LKS2 Topic: Mountains, Rivers and Coasts Block H: Oh I do like to be beside the seaside
Understand the effect of the first railways on coastal communities and learn about the great changes that happened during the Victorian Age that changed British leisure time.
Block H: Oh I do like to be beside the seaside[5 sessions] / Main outcome: Geography
Other outcomes: History English,Computing, PSHEandArt
By the end of this block you will have achieved the following outcomes: /
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
- Use maps, atlases, globes and digital/computer mapping to locate and describe features studied
- Locate the world’s countries, using maps to focus on their environmental regions, key physical and human characteristics and major cities.
- Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
- To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
- To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
- To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
- To use technology safely, respectfully and responsibly.
- To write for a range of real purposes and audiences as part of their work across the curriculum.
- To know how art and design reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
- To improve their mastery of art and design techniques including painting.
- To (begin to) equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments (KS3 Citizenship).
- To study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, for example; a significant turning point in British history such as the first railways.
- To address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.
- To construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- To understand that our knowledge of the past is constructed from a range of sources.
Session 1 History andGeography
The seaside holiday – when did it all begin?
Discover how the Victorian era was a time of great change and in particular how the coming of railways impacted on coastal towns. / Children will
- Begin to understand that the Victorian era was a time of great change for the people of Britain.
- Use photos and paintings to get a better understanding of how Victorians spent their leisure time.
- Consider how and why our holidays are similar and different to the Victorian holidays.
- Begin to consider that the introduction of railways had an impact on coastal towns.
Session 2
Art, EnglishandHistory
It’s quicker by rail!
Look at famous rail adverts encouraging holidays by the sea and begin to plan your own rail poster. / Children will
- Look at the famous adverts created by various rail networks encouraging people to visit coastal towns for their holidays.
- Consider why beach holidays are still as popular today.
- Consider what persuasive techniques were used in the posters – briefly discussing the term ‘propaganda’.
- Discuss why they think the posters are still popular today.
- Begin to consider ideas to persuade people to travel by rail to visit Blackpool.
Session 3
ArtandEnglish
Creating persuasive railway posters
Plan and paint an attractive rail poster to entice people to travel to Blackpool. / Children will
- Plan a rail poster to persuade people to travel by rail to Blackpool.
- From their plan, create their own railway posters based on the style of the historical ‘it’s quicker by rail’ adverts used to entice people on a coastal holiday.
- Consider what makes a poster effective as an advert.
- Carefully paint the poster.
Session 4
History andGeography
Collecting data
Use census information to find out about the lives of people in the growing coastal town, Blackpool in 1901. / Children will
- Understand how we know about the past.
- Use a genuine source of information to find out about an area in Blackpool in 1901.
- Use census information to answer questions about people and their lives.
- Begin to consider the impact of tourism on a coastal town.
Session 5
PSHEandGeography
Was it all so positive? – A debate
Debate the impact of tourism on coastal towns.Is it all positive? / Children will
- Use their data to draw conclusions about the impact of tourism on coastal towns.
- Consider the impact of the rail network and other developments on small coastal towns.
- Discuss possible positive, negative and long-term effects of tourism on coastal towns.
- Stage a debate about allowing the potential development of a coastal town.
Resources
Session 1
Provided: Victorian holiday PowerPoint; Copies of Victorian beach pictures for each group; Similarities & differences sheet, 1 per group.
You will need: Copies of Victorian beach pictures and Similarities & differences sheet; for each group.
Session 2
Provided: Train poster PowerPoint.
You will need: Access to ‘visit Blackpool’ website.
Session 3
Provided: Train posters Word document.
You will need: Individual whiteboards; A4 paper; A3 art paper; Paints; Rulers; Page template.
Session 4
Provided: 1901 census (Original and typed); Blackpool timeline; Images of St Chads Rd; Census questions; Original census documents.
You will need:Copies of the Microsoft Task Sheet and JPEG images
Session 5
Provided: Task sheet which includes fictional characters for the debate.
You will need: Room or Hall in which to hold a debate.
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