Managing curriculum change
at HRP
Amanda Shamoon
Learning Producer, 0-11’s
Amanda.shamoon@hrp.org.uk
Our Cause…
Help everyone explore the story
of how monarchs and people
have shaped society, in some of
the greatest palaces ever built.
Founded on four principles:
Guardianship; Discovery; Showmanship; Independence
Five major aims..
Give the palaces
the care they
deserve
Help the way
visitors explore
their story
Have greater
impact in the
world
Build one
organisation united
behind our cause
Generate the
money to make it
all possible
Current schools offer at HRP
Hampton Court Palace
 Tudor / Baroque architecture and stories
 School groups interested in Henry VIII
 Majority of schools bookings at KS2
Kensington Palace
 Stories mostly connected to Queen Victoria
 Mostly KS1 and KS2 school groups
 Art and Design focus
Tower of London
 Norman – C20th history
 Wider opportunities for tying in with new
Curriculum
 Primary school bookings mainly focused on
Tudors – some Medieval
 Secondary school bookings split between
Norman / Medieval / Tudor history
Object
handling
Document
study
Storytelling
Education
Sessions
Case study
and
investigation
Conservation
workshops
Hands on sessions
Tours and lectures
The HRP experience
– History where it happened
– A sense of place
– Total immersion in stories
– The interpretative experience
The Learning Journey
The learning journey also m ap s ont o t he HRP cause as b elow :
Discovery
‘explore the story… ’
We are the guardians of
remarkable palaces and we
speak with an authoritative
and authentic voice which
can reveal an unrivalled
collection of unique stories,
new knowledge, and
understanding for our
visitors.
Participation
Transformation
‘in… the greatest palaces’
‘… have shaped society’
Our palaces are unique and
atmospheric by their nature
and our audiences should
be given appropriate and
facilitated experiences that
will immerse them in this
environment.
The historic events that
unfolded in our palaces
changed both individuals and
societies and these stories
can have a transformative
impact on our visitors today
when they make a personal
connection to the palaces
Discovery
Acquire knowledge
Engage with stories
Gain insight and understanding
Develop intellectual skills
Participation
Fun, active engagement
Exploring, experimenting, doing and making
Thinking creatively
Collaborating with others
Developing skills: physical, writing, speaking and
listening
Transformation
Development of confidence, motivation, inspiration
and enthusiasm
Development of feelings and emotions, particularly
empathy and sympathy
Changed attitudes towards the present by linking it to
the past – reflecting on the past in the light of presentday attitudes and values
Development of personal pride and an increased
feeling of ownership and connection with HRP and the
stories of our palaces
 Tailoring offer to Curriculum aims rather than
subject content – historical concepts, historical
enquiry, writing clearly for given purposes and
audiences, making formal presentations etc
 Utilising the broad nature of some subject content, e.g
local history, depth study
 Partnerships with academies and other schools that
aren’t tied to National Curriculum

Cross-curricular projects
Opportunities within the new
Curriculum
Cross Curricular projects: a case study
Time Explorers Tudor Challenge:
History where it happened
“After attending the teacher taster session on 11th November and the Tudor Project
Challenge on the 24th of January, my colleague and I would love our children to take
part in this very exciting project. We feel they would benefit immensely through our
planned creative and cross curricular approach.
We aim to teach about the issues and dilemmas that Catherine Howard faced in her
own life alongside the literacy unit based on issues and dilemmas.
Music: To be able to compose and perform a piece of music from Tudor times.
DT: To be able to make a Tudor instrument and replicas of Tudor jewellery.
Art: To be able to draw a portrait of the Tudors mentioned in this project e.g Catherine
Howard, Henry VIII etc.
Geography: To be able to look at the journey from Hampton Court to the Tower of
London e.g. rivers etc.
R.E: To be able to examine our conscience. To be able to write a prayer of
forgiveness.
Drama: To be able to hot seat a character. To be able to act out different scenes in
role.
To be able to
Literacy: To be able to consider different endings for Catherine, Thomas Culpepper
and others concerned. To be able write diary entries as Catherine/ Thomas/ Henry etc.
To be able to write a love letter using Catherine’s letter to Thomas as a stimulus.
P.E: To be able to research, practise and perform a Tudor dance.
We have no doubt that our planned creative curriculum will engage the
children and help to deepen their understanding about the Tudor period
and enrich their love for history.
Reasons why the children would like to be part of this project:
“I would like to do this project because the past is so different to now, like
they had no electricity, telephones and you could have more than one
wife and now it’s illegal.” Leah and Hannah
“I can’t wait to do all these exciting activities and visit the place where
Henry lived.” Katie”
Primary History Curriculum 2014
A high quality history education should…
- Inspire pupils’ curiosity
- Equip pupils to ask perceptive questions
- Enable pupils to think critically, weigh evidence, sift
arguments and develop perspective and judgement
- Help pupils understand the complexity of people’s
lives