AT A GLANCE
Provision for learners:
Blakesley Hall has a very busy school education service, with two full-time museum educators on site. Of these, one is employed on a teacher’s contract.
Model for working with trainees:
This was an informal placement not directly assessed against the QTS Standards.
ITT PROVIDER
Higher Education Institution:
Newman University College, Birmingham
ITE Course:
PGCE
No. of trainees involved:
Two on site during this particular placement.
1,166 ITT students were trained by the Hub during 2006 – 07 as part of the wider ‘Learning in Museums’ project.
Subject area:
English and History
Logistics:
A four-week placement stemming from a focus week to help students meet all of the QTS standards.
Provider motivation:
To inspire trainees to take a proactive approach to building partnerships with organisations that go beyond the classroom.
QTS Standards:
Q24, Q30
SETTING
Blakesley Hall, Birmingham
A Tudor House Museum with a year-round programme of activities and temporary exhibitions.
Events have included an Elizabethan garden party and falconry displays.
Photographs:
Blakesley Hall, Jenny Bentley, July 2007
AIMS AND OBJECTIVES
- To experience learning and teaching outside the classroom.
- To develop creative cross-curricular links between English and History.
ABOUT THE PROJECT
The trainees were involved in supporting school visits to the hall.
One of the trainees wrote: ‘With the primary school children, I’ve been involved in touring around the Tudor house to explore the historic aspects of the building, which has led to hands-on activities focusing on the building’s structures, Tudor building techniques and also Tudor music. With secondary groups I’ve worked in more detail to develop historical inquiry skills to support GCSE history coursework around historic buildings and their construction.‘
OUTCOMES
Trainees
Trainees developed:
- an increased awareness of children and young people’s learning in out of school contexts
- a creative approach to teaching and learning
- planning and delivery skills and an awareness of the wealth of learning opportunities at the site.
- an intention to apply the skills, knowledge and new practice that they had learnt in their own teaching practice in the future
- skills for reflective practice
One of the trainees wrote:
‘Education wise, it’s been important to see pupils transformed during a museum session. Watching the children when they arrive, not all of them are switched on to learning, but at the end of the session their eyes light up if you ask them about what they have learnt’
‘It’s helped me to see what I do as a professional and an adult in the classroom makes a big difference. It’s shown me how important the leadership role is in developing pupils, as you are there to guide them through activities.’
SURPRISES
One student wrote:
‘I have learnt a lot from observing the way that the museum staff get the children motivated from the moment they walk through the door and I hope to transfer these strategies to the classroom. I can see that museum staff use varied teaching strategies which are very engaging.’
KEY SUCCESS FACTORS
- Strong support from staff – a supportive envionrment, with opportunities first of all to shadow staff, then to take on the content of the sessions.
- Provision of a range of resources, giving opportunities for cross-curricular links.
