Blog 2.2 The Sandford Award and the impact of the National Curriculum on Heritage Education

The impact of the 1988 Act on heritage education was undeniable, and Sandford Award recipients were not excluded from such effects. The Heritage Education Trust (HET)

observed 38 Sandford Award holding sites during the first 7 months of 1988-89 in order to understand how school visits were possibly impacted by the new legislation. Although the outcomes varied, school visits generally decreased. Among the 38 properties surveyed, 23 (61%) experienced a decline, 10 (26%) saw an increase, and 5 (13%) reported no significant change. Some of this change was, of course, influenced by other factors: one property lost a grant for example, whilst another implemented an unsuccessful new pricing policy. Others clearly emphasized that heritage education would need to adapt to align with the new curriculum.

Many Sandford Award properties rose to the challenge, and were in fact instrumental to adaptations and developments in heritage education in response to the new education system. New measures introduced at various sites and properties included making sure a property’s education programme remained relevant to the needs of schools and offered students a relevant educational experience that cannot be achieved in the classroom and thus was justified.

The most notable example of this in the early 90s was Shugborough: a National Trust property, open to the public and administered by Staffordshire County Council. Shugborough had also received the Sandford Award in 1978. Marilyn Sumner, consultant to HET, wrote in the September 1990 as well as the May 1991 edition of Nimrod about how the property rose to the challenge and successfully aligned heritage education with the National Curriculum. For instance, history lessons were enriched through immersive experiences exploring the estate's historical significance, including its connections to the Anson family and agricultural history. Science classes utilised Shugborough's natural environment to study ecosystems and biodiversity, complemented by interactive sessions on sustainability and conservation.

For creative subjects, Shugborough's drama workshops allowed students to engage in historical role-play, enhancing their understanding of past societal norms and cultural contexts, whilst art activities focused on landscape painting, reflecting historical art styles prevalent on the estate. These interdisciplinary approaches not only deepened students' knowledge but also aligned closely with attainment targets and key stages outlined in the National Curriculum. The changes made to the programmed demonstrated a commitment to providing relevant learning experiences beyond the classroom that aligned with the new curriculum, while also fostering a deeper appreciation for heritage among students.

The impact of the Education Reform Act of 1988 on heritage education prompted significant adjustments across Sandford Award-winning properties. Despite initial concerns about curriculum focus and reduced school visits, these properties emerged as leaders in educational reform, adapting their programs to align with the National Curriculum. Through innovative approaches like immersive historical experiences and interdisciplinary arts workshops, they not only maintained educational standards but also fostered a profound appreciation for heritage among students. This adaptive spirit not only ensured the relevance of heritage education but also underscored these sites' enduring commitment to enriching learning beyond the classroom.