Project Directory - Project Entry
|Project Title:||St Patrick's Trian and Palace Stables Heritage Centre: Education Programme
|Contact:||Nigel Glenny/Rachel Cooper
|Address:||Armagh City and District Council|
The Palace Demesne
The development and the implementation of the education programme
has been divided into three stages. Beginning in January 1994
with the commissioning of the Northern Ireland Centre of Learning
Resources (NICLR) and a process of initial consultation with teachers
and other educationalists, the first series of on site activities
were in place by the summer of 1996, the final phase of programme
development will be completed by June 1998.
The financial support from PSEPII has made possible the following:
* the purchase of classroom furniture and learning resources,
computer equipment, costumes and artefacts,
* the creation of two Education Assistant posts (three year contracts),
* the production of educational activities and resources and
the promotion of the same.
The following is an outline of the EMU activities developed by
NICLR for the Palace Stables and St Patrick's Trian:
St Patrick's Trian
Key Stage One:
'A journey through Liliput' - Visit the Land of Liliput exhibition,
explore giant artefacts and follow-up with a lively session of
structured play activities.
Key Stage Two:
'A Journey Through Liliput' - Visit the Land of Liliput exhibition,
build a giant jigsaw of Gulliver, explore a discovery map and
assemble the Liliput storyboard. 'Visiting the Past' - Experience
Early Christian Ireland through practical activity and investigation.
Explore the work of the scribe and solve Viking riddles.
Key Stages Two and Three:
'Saint Patrick - man, myth and legend' - Investigate a range
of evidence and make decisions - myth or reality in a quest to
discover who Saint Patrick really was.
'Armagh - A city through time' - Use a range of evidence to trace
the settlement influences from the first monastic settlement through
to modern times. Activities are linked to active exploration
of historic buildings and sites surrounding the Trian.
Key Stages Three and Four:
'Belief Through Time' and 'Windows on Belief' - Examine themes
on belief in human experience and explore this theme as visualised
in the Armagh story exhibition. Express personal and group beliefs
through the design of stained glass windows.
'Armagh a City Through Time'.
Key Stages One and Two:
'Boxes in the Attic' - Discover life in recent times through
a variety of memory boxes with artefacts. Key Stage Two pupils
delve deeper into Victorian times. Pupils use plans and clues,
play a role and interpret the past.
'Tree Tales and Trails' - Pupils are encouraged to be aware of
and value the natural environment. The activities combine story
telling on human and environmental issues, with discovery, investigation
and practical activities.
Key Stage Two:
'Woodland Trails' - Pupils are involved in a range of progressive
activities during the active seasonal trails. Activities introduce
ecological concepts, observation and recording techniques and
Key Stages Two and Three:
'Time Trail' - An investigation of the development of a site
through time. Pupils are engaged in a range of practical activities
using maps, plans and an interactive database.
Key Stages Two, Three and Four:
'Past Times, Past Generations' - Activities focus on the architecture
of the demesne site. Pupils interact with 'living history' characters
and reconstruct past events.
The introduction of the educational activities supported by
PSEPII has had a dramatic effect on the number of EMU schools
participating in the project: EMU pupil visits at the Palace
Stables increased by 39%, the number at St Patrick's Trian increased
by 68% during the first school year in which the activities were
available. Despite the wider political problems of the period,
the number of EMU groups during the 96-97 school year was similar
to that of the previous school year - the majority of visits being
repeat visits. This sustainability of the product together with
the very positive feedback received from school visit questionnaires
indicates the educational resources developed to date are facilitating
work in the areas of mutual understanding and cultural heritage
in a way that is both relevant to the curriculum and also enjoyed
by the children participating. Having produced a product which
would appear to be successful, concentration is now being made
on the promotion of the educational activities. PSEPII assistance
is currently being used in the marketing of the programme through
the part funding of the design and printing of promotional material
specifically targeting EMU planners.
© CCRU 1998-1999
site developed by: Martin Melaugh
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