Co‑productive research in a primary school environment: Unearthing the past of Keig

In this chapter we explore the how this definition of heritage challenges attitudes and beliefs in relation to what school is for and the nature of curriculum and how archaeology in the school-based community opens up possibilities for learning beyond the limitations of a content driven model of learning. This chapter also considers the impact of the outcomes of the historical investigations carried out by children as heritage interpretation in the wider community.
We present a contextualised case study of work carried out in a small rural primary school in NE Scotland. This work brought together a community based landscape researcher whose commitment to the full engagement of non-experts in the planning, investigating and dissemination of landscape research has been richly taken up by a head teacher, her staff and pupils who recognise and value the strength of putting children in charge of shaping what and how they learn.