The challenge | To enable students to learn to become evidence-led in reaching conclusions, to think critically and with a consideration of context i.e. to “think historically”.
Develop a challenging, innovative and enriching curriculum
The local historical environment was used as basis for fieldwork. The timing of Israel/Palestine at Key Stage 3 was aligned with the school taking part in the Erasmus Programme. Challenge was provided to students in debate and through the digital resources produced which are now free to all schools.
Enthuse pupils through subject-based activities beyond the curriculum
A long-standing History Society thrived and an Archives Club was created. Students were taken on field trips to Ireland and France; Lancaster Royal Grammar School are lead school on the Parallel Histories Erasmus+ project in the UK, Ireland and France (www.parallelhistories.org.uk).
Enrich the subject knowledge and impact of all teachers within the department
The teachers gained knowledge of how to communicate, pitch and run sessions with students with diverse backgrounds. The Parallel Histories Project involved communications with faith leaders and communities as well as the press.
Encourage links within and beyond school, including universities and professional bodies
The “Contested Memories of Conflict” fieldwork in Ireland led to strong links with the historians who participated. A similar process led to a close relationship with Lancaster University. Lancaster Royal Grammar School are lead school for the Historical Association Young Quills project in the North West.
Contact | Hugh Castle firstname.lastname@example.org