How safe were Victorian mines?

EASTERSIDE ACADEMY Year 5 and 6 – How safe were Victorian mines?

Memorable Skinningrove Mining Museum Visit

Experience

National Curriculum History A local history study A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

PoS –

National Curriculum PoS- DT Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Make select form and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate understand how key events and individuals in design and technology have helped shape the world Technical knowledge Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs buzzers and motors.

National Curriculum PoS – Science Electricity (Y6) associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit (Y6) compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches (Y6) use recognised symbols when representing a simple circuit in a diagram.

Connect How did Pompeii become a lost city? ( Types of Rock) Y3/4 Where should we go on holiday? ( Links with history of Saltburn) Y5/6 Key Concepts History: to investigate and interpret the past/ build an overview of world history/understand chronology DT: design, make, evaluate and improve/ Master practical skills Science: electricity Declarative Knowledge – History - Victorian era

Declarative Knowledge – Science – Electricity

1837 – 1901 (period of Queen Victoria’s reign).

Industrial revolution: time of great technological advances, more things made in factories and canals/ railways were built.

Great contrast between life of rich and poor.

Had to pay for children to go to school.

Poor children – no education and couldn’t read or write.

Children worked/ earned money.

Jobs included: chimney sweeps, domestic servants, mill workers, factory workers, farm hands and working in coal mines.

Dangerous - few safety rules, long hours and low wages.

Coal: natural source of energy, burned to provide heat/ light.

Heat used to provide steam.

Steam can be converted into movement or another form of energy like electricity.

Electricity Cell: single unit, containing two electrodes and an electrolyte.

Electrodes: charged electrical conductors inside a cell, one positive, one negative.

Electrolyte: a chemical that reacts with the electrodes to produce an electrical current.

Battery: a collection of cells joined together.

Circuit Electricity can flow through components (bulbs, buzzers, motors) in a complete, electrical circuit.

Must have a power source (battery) with wires connected to the positive and negative ends.

A switch can create gap in circuit (to switch it off and on).

Switch open > gap in circuit > circuit off. Switch closed > complete circuit (no gaps) > circuit on.

Beginning of reign Only wealthy/ privileged children could afford school.

Poor children (4+) had to work to support family.

No laws to protect working children.

During reign New laws passed to make it illegal to employ young children.

1841 Mines Act: no child under <10 to work underground.

1868 Agricultural Gangs Act: no child <8 to be employed in a gang of farm workers.

1870 Education Act: education compulsory for all children aged 5-10 (not free until 1891).

1874 Factory Act: no child <10 to be employed in a factory.

1875 Climbing Boys Act: illegal to send boys up chimneys.

End of reign Many children, over the age of 9, still at work when Queen Victoria died in 1901.

Local History Ironstone is rock containing iron ore.

Found in Cleveland Hills extending out to the coast.

Outcome: Create a safety alert system for use in the mines.

Declarative Knowledge – Design and Technology Electronics Selecting components is important to ensure that the product is functional.

There are a range of different sensors, control devices and output devices that can be used together or separately depending on what function the product needs to achieve. These components are split into the three categories: Inputs - Light-dependent resistor (LDR), thermistor, sensor.

Processes – switch, resistor, programmable components Outputs – speaker, motor, LED These are the series of events that makes a system.

Components need to be housed in a protective, practical, safe and aesthetically pleasing coating to be both usable and appealing.

Electrical Components – A light-emitting diode (LED) is a semiconductor light source that emits light when current flows through it.

N.B. In the primary classroom, light emitting diodes (LEDs) with internal resistors should be used.

Resistor - limit the flow of current

EASTERSIDE ACADEMY Year 5 and 6 – How safe were Victorian mines?

Ironstone rocks collected from beaches on a small scale - mid-19th Century mining of ironstone began.

First large scale ironstone mine – Cleveland - Skinningrove on 7th August 1848, producing ironstone for shipment by sea to Bolckow and Vaughan’s Witton Park ironworks.

A mine in Eston was established in 1850. Over the next 20 years many other ironstone mines were established in Cleveland. It was like a 'gold-rush' - one new mining settlement was even named California.

Increasing the number and voltage of cells in a circuit will increase the electrical energy, which will make bulbs brighter and buzzers louder. The longer the wire, the smaller the flow of electricity, the dimmer the bulb and quieter the buzzer.

Circuit Symbols

Thousands of people came to find work in Cleveland in the ironstone mines and associated iron works - including coal miners from Durham, Northumberland & Scotland, tin miners from Cornwall, farm labourers from Norfolk, and migrants from Ireland.

Cleveland produced one third of the total UK iron output during Victorian & Edwardian times, leading to the rapid growth of Middlesbrough.

Vocabulary Subject Specific (This may include some Tier 3) Era, period, 19th century, Queen Victoria, reign, illegal, compulsory, child labour, .ironstone, mine, ‘gold-rush’ output, growth, Bolckow and Vaughan

around a circuit and can prevent damage to components.

Transistor – a miniature electronic component that can do two different jobs. It can work either as an amplifier or a switch: When it works as an amplifier, it takes in a tiny electric current at one end (an input current) and produces a much bigger electric current (an output current) at the other – a booster.

Buzzer - An output device that produces a buzzing sound when current flows through it.

Vocabulary Subject Specific (This may include some Tier 3) Cell, electrodes, positive, negative, electrolyte, current, battery, series circuit, parallel circuit, components, bulbs, buzzers, switch, conductors, insulators, incomplete/ complete circuit.

Vocabulary Subject Specific (This may include some Tier 3) Input, process, output, components, LED, resistor, transistor, device, current, flow,

Tier 2 design construct debate evaluate review compare contrast design elaborate investigate outline attribute retrieve infer recognise Procedural Knowledge (Skills) History Investigate and interpret the past • Use sources of evidence to deduce information about the past.

• Select suitable sources of evidence, giving reasons for choices.

• Use sources of information to form testable hypotheses about the past.

• Seek out and analyse a wide range of evidence in order to justify claims about the past.

• Understand that no single source of evidence gives the full answer to questions about the past.

• Identify continuity and change in the history of the locality of the school.

Understand Chronology • Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

• Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.

DT Master Practical Skills Electricals and Electronics • Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).

Design, make, evaluate and improve • Design with user in mind, motivated by the service a product will offer.

Science Electricity • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.

• Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.

• Use recognised symbols when representing a simple circuit in a diagram.

Revisit Chronology/Timelines Rocks Local History Cross curriculum links STEM Science- electricity PSHE – human rights/ rights of the child Health and Safety Outdoor Learning Opportunities Skinningrove Visit, Mine drama/role play DT: •Large scale circuits- use of outdoor space.

•Testing bulbs-make a cave/mine outdoors-Apply skills and solve problems.

Outcome: Create a safety alert system for use in the mines.

EASTERSIDE ACADEMY Year 5 and 6 – How safe were Victorian mines?

Power of Reading Text A town by the sea The Giant’s Necklace – (not POR – English links)

Outcome: Create a safety alert system for use in the mines.