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7C Educational Opportunities at Snailbeach Lead Mine CROSS CURRICULAR LINKS
GEOGRAPHY
1 & 2 Geographical Enquiry and skills 1a) Ask
geographical questions – eg what is this landscape like? 1b) Collect and record
evidence – eg how was lead ore brought to the surface? 1c) Analyse
evidence and draw conclusions – eg compare population data from the census
returns for Snailbeach and compare this with mine output and the price of
lead. 1d) Identify and
explain different views that people hold about geographical issues – eg Why
did the white tips require restoration? What dangers did open mine shafts
pose? Should so much have been spent on restoring this Heritage Site? 2a) Using appropriate
geographical vocabulary (see glossary) 2b) Using
appropriate fieldwork techniques – eg using simple maps, labelling sketches,
recording using a digital camera. 2c) Use maps and
plans at a range of scales – apart from using the map provided, there are
maps which show the pattern of shafts and levels underground. 2d) Use secondary
sources of information such as artefacts or photographs in the local books
and displays. 2e) Draw plans and
maps at a range of scales – eg sketching maps of the Snailbeach area. 2g) Decision making
– eg looking at the way Thomas Lovett’s company transformed mine working, or
making the case for the building of a railway. 3
Knowledge and Understanding of Places 3a) Identify and
describe what places are like. 3b) Describe the
location of the environment being studied. 3c) Describe where
places are – considering the Shropshire hills, rivers, cliffs etc. 3d) Explain why
places are like they are – eg in terms of historical development. 3e) Identify how
and why places change – eg in terms of the decline of the industry and the
rebirth as a Heritage Site. 4)
Knowledge and Understanding of Patterns and Processes 4a) Recognise some
physical and human processes and explain how these can cause changes in places
and environments – eg considering how the lead mining industrial process
affected the environment, how the environment was later affected by the
closure of the mines and how it is now affected by the opening of a Heritage
Site. 5)
Knowledge and Understanding of Environmental Change 5a) Recognise how
people can improve the environment – eg reclaiming derelict land and creating
the Snailbeach heritage site. 5b) Recognise how
and why people may seek to manage environments sustainably, and to identify
areas for their own involvement – eg a local school might consider ways they
could work with the heritage site in supporting a local conservation project. HISTORY
During Key Stage 2 children should be
taught Knowledge, Skills and Understanding through a local history study,
three British History studies a European History study and a world history
study. A study of the Snailbeach mines could qualify as a Local History Study
or be seen as part of a study of Victorian History (see below). Local
History Study
Children should carry out a study
investigating how an aspect in the local area has changed over a long period
of time, or how the locality was affected by a significant national or local
event or development or by the work of a significant individual. The development of the Snailbeach
mines could be studied over a number of centuries or one aspect could be
studied in detail, eg. The effect of the coming of the railway to Snailbeach. British
History
As one of the topics to be taught in a
study of British History, children should learn about either Victorian
Britain or Britain since 1930. A study of Victorian Britain should include a
study of the impact of significant individuals, events and changes in work
and transport on the lives of men, women and children from different sections
of society. This might focus upon: ·
Working
conditions in the 19th century ·
The
Factory and Mines Acts ·
Travel
and Transport SCIENCE
SC1 Scientific Enquiry
2) Investigative Skills 2a) Make a fair test
or comparison by changing one factor and observing or measuring the effect
while keeping other factors the same: eg devising a test to determine the
hardness of different types of rocks. 2b) Make systematic
observations and measurements. 2c) Check observations
or measurements by repeating them where appropriate. 2d) Use
observations, measurements or other data to draw conclusions. SC3 Materials and their Properties
(Considering minerals at Snailbeach)
1) Grouping and Classifying
Materials 1a) Compare everyday materials and
objects on the basis of their material properties, including hardness,
strength, density etc. 1d) Describe and group rocks and soils
on the basis of their characteristics, including appearance, texture and
permeability. 2) Changing Materials 2a) Learn about
reversible changes, as in a car battery. 2b) Learn about
non-reversible changes which result in the formation of new materials that
may be useful, such as smelting lead from lead ore. SC4 Physical Processes
(Considering the
forces involved in the working of the pit head wheel) 2) Forces and
Motion 2b) Objects are
pulled downwards due to the gravitational attraction between them and the
earth. 2c) Friction is a
force that slows moving objects and may prevent objects from starting to
move. 2d) When objects
are pushed or pulled an opposing pull or push can be felt. 2e) How to measure
forces and identify the direction in which they act. Design Technology
1) Developing, Planning and
Communicating Ideas 1a) Generate ideas
for products after thinking about who will use them and what they will be
used for, using information from a number of sources 1b) Develop ideas
and explain them clearly, putting together a list of what they want their
design to achieve. 1c) Plan what they
have to do, suggesting a sequence of actions and alternatives, if needed. 1d) Communicate
ideas in different ways as these develop, bearing in mind aesthetic
qualities, & the uses & purposes for which the product is intended. 2) Working with tools, equipment,
materials and components to make quality products 2a) Select
appropriate tools and techniques for making their product. 2b) Suggest
alternative ways of making a product, if first attempts fail. 2d) Measure, mark out,
cut and shape a range of materials, and assemble, join and combine components
and materials accurately. 2e) Use finishing
techniques to strengthen and improve the appearance of their product, using a
range of equipment 3 Evaluating processes and products 3a) Reflect on the
progress of their work as they design and make, identifying ways they could
improve their products. 3b) Carry out
appropriate tests before making any improvements. 3c) Recognise that
the quality of a product depends on how well it is made and how well it meets
its intended purpose 4) Knowledge and understanding of
materials and components 4a) The working
characteristics of materials affect the ways they are used. 4b) Materials can
be combined and mixed to create more useful properties 4c) Mechanisms can
be used to make things move in different ways, using a range of equipment
including an ICT control program. 4d) Electrical
circuits, including those with simple switches, can be used to achieve
results that work. Testing the operation of a lead-acid battery. NUMERACY
Opportunities for exploring
Mathematics centre upon three areas, Using and Applying Mathematics, Handling
Data and Measuring. The following extracts from the Year 6 objectives in the Primary
Framework (2006) could be developed using the education pack materials: Using and Applying Mathematics Tabulate systematically the
information in a problem or puzzle; identify and record the steps or
calculations needed to solve it, using symbols where appropriate; interpret
solutions in the original context and check their accuracy. Suggest, plan and develop lines of
enquiry; collect, organise and represent information, interpret results and
review methods; identify and answer related questions. Handling Data Solve problems by collecting,
selecting, processing, presenting and interpreting data, using ICT where
appropriate; draw conclusions and identify further questions to ask. Measuring Read and interpret scales on a range
of measuring instruments, recognising that the measurement made is
approximate and recording results to a required degree of accuracy; compare
readings on different scales, for example when using different instruments. OTHER
CURRICULUM AREAS
Although not likely to be main focus
for visiting the Snailbeach Mine, links could also be established with the
following subjects: Literacy, Art, PE (outdoor activities),
PSHE. |