Participating in the Past: Schools and Young People
4.5 Schools and Young People
Although there is a perceived difficulty in bringing archaeology into the national curriculum, it is clear that a number of organisations have made the effort to adapt their programmes to the specific requirements of local schools, particularly based around Key Stage 2. The National Curriculum for England stipulates the use of archaeological evidence in general (see Henson 1997), and that for Wales, Scotland and Northern Ireland stipulates or allows the teaching of prehistory (eg see Howell 1994). There is no doubt that this can be a resource-hungry process which is normally best undertaken by those familiar with the educational process. Providing induction courses for interested teachers is one positive way forward to spread the word.
Ready accessibility of information is also a key and hence the move to provide more on-line material, for instance by Sites and Monuments Records (SMRs) and facilities such as the Scottish Cultural Resources Access Network (SCRAN) are welcome. One further step in this area is to provide specific locally-based archaeological projects on-line. This is certainly a case where input from personnel with educational experience is required. Digital archaeology is a developing area and a number of grant-giving bodies look favourably on such projects. There are of course many national bodies which also make suitable material available.
Despite the difficulties of timing and travel, providing schools with an opportunity to visit fieldwork in progress is much appreciated. Where this can be coupled with hands-on opportunities, the experience is enhanced. Apart from object handling, opportunities to do on-site sieving, handle geophysical equipment, carry out mini-excavations etc have been reported. Dedicated centres such as The ARC in York and the London Archaeological Archive and Research Centre (LAARC) and the Hackney Exploratorium in London can obviously provide more flexibility. Some local societies have been able to provide similar, if less elaborate opportunities. Other initiatives reported include archaeology road-shows going into schools, which have the advantage of being able to match timetable and curriculum slots, sometimes coupled with small-scale re-enactment opportunities.
There is a perception that dedicated education posts in museums, the traditional ‘homes’ for such outreach opportunities, have declined in number or are under threat, as they certainly are in a number of county-based archaeological organisations. Clearly where there is an attached dedicated education officer, the process can be more flexible.
A few organisations offer work-experience opportunities and these opportunities are much appreciated. Recent government proposals, including changes to 14–19 education, will further encourage greater incorporation of work-related learning.
Finally, mention must be made of the Young Archaeologists’ Club administered by the CBA but run by volunteers. It is clear from respondents that the Club and its local branches are much appreciated, although it is recognised that in some areas demand is greater than availability.
