Issue 103
Nov / Dec 2008
Contents
news
New insights into Viking Orkney
Aubrey Hole find could change Stonehenge's meaning
Child buried with unique carved pig
features
Vikings in north-west England
Genetic and placename study reveals legacy - now expanded
THE BIG DIG: Avebury
After six years, was it worth it?
Heritage proterction
Have we learnt the lessons of Iraq?
35 years of the Matrix
Edward C Harris reflects on his idea
on the web
Recommended websites
Caroline Wickham-Jones expores online games and Lorna Richardson describes free web utilities
letters
CBA correspondent
Campaigns, comment and communications from the CBA
Don Henson says archaeology has a strong future in education
ISSN 1357-4442
Editor Mike Pitts
CBA correspondent
Don Henson says archaeology has a strong future in education...and wants trowels in pencil cases!
There seems to be a never-ending stream of initiatives and new developments in education, and the CBA is often involved in trying to steer these to the advantage of archaeology. We have been helped by English Heritage, which has funded the appointment of two project officers: Andy Holland and Richard Lee. Andy is reviewing the use of archaeology in secondary teaching and the audiences for archaeology at 16+ in further education (FE). He will provide greater support to teachers for the new secondary curriculumin England, and hopes to widen the take up of AS and A Level archaeology (under threat from changes to FE funding). Richard is looking at archaeology provision in university-based continuing education, and the links between this and the needs of voluntary archaeology groups. Changes to continuing education have seen the end of traditional archaeology courses in some areas, and many others are under threat. The challenge is to assess the needs of the voluntary sector, and how these can be met in new ways.
The Department for Innovation, Universities and Skills (DIUS) recently undertook a consultation on how better to support informal adult learning. This was somewhat ironic, given that their own policies have created the problemin the first place. The CBA's response emphasised the importance of university links with local communities through continuing education, and of maintaining face-to-face provision for a practical, field-based subject like archaeology. DIUS will be publishing its response to the consultation in September, which we await with interest. It is likely DIUS will stress the importance of volunteer, self-help learning as seen in groups like the U3A, and seek the use of new technologies for learning, such as the internet. Whether their proposals will be an adequate replacement for the 70-year-old tradition of university-based community outreach through evening classes, day schools, field trips and study tours will remain to be seen.
There are also big changes happening in 14–18 education, with the introduction of diplomas. These were meant to enhance the status and utility of vocational education, and are being created in such areas as construction and built environment. They combine compulsory English, maths, science and PE, with classroom learning and practical experience in specific subjects relevant to the diploma topic. Concerns for academic credibility have led to the creation of less vocationally directed diplomas in science, languages and humanities. The humanities diploma covers a wide range of subjects, among them archaeology, history, geography, economics, philosophy and law. A draft outline of the diploma should be ready by January 2009, leading to a consultation in February. The diploma could be an excellent way of widening the uptake of archaeology at 14+, but only if archaeologists can create assessed modules for it. The AS/A Level archaeology is an obvious candidate, but it would be good to see other options for the full range of 14–18. In some parts of the UK, reform is producing new ideas for education in schools. Scotland is undergoing a long term process of developing a new curriculum for excellence for schools. Archaeology Scotland has been making a valuable contribution to this, particularly in relation to how archaeology can support the teaching of science, technology and maths. A revised curriculum is being introduced in Wales from September, in which the iron age features as a topic, as does archaeological evidence of artefacts, buildings and sites. Perhaps the most radical curriculum for archaeology is offered in Northern Ireland, where history is related explicitly to jobs, the media, heritage tourism and current affairs. The past clearly has a relevance to the present there in ways usually not highlighted in other parts of the UK.
The Department for Children, Schools and Families (DCSF) is reviewing the primary curriculum in England – seemingly without reference to the wide-ranging review of primary education independently conducted by the University of Cambridge. The DCSF preliminary report will appear at the end of October, with new programmes of study to be published in March 2009. One key objective of the review is to strengthen the focus on reading, writing and numeracy, and there will be a clear desire to reduce the curriculum's prescribed content. Subjects such as history could be understandably nervous. A lot of good education is done by primary schools using archaeology and museums. It would be a shame if yet more emphasis on literacy and numeracy were to occur at the expense of a humanities-based education that sought to educate the whole child, and in which an understanding of the past was an essential part.
The DCSF is promoting learning outside the classroom (LOtC), which is concerned with the natural and cultural environments. The CBA is an active participant, representing the built environment on its National Advisory Group. An Interim Council for Learning Outside the Classroom will oversee guidance for teachers and a quality badging scheme, to cover both health and safety, and quality of learning. The badge will be developed to fit the needs of schools and providers, including future freelance educators. This is likely to be an important part of future education, especially for archaeology, and the CBA will keep closely in touch with the interim council's work.
The Department for Culture, Media and Sport, meanwhile, has been promoting the teaching of contemporary architecture and the historic environment through its engaging places scheme. There will be a website to promote resources and teaching practice, and a network of schools is being set up to explore how built environment education should develop. The CBA, through Heritage Link, has been a key partner in helping to develop engaging places as a holistic approach to places and spaces.
Change is not always to be feared and can lead to exciting opportunities. The trick for archaeology is to be engaged with the process of change in partnership with others, and make it work to our advantage.
Don Henson is the CBA's Head of Education
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