Example resources and case studies
The following resources may provide useful examples when planning outreach activities with schools or young people.
Some of them have been provided by staff or students that have used them in successful sessions. We would like to continue to add to this bank of example resources, and would ask that staff to get in touch if they have any resources that might be of use.
Effective sessions rely on interesting and engaging activities
Example resources for secondary schools
Subject specific E-resources »
More example resources will be added as they become available from staff.
Case study 1 - The Fair Game initiative
Dr Naomi Sykes visited NUSA in October 2012. In a hands-on and somewhat unusual session, pupils followed medieval hunting manuals to ‘unmake’ a complete fallow deer and then making a meal from the venison meat.
The process was used as a basis for teaching across the curriculum, with pupils learning lessons in archaeology, anatomy, animal welfare, environmental ethics, food security, healthy eating and history.
This visit aimed to educate pupils about the history of Britain’s deer and the problems caused by its rising population. At the same time, they demonstrated the benefits of eating wild venison – a healthy, ethical meat that is inexpensive when obtained directly from a stalker, and that provides a good way of managing Britain’s deer populations. It is hoped that the activity would help re-establish wild venison as a meat available to all.
More information on the Fair Game Initiative can be found at the Fallow Deer Project's website.
Case Study 2 - The Philosophy Club
Dr Andrew Fisher and Dr Jonathan Tallant run Philosophy Clubs in a number of primary schools in the local area, with the hope of raising aspiration and self-belief among the children.
The clubs also demonstrate the importance of Philosophy as a subject.
A number of sessions take place, usually an hour in length, with each one focusing on a different philosophical question. Examples include “Is it right to eat meat?”, "What is beauty?" and “What makes something right or wrong?”. The questions are used to prompt discussion, encouraging children to think for themselves and to express their own opinions and feelings about the issues and questions raised in the sessions.
You can find out more about about the Philosophy Club in the short video below:
Philosophy Club: Teaching primary school children to argue
Case study 3 - The Scribe box
Scribe is a collection of high quality facsimiles from the Manuscripts and Special Collections Department. These objects were chosen from the collection to represent a wide range of writing through history.
They feature examples such as an illuminated page from a 15th Century prayer book and a 17th Century French letter containing secret intelligence in invisible ink.
The collection is accompanied by a number of learning resources such as quill pens, invisible ink, slates and worksheets. It is offered as both a stand alone resource for teachers to use in the classroom, and with accompanying workshops run by post-graduate students.
It is hoped that Scribe will tap into children's curiosity, encouraging literacy whilst demonstrating the historical information that can be learnt from an archive and bringing the past to young people in an exciting and accessible way.
You can download the Scribe leaflet below:
For more information about Scribe, please contact Ruth Lewis-Jones.
Case study 4 - A Museum in a trunk
The University of Nottingham Museum has developed a 'travelling exhibition' for schools, aimed at pupils in key stages 1 and 2 although it is also suitable for Year 7.
Its tactile nature also makes it a good resource for students with Special Educational Needs.
‘Everyday Life in Roman Margidunum – A Museum in a trunk’ features high quality replicas of Roman artifacts, mostly everyday objects likely to capture the childre n’s interests, as well genuine artifacts that the children can handle. Trained undergraduate and postgraduate students with an archaeological background spend a day with the exhibition at the school, and af terwards the exhibition is left with the school for up to two weeks for the teachers to use in their classes.
The objects in the exhibition have a number of activities attached to them, although schools often come up with different and imaginative ways of using the resources in the classroom - often using the res ource to teach across the curriculum.
The Museum works with Key Stage 3, 4 and Post 16 covering Archaeology, Classics, Science and History. It can also undertake a variety of work with Students with Special Educational Needs as it is able to develop, in collaboration with teachers and support staff, a suitable program for each student.
The Museum also works with Young Carer groups within schools offering three things: a fun day of archaeological related activities; a space to talk with each other; a good lunch.
For more information about A Museum in a trunk, please contact Clare Pickersgill
Case study 5: