1 00:00:00,670 --> 00:00:09,810 Alberto, thank you. I'm just going to kick off, actually, and thank you for inviting us to share this presentation with you today. 2 00:00:09,810 --> 00:00:17,510 I'm just going to speak for a few moments just to give a little bit of background to the Education Beacon Project programme and. 3 00:00:17,510 --> 00:00:23,640 Now to Hannah, who walk you through the Telling Tales project that we ran last year. 4 00:00:23,640 --> 00:00:31,320 So English Heritage welcomes over 300000 education visitors each year. 5 00:00:31,320 --> 00:00:39,870 And our education visits policy seeks to inspire children, young people and adult learners to enjoy, understand, value and care for its historic. 6 00:00:39,870 --> 00:00:45,530 For our historic environment so that they can become its guardians in future. 7 00:00:45,530 --> 00:00:51,780 We have a long established core programme. We offer free educational visits for a wide range of learners. 8 00:00:51,780 --> 00:00:58,940 Over 400 sites. And in addition, we offer a number of expert led discovery visits, sessions that are, 9 00:00:58,940 --> 00:01:07,410 or at least were for Kofod Interactive Hands-On and immersive sessions led by site staff or volunteers and designed 10 00:01:07,410 --> 00:01:15,420 to help create unique and memorable learning experiences that really bring a topic to life as a way to team. 11 00:01:15,420 --> 00:01:24,180 We've always contributed to larger organisational plans and are committed to identifying projects 12 00:01:24,180 --> 00:01:34,140 that can be seen as shining lights and examples for us to show off really our education work. 13 00:01:34,140 --> 00:01:42,300 In 2016, for example, the year of the nauman that commemorated the nine hundred fiftieth anniversary of the Battle of Hastings, 14 00:01:42,300 --> 00:01:49,230 we provided a number of education engagement opportunities for schools and more recently, 15 00:01:49,230 --> 00:01:54,930 the fantastic roundhouse at Beeston Castle, which is a very small picture you can see there. 16 00:01:54,930 --> 00:01:59,910 And this wonderful structure provides now an immersive environment for education, 17 00:01:59,910 --> 00:02:07,570 visitors to explore prehistoric life and explore, expand their learning outside the classroom. 18 00:02:07,570 --> 00:02:17,730 As Mark Thompson mentioned earlier last year, we began working in a slightly more sort of organisation to organisation wide themes, 19 00:02:17,730 --> 00:02:27,140 and we've aligned or become projects to do that. So with twenty nineteen being telling tales, the myths, legends and folklore of England, 20 00:02:27,140 --> 00:02:32,670 I will now hand over to Hannah to share the details of how we engage young people 21 00:02:32,670 --> 00:02:39,390 with our sites through this and for them inspired their creative writing. 22 00:02:39,390 --> 00:02:44,330 Thanks, Kate. And so basically and telling tales projects. 23 00:02:44,330 --> 00:02:48,770 And while the Education Beacon Project for the Stars is what I was, 24 00:02:48,770 --> 00:02:53,830 that we had regional activity happening across country and a national competition as well. 25 00:02:53,830 --> 00:03:00,360 And so if your brief look at how that looked like over over time and this wasn't something that happened overnight, 26 00:03:00,360 --> 00:03:08,370 it was quite a complex undertaking. But it was a chance to ask to engage with schools, all sites in a new way and beyond typical school experiences. 27 00:03:08,370 --> 00:03:14,580 So regional engagement over a longer period of time. And there was a chance for students to engage with the stories, the myth, 28 00:03:14,580 --> 00:03:20,920 the legend inspired by our sites and encourage them to create their own and stories themselves. 29 00:03:20,920 --> 00:03:24,870 And so for our regional activity and they were supported by writers in residence and but 30 00:03:24,870 --> 00:03:31,790 we also reached a lot of students across the country through our national competition. And so go through and. 31 00:03:31,790 --> 00:03:39,360 And before I do, I should sort of shout out to a lot of other colleagues in this project. 32 00:03:39,360 --> 00:03:45,340 And it was a far reaching and complex project, as I said, had lots of different elements to it, encouraged a lot of its departmental workings. 33 00:03:45,340 --> 00:03:49,800 And we're working with colleagues that we hadn't potentially worked with before very much. 34 00:03:49,800 --> 00:03:55,710 And that was actually a really good chance for us and develop our working relationship with different people across the organisation, 35 00:03:55,710 --> 00:04:00,060 which was fantastic. And I'll start off with the national competition. 36 00:04:00,060 --> 00:04:07,050 Just walk about very quickly. And basically, it was a writing competition open to all five to 14 year olds in the UK. 37 00:04:07,050 --> 00:04:13,850 And we have three age categories. And entries were, as I said before, myths and legends inspired by each sites. 38 00:04:13,850 --> 00:04:21,740 And we're asking for them to be in five. No. One, No one more than 500 words and lots of online assets that have been discussed today. 39 00:04:21,740 --> 00:04:27,510 And Mary was mentioning the interactive map. And we've had references from our own and to our YouTube videos. 40 00:04:27,510 --> 00:04:33,630 And we was able to sign posts and people to these resources and to help help inspire their entries. 41 00:04:33,630 --> 00:04:39,210 And we had some fantastic results and lots of the themes and drawings that came up. 42 00:04:39,210 --> 00:04:43,470 I mean, I could go on for ages about these, but we had quests. We had ghost stories. 43 00:04:43,470 --> 00:04:49,760 We had good versus evil. Love, lost superheroes. Magic and mystery had lots to do with friendship as well. 44 00:04:49,760 --> 00:04:53,400 And as you can see here, these are all sites that were used. 45 00:04:53,400 --> 00:05:00,610 So we got cards because we've got Old Sarum, Waverley Abbey and various different places across across England. 46 00:05:00,610 --> 00:05:05,760 And which was fantastic to see the competition at a glance. 47 00:05:05,760 --> 00:05:12,870 We had over, but we've had over 500. We had 580 entries and had three judges include NASSI, which is fantastic. 48 00:05:12,870 --> 00:05:18,280 And we had some winners, obviously, and they won a myriad of. 49 00:05:18,280 --> 00:05:27,770 Which was really great. And we had a pretty even spreads of sites being used as inspiration as well as a lot of other free sites as well. 50 00:05:27,770 --> 00:05:33,490 And which was lovely to say, we had substance injury, which has already been mentioned. That was a very popular site and off the stone. 51 00:05:33,490 --> 00:05:38,600 Various different prehistoric monuments as well being used, which was really lovely for us to see. 52 00:05:38,600 --> 00:05:46,300 In fact, we probably naively didn't really expect that that was remotely as well. 53 00:05:46,300 --> 00:05:51,100 In terms of feedback and keeping key themes that came out of that were that teachers really 54 00:05:51,100 --> 00:05:57,370 valued at teachers and students and parents really valued this way of engaging with with us, 55 00:05:57,370 --> 00:06:03,550 with English heritage from wherever they were. They wanted to get creative. 56 00:06:03,550 --> 00:06:10,570 And this gave them the opportunity to do so. And a lot of them of better into teachers, get it into their curriculum work. 57 00:06:10,570 --> 00:06:17,720 So myths and legends writing does come up on national curriculum, is taught at a primary level. 58 00:06:17,720 --> 00:06:21,680 And some teachers to that end use the competition as a project at the end of the school year. 59 00:06:21,680 --> 00:06:26,700 We launched it two weeks before the summer holidays and we ended two weeks after the summer holidays. 60 00:06:26,700 --> 00:06:33,190 It ended and some teachers actually set the competition is homework over the holidays, 61 00:06:33,190 --> 00:06:41,340 which was something that we hadn't really expected, but it worked really well. 62 00:06:41,340 --> 00:06:47,730 But as far as the winners are concerned, we were concerned they were actually most excited about being able to take their class on the school trip. 63 00:06:47,730 --> 00:06:53,170 But then on top of that, as if that was the biggest thing for them, they were really, 64 00:06:53,170 --> 00:06:59,590 really excited by the IMF, had some really lovely feedback and from those visits as well. 65 00:06:59,590 --> 00:07:05,500 They are telling tales and reach more activities, content. And this was projects at eight different sites. 66 00:07:05,500 --> 00:07:10,520 So one school engaging with each site and with the support of a writer in residence. 67 00:07:10,520 --> 00:07:15,620 And each site and on site staff, especially art classes and sort of shut up, Lemina. 68 00:07:15,620 --> 00:07:19,870 There's a few of them on the call today, and it wouldn't have been possible without them. 69 00:07:19,870 --> 00:07:24,590 And so I will go really, really quickly through this and try and get through more. 70 00:07:24,590 --> 00:07:29,660 But basically, we have projects, Cooperage, Roman Town Museum on Hadrian's Wall, Northumberland. 71 00:07:29,660 --> 00:07:37,580 We have a project at Riva Abbey in North Yorkshire, Cana with Cosla, Warwickshire and Tadjo class in Coolmore Stonehenge in Wiltshire. 72 00:07:37,580 --> 00:07:43,290 But Labine Sussex deal costs in Kent and Yarmouth Castle. I have white. 73 00:07:43,290 --> 00:07:47,580 So where the cooperage project was concerned, we heard it was here, threes. 74 00:07:47,580 --> 00:07:51,180 They were taking inspiration from mystery objects found at the site. 75 00:07:51,180 --> 00:07:59,040 They were looking at Roman gods and their origins in Greek myths, and they were looking about the development of localised deities and the creation 76 00:07:59,040 --> 00:08:04,110 of stories around those basic projet opened up a really underused site. 77 00:08:04,110 --> 00:08:08,880 It's not a site that we had used very much for education in the past. 78 00:08:08,880 --> 00:08:17,760 But actually it sort of showed how much site staff, the museum collection and the collection stores, how much potential there is in that site. 79 00:08:17,760 --> 00:08:20,370 And the teachers, they'd visited cooperage before, 80 00:08:20,370 --> 00:08:27,710 but they actually really appreciated the extra depth that the project went into and the opportunities surrounding it. 81 00:08:27,710 --> 00:08:35,480 This this is echoed in a lot of the protests. And it just gave teachers a completely different way of looking at all sides and relay. 82 00:08:35,480 --> 00:08:39,890 And we had a mix of creative outcomes and during the project. So this did include creative writing. 83 00:08:39,890 --> 00:08:44,270 But there was also a visual. All it was performance was music as well. 84 00:08:44,270 --> 00:08:50,590 So some students performed musical pieces are illuminating Rebirth event and as part of their involvement in the project 85 00:08:50,590 --> 00:08:56,360 and one of the students actually created a musical composition inspired by some of the stories that they'd heard Reeva. 86 00:08:56,360 --> 00:09:04,170 And the art department used the museum collection as inspiration for prints, which were then displayed alongside the museum collection and Indonesia. 87 00:09:04,170 --> 00:09:08,530 And you can see some examples there at the bottom of the screen. And they had a celebration day as well, 88 00:09:08,530 --> 00:09:15,710 loping over toward the site and musical performances around the abbey as well, kind of with this physical beauty. 89 00:09:15,710 --> 00:09:20,240 Eight students, they were taking inspiration from the ruins of kind with Castle, the people that live there. 90 00:09:20,240 --> 00:09:26,690 They were looking at work, his tradition of ghost stories, particularly there were local schools that never visited Kenilworth before. 91 00:09:26,690 --> 00:09:36,200 And despite being in kind of with the students involved, weren't able to go on the school's residential activity for various different reasons. 92 00:09:36,200 --> 00:09:42,970 And, you know, because of that, the school was actually already discussing bringing any students in similar positions in following years. 93 00:09:42,970 --> 00:09:46,810 And the site, because the project provided a meaningful alternative for that group. 94 00:09:46,810 --> 00:09:56,980 And so really built a relationship with the local school. You say we get six is from Camford, so I need a couple of miles inland. 95 00:09:56,980 --> 00:10:02,950 They were taking inspiration from the myths and legends associated with Tintagel. So obviously, lots of awful lots of Marlyn, 96 00:10:02,950 --> 00:10:09,460 but I will say taking a lot of inspiration from the local landscape as well, similarly to a lot of the other projects. 97 00:10:09,460 --> 00:10:15,060 And the school was only a few miles away. And they haven't visited Stach before the children either. 98 00:10:15,060 --> 00:10:21,010 And most students didn't actually visit the beach very often either. Which surprised a lot of us, I think. 99 00:10:21,010 --> 00:10:24,640 And what the teachers get back was the stories that the students produced writing 100 00:10:24,640 --> 00:10:27,790 much better than what the students would usually develop in the classroom. 101 00:10:27,790 --> 00:10:35,080 So they saw the value of the inspiration being found outside of the classroom environment in the historic landscape, 102 00:10:35,080 --> 00:10:38,710 and for improving the quality of work and for raising attainment as well as 103 00:10:38,710 --> 00:10:44,600 students were producing much better stories than they would have done before. 104 00:10:44,600 --> 00:10:50,860 And we had a local school that's recently moved to the area. 105 00:10:50,860 --> 00:10:56,320 We had the help of one of our historic property students, Matt Pike, and he runs like two stores. 106 00:10:56,320 --> 00:11:02,620 And Sill's brains are really intricate knowledge of the little known myths and legends based in the local landscape. 107 00:11:02,620 --> 00:11:09,670 And this project is taking inspiration from the monument, the landscape objects costing little known facts about Stonehenge. 108 00:11:09,670 --> 00:11:14,980 And what was really great about this was that we had two classes involved, but they were coming out the project from very different angles. 109 00:11:14,980 --> 00:11:19,510 So year trees have been looking at prehistory, at school, and that's where the project fitted in with them, 110 00:11:19,510 --> 00:11:22,990 whereas the Air Force had been looking at myths and legends and legend writing. 111 00:11:22,990 --> 00:11:28,270 And so that really sort of showcases how varied and the school's approaches were to 112 00:11:28,270 --> 00:11:34,610 these projects and how they were tailored to fit what the school had in mind as well. 113 00:11:34,610 --> 00:11:43,090 Lobbying was another kind of spin on the project in terms of public, the public speaking element, and it was in this project. 114 00:11:43,090 --> 00:11:50,830 So the students here were united attends. They were taking inspiration from that lobby and the battlefield and Occitan, 66. 115 00:11:50,830 --> 00:11:54,850 But they were also learning how to perform stories against the backdrop of the abbey. 116 00:11:54,850 --> 00:11:58,290 So they developed their stories with the help of an author, James Aitchison, 117 00:11:58,290 --> 00:12:03,340 that they also built on their public speaking skills during special workshops. And this was something that the students really valued. 118 00:12:03,340 --> 00:12:08,620 This was something that helped build their self-esteem, the self-confidence and to round off the project. 119 00:12:08,620 --> 00:12:14,530 And there's a special celebration event at the Abbey involving students using that improves public speaking skills for their 120 00:12:14,530 --> 00:12:25,360 stories and feedback is that there was a really noticeable difference in confidence levels by the end of the project. 121 00:12:25,360 --> 00:12:32,770 I feel this was a local school. They walked to site and because they were Cycliste and Simelane to Stonehenge, 122 00:12:32,770 --> 00:12:36,880 we had one Hollister property t shirts, as well as various other contributors, 123 00:12:36,880 --> 00:12:46,570 including a mariner and local history specialists, and helping students take inspiration from local folklore and castle. 124 00:12:46,570 --> 00:12:50,340 And they were also sort of looking at confidence building a little bit. 125 00:12:50,340 --> 00:12:55,330 And during the projects and the students were initially quite nervous about writing stories and actually. 126 00:12:55,330 --> 00:13:01,060 And Lisa, I sort of cch he led a session of guided visualisation, 127 00:13:01,060 --> 00:13:05,500 which really inspired the teacher to think about her costume space differently and 128 00:13:05,500 --> 00:13:09,700 how to things that we do on on site or things that happened during the project 129 00:13:09,700 --> 00:13:13,990 could be replicated back in the classroom to look at developing stories in different 130 00:13:13,990 --> 00:13:19,150 ways and helping students to visualise their stories in a very different way. 131 00:13:19,150 --> 00:13:22,960 Also, the project was to encourage the class to get together begins new school year. 132 00:13:22,960 --> 00:13:28,000 They developed their relationship with a teacher as well. And we ran these projects during the autumn term. 133 00:13:28,000 --> 00:13:31,970 So this was the start of a new school year. Not everybody knew each other. 134 00:13:31,970 --> 00:13:41,530 And so these projects were. So, Ankur, if you like to get those team building skills working finally, but by no means, 135 00:13:41,530 --> 00:13:49,450 least at Yarmouth Castle and school and touching private school, literally two minute walk down the road. 136 00:13:49,450 --> 00:13:53,530 You can pretty much see the school from the castle. 137 00:13:53,530 --> 00:14:00,520 They were looking at shipwrecks around Yanov Castle, the school and the students have never been to Young Castle before. 138 00:14:00,520 --> 00:14:05,440 But similarly to very you know, the other projects, that story of writing greatly improved. 139 00:14:05,440 --> 00:14:12,250 They focussed on developing vocabulary during the project and they'd previously found great work, really difficult. 140 00:14:12,250 --> 00:14:16,750 But this was something that was ameliorated. And during the project and teachers, CPD, 141 00:14:16,750 --> 00:14:23,560 as well as they continue professional development sessions at the end of one of the in school sessions has actually helped. 142 00:14:23,560 --> 00:14:29,410 And the teaching staff in their teaching of myths and legends, 143 00:14:29,410 --> 00:14:37,430 writing and creative writing acts as a way to sort of give back and the projects and create that long a legacy going forward. 144 00:14:37,430 --> 00:14:41,800 And we have at the time of writing this, we had more classes from the school visiting the castle. 145 00:14:41,800 --> 00:14:50,500 We have more enquiries coming in from across the Isle of Wight. And so opening up that site is more and more than it appears. 146 00:14:50,500 --> 00:14:56,270 In terms of opportunity and for learning outside the classroom. 147 00:14:56,270 --> 00:15:03,770 So this to advance and trying to pay as quick as possible. And we worked with a mixture of age groups on this project. 148 00:15:03,770 --> 00:15:08,270 We worked from Keith's age to, say, primary school age five and a level. 149 00:15:08,270 --> 00:15:11,010 We worked at eight different sites across England. Once each. 150 00:15:11,010 --> 00:15:15,710 And we went to three schools that had never previously engaged with us in any way before. 151 00:15:15,710 --> 00:15:20,630 And the sites that we used were diverse. We had castles, Abbey's prestrike monuments. 152 00:15:20,630 --> 00:15:25,850 We had sites from five different time periods in all. And we worked with lots of external facilitators. 153 00:15:25,850 --> 00:15:30,410 So we had parties in residence, as I mentioned. But we also had the call history specialists. 154 00:15:30,410 --> 00:15:38,090 We have in and as we has all sorts of different contributors and outcomes were many 155 00:15:38,090 --> 00:15:45,320 in various and was definitely dependent on the project and the particular project. 156 00:15:45,320 --> 00:15:55,340 We had books made of all the student stories and for them to keep as a memento of the project. 157 00:15:55,340 --> 00:16:01,160 But we also, as I said before, about frazzle diverse outcomes. 158 00:16:01,160 --> 00:16:05,300 We had musical performances at Raivo. We had to focus on well-being at deal. 159 00:16:05,300 --> 00:16:09,680 And we had a focus on performance as well about lavae. 160 00:16:09,680 --> 00:16:16,820 And so each project was tailored to suit the need to the groups that we were engaging in their needs in terms of sort of transferable skills, 161 00:16:16,820 --> 00:16:21,230 but also curriculum topics as well. 162 00:16:21,230 --> 00:16:28,890 And in terms of payback on this, as I alluded to, teachers, students, facilitators and site staff really enjoyed working on this projects. 163 00:16:28,890 --> 00:16:32,390 They enjoyed engaging with the sites in different ways. 164 00:16:32,390 --> 00:16:38,310 And teachers often haven't previously appreciated how they can use these sites across curricula working. 165 00:16:38,310 --> 00:16:42,810 I hadn't thought about using a heritage setting to teach English. 166 00:16:42,810 --> 00:16:46,230 For example, we had those external facilitators, as we said, 167 00:16:46,230 --> 00:16:49,980 and they were all very enthusiastic and inspired by the sites and the projects they worked on. 168 00:16:49,980 --> 00:16:54,390 And our staff really enjoyed gauging engaging schools with their sites in new ways and were 169 00:16:54,390 --> 00:17:00,230 actually really keen to associate more of this kind of longer term engagement in the future. 170 00:17:00,230 --> 00:17:06,740 And so I think I'm going to hand very quickly back to Kate, who's going to talk about. 171 00:17:06,740 --> 00:17:11,850 And one of our winning entries to national competition. 172 00:17:11,850 --> 00:17:20,100 Yeah, we just thought it would be a nice way to end with one of the stories from the national competition. 173 00:17:20,100 --> 00:17:31,590 So this is from the eight to 11 age category. The lost villages of Craster by the beautifully named Isabelle Butterfield. 174 00:17:31,590 --> 00:17:38,460 Have you ever been unsettled by the anguished cries of seagulls as you approached Dunstable Castle on a foggy day? 175 00:17:38,460 --> 00:17:45,690 Villagers say that they tell of a tragedy long go. It begins with the cross to family in Israel, 72. 176 00:17:45,690 --> 00:17:53,040 The local lords of Craster, the village below the castle, had each in turn been good and kind to the village's reginal. 177 00:17:53,040 --> 00:17:55,020 Craster was no exception. 178 00:17:55,020 --> 00:18:03,930 He was lenient towards those that could not pay their taxes and cared not about the beauty of his bride, but the cleverness and kindness inside her. 179 00:18:03,930 --> 00:18:11,850 Then tragedy struck, struck while still young Lord Cresta died one night under suspicious circumstances. 180 00:18:11,850 --> 00:18:16,170 His nephew took his place across the by name, but not by heart. 181 00:18:16,170 --> 00:18:21,690 He was cruel and the villagers had to toil hard for only his selfish purposes. 182 00:18:21,690 --> 00:18:26,310 Fishermen will be gone for days, trying to catch enough fish to please the Lord, 183 00:18:26,310 --> 00:18:32,130 and anyone unable to pay their taxes will go without food until they paid up. 184 00:18:32,130 --> 00:18:42,270 As the new Lord's rain lengthened, he became harsher, expecting impossible things from his village's taxes, increased punishments became unendurable. 185 00:18:42,270 --> 00:18:45,860 Life was hard for the villages of Craster. 186 00:18:45,860 --> 00:18:53,180 One day, the nephew for that was what the villagers called him, refusing to address him as their lord was looking for a bride. 187 00:18:53,180 --> 00:18:57,630 He demanded that every house present him with their most beautiful maiden. 188 00:18:57,630 --> 00:19:02,330 Look at this. There was an uproar in process to this apparent demand. 189 00:19:02,330 --> 00:19:06,680 The villagers formed a tight circle around their beautiful young women. 190 00:19:06,680 --> 00:19:13,970 A sudden wave of fury overcame the nephew, and he set his dogs on the villages, chasing them up to Dunstable Castle. 191 00:19:13,970 --> 00:19:23,610 Then off the edge of the cliffs. That instant, a strong sea front rolled in, soaking, cloaking the cliffs in impenetrable mist. 192 00:19:23,610 --> 00:19:31,590 The villagers bodies were never found. Legend has it that they turned into seagulls perched on the cliffs below the castle. 193 00:19:31,590 --> 00:19:35,700 They are never able to venture far from their weatherbeaten stone ledges. 194 00:19:35,700 --> 00:19:46,700 Their piercing shrieks mourn the lives lost centuries ago. I'm going to finish. 195 00:19:46,700 --> 00:19:55,290 Think again. I was just going to give a brief overview of our asked competition this year. 196 00:19:55,290 --> 00:19:59,670 Just pleased to say that we've managed to another successful project. 197 00:19:59,670 --> 00:20:03,690 Despite this most unusual of years. 198 00:20:03,690 --> 00:20:12,150 And this this has been based around poetry this year as part of the programme cooperative by our poet and residents, Jacob Santeros. 199 00:20:12,150 --> 00:20:18,480 And really just encouraging young people to explore their places and communities. 200 00:20:18,480 --> 00:20:28,050 And we've had, although a much shorter time frame, still 236 competition entries and explored lots of themes, 201 00:20:28,050 --> 00:20:32,790 cultures, traditions, childhood memories, and, perhaps unsurprisingly, kov it. 202 00:20:32,790 --> 00:20:36,620 And just to say that the winning entries, should anyone be interested in this, 203 00:20:36,620 --> 00:20:49,175 will be brought together in a digital anthology along with other amateur emerging and established poets.