Canal History in Media Day (full day's programme)
Remaining days available:
- 28th March 2014 and 10th July 2014
In partnership with the Education & Media Centre at the
"Guardian/Observer" Newspapers at King's Place, the London Canal Museum now
offers this programme. It is aimed at the upper years of Key Stage 2.
Features of the day:
- Canal history activities in two venues around the Battlebridge
Basin, King's Cross
- A boat trip on the Regent's Canal
- A chance for all students to produce a newspaper front page, using
the latest media technology
Further information about this unique workshop
There is limited capacity and early bookings should be made by
contacting firstname.lastname@example.org. Remaining dates are strictly limited.
The day is organised so that the children spend half a day at each of
the London Canal Museum and the Guardian Media Education Centre. A boat trip is
also an integral part of the experience.
The following topics are available at the "Guardian": Carlo
Gatti , Canal Life and Explosions!
Please note that this workshop requires students to produce
writing for inclusion in a newspaper front page and schools will gain more from
the day if classes undertake some preparation on canal history prior to the
visit. Downloadable resources to support this are available in the Teachers'
Zone on the London Canal Museum website. Please feel free to discuss these
resources when booking.
- To learn about the history of canals, how they contributed to the
development of London and the industrial revolution in Britain
- To experience canals through the medium of museum artefacts and a
- To use modern technology to produce a newspaper of today using
stories from the past
- To explore the different uses of language for different purposes
- To investigate the perspectives of writers reporting on events in
the past compared to the present.
Key Stage 2 English EN3 Writing
1. Pupils should be taught to:
- a. choose form and content to suit a particular purpose (for
example, notes to read or organise thinking, plans for action, poetry for
- c. use language and style that are appropriate to the reader
- d. use and adapt the features of a form of writing, drawing on
their reading planning and drafting
2. To develop their writing on paper and on screen, pupils should be
- d. proofread - check the draft for spelling and punctuation errors,
omissions and repetitions
6. Pupils should be taught: a.how written standard English varies in
degrees of formality (for example, differences between a letter to a friend
about a school trip and a report for display)
7. Pupils should be taught the purposes and organisational features of
paragraphs, and how ideas can be linked.
Breadth of study
9. The range of purposes for writing should include:
- b.to inform and explain, focusing on the subject matter and how to
convey it in sufficient detail for the reader
- c.to persuade, focusing on how arguments and evidence are built up
and language used to convince the reader
- d.to review and comment on what has been read, seen or heard,
focusing on both the topic and the writer's view of it.
10. Pupils should also be taught to use writing to help their
thinking, investigating, organising and learning.
11. The range of readers for writing should include teachers, the
class, other children, adults, the wider community and imagined readers.
12. The range of forms of writing should include reports,
explanations, opinions, reviews, commentaries.
History Knowledge and understanding of events, people and changes in
2. Pupils should be taught:
- a.about characteristic features of the periods and societies
studied, including the ideas, beliefs, attitudes and experiences of men, women
and children in the past
- b.to identify and describe reasons for, and results of, historical
events, situations, and changes in the periods studied
4. Pupils should be taught: a.how to find out about the events, people
and changes studied from an appropriate range of sources of information,
including ICT-based sources (for example, documents, printed sources, CD-ROMS,
databases, pictures and photographs, music, artefacts, historic buildings and
visits to museums, galleries and sites)
Organisation and communication
5. Pupils should be taught to:
- a.recall, select and organise historical information b.use dates
and historical vocabulary to describe the periods studied
- c.communicate their knowledge and understanding of history in a
variety of ways (for example, drawing, writing, by using ICT).
Transport and Invention
This lesson develops children's sense of the continuity of history. It
shows how inventions are often built upon on what has been achieved as a result
of earlier inventions. It looks at the history of transport and inventions, and
asks children to sort forms of transport, and inventions, into chronological
- To be able to recognize and name a selection of forms of transport,
- To be able to sort these into a correct chronological order.
- To be able to estimate when major inventions were made
- To understand the way in which many inventions build on what has
been discovered before.
- To use words such as century, year, and other time related words
such as AD and BC correctly
National Curriculum Links
- KS2 History Organisation and communication 5) Pupils should
be taught to: (a) recall, select and organise historical information (b)use
dates and historical vocabulary to describe the periods studied (c) communicate
their knowledge and understanding of history in a variety of ways
- All children will learn that different methods have been used to
transport goods during historical time.
- Some children will learn the order in which the forms of transport
and major inventions appeared.
- A few children will learn what needs the inventions were a response
to, who some of the major inventors were, and what some of the major social
Our education team values creativity and would like the opportunity
to discuss specific bespoke projects with you. Activities might include:
- Puppets and storytelling (DT/Art/Literacy)
- Creative writing in response to aspects of canal life or
- Art around the canal and the museum (Art)
These could be on a one-off visit or as part of an on-going link
between our team and your school. Contact the Education Officer at
email@example.com or on 020 7713 0836 to discuss how we can make
this work for you.
This lesson builds on what children already know about bridges. It
begins by classifying the different types of bridges by structure - block, arch
and framework - and then gives children the opportunity to try building their
own out of a variety of different materials.
National Curriculum Links
- KS2 Mathematics Ma3 Shape, Space & Measure:
Understanding Properties of Shape 2b
- KS2 Science Sc3 Materials and Their Properties: Grouping
& Classifying Materials 1a
- To be able to classify the simplest forms of bridge.
- To understand how these bridges are built.
- To understand the importance of three dimensional shape in
- To understand which materials are most suitable for building
bridges, and which are not
- All children will learn that there are different types of bridge,
and that they are built in different ways
- Some children will learn which materials are most suitable for each
type of bridge.
- A few children will learn which bridge types are suitable for each
type of situation.
Tunnel Engineering Challenge
Interactive workshop.During this session we will assume the
role of canal engineers. Explore the geography of the local area with reference
to how the growth of the canals and the structures along them helped to shape
the landscape the see today. They will in pairs dig a tunnel through sand
castle in order to discover the importance of strength in a structure and use
our new interactive exhibit to discover the importance of the arch. Students
will work in small and larger groups to solve problems posed by canal
National Curriculum Links
- KS2 Science Sc1 Scientific Enquiry: Ideas and Evidence in Science
1b, Investigative Skills 2a & b, Considering Evidence and Evaluating 2i, j,
& k, Sc4 Physical Processes Forces and Motion 2d
- KS2 Geography Knowledge & Understanding of Places 3
- To introduce the word 'engineer' and explain what it means
- To understand the difference between a river and a canal
- To understand the reasons for the construction of the canals.
- To understand how the canals were constructed.
A gauging rod is a calibrated pole that was used in the working days
of canals to measure how low in the water a boat was lying. Printed tables were
kept at toll offices showing the unladen weight, and depth in the water, of all
the boats using that canal. Tolls were charged according to weight of cargo. By
comparing the unladen position in the water with the laden position, measured
with the gauging rod, the toll clerk could tell how much weight of cargo was on
board the boat and therefore how much the toll would be. The museum has a
gauging rod in position alongside its centerpiece exhibit, the narrowboat
This workshop extends the knowledge of floating & sinking that
children have already acquired at Key Stage One. It introduces the concepts of
gravity & upthrust, investigates the effect of shape on buoyancy, and how a
gauging rod was used by making models of them both.
- To understand the meaning of the words float and sink.
- To introduce the concepts of gravity & upthrust
- To explore the influence of shape on the buoyancy on a body of
plasticine of a a given mass.
- To find out how a gauging rod was used to measure the relative
balance of upthrust and gravity in testing how laden a narrow boat was
- To introduce Newtons as a measure of force.
- KS2 Science Sc3 Materials & Their Properties: Grouping
& Classifying Materials 1a; Breadth of Study 2a.
- KS2 Mathematics Ma3 Shape, Space & Measures
Understanding Measures 4a; Breadth of Study 1d
- All children will learn the meaning of the words float & sink,
and be able to group a selection of common materials according to whether they
are buoyant or not.
- Most children will learn that a balance between upthrust and
gravity controls whether an object floats or sinks, and that a gauging rod can
be used to measure the relative balance between the two.
- A few children will understand that the shape of an object of
given mass will affect whether it floats or not.
Exploring Ice Theme Day
In the setting of
our Victorian ice warehouse, this day introduces the Norwegian ice trade and
the uses and properties of ice.
Features of the Day
- Introduction to the ice trade
- Making ice cream, Victorian style
- Towpath walk or boat trip (boat trip will incur an additional
Further Information About the Day
The ice theme day is created by running two two workshops on the same
day: Hokey Pokey and Melting Ice. These are described below.
Duration 50 min
The ingenuity of using salt and ice to create delicious ice creams.
Learn how to make ice cream and about the penny licks sold on the streets of
- The children will understand that adding salt to ice lowers the
- The children will know that ice cream was sold in the street and
that there was a hygiene problem
- The children will relate ice cream selling in the past and in the
NC Links History & Science
- KS2 Science SC3 Materials and their properties: Changing
- KS2 History Knowledge, skills and understanding 4a
Melting & keeping ice Changing materials
Duration 50 min
In this workshop we explore the problem of keeping things cold when
there are no freezers. Discover the importance of ice houses and learn about
insulators through active experiments.
- The children will understand that different materials provide
different amounts of insulation
- The children will understand the concept of fair
- The children will link Gattis warehouse with the above
National Curriculum Links
- KS2 Science Sc1 Scientific Enquiry: Ideas and Evidence in
Science 1b, Investigative Skills 2a & b,
- Considering Evidence and Evaluating 2i, j, & k,
- Sc3 Materials and their properties: Grouping and classifying
materials 1b, Changing materials 2b