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The Sandford Award for high quality heritage education awarded to 47 new sites
The Sandford Award is provided by the Heritage Education Trust in partnership with Bishop Grosseteste University and is the only body in existence to provide independent quality assurance for heritage education. Over 500 organisations from across the British Isles have received the award since the scheme began in 1978 and it is currently held by over 200 museums and heritage sites. This year, the Sandford Award will once again celebrate high quality in heritage education provision from a broad range of heritage sites and services across the wider UK heritage sector including Lincoln Cathedral, Blists Hill Victorian Town, Royal Air Force Museum London, Stonehenge and Wessex Archaeology. The award focusses on formal, curriculum-linked education opportunities, although recognition is also made of informal learning such as family programmes and outreach. The awards are made annually and are non-competitive. The newly awarded sites are set to be recognised for their heritage education work at the Trust’s very first virtual event on Wednesday 8 December at 11am; a joint celebration of 2020 and 2021 Sandford Award recipients. The Sandford Award supports heritage learning professionals to be strong advocates; improving provision and partnership working within their organisation to benefit diverse audiences. The Heritage Education Trust developed a new online approach to the assessment of the Sandford Award in response to the pandemic and will be adopting new ways of working in order to do so effectively. To achieve the rigorous assessment criteria, organisations must demonstrate the delivery of high-quality heritage education. Applicants for the award carry out a reflective self-assessment of their work, consult with their service users and present evidence of achievement against six assessment criteria. This is reviewed by an experienced peer volunteer assessor and followed up by an assessment of the education service, mentoring, and a report with advice for improvement. Organisations benefit from the process and particularly value the opportunity for constructive, critical review with an experienced peer, and the opportunity to learn through sharing good and effective practice. John Hamer OBE, Chair of the Heritage Education Trust, said: “The last two years have posed immense challenges for all of us. This year’s Sandford Award ceremony – for the first time virtually – celebrates the success of the heritage sector in general, and the 2020 and 2021 award winners in particular, in overcoming the many difficulties resulting from the pandemic. They are to be warmly congratulated on their achievements. Professor Scott Fleming, Deputy Vice-Chancellor at Bishop Grosseteste University said: “After what the heritage education sector has been through since the spring of 2020, on behalf of Bishop Grosseteste University, I’m delighted that we’ll be able to celebrate the successful Sandford Award recipients for 2020 and 2021. “It’s always a super event – online this year – when we recognise sector-leading organisations of different kinds from Britain and Ireland.” The establishments that received the awards in both 2020 and 2021 are as follows: 2020 award winners Amersham Museum Chelmsford Museum Colne Valley Museum EPIC: The Irish Emigration Museum Holdenby House Hopetoun House La Hougue Bie Museum of Jersey Heritage Lincoln Cathedral Milton Keynes City Discovery Centre Pontefract Castle St Albans Museum + Gallery Wirksworth Heritage Centre World Rugby Museum 2021 award winners 1066 Battle of Hastings Abbey and Battlefield Alnwick Castle The Battle of Bannockburn Beeston Castle and Woodland Park Blists Hill Victorian Town Bristol Museum & Art Gallery Carlisle Castle The Collection Conisbrough Castle Crich Tramway Village Discovery Museum & Tyne & Wear Archives The Dorman Museum Durham University Library and Collections, Oriental Museum Grimsby Fishing Heritage Centre Haslemere Museum Head of Steam: Darlington Railway Museum Jarrow Hall: Anglo-Saxon Farm, Village and Bede Museum Kenilworth Castle and Elizabethan Garden King Richard III Visitor Centre Knebworth House Layer Marney Tower National Maritime Museum Cornwall National Museum of Scotland Osborne House Parliament Education Centre Royal Airforce Museum London The Shakespeare Birthplace Trust Stafford Castle Stonehenge Tatton Park The National Museum of Computing Tower Bridge Wessex Archaeology Worcester Cathedral A full list of current Sandford Award Holders: https://www.heritageeducationtrust.org/award-holders The 2022 Sandford Award opens for entries on Monday 13th December. Find out how to apply at: https://www.heritageeducationtrust.org/how-to-enter -
Senior lecturer invited to Andalusia to speak on differences between English and Spanish teacher training
Dr Mark Larrad, Senior Lecturer School of Teacher Development, recently made a lecture visit to the Faculty of Education at the University of Granada in Andalusia, the third time he has made this visit in recent years. The University of Granada is one of the oldest universities in Spain, and with over 300 teaching staff and nearly 2000 students, the Education Faculty is more than three times the size of Bishop Grosseteste University. Andalusia is one of 17 autonomous regions within Spain in all off which teacher training is controlled by the regional government rather than from the Spanish capital, Madrid. The purpose of his visit was two-fold: to give a lecture to final-year primary education teaching students about the differences (and similarities) between methods of teacher training between Andalusia and England and to meet with the Dean of Education to discuss possible future partnership. In his lecture Mark focussed on the eRPD and the way national standards (such as those for QTS) are used as a measure of progress. Whilst there are many other differences, the biggest similarity is that in Andalusia, Spain and England the most important responsibility of any teacher is to ensure each child can succeed. Another one of the big differences between English and Andalusian systems is that in Andalusia (as in Spain as a whole) all teachers in the state sector are civil servants, and as such, the majority stay in post for around 30 years (the point at which they are eligible for a generous state pension). Dr Mark Larrad, said: “In Spain nearly all teachers in state sector remain until their 50s (unlike in England which has a 20% attrition rate within the first five years after qualifying). “However, I found the most striking difference to be in the differing approach to what constitutes readiness to teach. In Andalusia, like other regions, each student’s chances of securing a job depend not on success in placement but on getting a high mark in the exam (called an oposición) all civil servants have to take before qualifying. “But a possible downside compared to the relative freedom English trainees with QTS have to choose where they work, is that Spanish trainees are effectively posted to schools where teachers are needed, and this might be a long journey from home. “Trainees might be moved several times in their career, but generally those with children are usually prioritized for schools near where they live and older teachers will not be moved around for this reason as much. “Exploring this fundamental difference led to an enthusiastic debate about which system the Spanish trainees would prefer: one where a job is guaranteed but with no freedom to choose your school, or the other way around!” In his discussion with the Dean, Javier Viloria Prieto, both expressed the hope that future years may bring opportunities for our institutions to work together. Dr Larrad believes that in the current climate where UK finds itself increasingly isolated from its former European neighbours, it has never been more important for English universities to nurture and develop links. -
Christmas 1914 at Bishop Grossteste University
Since opening as a teacher training college for Schoolmistresses in 1862, Bishop Grosseteste University has celebrated over 150 Christmases. This year, History Alumni Ambassador Abigail White has explored the BGU archive to learn more about past Christmas celebrations at the university. One of the student magazines contains a detailed description of Christmas in 1914 and the impact of the First World War on festive celebrations. ‘It was thought better owing to the great distress caused by the present war not, to have the usual dance at Christmas, so the members of the staff kindly invited us to tea in the dining hall at 5 pm on Wednesday, December 16th’. Students and staff then engaged in various forms of entertainment. ‘The rest of the evening was devoted to games in the Drill Hall. No trouble was spared to make the evening enjoyable. The programme provided for all kinds of amusements. We began with an Advertisement Competition. How we had to rack our brains to discover the missing names of the gay placards that we see every day in the street! We were in the midst of this when suddenly we found that certain figures arrayed in the familiar red blanket were marching in procession around the room, led by a young lady resplendent in ermine muff and fur, made from a pair of white stockings with the help of a few threads of black cotton. This was the Adaptation Competition. Then followed dances of various kinds. Miss Bibby very kindly sang an old folk song which was greatly appreciated and which caused much amusement – ‘Oh no! John!’ But what of the Staff Competition. Every member retired during the Highland Schottische behind the green curtains on the platform. The curtains were drawn. Oh the horror! We were greeted with the awful vision of mummies and were given papers and told to name them! Some the girls evidently forgot that although deprived of their human appearance, the Members of the Staff had not lost their powers of hearing. The ‘Silent Cat and Mouse’ game caused much fun. At 10 o’clock we joined hands and sang ‘Alud Lang Syne’. Afterwards, we all tried to show our appreciation of one of the most enjoyable evenings of the term with a hearty cheer.’ To find out more about how you can uncover new adventures on a History or Military History course at BGU, visit our website, book onto one of our Open Events or speak to a member of our Enquiries Team. -
New book by BGU academic explores ‘backroom sections’ of the WW2 Special Operations Executive
Dr Derwin Gregory, Programme Leader for Archaeology and Heritage, has released his latest publication ‘The Global Infrastructure of the Special Operations Executive’. -
Campus Tours
Tours will be guided by our current students who can answer questions about student life and their experience of studying at BGU. Our campus tours take approximately 45 minutes and are also offering accommodation tours for those who may have been to an Open Day but may not have seen our accommodation due to the Covid-19 restrictions in place at the time. -
University Postgraduate Virtual Masterclasses
Our Virtual Masterclasses are a fantastic opportunity to learn more about our Postgraduate subjects. -
In memory of Margaret Elwell: one of the first history lecturers at Bishop Grosseteste University
Stories from the history of Bishop Grosseteste University are being told in a series of blog posts. In this instalment, Abigail White researches one of the first people to teach history a BGU. -
BGU awarded silver Hedgehog Friendly Campus
The university improves on their previous bronze accreditation after implementing a number of hog-friendly measures across campus. -
Greater Lincolnshire Social Economy Academy
The Academy offers a specialist support programme for the Social Economy, via a blend of practical and academic workshops, delivered by a range of partners. -
Students from Bishop Grosseteste University (BGU) to cycle length of Ukraine in fundraiser
A group of students and some staff members are attempting to cycle 364.4 miles (north to south of Ukraine) in 12 hours to raise money for the Ukraine Appeal run by Save the Children. The students from the three-year Primary Education course wanted to do something to support the Ukrainian children that are at risk as the conflict continues. The ‘BGU Cycle for Ukraine’ challenge will begin at 9am just inside Hardy Building on two static bikes, with students needing to cover 30 miles every hour to reach their target of 364.4 miles by 9pm. Around 15 third year students and five members of staff have agreed to take part throughout the day, and the progress will be shared on BGUs Instagram account. The bikes have been loaned from the BGU sports centre and the catering team will be providing refreshments for the 15 third year students and five members of staff that have signed up to take part throughout the day. Save the Children’s Ukrainian crisis response aims to reach 3.5m vulnerable children and their families through distributing supplies, providing assistance for basic needs such as food, rent and medicine and offering vital mental health and psychosocial support. Dave Wallace, Senior Lecturer in Primary Education, said: “Like many people we’ve been watching the conflict in Ukraine unfold, and we all wanted to do something to help. Sporting activities like this are a great way to bring people together. “I want to thank everyone that has donated their money, time and legs to this cause, we started with a target of £250 and thanks to everyone’s incredible support we’ve already more than tripled that.” If you’d like to donate to ‘BGU Cycle for Ukraine’, find the link at: https://www.justgiving.com/fundraising/bgu4ukraine
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