| Going to the Seaside
Suzie Powner and Vincent May
Introduction
GOING TO THE SEASIDE UNIT 4.
KS 1&2
YR 2 is divided into 4 Sections which pose the following questions:
Section 1 Who has visited other places? Where are they? How far away are they? How did you get there?
Section 2 What is the seaside like? Why do we like to go there?
Section 3 How is the seaside different from our locality?
Section 4 What was the seaside like in the past?
For each Section, the learning outcomes and objectives are shown in a table with possible links into Geography and other subject areas. Activities are suggested which use the archive materials, such as the example below, to meet these outcomes and objectives.
USING THE DCDA ARCHIVE:
The materials in the archive are found at the Home page in three separate search areas:
Interactive Maps: contains maps from the early nineteenth century (Tithe maps), Ordnance Survey maps dating from the 1880s and aerial photographs from the 1940s and 1970s.
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Photograph of Bournemouth
Pier showing a different perspective
of the same area as the previous image
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Learning Packages: these provide detailed background material on 14 subjects. For example, there is information about how our use of the seaside has changed and there are images such as the one below.
Date: 1855
Image Library: this holds over 20,000 searchable images. In the learning materials below, the URL for each suggested image, such as the one below, is given as a direct link so that you do not have to search the archive.
There is also an Interactive Timeline on the home page: http://www.dcda.org.uk/ which displays a selection of images from the Archive in time sequence.
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One of many souvenirs produced in the early twentieth century. What do we take home as souvenirs today? |
Inspire!
What was it like to live in a grand Victorian house by the sea? Bring the children to the Russell-Cotes Art Gallery and Museum perched on the seafront in Bournemouth. Diverse workshops are offered for children.
Contact the museum for more details.
www.russell-cotes.bournemouth.gov.uk
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Detailed information about searching the archive is provided in Theme 4, Schools Learning Materials, Topic 1, Introduction To The Materials In The Archive.
KS 1&2 YR 2 Geography UNIT 4 GOING TO THE SEASIDE Section 1
Who has visited other places? Where are they? How far away are they? How did you get there?
OUTCOMES, OBJECTIVES AND LINKS TO THE NATIONAL CURRICULUM FOR SECTION 1 ACTIVITIES:
| Learning Outcomes: |
Learning Objectives: |
This activity could also contribute to the following areas of the NC: |
The activities contribute to: |
Activities could also meet: |
Identify places and relate them to different types of environments
Reach conclusions from evidence
Organise a survey
Use ICT to present findings Know where the seaside is in relation to their locality |
To name and investigate places
To conduct a survey
To use geographical terms
To use maps & atlases To conduct a survey |
KS1 Geography 1a-d, 2a, c, d, 3a, b, d, 4a.
KS2 Geography 1a-e, 2a,c,d,f, 3a,b,c,g.
KS1 & KS2 English En1 Speaking & Listening 1,2,3. |
KS1 Mathematics Ma2, 5a, b.
KS2 Mathematics Ma4 Handling data 1a, c, f, g, h, 2a, b, c, d. |
Also provides opportunities to use IT and lots of opportunities for discussion and evaluation. |
ACTIVITIES
1. Ask the children what places they have visited and compile a list. ‘How did you get there?' could be included in this activity or in activity 3.
2. Help the children to locate the places by using a map and atlas and group them into types of environment, e.g. town, countryside, seaside, and represent the information pictorially or graphically. Which is the nearest seaside place?
With children in groups using maps in front of them to locate places, the teacher can concurrently access some of the places on the image library of the DCDA, using those which the children have chosen that also appear on the list below. (Alternatively, it may be possible to choose one or two places that the children themselves can access individually or in groups, depending on resources). This will give the children extra information about the type of environment to help with the environment grouping activity and to bring the places alive, offering a link from map to ‘real location'.
3. Help the children to design and carry out a school survey to find other places that have been visited, and find out, for example, which is the most popular place. Help the children to enter this information onto a database, using a data file with structure that you have created.
Using a large scale map pinned to a wall, children can place sticky labels or pin flags on areas they have visited in Dorset . The distribution of labels on the wall map will help children to understand what is meant by a ‘honey pot‘ site, a place which is very popular with tourists. Discuss with the children if there is a popular site which appears on their map. Using a piece of string, journeys to the holiday places from where the children live can be plotted. This visual geography can also be discussed with how the children got there (by train, by bus, by car). Old postcards bought on holidays could also be pinned to the map to illustrate where the children have been on holiday.
Inspire!
Take a trip to Charmouth Heritage Centre at Charmouth beach to find out what makes a coastline, who uses it and what can be seen (7-11 years). Or explore the seaside town of Lyme Regis and found out what life is like there through an educational tailor-made tour. Arrange an in-school fossil programme visit. Upcoming education packs will support Geography and Science units. www.charmouth.org . |
IMAGES
The following list provides URLs and keywords to a set of aerial photographs and some ground level photographs which show many of the places along the Dorset coast which children may have visited:
Locate the village. The SW corner of the image shows the sea, Chesil beach and the Fleet.
BOURNEMOUTH
Town area: http://www.dcda.org.uk/images/
jpg600/bbc_pht_13083d3.jpg
This is an oblique aerial photograph showing the central part of Bournemouth . Children may be able to tell you that there are some buildings which they know but which are not shown in this photograph, e.g. ASDA.
http://www.dcda.org.uk/images/
jpg600/bbc_pht_13081d3.jpg
A smaller area, larger scale: The central part of Bournemouth . Landmarks include St Peter's Church.
Seaside area: http://www.dcda.org.uk/images/
jpg600/bbc_pht_06707d3.jpg
Aerial photograph showing Bournemouth Pier and the Bournemouth International Centre (BIC)
http://www.dcda.org.uk/images/
jpg600/bbc_pht_06928d3.jpg
Smaller area, larger scale: The area around the pier and Central Gardens . Does not show the IMAX cinema, so questions about date.
BRIDPORT
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00635d3.jpg
Covers Bridport town and West Bay . By-pass can be identified.
BROWNSEA ISLAND
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00567d3.jpg
Most of the island is shown. Note boats and their wakes.
CHARMOUTH
(Old colour postcard)
http://www.dcda.org.uk/images/
jpg600/dcm_pht_04956d3.jpg
Good for comparing with the present.
CHESIL BEACH
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00531d3.jpg
Shows both the beach and the Fleet lagoon.
CORFE CASTLE
http://www.dcda.org.uk/images/
jpg600/dcm_pht_05593d3.jpg
Ground level photograph viewed from the south-west.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_05530d3.jpg
Looking north with Poole Harbour visible in background, cows in foreground, downs and heath.
DORCHESTER
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00579d3.jpg
Part of town also covers Maiden Castle .
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00578d3.jpg
This one shows more of Dorchester town.
DURLSTON also covers PEVERIL POINT
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00463d3.jpg
GOLDEN CAP
http://www.dcda.org.uk/images/
jpg600/dcm_pht_04940d3.jpg
(Colour postcard which also includes Charmouth beach)
HENGISTBURY HEAD
http://www.dcda.org.uk/images/
jpg600/bbc_pht_14449d3.jpg
An oblique aerial photograph (black and white) looking west. Shows groynes, beach huts and part of Christchurch harbour.
KIMMERIDGE
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00453d3.jpg
Vertical aerial photograph shows village, coast.
LULWORTH COVE
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00450d3.jpg
Vertical aerial photograph shows village, coast.
LYME REGIS
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00127d3.jpg
Oblique aerial photograph looking north-west. Beaches, cliffs, landslides, town.
MAIDEN CASTLE
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00579d3.jpg
Vertical aerial photograph shows part of Dorchester and the embankments and ditches of the Iron Age fort.
PEVERIL POINT
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00463d3.jpg
Details of the coast and parts of Swanage.
POOLE
http://www.dcda.org.uk/images/
jpg600/bul_aps_00418d3.jpg
Town centre area/harbour inlet. Contrasts with the Sandbanks area postcard below.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08337d3.jpg
RINGSTEAD BAY
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00507d3.jpg
Beaches, hamlet, farms.
RINGSTEAD BAY/OSMINGTON MILLS/BRAN POINT
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00506d3.jpg
Beaches, hamlet, farms, cliffs, rocky shore.
STUDLAND
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00477d3.jpg
Village and main National Trust car park.
SWANAGE
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00463d3.jpg
Vertical aerial photograph of the town – car parks, beach, main roads all identifiable.
TILLY WHIM CAVES
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10253d3.jpg
Old postcard for contrast with modern views.
TYNEHAM
http://www.dcda.org.uk/images/
jpg600/dcm_aps_02524d3.jpg
Black and white aerial photograph from the 1940s. N.B. south is at the top of this image.
WEST BAY
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00624d3.jpg
Shows West Bay before the new harbour entrance was built and the beaches to the east.
WEYMOUTH
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00500d3.jpg
Weymouth/Lodmoor/Preston: town and beaches.
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00537d3.jpg
Weymouth Harbour/Radipole Lake/Weymouth Beach.
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00541d3.jpg
Weymouth Harbour/Portland Harbour/Rodwell.
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00542d3.jpg
Weymouth Harbour/Portland Harbour/Rodwell/Wyke Regis.
WORBARROW BAY
http://www.dcda.org.uk/images/
jpg600/dcc_aps_00451d3.jpg
Differences in colour of cliffs reflects different rocks.
KS 1&2 YR 2 Geography UNIT 4 GOING TO THE SEASIDE Section 2
What is the seaside like? Why do we like to go there?
OUTCOMES, OBJECTIVES AND LINKS TO THE NATIONAL CURRICULUM FOR SECTION 2 ACTIVITIES:
| LEARNING OUTCOMES |
LEARNING OBJECTIVES |
This activity could also contribute to the following areas of the NC: |
The activities contribute to: |
Activities could also meet: |
Relate specific human and physical features to a given place.
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To use a variety of resources to find out information.
To investigate a place.
To understand the effects of weather on people and their surroundings.
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Key skills of communication and working with others, thinking skills connected with information processing, reasoning, creative thinking, education for sustainable development.
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KS1 Geography 1, 2a, d, 3a, b, c, d, 4a, b, 5a, b, 7a
KS2 Geography 1a, c, d, 2a, d, 3a, b, c, d, e, 4a, b, 5a, b.
KS1 Citizenship 1a, b, 2a, b, g, 3g, 4a, b, c.
KS2 Citizenship 1a, 2a, 2j.
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Activity 3 also contributes to:
KS1 History 1a, b.
KS2 History 2a, b.
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There are also opportunities during discussion to cover health & safety issues associated with the weather, vehicles and the seaside. |
KS1 English En1 Speaking & listening 1-3, 8a, c, d, 9a, b, 10b, c.
KS2 English En1 Speaking & listening 1a-f, 2a, b, e, 3a, b, c, d, f 10a, c.
KS1 History 1a, b, 2a, b.
KS2 History 1b.
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Activity 4 also contributes to:
KS1 English En3 Writing 1-7 and 9a, b and 10, 11, 12.
KS2 English En3 Writing 1-7 and 9a, b and 12.
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ACTIVITIES
Each group of 4 or 5 children is given the set of printed images. There are 17 in total, but a selection could be used. The class may be working together, with the teacher writing up the keywords arising from feedback. Alternatively, the activity might be done as a group activity, with each group making their own lists and then giving feedback to the whole class.
1. What can we see in these pictures that tell us that they are at the seaside?
This might lead to 2 different lists being written up – on one side of the board the teacher writes the natural physical features (e.g. sea, cliffs, beach, sand, seaweed) and on the other side the 'human' features (e.g. beach hut, boat). The buildings that are only likely to be found at the seaside could be underlined. The question might also elicit comments on what people are doing – e.g. swimming/paddling/sailing - otherwise the class could be prompted – what are the people doing? The images provide opportunities to discuss many other different issues. For example, images with people sunbathing could raise questions about being by the seaside safely .
Here the teacher could talk to the class about wearing suntan lotion and hats, and covering up when in direct sunlight. These are crucial aspects of Citizenship, but also help teach children how to be healthy and stay safe ('Every Child Matters' ).
The activity does not have to be entirely image-fed: 'What else have you seen/done at the seaside?' during the discussion phase, may fill in the gaps (e.g. boogie boards, sandcastles, donkeys) and also bring in the individual or the unexpected.
2. Which pictures were taken in summer?
Group them together and think about why they look like summer pictures. Which season might some of the other pictures be from and why?
The two photographs of Old Harry Rocks are given to each group.
(1912)
(1949)
Alternatively, one of the images could be shown on an interactive board.
Old Harry © V May 2006
Which picture is the most recent? What has changed in these pictures? Why do you think that has happened?
Look at the coastline in the photos below. Do you think it has always looked like that?
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Two contrasting images of Chesil beach which could be used for this activity |
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Inspire!
Both images include the site of the Weymouth Sailing Academy , the 2012 Olympic sailing venue. Find out more on www.wpnsa.org.uk |
4. Choose one of the pictures on your table and imagine stepping into it.
Now write down what you can see around you. How did you get there? What are you doing there? How do you feel? Another question that could be posed to the class would be "How do you think a child from a different country might feel about being there?" What would be different for them? For example, you could discuss how a child from Africa might feel on Chesil Beach . Would they feel cold? Would they have seen the sea before? How might they feel about walking around all those brick houses? Perhaps if the child was from a fishing village in Sri Lanka , would they be surprised to see all the holiday homes and sailing activities? By introducing a different perspective, the children may start to understand that they may be used to (and comfortable in) certain environments that other children may not be.
Alternatively, a list of questions could be provided as a guide to writing for this activity.
IMAGES
1.
Chesil Beach painting - shingle/stormyish/driftwood/boats drawn up out of water/beach empty - contrasts with summer resort pictures, conjures out-of-season and different feelings. The image below shows a different view of the same beach
Inspire!
A new experience: try looking at the Fleet Lagoon seabed through a glass bottom boat! To access a CD containing KS 2 and 3 worksheets and guidance on Chesil Bank and the Fleet Nature Reserve telephone Hazel Griffiths on 01305 760579. For boat bookings fax 01305 759692. |
2. http://www.dcda.org.uk/images
/jpg600/dcm_pht_04941d3.jpg
Charmouth – busy beach in summer/windbreaks, deckchairs, children in rubber dinghies in water/small boat on beach/running dog/people paddling in distance – waves bit fierce for swimming and tide on way out.
What's the yellow hut for? Might know or guess.
Windiness shown by girl's dress blowing/windbreak.
3. http://www.dcda.org.uk/images/
jpg600/dcm_pht_04940d3.jpg
Charmouth – similar to above but takes longer and wider view, including cliff-top use for leisure as well as beach – could note windbreaks facing different direction to previous picture.
4. http://www.dcda.org.uk/images/
jpg600/dcm_pht_04944d3.jpg
Charmouth – playing in pools, lots of seaweed, links to rock pooling, sunhats.
5.http://www.dcda.org.uk/images/
jpg600/bul_aps_00358d3.jpg
Knoll Beach car park/beach at Studland contrasts the space for cars with that for people/trees etc. Children may have their own anecdotal stories about being stuck in traffic jams/parking/car parks/irate parents/frustration etc. This could lead to discussion on development and transport issues and seasonality. For example, children could discuss better ways to get to the beach like a park-and-ride bus or cycling from the Bed and Breakfast Guest House. Additionally, there could be a discussion about the effect all those cars are having on the environment. Do the cars pollute the environment, rip the grass and scare off the wildlife? Or is it the people who have this effect?
6. http://www.dcda.org.uk/images/
jpg600/dcm_pht_03549d3.jpg
Bournemouth beach overflowing with deckchairs and people, 1957. Punch and Judy. People may be more likely to go abroad now – so the beach may not be quite so packed. This is an opportunity to discuss changes in transport and economy. Is this image of the ‘heyday' for British seaside holidays? How would the children feel about being on a packed beach like this? Would there be room to play and have fun? Also this might be a good opportunity to talk about other places abroad that look like the picture today, e.g. Spain or Tenerife . Perhaps the children have some holiday photos at home which resemble the scene at Bournemouth.
7. http://www.dcda.org.uk/images/
jpg600/dcm_pht_13664d3.jpg
Ammonites. Children may have seen similar in ‘real life' and may even have gone fossil-hunting. Could lead to discussion about why we see them at the seashore – the effects of weather and sea in revealing and erasing.
8. http://www.dcda.org.uk/images/
jpg600/rcm_art_02185d3.jpg
Watercolour white chalk cliffs (Old Harry Rocks) – boats, hues of sea and reflections emphasise fair-weather, gulls wheeling, contrasts with busy sands in other pictures and shows ‘countryside' cliff-top in contrast to highly developed areas adjacent to popular beaches.
9. http://www.dcda.org.uk/images/
jpg600/dcm_pht_10432d3.jpg
Swanage, fair-weather sea/busy beach/Punch and Judy/clock-cum-shelter. Lots of different sorts of boats: pedalo/speedboat and water skier/canoes/sailboat/rubber dinghy/ice-cream hut. Much of why people like going is covered, plus contrast of cliffs with sands.
10. http://www.dcda.org.uk/images/
jpg600/dcm_pht_06190d3.jpg
Historic rather than recent picture. Shows stormy seas with sailing ships, buildings and high sea walls.
11. http://www.dcda.org.uk/images/
jpg600/dcm_pht_12120d3.jpg
Weymouth seafront. Boats for hire/swimming/canoe/buildings - what might they be: hotels, shops – what other sorts of buildings do we get on seafront? May lead on to other features, e.g. ice-cream kiosks, amusement arcades.
12. http://www.dcda.org.uk/images/
jpg600/dcm_pht_10940d3.jpg
Wrecked boat with figures and a dog silhouetted on the beach and rescue in progress. Rocky shore/power of the waves.
13. http://www.dcda.org.uk/images/
jpg600/dcm_pht_04429d3.jpg
West Bay 1968. Crane in action, brings in idea of sea wall and foundations for ideas about sea defence/coast protection. Effects of weather/power of sea.
13a. http://www.dcda.org.uk/images/
jpg600/dcm_pht_04148d3.jpg
West Bay 1968. Showing early part of construction of new promenade includes digger too and leaves room to imagine what might be being built/changed.
Both 13 & 13a should challenge the conventional image conjured by ‘seaside'.
14. http://www.dcda.org.uk/images/
jpg600/dcm_pht_12381d3.jpg
An outdoor café with a teacup ride brings in catering (cafes, kiosks etc) at the seaside. Do the children have any memories/feelings associated with food at the seaside?
15. http://www.dcda.org.uk/images/
jpg600/dcm_pht_03656d3.jpg
Bournemouth piers/large boats and a pleasure steamer, 1960s postcard.
15a. http://www.dcda.org.uk/images
/jpg600/bbc_pht_06707d3.jpg
Bournemouth pier and seafront buildings in modern aerial photograph.
16. http://www.dcda.org.uk/images/
jpg600/dcm_pht_03545d3.jpg
Old black and white photograph of men fishing from Bournemouth pier, raises all sorts of issues and possible comparisons with the present.
KS 1&2 YR 2 Geography UNIT 4 GOING TO THE SEASIDE Section 3
How is the seaside different from our locality?
OUTCOMES, OBJECTIVES AND LINKS TO THE NATIONAL CURRICULUM FOR SECTION 3 ACTIVITIES:
| LEARNING OUTCOMES |
LEARNING OBJECTIVES |
This activity could also contribute to the following areas of the NC: |
The activities contribute to: |
Activities could also meet: |
Complete a sketch map by obtaining information from a photograph.
Relate knowledge and understanding of their own locality to another area.
Compare their lifestyle at home with that of living by the sea.
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To use aerial photographs.
To compare their own locality to look at how the land and buildings are used in the seaside area.
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'Key skills' of communication and working with others.
‘Thinking skills' creative thinking and 'evaluation'.
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KS1 Geography 1a-d, 2a, d, e, 3a, b, 4a, 5a and b.
KS2 Geography 1a-e, 2a, d, e, g, 3a, b, d, 4a, b, 5a, b, and could include 6 c-e.
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KS1 English En1 1-3 (Speaking, listening and group discussion and interaction).
KS2 English En1 1a, b, 2a, b, e, 3a-d.
KS1 Art and Design 1a, b, 2c, 3a, b, 5a, 5c.
KS2 Art and Design 1a, b, 3a, b, 5a, 5c.
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Early groundwork for ‘education for sustainable development' – the degree of discussion connected with this activity could be varied, so that it lays thorough groundwork or just as an ‘introduction' to thinking about development issues. |
KS1 Citizenship 1a, b, 2a, b, g, 4a, b, c.
KS2 Citizenship 1a, 2a, 2j.
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KS1 Science Sc2 Life processes and living things 5a, b.
KS2 Science Sc2 Life processes and living things 5b.
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ACTIVITY
1. This image http://www.dcda.org.uk/images/
jpg600/wdc_map_16735d3.jpg shows one person's idea of what a stretch of the Dorset coast looked like many years ago. They have used colour and some detail, like the ships, to tell us more about the area. If you were drawing this map today what do you think would be different? Children may need help in working out where the places are because the map is drawn from an unusual perspective. It combines the shape of the coast on the map with drawings of places as they might appear on the ground.
The map was drawn in the sixteenth century in order to identify places where defences such as castles could be built and also places where it might be possible for an enemy to land. The notes on the map refer to this. Other possible images for activities 1 and 2 are
2. Look at the aerial photograph http://www.dcda.org.uk/images/
jpg600/dcc_aps_00477d3.jpg
Any image which shows the area between Christchurch and the Isle of Purbeck could be used for comparison.
This shows a part of the same area that we just looked at on the old map. Draw your own map of the area shown on the photograph. What will you draw in first to help you place the smaller features?
Activities 3 and 4 could be done as a follow-up activity as homework.
3. For this activity you can use the map you have drawn as a base, or make up a map of an imaginary seaside place of your own. What sort of place is it? Is it a holiday town or an industrial town? Perhaps it is mainly countryside? Show this by putting in features like buildings, transport (e.g. roads, railway, boats), parks, fields or woodland? You might even want to include some animals in the sea, air or land.
4. Think of a name for your imaginary seaside place and use this as your title. Label some of the features on your map. Is this place like where you live now? Would you like to live in this place, or perhaps you would just like to visit?
5. Show your map to one of your friends and tell them about your seaside place.
6. Draw a leaflet advertising some of the things visitors can do when they visit your seaside place. Can they go swimming, walking, snorkelling? What kind of food could they buy? How could they get there: is there a special bus?
KS 1&2 YR 2 Geography UNIT 4 GOING TO THE SEASIDE Section 4
What was the seaside like in the past?
OUTCOMES, OBJECTIVES AND LINKS TO THE NATIONAL CURRICULUM FOR SECTION 4 ACTIVITIES:
| LEARNING OUTCOMES |
LEARNING OBJECTIVES |
This activity could also contribute to the following areas of the NC: |
The activities contribute to: |
Activities could also meet: |
To identify features of the seaside in the past.
To make comparisons with the seaside today.
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To detect differences in the seaside between then and now, using a range of resources.
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Key skills of communication and working with others, thinking skills connected with information processing, reasoning, evaluation and creative thinking.
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KS1 Geography 3c, d, 4a.
KS2 Geography 3d.
KS1 History 1a, b, 2a, b, 3, 4a, b, 5 with breadth of study 6b.
KS2 History 1a, b, 2a, b, c, 3, 4a, b, 5a, b, c with breadth of study 7, 11a. |
Activity 4 picks up on the ‘drama' element of the NC requirements for English.
Activity 5 can be implemented so as to pick up many of the requirements for KS1 and KS2 design and technology and art and design.
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To write a short report or a poem about a day at the seaside in the past.
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KS1 English En1 Speaking and listening 1-4 with breadth of study 8a, c, d, 9a, b, 10a, b, c, 11a, b, c.
KS1 English En3 Writing 1a-e, 2a-c, 3a-c, 4, 5, 7 with breadth of study 9a, b, c, d, 10, 11, 12.
KS2 English En1 Speaking and listening 1a-d, 2a-e, 3a-d, f, 4a, b with breadth of study 8b, 9c, 10a-c, 11a, c.
KS2 English En3 Writing 1a, b, c, e, 2a-f, 3, 4, 5, 7 with breadth of study 9a, b, d, 10, 11, 12.
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ACTIVITIES
1. Using the images in the image list below activity 6, talk with the children about how life was different then. This might include looking at the clothes, the place, transport, children, and the beach.
Note for teachers: an example of a timeline is at....
http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/06/
uk_british_seaside_history/html/1.stm.
2. Children might be asked, in groups, to put the dated images in chronological order. The teacher or helpers might need to lead this activity. If there is enough space, the images could be laid out by the groups in order in the classroom or in the hall. Some images are not dated, so the children could decide where they might go.
3. Repeat activity 2: Choose one of the pictures and imagine stepping into it. Now the picture is from the past, so what is different?
Write down what you can see around you. How did you get there? What are you doing there? How do you feel? Alternatively, a list of questions could be provided as a guide to writing for this activity, or a report or poem could be produced.
Repeating this activity should help to focus on the differences.
4. The children could literally ‘step into' a chosen picture by acting out a tableau or scene based on an image. This could be done in groups, with each group in turn showing their scene or tableau to the rest of the class.
Images that could be particularly useful for this activity include those numbered: 2, 5, 9, 12, 14, 16, 17, 18, 19, 25, 26, 27, 29, 33, 35, 36 and 40.
This activity could be developed further, with children making or bringing in ‘props' or pieces of costume. Photographs could be taken, and displayed alongside the originals.
5. Ask each of the children to produce a piece of artwork to go on a class frieze of the seaside in the past. A simple background to the frieze could include a beach, cliffs and countryside/fields indicated by different coloured paper or textile, onto which they could stick their ‘cut-out' contribution. They could choose an object, vehicle, building, animal or person, or they might have other ideas. They could look again at the images to decide what they might produce. They could choose what technique to use (e.g. paper or textile collage, drawing, painting)
6. This is an alternative method of arranging a timeline through hands-on IT activity by the children.
1. Ask the children to find the following images by going to the link.
There are seven images provided, but you could limit this activity to the first four or five in the list.
2. Ask them to put the images into a timeline. They could be provided with the dates once they have found the images or might try to put them in time order by looking at the different clothing or vehicles. They can discuss their reasons for the order of their timeline.
Children
Find the images by clicking on the link
Sort the pictures into a timeline, oldest first
Tell us why you put them in this order
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10128d3.jpg
1900-1910
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10076d3.jpg
1895-8
http://www.dcda.org.uk/images/
jpg600/bbc_pht_16442d3.jpg
1853
http://www.dcda.org.uk/images/
jpg600/rcm_pht_19246d3.jpg
1979
http://www.dcda.org.uk/images/
jpg600/dcm_pht_03550d3.jpg
1950s
http://www.dcda.org.uk/images/
jpg600/rcm_pht_20326d3.jpg
Between 1900 and 1925
http://www.dcda.org.uk/images/
jpg600/rcm_pht_19243d3.jpg
1959 -1970
IMAGE LIST FOR ACTIVITIES 1-5
1. Portland from Weymouth : dated 1802-04 http://www.dcda.org.uk/images/
jpg600/dcm_art_01549d3.jpg
Can compare to later images of Weymouth .
2. 1900-1910 Swanage beach – what are they watching? http://www.dcda.org.uk/images/
jpg600/dcm_pht_10128d3.jpg
3. 1956 – lots of people - hats/bow tie/suits and ties/long coats – different yet not so different from now…
http://www.dcda.org.uk/images/
jpg600/bbc_pht_06855d3.jpg
4. 1909 Sandbanks, lots of people, bikes, lots of children/people on beach, very noticeable no plastics/toys – bucket/spade, windbreaks etc none of the usual seaside paraphernalia we see now.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08325d3.jpg
5. Bournemouth 1927.
http://www.dcda.org.uk/images/
jpg600/rcm_art_02174d3.jpg
6. West Lulworth, 1906, many people on works picnic, 'formal' picture in rocky setting. A good point to ask whether we are allowed to do that today. At Lulworth, the area seen in the photograph is closed to the public because of concerns about the risks from so-called ‘freak' waves and falling rocks. Good discussions on being safe outdoors and why people's attitudes were different in the past.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_07631d3.jpg
Inspire!
Who was Grace Darling? A KS1 lesson plan about Grace Darling can be found on the RNLI website. They also offer other printed resources at no cost.
www.rnli.org.uk/shorething |
7. St Mary Street , Weymouth , with horses, carts and buildings. Unusually it is looking from the harbour – as if from a boat – towards the seafront.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01639d3.jpg
8. Bournemouth Square/trams 1875/1925.
http://www.dcda.org.uk/images/
jpg600/rcm_pht_18839d3.jpg
9. Lovely one for transport circa 1905, shows tram/horse & rider/horse and cart on Poole Hill, Bournemouth http://www.dcda.org.uk/images/
jpg600/bbc_pht_06835d3.jpg
10. Poole tram/car.
http://www.dcda.org.uk/images/
jpg600/rcm_pht_20412d3.jpg
11. Bournemouth 1855.
http://www.dcda.org.uk/images/
jpg600/rcm_art_00100d3.jpg
12. Bournemouth 1875-1885.
http://www.dcda.org.uk/images/
jpg600/rcm_pht_02362d3.jpg
13. Branksome Chine 1969-1980. This one is more recent but children will notice that the cars are different. Also shows ‘typical' seafront resort buildings.
http://www.dcda.org.uk/images/
jpg600/rcm_pht_18869d3.jpg
14. Swanage 1896/98, bathing machines, horse and cart, people enjoying beach – recognisable but different.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10076d3.jpg
15. Battleships in Poole Bay WWI 1911-1914. Seen from Branksome Chine, encompasses cliff/beach area.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08035d3.jpg
16. Bournemouth Pier, children roller-skating, 1909.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_03579d3.jpg
17. Smiling windswept children paddling with tin buckets. About 1900.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_11654d3.jpg
18. Bournemouth coastguard 1800s.
http://www.dcda.org.uk/images/
jpg600/rcm_art_00101d3.jpg
19. West Lulworth coastguard 1860, with weapons.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_07636d3.jpg
20. Poole shipbuilding.
http://www.dcda.org.uk/images/
jpg600/rcm_art_02199d3.jpg
21. Fishing from Chesil beach 1914. http://www.dcda.org.uk/images/
jpg600/dcm_pht_02767d3.jpg
22. 1793 engraving from Portland looking to Weymouth Rd – buildings/people/landscape and masted ships shown – great contrast to present.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01558d3.jpg
Inspire!
What do you think it was like to live in a Tudor coastal garrison? English Heritage offers Discovery Visits to Portland Castle , supporting KS2 History. Children can find out what life was like in a Tudor garrison and experience Tudor music, song and dance. www.english-heritage.org.uk/learning |
23. Weymouth Harbour 1891.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01636d3.jpg
24. 1789-91 View of ‘Waymouth' harbour, lots of big masted ships, prompts discussion about place names.
http://www.dcda.org.uk/images
/jpg600/dcm_art_01645d3.jpg
25. 1794-96 Weymouth . What are they doing – is it a fishing boat? Horses on beach – a working horse rather than a pet? Town is small, lots of countryside.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01646d3.jpg
26. Weymouth . Lots of people enjoying the seaside. Boy playing with perky dog running into sea – and what is boy doing further along beach? – about to run from waves/observing the sail boat in bay? Image shows big differences in transport and clothes.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01981d3.jpg
27. Weymouth.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01943d3.jpg
28. Swanage 1856. Includes paddle steamer/sailing ships/buildings and artistic licence used in showing mountainous hills!
http://www.dcda.org.uk/images/
jpg600/dcm_art_01611d3.jpg
29. Swanage 1822/24.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01614d3.jpg
30. Swanage. Small town, largely undeveloped rural landscape compared to now. Image could be used to highlight importance of agriculture at coast.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01587d3.jpg
31. ‘Boscombe then and now' postcard.
http://www.dcda.org.uk/images/
jpg600/bbc_pht_16448d3.jpg
32. Christchurch Bay 1886. In this one there are no ‘human' features so even though it is from 1886 it could easily be a present-day scene.
http://www.dcda.org.uk/images/
jpg600/rcm_art_17322d3.jpg
33. and 33a. Poole harbour buildings/people/work/clothes/ships/transport.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08313d3.jpg
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08312d3.jpg
34. Poole (from Constitution Hill) 1857.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01897d3.jpg
35. Poole 1823, donkey being ridden, few houses, very rural. Could query accuracy of engraving – is there some stereotyping of the rural idyll?
http://www.dcda.org.uk/images/
jpg600/dcm_art_01899d3.jpg
36. Poole – lots of sailing ships in harbour and people rowing.
http://www.dcda.org.uk/images/
jpg600/dcm_art_01901d3.jpg
37. Poole from Constitution Hill 1903.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08145d3.jpg
38. Poole from Constitution Hill between 1900-1930, contrasts with image above and raises question of viewpoint, both physical and metaphorical.
http://www.dcda.org.uk/images/
jpg600/rcm_art_02166d3.jpg
39. Boscombe Chine Gardens about 1875. Thatched shelter over spa/sandy heath/tracks in sand rather than surfaced paths/hotel – this image could be used to introduce and discuss idea of seaside ‘health resort'. The hotel looks spooky, thatched shelter is like a ‘den', juxtaposition of full-blown hotel building/thatched building and heath-type landscape is quite surreal, worthy of Scooby-Doo adventures backdrop!
http://www.dcda.org.uk/images/
jpg600/bbc_pht_14028d3.jpg
40. Men and boys quarry-working, about 1895, at sea's edge, stone being lowered seawards so picks up on sea-transport.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10369d3.jpg
41. and 41a. Bathing machine reputedly used by George III on his visit to Weymouth in 1789.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_11748d3.jpg
There was a visit from a different King George (V) in 1911.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_12264d3.jpg
TRAINS
42. 1995 modern train approaching Poole Station.
http://www.dcda.org.uk/images/
jpg600/dcm_pht_08625d3.jpg
Three photos of Swanage Railway Station taken at different times from a similar angle:
43. 1887
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10826d3.jpg
44. 1966
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10649d3.jpg
45. 1995
http://www.dcda.org.uk/images/
jpg600/dcm_pht_10676d3.jpg
These 3 images could be used as a focus for discussion: Has anyone been on a train? What sort of train was it? Why did you go on it (for the experience itself or to get somewhere?) How can we tell that this picture is more modern than the first one? Some of the children may have been on Swanage railway (especially Santa train/Thomas) which would bring in more anecdotes.
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