The scheme of work was written for use, in the first instance, with gifted and talented Year 9 pupils in Key Stage 3 History. It draws on the key concepts and processes set out in the 2008 National Curriculum for History for state schools in England. In addition it seeks to:

• Model rigorous inter-disciplinary collaboration between History and other subject disciplines at Key Stage 3, such as Design and Technology, Geography and English (for a detailed justification of this approach see the article in Teaching History edition 138 entitled ‘History’s Secret Weapon, The Enquiry of a Disciplined Mind’ by Andrew Wrenn, click here).

• Contribute to more generically defined features of a curriculum such as Personal Learning and Thinking Skills or however particular schools choose to define these.

• Model the incorporation of learning outside
the classroom into an historical enquiry by providing opportunities for pupils to investigate memorials to conflict in their own locality, London and at the National Memorial Arboretum in Staffordshire.

• Introduce intergenerational learning
for pupils through the interview of veterans
from past conflicts.

The county advisers are very grateful to colleagues in the following schools who piloted versions of the scheme of work with their own pupils (local school arrangements did not always allow the materials to be used as initially intended with gifted and talented pupils):

• Geraint Brown of Cottenham Village College, Cambridgeshire.

• Alison Meickle of John Taylor High School,  Staffordshire.

• Neal Watkin of Copleston High School,

In each case the individual teachers adapted and developed resources and approaches for use with their own pupils. An example of a more fully developed scheme of work by Geraint Brown with linked resources is featured on the website.

The project was grateful to the following in the development of resources and completion of this website:

• Geraint Brown for resources and some photographic images.

• Commander David Childs, the founder of
the National Memorial Arboretum for being interviewed about the site’s development.

• Randie Cush of the National Memorial Arboretum for support in organising school visits and arranging veterans interviews.

• Ian Dawson for permission to reproduce his resources.

• Liam O`Connor, architect of the Armed Forces Memorial at the Arboretum (pictured above) for giving time freely to being interviewed by pupils and making a presentation at Cottenham Village College.

• Paula Kitching and the Royal British Legion for assistance with planning the London Memorial Walk and permission to use material developed for the 2008-2009 Royal British Legion schools pack.

• Paul Sutton for web and graphic design, photography, film editing and editorial work.

• Aaron Lord for footage of London monuments.

The website was compiled and edited by
Andrew Wrenn.

“ Memorials do not symbolize History.   They symbolize our rela
This website is the product of a curriculum project developed through a partnership between Andrew Wrenn (History Advisor
for Cambridgeshire County Council),
Roger Emmett (Secondary History and Citizenship Advisor for Staffordshire County Council) and Dale Banham (Humanities
Advisor for Suffolk County Council).

The website aims to support study at Key Stage 3 of the often neglected conflicts involving British forces, outside the UK, since 1945 and
to show how memorials to the conflicts:

• Represent the past in the variety forms they may take.

• Reflect the values of the society that builds them (the influence of “the values of the present”).

• Portray very powerful messages about the past and thus shape subsequent interpretations of the events they commemorate.

Pupils study memorials from a range of periods and different localities in order to design their own memorials for a post-1945 conflict they have researched and wish to commemorate.
The content of the website includes resources, examples of pupil work and filmed interviews with pupils, the architect Liam O`Connor and
the founder of the National Memorial Arboretum, David Childs.

The overarching enquiry question for the outline scheme of work is: “How do post-1945 conflicts deserve to be remembered ?”.

The enquiry is broken up into several mini-enquiries, setting post-1945 conlicts in a wider historical context than the period in which they occurred. Schools are free to follow the scheme as a whole, adapt it or use it in part as they see fit.

The enquiry questions were devised by Dale Banham and Andrew Wrenn. The Scheme of Work itself and many of the linked resources were created by Dale Banham with additional material by Andrew Wrenn.
staffords header.gif
On any page,
a click on the red wreath
will take you to the
main resource section
Growing Remembrance
Designing for the future