Curriculum links

Lodge Hill Cemetery was first opened by King's Norton Rural District Council in 1895, and during the 1930s became the site of Birmingham's first municipal crematorium. It has no space for new graves and, at 61 acres, it is one of the largest and historically significant cemeteries in Birmingham.

“...history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.”

National Curriculum 2013

A visit to Lodge Hill Cemetery World War One Graves can engage students in curriculum or extracurricular activity at any Key stage, developing an understanding of British, local and world history, providing a well-informed context for wider learning.

In particular we have focused on the stories of those buried at Lodge Hill Cemetery - There are 498 World War one graves of which over 100 Commonwealth graves from all over the world; There were also 14 German World War One prisoner of war graves, reinterned at the National Memorial Arboretum. The stories of those buried are mostly well documented and can be researched effectively online, but a site visit can add much greater value and engagement with the soldiers and their stories.

There is scope for creative writing, drama, music, poetry and other creative workshops and representations of the stories that can be used to explore an understanding of the stories, and develop skills in creative writing and representation.

Where does it fit into the curriculum?

The following notes are taken from the National Curriculum:

Key Stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. As part of the national curriculum pupils should be taught about significant historical events, people and places in their own locality.

Key Stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. As part of the national curriculum pupils should take part in a local history study.

Key Stage 3

Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.

Pupils should be taught about:

challenges for Britain, Europe and the wider world 1901 to the present day
women’s suffrage
the First World War and the Peace Settlement
a local history study
at least one study of a significant society or issue in world history and its interconnections with other world developments

Key Stage 4

GCSE specifications in history should support students in learning more about the history of Britain and that of the wider world. The study of history at GCSE should inspire students to deepen their understanding of the people, periods and events studied and enable them to think critically, weigh evidence, sift arguments, make informed decisions and develop perspective and judgement. This, in turn, will prepare them for a role as informed, thoughtful and active citizens.

GCSE specifications in history should enable students to develop and extend their knowledge and understanding of specified key events periods and societies in the history of their locality, Britain, and the wider world; and of the wide diversity of human experience

Useful links

In the Midst of Life: a history of the Burial Grounds of Birmingham Joseph McKenna (1992) Birmingham: Birmingham Library Services ISBN: 070930188X, 9780709301882