Impact case study database

Mytum initiated the first excavations at Castell Henllys and has directed every excavation at the site; he has played a vital role in all the reconstructions. The PCNP Director of Countryside, Community and Visitor Services has highlighted Mytum’s research as central in the PCNP investment and range of services provided: “we have invested confidently in Castell Henllys, with the knowledge that the sound archaeological findings over the past decades would give it a firm footing” and “the site continues to evolve with the research carried out by archaeologists” [5.1].

A Informing heritage site management at Castell Henllys: renewal and extension of on-site reconstructions – beneficiaries PCNP and all site users

Mytum has used his research and expertise at Castell Henllys to guide and inform the reconstruction of two roundhouses and a monumental gateway on the sites of the original Iron Age structures.

PCNP has invested in rebuilding 2 roundhouses, with Mytum and Meek’s archaeological recording and excavation between dismantling and rebuilding commissioned by PCNP [3.1]. Mytum’s understanding of the archaeological evidence from both the original excavation of prehistoric remains [3.3] and from investigations of the dismantled reconstructions was essential for the integrity of the new reconstructions [5.2]: PCNP notes “his direct contribution towards the design of the roundhouses means that the site continues to be authentic” [5.1]. PCNP Archaeologist notes Mytum’s expertise and supporting research data was essential in ensuring credible new on-site reconstructions, from overall concept to details of materials and techniques: “his advice regarding the design of the new reconstruction has been indispensable in allowing us to create our new building for interpreting the Iron Age” [5.2A, 3.1, 3.2].

Mytum provided archaeologically-informed reconstruction plans and elevations for the first Iron Age gateway to be erected on the site of an original gateway in Britain; the PCNP Buildings Projects Manager acknowledges: “Without his research knowledge the gateway reconstruction could not have been achieved” [5.5C] . Although delayed by covid, Phase A of the reconstruction (timber superstructure and drystone walling of interior and exterior revetments and guard-chambers) is well advanced [5.5A, 5.5B, 5.5C, 3.3]. This will enhance both schools and visitor experiences and demonstrate the monumentality of Iron Age architecture: “ Gateway construction, overseen by Professor Mytum is the next stage of

development” [5.7B].

B Schools provision – beneficiaries PCNP schools interpreters, teachers, school children

The ongoing staff training based on continued research keeps interpretation fresh. The PCNP Education Officer highlights “The basis of PCNPA staff training is the reports written and conclusions drawn from the host of excavations held here. This gives our interpretational staff the knowledge they need to educate not only school children but a whole host of visitors” [5.7B]. Ongoing research on artefact categories have also contributed to the development of PCNP educational materials and the on-site activities: “conclusions drawn by Professor Mytum are put into practice and the village is brought to life through activities such as cooking and daubing [and] textiles workshops” [5.1].

Castell Henllys satisfies the requirements of Key Stage (KS) 2 for the Welsh History curriculum on the Celts. Over 6,000 pupils visit the site on school trips every year [5.7B]. Mytum’s Castell Henllys research data was used for examination materials to interpret remains and reconstructions in Archaeology AS level assessment (2018/2019) [5.7D, 3.3].

The attraction of Castell Henllys to schools is the authenticity based on Mytum’s underlying research and informed reconstruction, and PCNP presentation [5.1, 5.4, 5.7B, 3.2, 3.4]. Over 280 different schools have visited 2014-2018 [5.7A], with a high attendance from SW Wales: Stephen Crabb MP noted: “Castell Henllys remains a firm favourite among schools across our county” [5.8A]. 95% of Pembrokeshire, 95% of Ceredigion, 75% of Swansea, and 75% of Carmarthenshire school children visit at least once during their school career, with over 60 schools participating through the medium of Welsh [5.7A]. Cardiff pupils (approximately 20 schools) come over 145km to learn, despite their proximity to Iron Age reconstructions at St Fagan’s Museum, and schools from England and other parts of Wales also visit.

Children are highly motivated and engaged by their visits and participation in activities inside and outside the reconstructions. Teachers’ feedback includes: “The re-construction of the Chiefs house along with the informed interpretation inspired the children and helped greatly when back in school" and “ The staff where brilliant… All informed and answered a whole manner of questions form [sic] construction techniques, cooking recipes and how they make clothes. The interpretation and construction of the site really did make it a believable and memorable experience," and " Castell Henllys is the only place where you can sit in a meeting house by the fire and let the pupils freely compare what the differences are - you would never get such enthused pupil involvement in the classroom." [5.7B, School web sites 5.7C].

C Engaging the public – beneficiaries PCNP staff and visitors, community volunteer excavators

Mytum has provided training materials for Castell Henllys PCNP staff, and informal advice and collaboration with them during fieldwork [5.2A, 5.7B, 3.1, 3.2 ,3.3, 3.4, 3.5], which results in well-informed, up-to-date, motivated staff. This has led to very high visitor satisfaction with on-site staff knowledge.

The PCNP Director of Countryside, Community and Visitor Services notes: “Castell Henllys is a hub for tourism in the north of the county”; with “on average 20,000 visitors a year” and “5,519 people attended 21 events” in 2018/2019 [5.1, Director of Countryside, Community and Visitor Services]. One tourist stated “I also visited on an archaeology day, so there were talks about the archaeological history of the site” [5.10].

PCNP has developed a site guidebook for the first time during 2020, with the Interpretation Officer stating: “ I drew heavily on the extensive research, themes and arguments set out in your book …as well as more recent publications and as yet unpublished research findings” and “ The level of detail in your research has been vital in constructing a narrative of the Iron Age that is both specific to Castell Henllys and sheds light on Iron Age culture in west Wales.” [5.3, 3.3].

On-site interpretation emphasises authenticity, reconstruction based on the archaeology, and with the staff regularly updated in their training [5.7B, 3.1, 3.2], which is much appreciated by the public. Tripadvisor lists the site as No.1 activity in the region with 236 out of 271 entries rating it as Excellent or Very Good [5.10,1]: “An outstanding recreation, based on the actual footprints of roundhouses and built under close academic supervision” [5.10,5]; “our Iron-age host, someone quite familiar with the archeology of this site …. Castell Henllys makes is [sic] all come alive.” [5.10,5]; “The buildings give a wonderful insight into the technology we never imagined existed in the past” [5.10,6]; * ”friendly, patient and helpful guide … answered all our questions and gave us much insight not only to the period and how our Iron Age relatives lived, but also into the work that has been done and continues to make and maintain this fabulous attraction”* [5.10,7].

The 2017 and 2018 excavations included community volunteers, who experienced a unique learning opportunity because of the excavation’s integration with reconstruction and experimental archaeology. These insights were also communicated to the visitors [5.2A, 5.10,6, 3.2]. Dyfed Archaeological Trust Chief Executive notes: “volunteering at Castell Henllys increased their understanding of the formation process involved in creating an archaeological record.” [5.9A, 3.1]. The archaeological remains can be directly related to known human activities and practices, and visible standing structures, so volunteers can now see this in ancient remains: volunteers noted that: “The idea behind the project was really interesting: using contemporary evidence to help interpret the past. It was quite unlike any other dig we have done and brought home the notion that even the most mundane of evidence can have significance beyond the immediately obvious”; “ it was a positive experience that extended our archaeological understanding” [5.9B, email dated 21 October 2020]. High plastic finds density also reminded everyone of our contemporary footprint and the PCNP Archaeologist notes that this evidence has “helped the park bring home the message regarding the impact of plastic on the landscape” [5.2A, 3.1].

Particular contribution of the submitted unit's research and acknowledgement of other key research contributions:

Mytum and Meek (Dyfed Archaeological Trust) collaborated equally on the 2017, 2018 fieldwork and community excavation. Its post-excavation, publication preparation, and reconstruction input were led by or were solely by Mytum, publications approved by Meek.

Fitzjohn’s research-based classroom resources (over 70 documents) have enhanced content and supported teachers to deliver curriculum on Ancient Greece to thousands of children in England. The history of Ancient Greece is a topic in the National Curriculum (KS2) [5.2b] but there is no statuary guidance on how to teach the subject ( https://tinyurl.com/y6n7nug8). Consultation indicated that few primary teachers had adequate knowledge or resources to teach Ancient Greece [5.4e]. Use of Grand Designs resources has significantly increased the content and teaching time devoted to daily life in Ancient Greece, and has transformed teaching and student experience in primary and secondary schools. A-level teachers at Blackpool Sixth have said “Fitzjohn’s research has proved extremely beneficial for staff and students. The project supports the curriculum, further promotes engagement with the subject and is a valuable tool for the classroom” [5.1d]. The Headteacher of Kempsey Primary School believes “The impact and implications of his research will be with us for many years to come” [5.4e].

In 2016-2017, Fitzjohn began collaborating with 14 teachers and approximately 800 students in 8 partner schools (in Merseyside, Yorkshire, the Midlands and Sussex). Since then, c.800-1000 students each year have used Grand Designs resources, and an increasing number of teachers (average 8 per year) have used them. Since 2018-2019, the project has collaborated with 12 more schools (in Yorkshire and the northwest), and has provided events and training workshops in Blackpool, Leeds, Cardiff and Belgrade, Serbia [5.10], enabling hundreds of additional teachers to enrich their curriculum and teaching practice, transforming the learning experience of thousands of students.

Enriching curriculum content

Fitzjohn’s research on construction provided the building blocks for one of the key themes in Grand Designs’ classroom activities. Fitzjohn’s use of architectural energetics [3.2, 3.4] inspired the design of activities in which pupils use LEGO to learn-through-play about house construction in Ancient Greece [5.10i]. The Headteacher of Patcham Junior School has stated “Teaching of history has been enhanced with the use of LEGO as it... gave learners a tactile stimulus whilst learning about Ancient Greek dwellings and other structures of historical interest.” [5.8c]. Learners use LEGO to build miniature Greek houses and household mosaics, to learn about how ancient houses were built, and to explore properties of materials and methods of construction [3.1, 3.2, 3.4]. At Dobcroft Junior School, teachers believe “The combination of archaeology, art, maths and LEGO is fabulous.” [5.3b]. These cross-curricular materials successfully blend the arts and STEM curricula, including History, Maths, English and ITC. “The Mosaic Maker resources really inspired younger pupils and provided discrete cross-curricular links with numeracy” [5.5d].

Transforming teaching practice

Visualisation using IT and physical materials is a strong theme in both Fitzjohn’s research [3.1] and the teaching resources provided to teachers [5.10i]. At Liverpool College, Classics teachers have been inspired to develop methods for revising A-level literature modules, by asking pupils to display a scene or character from the Aeneid [5.6c]. Visualisation activities are highly successful with secondary school pupils and support attainment. Fitzjohn’s resources have been “an incredibly useful tool to further consolidate learning of the ancient world” [5.1d], prompting teachers to make alterations to their teaching in broader topic lessons [5.6c]. They have been used “to compliment the literary aspects of the Ancient History course and allowed us to explore aspects of Greek culture in a highly original and engaging way.” [5.1d] . The resources “encourage some colleagues to try out different teaching strategies out of their preferred comfort zones” and they have inspired Latin teachers to develop “more creative approaches to vocabulary learning with Year 7 pupils” at King Henry VIII School [5.5c] and Year 8 pupils in Liverpool College [5.6c].

Fitzjohn’s research has directly inspired primary teachers to shift from traditional, single-topic teaching and integrate themes across the curriculum, blending History with ITC and English storytelling with Geography and Maths [5.2c, 5.2d, 5.4c, 5.8c]. Teachers have used LEGO models as the context for constructing narrative and learning about the past, combining History and English subjects [5.2c, 5.4e, 5.8c]. Grand Designs resources and activities have not only influenced the teaching of Ancient Greece but also topics such as “The Great Fire of London... and in Geography, pupils were inspired to use the LEGO to construct volcanoes.” [5.4e]. The use of LEGO to scaffold learning particularly supports SEND pupils “as inspiration for their writing.” [5.8c], and supported “...concentration and engagement with their learning...[for] children who might normally have been turned off during the lesson” [5.4e]. “Dr Fitzjohn's activities were particularly useful to support some of our SEND pupils and those more reluctant writers when used in English and topic work. One boy wrote an extended story using a LEGO story starter. Mr Hands...was really delighted by this achievement” [5.4e]. In Secondary Schools, the project has led teachers of Philosophy, Religion, Ethics (PRE) & Computing to utilise Lego and playful learning to create activities that help students to visualise abstract concepts and ideas [5.5c].

Improving student engagement

Use of the resources has increased pupil engagement [5.2c, 5.4e, 5.6c, 5.7b, 5.8c]; teachers believe that they are an “Absolutely FANTASTIC resource to use with pupils” [5.10e]. “[Pupils] really enjoyed the topic work and seem to have benefited from learning through play” [5.4e]. The resources encourage “patterns of collaboration” and “performance with factual recall” [5.5c], and “have engaged reluctant learners and really provided a level of depth to classroom discussion” [5.1d]. Pupil feedback indicates that 84% learnt a lot about life in Ancient Greece, 80% enjoyed the activities and half of them would like to learn more [5.4f]. At Kempsey, “Year 5 pupils, who had previously used Lego in their Ancient Greek lessons to plan and build Greek dwellings had transferred this knowledge to construct Mayan Temples. During their Independent Learning Opportunities these pupils were able to discuss the similarities and differences between Mayan and Greek civilizations” [5.4e]. Year 8 pupils have been so inspired by Grand Designs resources that they are creating activities which will be used in local primary schools as part of the Roman Coventry 2021 project. A teacher at Coventry reported that “Fitzjohn's Team meeting and resources on mosaics for primary schools was influential in giving the [Y8] Team a direction...The Team is incredibly motivated...They work on this outside regular lessons and parents have responded incredibly positively about their children's enthusiasm during Parents' Evening.” [5.5e]. During the 2020 closure of Kempsey primary school the Headteacher reported that “a number of children...turned to LEGO for some of their learning activities. One boy even created a fantastic LEGO story based on Beowulf which he filmed and sent to his class teacher. This was clearly because of work he had done in previous years and his enthusiasm for the story and his learning was clearly enhanced by his use of LEGO and his feeling that it was “ok” to learn this way” [5.4e].

Reshaping pedagogy beyond project partners

As a result of the success in schools, in 2019 Fitzjohn was invited to develop the primary (KS2) Classics Hub at Blackpool Sixth Form College [5.1]. At a workshop one teacher “went away feeling inspired and motivated to incorporate his hard work into my teaching... I will definitely be using Dr Fitzjohn's resources in the future as they are not only extremely helpful but also very well put together and easy to use.” [5.1d]. The project has also inspired teaching practice for language teachers in the UK and in Europe. In 2019, after working with teachers at Cathays High School in Cardiff [5.10a], Fitzjohn was invited to present a conference workshop on using the resources to teach languages [5.10b], where the Head of ELTA Serbia “identified great potential in combining your work and second language acquisition” [5.10c]. Following an invitation to deliver a plenary speech and workshop at an international English Language Teachers conference in Belgrade, 96% of the participants (total 25) stated that they would like to use these materials in their teaching [5.10c]. Project resources have been available on Times Education Supplement website since 2018. They have received over 1,174 views, and 8,740 resources have been downloaded [5.10e]. Download peaks followed workshops at Cardiff, Serbia and Leeds in 2019, indicating engagement and intended use of the resources [5.10b,5.10c, 5.10d]. 5* reviews state that “students became engaged and enthusiastic”, and teachers “have recommended them to partner schools in our Academy Trust.” In 2020, the resources also “helped me to support my son learn about Greece during lockdown... It was a really interesting way to bring history to life for an 8 year old boy” [5.10e].

In 2020, Fitzjohn was invited to develop a series of workshops on his innovative cross-curricular teaching practices for trainee and newly qualified teachers at the University of Brighton (delayed until 2021 due to Covid) [5.10f]. Brighton’s Department of Education works with over 300 schools, and its online resources reach 3,500 schools, creating enormous potential to expand the Grand Designs project and influence the teaching of Ancient Greece and related subjects in primary and secondary schools in England. Online and in-person events are planned to take place in 2021 [5.10f].

Beneficiary: Konya Museums

The Boncuklu project has been carried out in close partnership with the Konya Museums who have been a major beneficiary (5.1). Konya Museums is part of the Turkish Ministry of Culture, operates the museum services of Konya city and province and oversees all archaeology in this region. Konya is Turkey’s 7^th largest city. Konya Museums include the second most visited museum in Turkey.

Site preservation: Konya Museums have responsibility for the protection of regional archaeological sites, including Boncuklu. Through our intervention, the site is now regularly monitored, and damage by soil extraction has been prevented. Konya Museums Director Ömer Faruk Turkan confirms, “Baird’s work at Boncuklu Höyük led to the identification and protection of this archaeological site, as well as directed the attention of large numbers of the public to it.” (5.1). The project also convinced local villagers to protect their heritage. One noted in 2017, “we the residents of Hayıroğlu lived for years without knowing the history while we are living in the village. And, unfortunately we destroyed some of it without realising. I thank people from Liverpool University ….. who discovered this history” (5.2 #103).

Curatorial activity: Our research had a direct impact upon Konya Museums’ curatorial activity and exhibition development. We provided a collection of Boncuklu artifacts and detailed information relating to their significance, contributed directly to the design and content of a substantial, permanent exhibition, and helped to design a replica Neolithic mudbrick building, which will take pride of place in Konya’s new multi-million-pound archaeological museum. The Konya Museums Director stated, “this research comprises the basis for our creation of a suitably informed exhibition dedicated to the Neolithic Boncuklu Höyük ..…. in the new Konya Archaeology Museum that we are establishing over the next few years. Also, the information about the Boncuklu Höyük discoveries, that will be exhibited in the new museum, was provided by the project to the museum staff ...” (5.1).

Museum outreach: We have directly enhanced the Konya Museums education resources and outreach through the building of a Visitor Centre at Boncuklu in 2013 with the development during 2014-2019 of the permanent display and reconstruction of Neolithic houses and gardens, all funded by Boncuklu Project resources. These developments led to a 185% increase in visitor numbers to the Centre since 2013 (now interrupted by COVID19) with visitors commenting positively on their enhanced understanding (5.2).

Capacity building: The on-site visitor complex is manned by 2 permanent Museums staff who guide visitors. These staff, who had no previous knowledge of archaeology, were trained by the Boncuklu Project team who advised on site presentation details to impart to visitors. Visitor feedback attests to the success of our training, 46% singled out and praised staff effectiveness in communicating information about our research leading to enhanced visitor understanding of the Neolithic, e.g. “Mustafa, the officer here… attention and guidance was very good. We learned some information about the excavation works. We felt the depths of history in our souls” (5.2 #355).

Impact on local educational provision

Turkish primary and secondary school curricula require visits to sites of historical importance. Our Visitor Centre and its trained guides, draws frequent visits from local schools to the site. This has enhanced delivery of the syllabus through these regular local teacher-led visits, as indicated by a principal of the closest primary school (5.3). We have also made our research accessible through a graphical children’s booklet (also online), 2000 hard copies were distributed to all local schools and visiting school parties. These resources have led to an enhancement of teaching attested by a local school principal who says “The teachers and students have found it very useful to have this information and these resources provided by the Boncuklu project” (5.3), as well as the Konya Museums Director, who states that “these municipalities consider the project as …. as a successful educational investment for the local schools” (5.1), also echoed by the mayor of the local municipality Karatay-Konya (which covers a quarter of Konya province – the biggest in Turkey) – “your project has also contributed to the educational resources of the regional schools within the borders of our municipality.” (5.10). Usefulness of these resources is directly attested by teachers on their visits, exemplified by a secondary school teacher who visited with pupils from Konya and used our online material. When directly interviewed by us (11/8/17) he stated: “archaeological approach taken at Boncuklu is significant as it helps to reveal the way people lived rather than just identifying ‘treasures’” and “the (children’s) booklet is useful as a teaching device.”

Teachers from a visit 21/6/19 by Hayıroğlu primary school emphasized the value for their pupils: “…Boncuklu Höyük, where is one of the world's most important excavation sites in our own neighbourhoods Turkey. We were very impressed by what we saw here. Examining, researching and learning about a region where human beings lived in the past made us think about our ancestors and questioning the place where we came from” (5.2 #264). Three local children on another school trip said the following: “We are 11 years old. It caught my attention that it was before Çatalhöyük, even 1000 years earlier. Houses and graves before my Prophet caught my attention.” 30/7/19 (5.2 #324)

Enhanced understanding of the importance of, and, the Turkish Neolithic: in the media; amongst ancient DNA amateur enthusiasts; and Turkish and international visitors to Boncuklu

Media: We have directly affected a number of media organisations, collaborating closely with the film makers of 4 documentaries and several popular science and history magazines, co-producing the stories about our research which were disseminated by these media organisations to reach wide audiences during the census period.

Magazines Current World Archaeology (May 2018, issue 88) (global circulation of c. 20,000), National Geographic, English version -February 2019 (global circulation 6,100,000) and subsequently several of its foreign language editions, including the Turkish, Aktuel Arkeoloji May 2019 (circulation c. 10,000) have featured Boncuklu research in newspaper, television and radio reports by at least 13 additional Turkish media organisations. We worked directly with the relevant organisations developing their stories by supplying information, relevant text, quotes and working with their production teams on site at Boncuklu. This includes the National Geographic team over 2 seasons who indicate the consequent quality of the Boncuklu reporting convinced National Geographic to run with the story, including amongst their foreign editions (5.8).

Our transformative effects on the documentary makers are illustrated by three examples:

‘Seeds/Tohum’ commissioned by the Delegation of the European Union to Turkey for 2018 European Year of Cultural Heritage, total audiences c. 100,000 from 6 special screenings in Turkey’s major cities and broadcasts on Youtube, CNN Turk, documentary channel IZ TV and by digital platform beIN CONNECT (5.5);

British Institute at Ankara documentary as part of their heritage awareness training programme in Turkey, undertaken by 8,357 people with an additional 1000 viewers on YouTube (5.6);

‘The Ancient history of Anatolia- the adventure of Neolithic from east to west’ was produced by the Intercultural Dialogue Program European Union Project and had 3 international premieres and public screenings (5.8) until interrupted by COVID19.

All the films were produced through close collaboration between Baird and the film directors, from initial conceptualisation of content, pre-filming interviews, detailed planning of the filming at Boncuklu, advice and review during editing. Our input directly contributed to creation and shaping of these films and thereby to their success (5.4, 5.5, 5.6, 5.9). Through them we also reached wide and diverse audiences in Turkey and affected attitudes in regard to Turkey’s Neolithic heritage (5.4, 5.5, 5.6)

Specialist audiences: Ancient DNA enthusiasts: a dedicated community of several hundred amateurs around the world blogs on developments in aDNA with several hundred thousand followers according to web analytics sources. They have absorbed our research results into their thinking about human populations and our work has generated intense debates. These include 5 blog sites: Gene Expression, Eurogenes (100,000 views per month), Population Genomics, Anthrogenica (400,000-600,000 views per month) and ancientDNAera. Over the census period there have been 26 posts about Boncuklu with c. 550 comments reflecting on issues from past migration and gene flow to skin pigmentation in the past. To take just one example, the Eurogenes blog (8/8/16) flagged our 2016 study of Boncuklu aDNA and received 85 comments including “Very cool stuff! Boncuklu is the earliest hunter-forager to Neolithic site.”(Source 5.7).

Visitors to Boncuklu: The increased reach over the census period is reflected in a 300% increase in visitor numbers between the 2014-2018 period (400-500 per year) and 2019 (1,624 visitors) (as monitored by Museums staff on site), matched by visitor book entries (5.2); more were expected in 2020, shown by 300 visitors in January and February 2020, in the cold season for visiting in central Turkey. The uplift directly relates to the enhanced facilities we created and the profile our research created in the documentaries and magazines, matching the timeline of their dissemination (see above). Lockdown in March 2020 interrupted this continuing promising trend. The project has attracted from 23 countries, including many from Turkey outside Konya province. The site visitor books with 424 detailed records (5.2) best monitor this impact on this broad spectrum of the 10,000s of people affected by our research. Of this feedback 72% specifically commented on how the visit changed their knowledge/understanding of the significance of Neolithic/prehistoric heritage (5.2). In addition, many visitors felt our research helped them understand better the World Heritage site of Çatalhöyük. “It was fascinating to hear about the details of your work here and the connections with Çatalhöyük” 21/7/19 (5.2 #180).

Visitors have stressed how we have changed their understanding of life in the Neolithic: “I got a new insight into structured living practices and the obvious respect and ritualised nature of burials” 6/9/15 (5.2 #69). “Wonderful insight into Neolithic life” 2/11/18 (5.2 #123). “Examples of the transition from hunter gathering to the settled life from the Neolithic era were brought to life at this site for us” 7/6/19 (5.2 #247). People reflect on how we share information about the Neolithic with great effect: “The … museum structure presents a very effective description” 11/5/19 (5.2 #238). “We are very impressed by the educational display and the models” 10/9/19 (5.2 #192). “We liked the idea of the Neolithic garden. It really visualized things in our minds” 11/9/19 (5.2 #423). We conclude with a quote that neatly sums up the understanding of this heritage that we have achieved in these publics through the popular articles, documentaries and the Boncuklu visitor experience. “These remains belong to the common ancestors of humanity” 8/9/19 (5.2 #412).

Mytum’s research, and in particular the Discovering England’s Burial Spaces (DEBS) methodology [3.3], has led to significant changes in heritage policy and practice by national organisations and regional authorities with responsibility for the protection of burial grounds. Mytum’s methods of recording and analysing burial grounds have also been adopted by major commercial archaeology units for large-scale excavation projects in England [3.3, 3.4]. By working with local community groups and charities, Mytum’s research has helped to change the way in which communities appreciate and care for their local heritage.

National and regional policy and practice

Mytum’s recording system [3.3] has been adopted by the Advisory Panel on the Archaeology of Burials in England (Historic England and the Church of England) in providing “comprehensive guidelines covering treatment of human remains and associated artefacts and grave markers” [5.2C,1], notably “Dealing with gravestones” [5.2C,39]. The Church of England Head of Church Buildings Strategy states that Mytum’s system “for the CBA and with support from the DEBS project for recording burial monuments in churchyards has been adopted by the Church of England as the national professional standard” [5.2D, 3.3]. This is applied by all Diocesan Advisory Committees (DACs), local authorities and field archaeologists. The British Association of Biological Anthropology and Osteoarchaeology recommends Mytum’s methodology [3.3] for recording non-skeletal funerary remains: “Mytum’s publications have been invaluable to us in the creation of these professional standards” [5.2C, 3.3, 3.4].

Mytum’s recording system [3.3] is now accepted practice by numerous regional organisations. For example, the Derby (DAC) and Peak District National Park Authority Archaeologist advises the use of Mytum’s methodology for graveyard projects in the Peak District [5.3B]. The County Durham HER Officer notes that the methodology is used as “standard” in Planning Conditions [5.3B], and that DEBS will be used to archive legacy data from previous graveyard recording projects [5.3A]. The Secretary of York DAC notes that Mytum’s recording methods are now standard policy “ in all cases where archaeological implications of any changes are identified” [5.3A], so contractors must ensure that “coffin fittings are recorded alongside human remains, that memorials are suitably recorded before movement, and that conservation works are fit for purpose” [3.3, 3.4, 3.5]. With approximately 20 applications per year, this has protected heritage assets including coffins and gravestones that otherwise would have degraded or been damaged through incorrect management, including several examples identified by the York DAC Church Buildings Advisor [5.3B].

Commercial archaeology

There are 2 multi-million-pound excavation and conservation projects currently taking place at Hull Holy Trinity burial ground and at Hull Minster. York DAC Church Buildings Advisor notes that, “In both these projects memorials and below-ground burial archaeology have been significant considerations in the design and implementation of works, and Harold Mytum’s research experience has enabled him to recommend modifications to both archaeological briefs and the Written Statements of Investigation (WSI) required for excavation and memorial recording which were adopted by the DAC, form part of the approval conditions, and are implemented by the contractors” [5.3B].

The Senior Project Manager for the Holy Trinity excavations states: “ Mytum's research has been influential not only on our systems for surveying and recording the burial monuments and coffin remains, but also in the manner that we propose to interpret the full suite of archaeological remains” [5.6B, 3.1, 3.3, 3.4]. The Head of Heritage Burial Services at major archaeological unit Oxford Archaeology notes that “ An important part of this work is your research [noting 3.3, 3.4]. This research enables us to analyse and interpret our data more effectively. In fact, it is the industry standard for the work we do” [5.6A, 3.3].

The Operations and Volunteer Assistant at the Coffin Works, Birmingham, states this “ is a time capsule museum preserving the Newman Brothers coffin furniture manufactory [and] Harold Mytum’s chapters [in 3.4] … are a really valuable resource … and were used by myself and other members of the team for research and volunteer training” [5.6C].

Community heritage: managing and preserving graveyards

Caring for God’s Acre (CfGA) is a national charity supporting people to investigate, care for, and enjoy burial grounds ( www.caringforgodsacre.org.uk/about-us) [5.5B]. The CfGA Director notes a change in CfGA policy due to Mytum’s research: “you discussing cultural history… has been really influential”, and “we now include volunteer activities around monument recording.” [5.5C, 3.1, 3.2, 3.3] Mytum provided downloadable resources for recording for CfGA the website [5.5A, 3.3], and CfGA used Mytum’s research in The Beautiful Burial Ground DVD for community groups planning churchyard management and recording [5.5A]. Through CfGA and HLF, Mytum led regional workshops on graveyard recording and management methods in Lincolnshire, Merseyside, Oxfordshire, Yorkshire, Limerick (Ireland), Enniskillen (Northern Ireland), Cardiff, and Bangor (Wales) [5.5B]. Mytum’s research and methodology [3.3], now promoted by CfGA, improves recording methods, increases the level of detail recorded, and enables permanently archived results with the DEBS system.

Mytum’s recording methodology [3.3] has already been employed by several community groups. CfGA leads “a heritage recording project in Birmingham (involving 5 cemeteries and funded by Historic England) inspired by your work” [5.5B, 3.1, 3.2, 3.3, 3.5]. Derby DAC Archaeological Advisor and Peaks National Park Archaeologist has “ used it several times as a professional and with various community groups, Young Archaeologists’ Clubs (YAC) etc.” [5.4, 3.3]. Leavesden Hospital History Association applied the methodology to “record 510 cremation markers and 30 monument headstones”, capturing data that had been lost for 60 years "due to many previous cemetery records being lost or destroyed over time" [5.8A, 3.3]. Embsay-with-Eastby Historical Research Group used it to survey 4 churchyards in the Yorkshire Dales and “promoted Harold’s approach to several other local community groups, encouraging them to adopt his model of gravestone analysis, and take their local studies beyond the simple collection of memorial inscriptions” [5.8B, 3.1, 3.2, 3.3, 3.5]. Meanwhile, the Spirit of Sutterby HLF project (Lincolnshire) has “already compiled the first draft of the Sutterby gravestones document” [5.7C]. By using Mytum’s methodology [3.3], these community organisations not only record their local heritage in greater detail than before, but can permanently add their records to the national archives through the DEBS system.

Using Mytum’s research methods [3.3] has led to greater community involvement in heritage. The Slingsby HLF report notes that recorders gained “new knowledge, new skills, new connections”, and “began to swap stories about ‘their’ stone, sharing discoveries and stories that led to other conversations not just about history, but also village life today” [5.7]. Slingsby Local History Group observed this was a “good way of getting church and non-church people to meet and reminding everyone in the village that the churchyard belongs to them” [5.8].1,500 positive social media comments attest to the important role of the Leavesden Hospital survey to "regenerate and restore this important part of local history for our community to remember and cherish" [5.8A]. One Embsay-with-Eastby survey participant said “I will never look at gravestones in the same way again. I only ever looked at what the inscriptions said” [5.8].

Particular contribution of the submitted unit's research and acknowledgement of other key research contributions:

The DEBS project: digital input, initial community training (T.Pillatt, N.Beale, University of York). Mytum created the recording protocols and the data spreadsheets to be converted to an on-line format by T.Pillatt. Mytum contributed to community training, provided case study exemplars, and wrote all advice materials for project planning and survey.