Who We Are…
The Trevithick Society is the #1 Charity for Cornwall’s Industrial Heritage. With an ever growing member base and almost 80 years of experience The Trevithick Society is an Established & Popular name you can Trust.
Sat18Jul201511:00 amThe Northern Quarries of Kit Hill
A walk by Steve Docksey.
Education and Resources
Our Educational Project
By developing resources for KS3 students (11 to 14 year-olds) we have been able to draw on the range of the collections relevant to this student age group and interests.
We have used the Trevithick Society collections to demonstrate how digital collections can be used to enhance learning, to benefit literacy skills and to accommodate National Curriculum requirements.
KS3 National Curriculum Links
The range of expected learning outcomes listed in the initial document sent out for consideration by teachers addresses the following requirements of the National Curriculum (2013) for Key Stage 3 students (listed below).
Initial interest has been for use with Gifted and Talented students but the breadth of possible learning outcomes would make the package easily adaptable for a wider range of abilities and ages.
Focussing on this one group of learners in the limited time available during the initial pilot term will allow for detailed development of resources which can then be adapted after consultation with teachers and learners to gauge where ideas can be adapted to make them more engaging or accessible for other groups.
Aims of KS3 National Curriculum (2013) – relevant subjects only
Students should be taught how to:
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
Pupils should be taught to:
- write accurately, fluently, effectively and at length for pleasure and information through:
- writing for a wide range of purposes and audiences, including:
- a range of narrative and non-narrative texts, including arguments, and personal and formal letters consider how their writing reflects the audiences and purposes for which it was intended
- gain historical perspective by placing their growing knowledge into different contexts
- understand connections between local, regional, national and international history
- between cultural, economic, military, political, religious and social history
- between short- and long-term timescales
- understand social, cultural and technological change in post-war British society
Design & Technology
- develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
- develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
Art & Design
Pupils should be taught:
- to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
- to use a range of techniques and media, including painting
- to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
- about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.
Students from Hayle Community School
During a recent project with students from Hayle Community School, students were encouraged to make connections between physical objects in the collections and digital document records relating to the physical collections and they looked at machinery, equipment and tools at King Edward Mine and at a range of documents on mining equipment and machinery, working conditions and pay, health and safety and design and marketing to make their own observations on the nature of collections and attitudes to them and what can be learned from them.
The project was designed to challenge the students in historical enquiry and the use of English, design and computer technology. Students learned about museum and archive collections and how they can be researched and how local connections and even family connections can be discovered, whilst learning about caring for collections and handling archive documents.
The Trevithick Society digital collections were used as a source of information during the sessions and digital images were also made available as a resource that the students could use with their own artwork and text (with reference to copyright and data protection issues).
One of the optional forms for presenting their findings was to design a poster and the posters are displayed here.
The students worked in groups to choose a theme for their poster and to collect their own images using the cameras provided or their own mobile devices. Back at school, the students designed and produced the posters.
Adult support was available to assist students to access websites and answer direct questions about documents and artefacts, but the work was driven by the students themselves.
In feedback, one of the most common responses was that they enjoyed being able to direct their own project and not just do what they were told to do or instructed to find out.