are as a nation as a result of the actions
of those who have lived here before us. In understanding their lives through the
things they left behind we understand who we are as a nation: why we are rich,
free, democratic but also unequal and divided in many ways.
CRaIg WILkS HEAD OF HISTORY, ST bENEDICT’S SENIOR SCHOOL
Simply search for the English Heritage page and
then click on ‘discussions’ to the left.
14 HERITAGE LEARNING MARCH 2011
MARCH 2011 HERITAGE LEARNING 15
KEY STAGE
2
3
CURRICULUM LINKS | kS 2 & 3
kS 2
History/Local History
kS 3
History
Citizenship
immigration
ROmAnS
They left us ‘Watling’ streets, painted
houses (Dover), baths and villas, (for
example Lullingstone Roman Villa in
Kent, Fishbourne Palace in West Sussex
and Bancroft Villa in Milton Keynes).
They influenced trade, religion, farming
and lifestyle and left behind place and
street names.
VIkIngS
SAxOnS
They changed our language and culture
from Celtic to Anglo-Saxon or Old
English, presiding over the introduction
of Christianity, founding large scale
religious settlements which have largely
either become ruins as a result of
historical events, or have been used for
other purposes. St Augustine’s Abbey
in Canterbury is one example.
The Viking language also infiltrated ours
but they held different belief systems,
religion and culture. Few Viking
buildings remain as they would have
been largely wooden-framed structures
which have either rotted away or been
replaced by other building materials.
AUTHOR | FRaNCESCa LaSHmaR EDUCATION MANAGER, SOUTH EAST REGION
Y
JEWISH BUILT HERITagE IN BRITaIN
The 1290 Act of Expulsion of the Jews never repealed, but
small groups who practiced Judaism secretly were tolerated
in London, due to the financial services they provided to the
Crown and business. Lending money and charging interest was
not against the teachings of the Old Testament whilst it was
prohibited by the Christian Church.
In Lincoln, there is reputedly the oldest domestic house in
England, which many sources claim was formerly the home of
Aaron the moneylender, who died the second richest man in
England in 1186. Only an extremely rich house-builder could
afford to use the same stone as a king, and only one from
whom a king borrowed money would be allowed to!
The following mention of Jewish built heritage is given in
“Lincolnshire – The King’s England” edited by Arthur Mee,
published by Hodder and Stoughton, 1949.
16 HERITAGE LEARNING MARCH 2011
Above These timber-framed buildings on King’s Bridge were adapted in the 17th century for the looms of the Walloon weavers.
The river was needed for finishing cloth. Fulling mills were later adapted for paper-making.
Nor
Led by William the Conqueror, from
Normandy in France, the Normans
beat the Saxon army at the Battle of
Hastings in 1066. William was crowned
King. The Normans were an enormous
influence on life in this country, leaving
behind cathedrals, castles and stonebuilt dwellings many regard as core to
our built heritage today.
PROtEStAntS
JEWS
Jewish immigration can be evidenced
through built heritage at a similar time
to the Norman invasion. It is entirely
possible that settlers made Britain their
home earlier than this, but no evidence
in buildings remains.
The Jews’ Court in Lincoln was actually built on the site of the
earlier school or synagogue (mentioned in the extract to the
right) and is of 17th Century construction. It is now the home of
the Society of Lincolnshire History and Archaeology. The Jews’
House is currently a restaurant. Both are on ‘Steep Hill’ which, as
you can see from the picture, is an accurate name for the road!
Jewish emancipation in the 19th Century and 20th Century
tolerance in the wake of World War Two saw immigration rise
still further. You could visit local archives and records offices
to research this further in your area, and follow up on Jewish
integration into England from your local perspective.
Immigration from France, Belgium, and
the Low Countries started in the 17th
Century, and can also be seen by some
of the buildings still standing today in
market towns and elsewhere.
On the west side of the Strait is the Jew’s House, built about
900 years ago and now a shop with big windows instead of
the loopholes, with which the lower storeys were originally
lighted. Its round arched doorway has interlaced ornament, and
from it springs the chimney shaft for the fireplace in the upper
storey, which still has two round-headed windows. Here, it is
said, lived Belaset of Wallingford, the Jewess hanged in 1290
for ‘clipping the king’s coin’; that was the year of the expulsion
of the Jews from England, after which any Jew found was to be
hanged, drawn and quartered. Adjoining the Jew’s House is a
dwelling of late 12th century origin known as the Jews’ Court,
which may have been used as a synagogue, or perhaps for a
Jewish school.
Extract from “Lincolnshire – The King’s England” edited by Arthur Mee,
published by Hodder and Stoughton, 1949.
Above left Formerly known as: Aaron the Jew’s House, Steep Hill. Includes: No.1 Christ Hospital Terrace. Also known as: Norman House, Steep Hill.
House, now a house and 2 shops. c1170, with late C18 and C19 alterations. Above right No.15 Jew’s house GV I Includes: No.1 Steep Hill. House,
originally with a first floor hall and shops below, now a restaurant and salon.
MARCH 2011 HERITAGE LEARNING 17
Activity 1
Tracing Jewish immigration
in your area
Activity 2
The silk route
Look around at the sky-line or roofline around you and
you should be able to spot the older buildings by the
pointed roof tops, or ‘wizard’s hat’ shape of the roof
behind more modern building facades, particularly if
there are older style roofing tiles being used.
Look for large windows with leaded glass, in buildings of
more than one storey where the first floor overhangs the
ground floor, and proximity to water for use in whatever
trade was plied.
Google ‘Walloon’ or ‘Huguenot’ or students could
research their own names to find out more about their
own heritage and possible links to other parts of the town,
country or abroad.
PROTESTaNT ImmIgRaTION
There is much evidence in the Tudor palaces in London, such
as Nonsuch and Hampton Court, of the skills brought over by
Flemish master plasterers and brick-makers in the 16th Century.
As the Church of England became established, after Henry VIII
broke from Rome, small communities moved over to practice
their trades, and most were gradually assimilated into English
society, enabling their new skills to be learnt and gradually
anglicised to the benefit of the country’s work force and economy.
France remained a Catholic country and, in 1685, King Louis IX
revoked the Edict of Nantes, which had granted Protestants
the freedom to worship in specified areas. Many Huguenots
and Walloons (Protestants) fled France and the Low Countries
to avoid the strict laws and severe punishment which followed.
From 1670 to 1710, between 40,000 and 50,000 Huguenots
sought refuge in England and it is estimated that about half of
these settled around London; by 1700 there were nine Huguenot
churches in Spitalfields, where in 1685 there had been none.
The wealthier Huguenots built large houses in London and
other towns and cities where they settled, both for their families
and for the weavers they employed. There are French-sounding
street names, and the elegant Huguenot houses on Fournier,
Folgate and Princelet Street are well preserved. It has been
estimated that even today a quarter of London’s population are
descended from the Huguenots!
Traces of the Huguenots’ stay are still visible in areas such as
Spitalfields, despite succeeding waves of immigration. There had
always been a silk industry of sorts in Spitalfields, but with the
diligence and skills of the Huguenots this industry thrived, and it
became known as ‘weaver town’. The increase in the availability
of silk affected British upper class fashions, as new styles became
popular incorporating more of the readily available material.
As well as the specialist skills of silk weaving, the immigrants also
brought other skills with them of cloth finishing, brick making,
18 HERITAGE LEARNING MARCH 2011
plasterwork and others, much prized in England. The house
shown here is built onto the river in order to make best use
of water power in ‘fulling’ which is the process of removing
grease from the wool. It is extremely distinctive, with enlarged
windows to let in the maximum light for the weavers.
Visit your local archive website and research documents
and primary sources which may be able to help you find
out about a certain building in your area, or trace the
movement of an immigrant family through church, voting or
court records. You could even do this with your students
to allow them to experience handling the records with
gloves on (where appropriate).
English wool was highly valued throughout Europe and had
previously been exported to the continent for finishing. The
immigrants brought the industry to England, bringing increased
profits to the wool and cloth merchants who, in turn, swelled
the coffers of towns and cities like Canterbury around the
country. They built communities, leaving their houses and some
meeting places behind in many areas of Britain, as part of the
built heritage we can see today.
At first the Huguenots kept their own distinct identity, speaking
in French and defending their religious congregations. As with
many immigrant groups, the Huguenot churches were central
within the new community, providing welfare to the poor and
support to new arrivals. Over time, however, the immigrants
assimilated into English society. There was a drift towards the
Anglican Church, and their names were anglicized – Ferret
became Ferry, and Fouache became Fash – often due to
mistakes made by English clerks!
OUR BUILT HERITagE
This piece has focussed on Jewish and Protestant immigration,
which can be linked into study of WW2, Tudor or Stuart Britain.
You may find that other buildings in your area can be used to
show immigration and settlement from other parts of the world,
or even Britain. If you are not able to find buildings to illustrate
this, use your local cemetery as a teaching resource, as it may
throw up family names which are unfamiliar or show an obvious
link. Whatever method you use, there are plenty of ways to use
learning outside the classroom to provoke discussion, encourage
investigation of other sources, and promote understanding that
we are less of an island nation than many might think.
Above These timber-framed buildings on King’s Bridge were adapted in the 17th century for the looms of the Walloon weavers.
The river was needed for finishing cloth. Fulling mills were later adapted for paper-making.
Above left Late mediaeval timber framed building on the site of the C12 stone house of Jacob the Jew, externally completely
refronted in the early C20. Exterior of 3 storeys. Above right Aylesford High Street.
MARCH 2011 HERITAGE LEARNING 19
KEY STAGE
1
2
CURRICULUM LINKS | kS 1 & 2
kS 1
All subjects
kS 2
All subjects
Pippins, Sovereigns and
Double Whites
Case Study
What grows in the market gardens
of the Tamar Valley?
COLLaBORaTIvE CURRICULUm | kEy STagE 1
Case Study
Fish for the future
What is happening to our fishing industry?
COLLaBORaTIvE CURRICULUm | kEy STagE 2
DISCOVERING
‘A SENSE OF PLACE’
AUTHOR | CLaIRE WHITE AZOOK CIC DIRECTOR AND EDUCATION CONSULTANT
A
“The school curriculum should contribute to
the development of pupils’ sense of identity
through knowledge and understanding of the
spiritual, moral, social and cultural heritages
of Britain’s diverse society and of the local,
national, European, Commonwealth and
global dimensions of their lives.”
Like most teachers I drew on textbooks, videos and education
packs to help me deliver my lessons but 10 years ago I carried
out an experiment in my classroom and abandoned the massproduced materials. The results changed the way I taught and
changed the course of my career. I found that no matter what
their ability, gender or age group, pupils were significantly
more excited, curious and motivated by place-based learning
experiences. I realised that national publishers were not going
to produce materials about my locality but I had seen the
impact of place-based learning in my classroom and I wanted
to do more.
20 HERITAGE LEARNING MARCH 2011
Teachers across Cornwall have tackled this challenge together
and have built a body of work designed to meet the needs of
their students. The result is Sense of Place; an online library
bursting with activities and resources designed specifically for
children and young people in Cornish schools. Subscription to
the initiative provides teachers with online access to:
challenge-based activities with creative approaches
rigorous cross-curricular planning
high quality resources including stories, poems,
photographs, films and audio
recommended site visits and practitioners including
storytellers, craftspeople and artists
Cornish heritage is often the inspiration for Sense of Place units
of work, and heritage sites have been generous supplying highquality resources to support the topics. This kind of collaboration
helps heritage sites to meet their own educational purpose whilst
enriching the curriculum with images, documents, workshops and
loan boxes.
Sense of Place is run by Azook Community Interest Company
in partnership with Cornwall Council. The not-for-profit ethos
means that membership is affordable (our smallest school pays
£26 per year) and all teachers are encouraged to inform the
direction and content of the initiative. The sheer volume of
material in the Sense of Place online library is a consequence
of a shared endeavour for over eight years.
Above Various images relating to the Sense of Place units of work © Claire White.
Do it yourself
If you are keen to explore a ‘sense of place’
in your classroom why not make a start
with these useful approaches:
Each class is unique
reflect on the needs of the pupils in your class and explore
themes which build on their existing reference points
Change the subject
Things we can see, hear and touch
look for opportunities to plan and deliver curriculum
centre pupil learning around tangible
coverage creatively across subject areas, well-chosen
experiences of their locality
topics will often take classroom learning in
unexpected directions
Make it big
Start local but go global
devise an exciting and meaningful
help pupils to explore their
key challenge for each topic which
identity and culture and use as a
involves making or producing
stepping stone to facilitate a better
something to benefit their
understanding of others
community or landscape
MARCH 2011 HERITAGE LEARNING 21
Activity 1
Drovers’ Roads
Choosing a route
Drovers’ roads usually followed existing routes, avoiding
towns and villages.
Apart from Roman roads and modern motorways, few roads
run straight. Why do you think that is?
Look at a large scale road map of your area and
search for any roads with names like ‘The Driftway’,
‘The Drove’, ‘Shepherd’s Way’, ‘Green Lane’. They are
likely to have been used by drovers.
As many as 300 or 400 cattle would spread out as they
ambled along the route, so these droveways could be
more than 20m wide.
TRACKS
THROUGH
TIME
Activity 3
As you travel by car or bus, keep an eye out for
wide, grassy verges – they may be a clue that you are
travelling along an old drovers’ road.
Using the 1:25000 Ordnance Survey map of your area, choose
a road and see if you can work out why it goes the way it does.
Is there a hill, river or wood that would have made it
deviate from a straight line?
What other reasons might there have been for the bends in
the road (marshy ground, land-ownership)?
What colour is the road you looked at?
What do the road colours mean?
Do they help us choose our routes today?
Activity 2
Find the Roman road
AUTHOR | maRgaRET BUNyaRd EDUCATION MANAGER, WESSEx ARCHAEOLOGY
Roads and tracks criss-cross the map of Britain,
some of them thousands of years old. They were
constructed, or simply evolved, for various reasons:
for trade, control or communication.
One of the earliest routes is the Ridgeway, running 137km
from Wiltshire to buckinghamshire. Today it is a long-distance
pathway, but 5,000 years ago it was an important trading route.
Roman roads were built initially for military reasons, for the
efficient movement of soldiers and equipment across the country.
In the medieval period many routes simply evolved, following
estate boundaries and linking villages to each other and to the
nearest market town. Many of these tracks became the roads
we use today, while others remain as footpaths or holloways
(deep sunken paths).
As well as carrying people, roads and tracks carried animals.
From the sixteenth century large numbers of cattle, sheep, and
even geese were driven all the way from Wales and Scotland to
the Midlands, to be fattened up before being driven on to the
markets of London.
by the eighteenth century, better roads were needed to meet
the needs of a rising population and industrialisation. These
roads were constructed by turnpike trusts who recouped their
costs from tolls levied for using the roads. The improved roads
22 HERITAGE LEARNING MARCH 2011
of engineers like jack Metcalf and john McAdam allowed mail
and stage coaches to travel at an average speed of 16 kilometres
per hour.
Toll roads declined as the railway system developed and took
over transportation of bulk goods. Many fell into disrepair and
county councils, formed in the late nineteenth century, were
given responsibility for the upkeep of major roads.
Even today many of the motorways and ‘A’ roads linking cities
across the country still follow ancient routes. The A5, A423 and
M1 all trace their ancestry back to the Roman roads of 2,000
years ago.
Surprisingly, road building can help us discover more about our
past. before a road is constructed archaeologists must investigate
its route, leading to exciting discoveries. From an unknown Roman
fort in Somerset to bronze Age gold bracelets in Kent and Stone
Age flints in Nottingham, new roads tell old stories.
For further information
Wessex Archaeology is one of the largest archaeological practices in
the country. It is also a registered charity which aims to interest the
public in archaeology and further our knowledge about the past.
The website has a learning section and downloadable resources
to use in the classroom www.wessexarch.co.uk/learning
Above left Phil Harding and Cotswold Wessex Archaeology investigate flints left by Ice Age hunters. Picture from Highways Agency
A46 Newark to Widmerpool Project in Nottinghamshire. Above right A roman road west of Housesteads.
Top Exterior view of Whalley Abbey Gatehouse from the road. Bottom left Wheeldale Roman Road, North Yorkshire. View of remains of road.
Bottom right Aerial view of Over Bridge, a single arch stone bridge spanning the River Seven.
MARCH 2011 HERITAGE LEARNING 23
TAPPING THE
BEST RESOURCE
IN SCHOOLS
Other curriculum ideas
Case Study
AUTHOR | STEPHEN LOCkyER, Deputy Head, The Mead School
A
Very often however, one of the best resources for the pupils
are the pupils themselves. We encourage them to explore the
world and discover things for themselves, but rarely treat this
learning journey as a two-way process.
At The Mead School, nestled 200 metres from Royal Tunbridge
Wells, we have been focussing on enhancing our learning from
the children. To this end, we have developed several strategies
and philosophies we are working hard to put into everyday
school life.
One area of real strength at school is the Humanities – we
are surrounded by historical buildings (Battle Abbey, Bodiam
Castle), stories and legends (the Canterbury Tales) and
geographical features (The Tunbridge Wells Springs). How
could we exploit this?
We came up with the concept of an ‘Open Timeline’ – that is,
a timeline which was open and accessible to all. Each class was
given an identical timeline, which was placed so that children
could look at adding to it. The children continued their specific
history lessons, and we asked them to send representatives
to each class with a gift for their timeline. This could be a
drawing of a Roman coin, a mocked-up ration book or even a
photograph in Viking clothing!
24 HERITAGE LEARNING MARCH 2011
The visiting children presented their timeline gift to the class,
explaining what it was, a little about their topic and took
questions. The gift was put on the timeline, in the correct place.
This creates an enormously personal timeline for all the
children, which they can then access and understand. The
whole school were encouraged to add to these timelines if they
had been reading about another period in history.
Our main goal was to encourage the children to bring and
share their own history experiences. Pupils from all classes visit
different historical venues at weekends and in the holidays, and
by sharing what they have learnt and contributing to the ‘Open
Timeline’, they are introducing a new area of history to some
children.
Likewise, there are some children with an absolute passion for
a specific period in time, and this also gives them an outlet to
share with others, even outside of their class or curriculum year.
It is very early days for this project, but already we are looking
at new opportunities to allow children of all ages to share
their knowledge with others. It is an incredibly exciting time in
education, and the ‘Open Timelines’ have certainly made history
feel very alive!
Stephen is happy to answer any questions on the
OpenCurriculum project by email on
mr.lockyer@gmail.com
He writes a blog at www.classroomtm.co.uk
and is on Twitter as mrlockyer
Above Various images of the Open Timeline project at the The Mead School © Stephen Lockyer.
Art
Order some transparent pockets and have a ‘living
gallery’, where children can adjust, add or remove
postcard or photo-sized artwork.Galleries often sell
postcards of their works for pocket-money prices.
Geography
Often we ask the children where they have been on
holiday and find that on the map, but why not do
the same for news stories? Perhaps children could
use different coloured post-its for different types
of events (green for weather news, blue for sport),
and these could build into a fascinating resource of
topicality which is regularly evolving.
English
BookCrossing is a website where people leave
books they have read in public places, and track their
travels. Why not have strategically-placed, themed
bookshelves around the school, which encourage
donations of that genre, and which the children can
collect?
Maths
Plastic CD cases make fantastic micro display cases
too! Cut card to size, and ask children to write
maths problems on one side. Place the problems
around school, and ask for answers on the other
side of the card. New problems each week would
keep interest fresh and alert, with the added bonus
of a growing problem selection for the teachers too!
Do it in your school!
What to do…
Activity
Publicise in your classes and assemblies how welcome
individual gifts are from the children. If you are able to
afford the time, announce new gifts in assembly, or on the
school website/newsletter.
MARCH 2011 HERITAGE LEARNING 25
LEARNERS GO FREE
NEWS &
NOTICES
Entry to all English Heritage
properties is free for pre-booked
learning groups.
FURTHER INFORmaTION
See our website for more information
www.english-heritage.org.uk/education
For more information about our educational activities,
visit our website at www.english-heritage.org.uk/learning
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TEACHERS’ WEEKEND
7-8 MAY 2011
A
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