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01 andrew payne






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  • And that is why, with the exec team and the management board, we have defined our public task, very simply and clearly. We will fight for the public record. We’ll be there. In a tough funding environment for information and records management in government. Where departments have a huge volume of information assets to keep. When the archive sector across the country needs our help to ensure that they can meet their obligations to the record. When the public partly depend on us to get access to the transparent government they deserve. Our role is fundamental. We have the credibility to do this. And we have an important part in the government’s transparency agenda, as the front-line service for the public record

01 andrew payne 01 andrew payne Presentation Transcript

  • Head of Education & Outreach The National Archives Inspire, Challenge, Support… widening access for schools to The National Archives in the UK Andrew Payne
  • The National Archives’ Public Task Our responsibility is for the government record, its past and future, its use and re-use, authentic, available and accessible to all
  • When did you last annoy a teacher?
  • UK History Curriculum 2007
    • investigate personal, family or local history in relation to a broader historical context
    • appreciate the role of museums, galleries, archives and historic sites
    • use ICT to research, process and present information about the past
    • History Programme of Study QCA 2007
  • Where do teachers get source material?
    • In tests 61 out of 69 student teachers at Cambridge University went straight to Wikipedia via Google
  • Invest in your future audience…
    • “ those who were taken to museums libraries, and archives as children…are more likely to visit as an adult.”
    • ‘ Taking Part’
    • DCMS Report 2007
  • Investing in our audience for the future
  • Investing in our audience for the future 14,272 46% 23% 17% 2.3 million 550,000 1.3%
  • Archives have the power to make students think!
  • Memory is the residue of thought “ Your memory is not the product of what you want to remember or what you try to remember; it’s the product of what you think about” Daniel T. Willingham Why Don’t Students Like School Jossey-Bass 2009
  • Investigate, don’t illustrate! Use sources for enquiry-based investigations
  • Use key questions to drive the activity… Let the students provide the answers How did Henry VIII get up in the morning?
  • Historians “rummage” through sources Let students direct their own investigation www.nationalarchives.gov.uk/education/worldwar2
  • Context is everything… So whole documents are essential SP 16/488/25 The Making of the United Kingdom James Mason
  • Technology provides access and engagement But never forget that historical enquiry is the purpose
  • Design for accessibility Don’t try to bolt it on afterwards www.nationlarchives.gov.uk/education/prisoner4099
  • www.nationalarchives.gov.uk/education
  • www.nationalarchives.gov.uk/cabinetpapers          
  • www.twitter.com/ukwarcabinet
  • When did you last annoy a teacher? teach
  • Professional Development for Teachers – Online Unit with UK Historical Association
  • Professional Development for Teachers – Masters Degree with Roehampton University
  • Professional Development for Teachers – Transatlantic Teachers Programme with University of Virginia
  • A final thought - Treaty of Paris 1783
  • Treaty of Paris 1783 – Article 7
  • Treaty of Paris 1783 – Article 7 And shall also order & cause all Archives, Records, Deeds & Papers belonging to any of the said States or their Citizens which in the Course of the Warring have fallen into the Hands of his Officer to be forthwith Returned and delivered to the proper States and Person to whom they belong
  • Article 7 no longer applies!
  • Andrew Payne Head of Education The National Archives
    • [email_address]
    • 020 8392 5319
    • www.nationalarchives.gov.uk/education