Participating in the Past: School Curricula
6.7 School Curricula
It is of considerable importance that archaeology and archaeological methods receive a proper place in national curricula, since this is the key to an informed future public as well as being a potential recruiting ground for future practitioners (see Henson 2000). Although, as discussed earlier, there are differences in requirement between the countries of the UK, the overall impression is that schools have little incentive to teach much about Britain before the Roman period and that by the time secondary level education is reached, history and archaeology prior to the eleventh century cease to exist. Moreover, it is remarkable that many teacher training institutions do not accept archaeology graduates onto PGCE courses.
A number of archaeological organisations, including some contracting units, are registered as charities, and as such should be expected to make significant contributions to the education process. Several national organisations, in particular English Heritage, provide an attractive range of material suitable for teachers and the Royal Commission on the Ancient and Historical Monuments of Wales runs a Welsh Schools Initiative, promoting historic research. However directly-provided local information is of great importance.
- Recommendation 12: Archaeological trusts and other contractors should publish specific educational policies which should include commitments to regular production (with guidance from educationalists) of educational material for local use.
- Recommendation 13: Teacher training institutions should be urged to accept archaeology graduates onto PGCE courses.
- Recommendation 14: Archaeological organisations should consider providing workshops for teachers.
- Recommendation 15: The archaeological community should seek stronger links with like-minded organisations, such as the Historical Association and The British Association for Local History, in presenting a case for changes to the national curricula.
