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The implementation of archaeological aspects for school education
-At primary and secondary levels in England- A study of the CBA
KOBAYASHI Daigo

Within the school education, it has seemed more common to utilise the cultural assets which can be found near the schools and the artefacts stored at local museums.
To bring good results, promoting pedagogical research into these practices has been necessary.
In England, archaeological aspects which include artefacts and archaeological methodology used by archaeologists in their work has been introduced into school education for a long time, and quite a lot of research has been done prior to introducing these programmes.
The Council for British Archaeology has been at the core of this research.
The purpose of this article is to inquire into the study of the CBA.
Compulsory education in England is from the age of 5 to 16, and schools are required to follow the National Curriculum for the duration of the compulsory education.
The National Curriculum provides core subjects and foundation subjects; however, archaeology is not included in these subjects.
The CBA proposes that utilizing archaeological aspects in these subjects is possible and it will achieve dramatic results.
The CBA especially suggests the utilisation of archaeological aspects in cross-curricular approaches and is a firm believer in its success.
In addition, the CBA looks at the teaching of history which is one of the National Curriculum foundation subjects, and tries to utilize archaeological aspects within this subject.
According to the 5 key elements which are provided for the study of history in the National Curriculum, the CBA proposes that archaeological aspects can be connected with these key elements and gives many examples.
I am convinced that these studies of the CBA are providing valuable examples for promoting archaeology within Japanese school education and that we can put these theories to practical use.

Key words: School education and archaeology; England; School education; Curriculum; CBA

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