Box Museums

How the project achieved the sections of the award 

Plan:

We learned about heritage in our area and the different types such as cultural, natural and built heritage. Firstly, the pupils completed a set research task- to design a leaflet to develop their skills in how to look for specific information/research relating to history and heritage and how to then collate and share this information with potential visitors/tourists to the area.  

We explored areas such as the hills of Dunipace and Herbertshire Colliery using Maps/digital resources and local history society websites and databases. We then used our learning to create a tourist leaflet for visitors to the area. We explored the natural landscape using maps and google earth and looked at how spaces have been used for different purposes over time. We also went on an exploration walk around our school grounds and looked at old photos/notes of different places of historical interest to see what they looked like then compared to now- as well as places that are no longer there and how the landscape has changed over time for different uses. Next we looked more closely at significant heritage sites in our area and each pupil chose one to focus on and research in more detail.  

Investigate:

We then conducted extensive research on our chosen sites using various tools such as local history and heritage archives and information sources.  

We each created a mood board using as much information as we could find for example, old photos and maps and also planned and listed materials we would need to re-create this site as a box museum. This included measurement and key features of the building or site we had chosen. This was a challenge as we had to use old pictures for a lot of this as many of our chosen sites are no longer standing. This took a degree of problem-solving and thinking skills to figure our dimensions/design.  

The Coppertop Camelon

Engage:

We created our box museum designs Using a variety of materials and craft resources. We planned this using a word cloud on Mentimeter. Everyone contributed the resources they needed to the word cloud so that it could be noted and sourced. Some of the historical sites that pupils chose were extremely detailed and took a great deal if intricacy and patience to create.  

We had to use our time management skills to ensure we were on track to finish our project within the allocated time. Tasks such a painting and clay moulding took some time to dry and so tasks had to be managed and prioritised.  

Inspire:

When we were finished we setup our classroom as a box museum and invited staff, pupils and parents to view our creations. This was extremely successful-the information boards made from the lid acted as a guide and expanded our visitor’s knowledge of our sites with interesting facts.  

Pupils answered questions and shared information regarding their place of interest. We had some amazing feedback and our visitors all stated that they had learned something new about the history and heritage of their local area from our museum project. Skills used included communication- both verbal and written to ensure our guests understood the information being shared with them. We also had to use our leadership skills to ensure visitors knew their way around the display and what the project was all about. Visitors at times needed assistance and we had to use our observation skills to ensure nobody was lost or confused.  

Antonine Wall, Bonnybridge

Reflect:

We have learned a great deal from our project and have really enjoyed engaging with heritage in our local area. Each of our group have stated that they now have an increased knowledge of local heritage. One significant aspect of our learning has been that we have been able to utilise our school skills framework: Communication, Thinking, Numeracy, Problem Solving, Wellbeing and Leadership.  

We have developed each of these skills successfully throughout our learning and this will benefit the pupils as they move towards the next part of their school journey which is course choices. Working towards their Heritage Hero Award has allowed them to experience gathering evidence towards a qualification and ensuring all criteria has been completed. This has been excellent practice for moving on to more work-based skills that are transferrable for the future in a range of careers.  

The positive feedback we have received has been a real confidence boost for our young people and has inspired them to continue exploring the area and sites of cultural significance. This award has fitted very well with the group’s Personal Achievement Award in school-exploring my local area. This was the first time we have trialled a heritage-based project for PAA and has been highly successful and has utilised and developed a broad range of skills for our group. We hope to continue this approach moving forward.  

Highlight(s)/Lessons Learned:

We were amazed at how many visitors from the wider school community came to see our box museum and ask lots of engaging questions. Some visitors were really surprised as many of the buildings chosen by our group are no longer standing and it was great for our young people to share their research and knowledge, whilst the box museum acted as a great visual tool to give our audience and idea of what these culturally significant buildings looked like.  

ABC Cinema, Falkirk

The benefit of using the Heritage Hero Awards:

This is the third year I have run Heritage Hero Awards in our school and have successfully completed projects with both senior and junior level pupils. Concepts and levels are chosen by the co-ordinator, you can pick any type of project that is suitable for the needs of the learner and is highly versatile. For example, this could be an outdoor or indoor based idea, digital or creative, the possibilities are endless. There are lots of fantastic ideas on the Archaeology Scotland website and this can be a great place to begin.  

Projects are also suitable for ASN young people and can be individualised to suit the needs/abilities and interests of the learner.  

One of the greatest elements of the project outline is that it can be tailored around school skills framework. This is one of the main factors in why the award has been so successful in our school. All learning and teaching in our school is underpinned by our cross-curricular skills which include- communication, problem-solving and thinking. The Heritage Hero Award allows our young people the opportunity to develop the skills for life and work in a project beyond the prescribed curriculum and learn about concepts and ideas they would not necessarily learn in a subject based lesson.  

Through Heritage Heros, our young people have developed skills such as digital content creation, research, team work, resource management and social skills to name a few. This has also helped them gain an awareness of the importance of history and heritage conservation in their local area and this is linked to the national curriculum and developing an awareness of responsible citizenship. 

With thanks to Sarah Prophet- Teacher.