Creative Learning at Touchstones Rochdale by Your Trust

CREATIVE LEARNING PROGRAMME

EARLY YEARS FOUNDATION STAGE KEY STAGE 1 KEY STAGE 2

link4life.org/touchstonescreativelearning

For more information or to book: call 01706 924492 or email schools@link4life.org

WELCOME With our unique Creative Learning programme you can provide your pupils with an exceptional cultural education experience that will reward them with the knowledge, skills and inspiration needed for both the classroom and lifelong learning.

The Creative Learning programme at Touchstones offers unique opportunities for children to explore education through immersive and enriching activities. Our workshops and resources have been inspired by the borough's collection and exhibitions and are delivered to you through the Link4Life Arts & Heritage Service. Discover for yourself our exciting range of cultural learning opportunities available to support your delivery of the curriculum.

â&#x20AC;&#x153; I just wanted to say thank you so much for our workshop today. I have been getting lovely comments all day from our staff who tell me how fantastic the workshops were for all classes involved, how the interaction with our children was excellent and how well it was adapted for our varying needs â&#x20AC;&#x153;

For more information or to book: call 01706 924492 or email schools@link4life.org

OUR CREATIVE LEARNING WORKSHOPS EYFS STORY TAKEOVER

EYFS/KEY STAGE 1 STEP INTO ART EYFS/KEY STAGE 1 PUPPET SCIENCE THEATRE EYFS/KEY STAGE 1 HELP! OUR DINOSAUR IS MISSING KEY STAGE 1 PLAYTIME OF THE PAST

KEY STAGE 1 DID GRANNY DRIVE A CAR? KEY STAGE 1 LIFE IN THE TRENCHES KEY STAGE 1/KEY STAge 2 THE VICTORIAN EXPERIENCE KEY STAGE 1/KEY STAge 2 explore the museum KEY STAGE 1/KEY STAge 2 GOBLINS, GHOSTS AND THE GOOD OLD DAYS 4

Interactive workshops for all of the senses. Choose a story and let us do the rest. Choose from the Three Little Pigs, The Billy Goats Gruff or The Gingerbread Man. Take an interactive journey into our glorious art gallery while creating your own masterpiece. We’ll provide the materials, you bring your imaginations! Let us come to you. Explore stories and science with Vicky Lomax’s pop-up puppet theatre. Choose from Owl Babies, Jack & the Beanstalk, Seaside Holidays or How to Lift a Lion. Hands on dinosaur fun. Find our colourful bones, feed the dinosaurs and make your own fossil.

Explore our interactive museum, play with toys from different periods in time and even make your own toy to take back to school. A fun, hands on workshop. Delve into our museum, discover old maps and create your own car. A fun, interactive and creative workshop in partnership with our Local Studies team. Learn about the soldiers of WWI, experience life in a trench, paint with mud and explore unique WWI archive documents with our Local Studies team. Experience a gruelling Victorian schoolroom, help with the laundry in the wash room, play traditional games and craft your own royal peg doll. Ever wanted to know more about our museum collection? Well, now you can. Become our newest curator and organise your very own mini-museum. Search for goblins, hear tales of terrifying ghost rabbits and follow the footsteps of past Rochdale residents on our interactive tour of Rochdale.

For more information or to book: call 01706 924492 or email schools@link4life.org

KEY STAge 2 the ghost village

KEY STAge 2 SIGNIFICANT PEOPLE OF SIGNIFICANT ROCHDALEPEOPLE OF ROCHDALE KEY STAge 2 PREHISTORIC SIGNIFICANT PEOPLE PROGRESS KEY STAge 2 ANGLO SIGNIFICANT SAXONS: PEOPLE OF THEROCHDALE SUTTON HOO MYSTERY KEY STAge 2 ROMANS: SIGNIFICANT PEOPLE OF THEROCHDALE EMPEROR HAS BEEN ASSASSINATED KEY STAge 2 ANCIENT SIGNIFICANT GREEKS: PEOPLE OF THEROCHDALE DEATH OF ARCHIMEDES

Looking for a local history topic? Step back in time with our Local Studies team and discover the spooky story of the lost and forgotten village of Watergrove. Join our Local Studies team as you learn more about Rochdale’s most influential people. Explore their lives and find out how they put Rochdale on the map. There’s a skeleton in the bog! But where’s it come from – the Palaeolithic, Mesolithic, Neolith or the Bronze and Iron Age? Only you can figure it out. Who’s that skeleton? Could it have been a farmer, a monk, a warrior or a king? Follow the clues to find out. Who killed the Emperor? An angry Celt? A treacherous guard? A member of the Senate? Or his closest friend? Look at the clues, solve the problem. The greatest mathematician of Greece has perished – but by whose hand? Was it a Scythian guard, a Spartan warrior, a Corinthian artist or a Roman soldier?

KEY STAge 2 ANCIENT SIGNIFICANT EGYPTIANS: PEOPLE HELP! OF ROCHDALE OUR MUMMY IS MISSING

Our mummy has gone but we don’t know who it is? It could be Tutankhamun, Cleopatra, Rameses II or Khufu. Can you help us figure it out?

KEY STAge 2 SIGNIFICANT PEOPLE WW1: OF ROCHDALE THE SORROWFUL SOLDER

Who is buried at the unmarked grave? Explore the archival letters and artefacts of local soldiers to figure it out.

KEY STAge 2 DINOSAUR DISCOVERY KEY STAge 2 PROTEST LIKE PETERLOO

Turn your teacher into a dinosaur, dig for bones, rebuild the skeletons and design a new and improved animal. Mathematical and creative fun for all. The Creative Questers are really, properly annoyed and they want to protest about it! The problem is they don’t know what they are annoyed about or how to express this annoyance. What’s worse is that they don’t know how to make a positive change, in order to stop being annoyed. And so they need your help to figure out how to protest.

For more information or to book: call 01706 924492 or email schools@link4life.org

STORY TAKEOVER STORY DETECTIVES

Oh no! A story has become lost in our museum. Can you help the Creative Questers find it again? To do this you’ll have to collect all the story items hidden around the museum. But what story is it - The Three Little Pigs, The Gingerbread Man or The Billy Goats Gruff?

TELL ME A STORY

Now that we’ve found the lost story, it’s time to tell it. Complete with songs, actions and a whole lot of fun. So sit down, open your ears and enjoy.

LET’S PLAY

Explore your favourite story through play. Sing songs around the parachute. Use musical instruments to become different characters. Make troll soup, dig through pig sties or simply have some flour fun with our messy play. All suited to your story.

GETTING CRAFTY

Get all arty with some story themed crafts. Make your own gingerbread man, design a hideous troll or even make the three little pig’s houses. We’ll provide the glue, scissors, paper and pens - you bring your imaginations.

Early years foundation stage CURRICULUM MAP

Communication and Language • Children develop their own narratives and explanations by connecting ideas or events • Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions Personal, Social and Emotional Development • Children follow instructions involving several ideas or actions • They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations Physical Development • Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space • Children handle equipment and tools effectively Expressive Art and Design • Children make music and experiment with ways of changing the music • Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function

For more information or to book: call 01706 924492 or email schools@link4life.org

STEP INTO ART ART SPY WITH MY LITTLE EYE

Let’s start with a game. But this isn’t your usual ‘eye spy’ - oh no - instead of looking for words you must look for descriptions. What will you see?

SHAPE SORTING

Our gallery shape monsters are hungry and it’s up to you to feed them. However, you can only use the shapes you can see in the gallery’s artwork.

COLOUR CRAFTING

What colours can you see in our artwork? Could you recreate those colours using cellophane tiles and light boxes? Let’s get colourful and find out.

MOVE MAKING

There’s movement in art! From the form and flow of a sculpture to the dancing shapes within the paint. But how will our artwork make you move?

REMAKE ART

Now that you have found the shapes, colours and moving patterns within the artwork it’s time for you to remake within our giant floor frames.

EARLY YEARS FOUNDATION STAGE & KS1 CURRICULUM MAP

Early Years Foundation Stage • Children talk about size, position and distance to solve problems • Children recognise, create and describe patterns • Children explore characteristics of everyday objects and shapes and use mathematical language to describe them • Children work as part of a group and understand and follow the rules • Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space • Children safely use and explore a variety of materials experimenting with colour and design • Children use what they have learnt in original ways. They represent their own ideas, thoughts and feelings through design and dance KS1 • Children use a range of materials creatively to design and make products • Children develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

For more information or to book: call 01706 924492 or email schools@link4life.org

PUPPET SCIENCE THEATRE

EARLY YEARS FOUNDATION STAGE & KS1

THEATRE

CURRICULUM MAP

OWL BABIES

Communication and Language • Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately while engaged in another activity • Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events • Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events. They develop their own narratives and explanations by connecting ideas or events

Choose a story, sit back, relax and enjoy all the fun of the theatre. Designed and delivered by the amazing artist and puppeteer Vicky Lomax, these workshops stimulate thinking and challenge children’s ideas about science. Sage the Pixie is confused. Why do some animals sleep all day and are only awake all night? Help her understand by identifying different woodland animals and their habitats. An original performance based on the book by Martin Waddell.

JACK & THE BEANSTALK

Onion the Pixie loves plants. She loves their roots, leaves, flowers and stem. Yet, she’s confused as to how they grow. Share in her journey as she discovers how plants need water, light and a suitable temperature to survive and grow.

HOW DO YOU LIFT A LION?

Meet Albert Lionstein and find out what his favourite scientific objects are. Can you help him to solve a problem so he can reach the juiciest apples on the tree?

SEASIDE HOLIDAYS

Meet Candy Cane and find out what she brought back from the seaside on her last visit. Watch a live show of Punch and Judy before playing seaside games. Then make your own puppets.

Early Years Foundation Stage

Understanding the World

• Children use everyday language to talk about size, weight, position and distance to compare quantities and objects and to solve problems. They explore characteristics of everyday objects and shapes and use mathematical language to describe them • Children know about similarities and differences in relation to objects, materials and living things. They make observations of animals and plants and explain why some things occur, and talk about changes • Children select and use technology for particular purposes

Expressive Art and Design

• Children sing songs and make music. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function • Children use what they have learnt in original ways. They represent their own ideas, thoughts and feelings through design and art

KS1 Science

• Children identify and name a variety of common wild and garden plants, identify and describe the basic structure of a variety of common flowering plants, including trees • Children observe and describe how seeds and bulbs grow into mature plants • Children find out and describe how plants need water, light and a suitable temperature to grow and stay healthy • Children identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals • Children distinguish between an object and the material from which it is made • Children identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

Art and Design

• Children use a range of materials creatively to design and make products • Children use drawing, painting and sculpture to develop and share their ideas, experiences and imagination • Children develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

For more information or to book: call 01706 924492 or email schools@link4life.org

HELP! OUR DINOSAUR IS MISSING DINOSAUR HUNT

Oh no! Our dinosaur skeleton has escaped and has become lost. Can you help? Could you follow the clues and find all the dino bones hidden throughout the museum? We do hope so.

DINOSAUR PUZZLE

Once all the bones have been found, how do they go back together? Try your hand at dinosaur building as you sort out your collection of bones. But what dinosaur is it?

FEEDING TIME

Some dinosaurs ate meat, others ate leaves. Your task is to feed the correct food to the right dinosaur. But watch out for those sharp teeth.

DINO DIG

Have a go at being an archaeologist by digging for fossils and bones in our inflatable dig site. Once you’ve found something you can then make your own fossil to take home.

EARLY YEARS FOUNDATION STAGE & KS1 CURRICULUM MAP

Communication and Language

• Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity • Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events • Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events. They develop their own narratives and explanations by connecting ideas or events

Understanding the World

• Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes

Spoken Language

• Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Working Scientifically

• Asking simple questions and recognising that they can be answered in different ways • Observing closely using simple equipment • Performing simple tests • Identifying and classifying • Using their observations and ideas to suggest answers to questions • Gathering and recording data to help in answering questions

For more information or to book: call 01706 924492 or email schools@link4life.org

PLAYTIME OF THE PAST SPOT THE DIFFERENCE

Follow our Creative Questers into the museum to explore how toys and games have changed (or stayed the same) from Victorian times to present day. Hunt for objects, solve questions and record your findings using our unique creative questers work book.

TIMELINE PUZZLE

Can you solve our devious puzzle? Hidden inside our time boxes are toys from different time periods - can you find where they belong? Be careful, it can get pretty tricky.

LET’S PLAY

Well, we’ve got all these toys haven't we? It would be rude not too. Explore, investigate and play with a variety of toys from throughout history. Which will be your favourite?

KS1 CURRICULUM MAP

GETTING CRAFTY

It’s time to craft your very own toy, and in particular a cup and ball. Once completed (and fantastically decorated) you’ll have to test it out. How many times can you get the ball in the cup? It’s harder than you think.

For more information or to book: call 01706 924492 or email schools@link4life.org

DID GRANNY DRIVE A CAR? SPOT THE DIFFERENCE

Follow our Creative Questers into the museum to explore how modes of transport have changed, or even stayed the same, throughout history. Search for clues, solve riddles and record your findings using our unique creative questers work book.

TIME LINE PUZZLE

Do you think you can solve our tricky puzzle? Let’s find out. Within our time boxes are items and images of historic modes of transport, your task is to find out where they belong. Place them on the timeline and see how many you can get right.

LET’S PLAY

Use play to explore historic and present day maps of Rochdale. Take a toy packhorse over the Cotton Road, or a model sports car down the motorway and figure out which transport can get to every location on the map.

GETTING CRAFTY

Let’s get crafty. Build your own cardboard car and decorate it in any style you see fit. Will you go for a streamlined yellow number or for a furry, purple, four wheeled beast?

KS1 CURRICULUM MAP

History • Children know where the people and events they study fit within a chronological framework • Children can identify similarities and differences between ways of life in different periods • Children understand some of the ways in which we find out about the past and identify different ways in which it is represented • Changes in living memory • Events beyond living memory - the flight of the first aeroplane • Significant historical events, people and places in Rochdale Art and Design • Children use a range of materials creatively to design and make products • Children use drawing and sculpture to express their ideas and imagination Geography • Children can understand geographical similarities and differences through studying the physical geography of Rochdale • Children can use basic geographical vocabulary • Children can use simple compass directions and locational and directional language to describe the location of features and routes on a map

For more information or to book: call 01706 924492 or email schools@link4life.org

LIFE IN THE TRENCHES TIME TRAVEL

Go back in time to experience life during WWI. Crawl through the trenches, create a muddy mock-up of ‘no man’s land’ and try to relax at home after the war.

PUZZLE TIME

Let’s see if you can solve our WWI puzzle. You will be given three mixed up museums. Can you correctly identify and categorise the objects? Let’s find out.

LET’S PLAY

Life must have been very hard in WWI but people still found time to play and have fun. Follow in their footsteps and take part in traditional games and sing-alongs while all the time crawling through a murky, musty trench.

KS1 CURRICULUM MAP

GETTING CRAFTY

Roll up your sleeves and pick up your paintbrush, it’s time to make a giant mud painting. That’s right, instead of paint you will use mud to make a picture depicting life in the trenches It’s going to get messy!

For more information or to book: call 01706 924492 or email schools@link4life.org

THE VICTORIAN EXPERIENCE TIME TRAVEL

Go back in time to experience life in a Victorian school and wash room. Life was harder then, so prepare to work your socks off.

PUZZLE TIME

Let’s see if you can solve our Victorian puzzle. You will be given three mixed up museums. Can you correctly identify and categorise the objects? Let’s find out.

LET’S PLAY

Learn more about Victorian life by playing some of their traditional games. Get involved in a big group game of either charades, blind man’s bluff or the yes no game. Lots of fun!

GETTING CRAFTY

In Victorian times you’d have to be really rich to buy toys from a shop so most boys and girls simply made their own. And now you can be just like them by crafting your very own royal peg doll or lavender pomander.

KS1 & KS2

CURRICULUM MAP

History • Children know where the people and events they study fit within a chronological framework • Children can identify similarities and differences between ways of life in different periods • Children understand some of the ways in which we find out about the past and identify different ways in which it is represented • Changes in living memory • Events beyond living memory • The lives of significant individuals in the past who have contributed to national and international achievements - Queen Victoria Art and Design • Children use a range of materials creatively to design and make products • Children use drawing and sculpture to express their ideas and imagination

For more information or to book: call 01706 924492 or email schools@link4life.org

EXPLORE THE MUSEUM MUSEUM HUNT

Help! We can’t find some of our museum artefacts. Can you help the Creative Questers find them all? To do so, you’ll have to join them on an interactive tour of the museum making sure to keep your eyes and ears open. Let’s see how many you can find and collect.

TIME LINE

It’s time to put your collected artefacts in order. One way to do this is to define where in time your object belongs. Anglo-Saxon Britain? Ancient Egypt? The Stone Age? Once you think you know, place your item on our roll-out time line. How many can you get in the right place?

EXPLORING TOUCHSTONES

Start your visit with a tour of the museum and art gallery. Find out about the exciting objects we have and who looks after them.

CURATE

Ever wanted to make your own museum? Well here’s your chance. You’ll need to describe and display the objects within their categories. But what are the items made of? What were they used for? Where are they from?

KS1 & KS2 CURRICULUM MAP

For more information or to book: call 01706 924492 or email schools@link4life.org

GOBLINS, GHOSTS & THE GOOD OLD DAYS THE BAUM RABBIT MUSUEM WALK

KS1 & KS2

CURRICULUM MAP

KS1 History • Children know where the people and events they study fit within a chronological framework • Children can identify similarities and differences between ways of life in different periods • Children understand some of the ways in which we find out about the past and identify different ways in which it is represented • Changes in living memory • Events beyond living memory • The lives of significant individuals in the past who HUNTING THE BLUE PLAQUES have contributed to national and international Rochdale is full of historic wonders. The best of achievements - Queen Victoria the best are all highlighted with a round blue plaque. Follow the Creative Questers on a short tour KS2 History around Rochdale Gardens, hunting for the historic • Know and understand significant aspects of the and the important. Sites include Roch Bridge, history of the wider world, the nature of ancient Rochdale Remembrance, Rochdale Town Hall, civilisations, the expansion and dissolution of the Church Steps and St Chads Church . empires, characteristic features of past non-European societies, achievements and follies THE STORY OF THE GOBLIN BUILDERS of mankind Step out into Broadfield Park and follow the • Gain and deploy a historically grounded footsteps of the legendary goblin builders understanding of abstract terms such as ‘empire’, mischievous faerie folk that plagued the town of ‘civilisation’, ‘parliament’ and ‘peasantry’ Rochdale 900 years ago. Guided by the Creative • Understand historical concepts such as continuity Questers, you’ll march from St Chads Church to and change, cause and consequence, similarity, Touchstones, hearing about how the pesky difference and significance, and use them to make creatures moved each and every church stone connections, draw contrasts, analyse trends, frame from the bottom of the hill, next to the river, to the historically-valid questions and create their own top of the hill. structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed Ever heard of the Baum Rabbit? The local legend of a ghostly rabbit that haunts the streets of Rochdale? Well if you haven’t, here’s your chance. Follow the Creative Questers through our museum, keeping your eyes peeled for anything white. Search for the beast within the Tingle-Tangle Alley - a dusty cobbled road, Goose Street - the blustery ginnel and finally St Mary’s Graveyard. What you find there may just surprise you.

For more information or to book: call 01706 924492 or email schools@link4life.org

THE GHOST VILLAGE WHERE WAS WATERGROVE?

Work with our Local Studies team and Creative Questors to learn about the lost village of Watergrove. Explore maps, photographs, newspapers and more as you become expert researchers.

STEP BACK IN TIME

Can you find clues from the past around the museum? Pick up your clipboard and explore life in the past to discover how people lived, worked and played.

GET BUILDING

Can you build Watergrove? Using what you have learned in Local Studies, build your own village. Can you build houses, churches, mills and farms to create your very own Watergrove Village?

KS2 CURRICULUM MAP

History • A local history study • A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed • Gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history, between cultural, economic, military, political, religious and social history, and between short and long-term timescales English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates

For more information or to book: call 01706 924492 or email schools@link4life.org

SIGNIFICANT PEOPLE OF ROCHDALE LOCAL HISTORY DETECTIVES

Work with our Local Studies team and Creative Questors to find out about some of the people who have had an impact on our town or event the world. Use primary and secondary sources to do your own historical detective work.

CHARACTER PROFILES

You have a box of sources but who do they belong to? Use your new skills as historians to figure it out.

YES/NO GAME

Meet two of our significant people of Rochdale and ask them anything about their lives. However, they will only answer yes or no.

TOUCHSTONES HOT SEAT

Now really get to know one of our most significant people of Rochdale with an in depth interview.

KS2

CURRICULUM MAP

History • A local history study • A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and signifi cance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history, between cultural, economic, military, political, religious and social history, and between short and long-term timescales English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary. • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates

For more information or to book: call 01706 924492 or email schools@link4life.org

PREHISTORIC PROGRESS HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to discover how life changed from the Stone to the Iron Age by collecting and recording prehistoric artefacts. But who’s in the bog - a Palaeolithic, Mesolithic, Neolithic or Bronze and Iron Age person?

CURATE THE CHILDREN’S MUSEUM

Use the collected objects to make your very own museum. Organise artefacts, write descriptive labels and proudly display your work. Take the labels back to school with images of the artefacts and recreate your museum in your classroom.

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the puzzle of the body in the bog.

GET CREATIVE

Quick, we need more replica items! Can you make your very own historical artefact to take home? We hope so. Use clay to create either a Stone Age pinch pot or a more complicated Bronze Age beaker. Get ready to get messy!

KS2 CURRICULUM MAP

History • Changes in Britain from the Stone Age to the Iron Age • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world • Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past non-European societies, achievements and follies of mankind • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

ANGLO SAXONS: THE SUTTON HOO MYSTERY HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to investigate the different aspects of Anglo-Saxon Life. Collect and record historical artefacts to discover who was buried in Sutton Hoo. Was it a warrior, a monk, a peasant or a king?

CURATE THE CHILDREN’S MUSEUM

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the Sutton Hoo Mystery.

GET CREATIVE

We need more people to know about the fascinating Anglo-Saxons. Can you help by making your very own historical artefact to take home? If so, use clay to craft your own rune written amulet.

KS2

CURRICULUM MAP

History • Britain’s settlement by Anglo-Saxons and the struggle between them and the Vikings • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world • Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past non-European societies, achievements and follies of mankind • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

romans: THE EMPEROR HAS BEEN ASSASSINATED HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to explore and discover the story of Emperor Balbinus. Collect and record historical objects and artefacts to solve the question who assassinated the Emperor - the Senate, his friend, a Celt or a Roman Guard?

CURATE THE CHILDREN’S MUSEUM

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the puzzle of the assassinated Emperor.

GET CREATIVE

Help, we need more historical replicas! Can you make your very own Roman artefact to take home? If the answer is yes then get ready to craft a traditional amphora using air dry clay. Caution - it will get messy!

KS2

CURRICULUM MAP

History • The Roman Empire and its impact on Britain • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

ANCIENT GREEKS: THE DEATH OF ARCHIMEDES HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to discover the story of Archimedes. Collect and record historical artefacts to solve the mystery of his sudden death. But who did it - a Scythian Guard, a rival Greek, a Spartan spy or a Roman invader?

CURATE THE CHILDREN’S MUSEUM

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the puzzling death of Archimedes.

GET CREATIVE

We need more replicas. Can you make your very own historical artefact to take home? We hope so. Use clay to craft your own Greek coin (spend it wisely).

KS2

CURRICULUM MAP

History • A study of Greek life and achievements and their influence on the western world • Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past non-European societies, achievements and follies of mankind • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

ANCIENT EGYPTIANS: HELP! OUR MUMMY IS MISSING HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to explore the Ancient Egyptians’ relationship with death. Collect and record historical artefacts to solve the mystery of the missing mummy. But who is it - Cleopatra, Tutankhamun, Rameses II or Khufu?

CURATE THE CHILDREN’S MUSEUM

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the puzzle of the missing mummy.

GET CREATIVE

Help, we need more historical replicas! Can you make your very own Ancient Egyptian artefact to take home? Use clay to sculpt your own model death mask.

KS2

CURRICULUM MAP

History • The achievements of the earliest civilizations • Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past non-European societies; achievements and follies of mankind • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

WW1: THE SORROWFUL SOLDIER HISTORY DETECTIVES

Follow our Creative Questers into the interactive museum to explore the woeful life of a soldier in WWI. Collect and record historical artefacts to discover which soldier is buried in the unmarked grave.

CURATE THE CHILDREN’S MUSEUM

CALLING ALL ARCHAEOLOGISTS

Pick up your brush and get ready to dig, clean and identify the hidden clues to help solve the puzzle of the Sorrowful Soldier.

GET CREATIVE

Following the example of famous Rochdale Artist B.W. Handley, craft your own WWI inspired collage. Create a face using cut out WWI imagery to take back to school.

KS2

CURRICULUM MAP

History • Challenges for Britain, Europe and the wider world 1901 to the present day • The First World War and the Peace Settlement • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed English - Spoken Language • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • Participate in discussions, presentations, performances, role play, improvisations and debates Art and Design • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, and clay)

For more information or to book: call 01706 924492 or email schools@link4life.org

DINOSAUR DISCOVERY MAKE ME A DINOSAUR

What if your teacher was a dinosaur? How big would they be? Would they grow in size or would they shrink? Well now it’s time to find out. Measure your teacher’s body parts, multiply them by your dinosaur’s stats and then build a replica dinosaur using a variety of craft materials.

DIG UP A DINOSAUR

Ever wanted to be an archaeologist? Well now’s your chance. Dig and search for a variety of dinosaur bones hidden under pre-historic sand. Once found, can you correctly categories them, fit them together and then figure out what dinosaur you have? Let’s find out.

ANIMAL ADAPTATIONS

The age of the dinosaur is over. Well, for the large dinosaurs such as the T. Rex anyway. The smaller ones survived through adaptation and they became birds. But if the world was to drastically change yet again, in what ways do you think today's animals would adapt?

KS2 CURRICULUM MAP Maths Years 3 and 4

• Solve problems, including missing number problems, involving multiplication and division • Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

Year 5

• Multiply and divide numbers mentally drawing upon known facts • Use all four operations to solve problems involving measure (for example, length, mass, volume, money) using decimal notation, including scaling

Year 6

• Solve problems involving addition, subtraction, multiplication and division • Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

Science Years 3 & 4—Working scientifically

• Asking relevant questions and using different types of scientific enquiries to answer them • Setting up simple practical enquiries, comparative and fair tests • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Years 5 & 6—Working scientifically

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs • Using test results to make predictions to set up further comparative and fair tests • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments

For more information or to book: call 01706 924492 or email schools@link4life.org

PROTEST LIKE PETERLOO PROTEST PROBLEMS

Inspired by the Peterloo protest find out what’s needed to make their voice heard – a cause, a song, a banner and a voice.

WHAT’S YOUR PROBLEM?

What is worth standing up for? That’s what you must decide. By thinking about your school, neighbourhood, the UK or the world you must choose a thing to protest about.

PRODUCTING A PROTEST

Now it’s time to create your protest. First create a catchy slogan to sing and shout while your march – make sure it’s loud! And just in case the world can’t hear you make sure they know what you’re fighting for with a bright, colourful banner.

PROTEST PEBBLES

Finally, make a change in the world by painting words of encouragement and positivity onto a pebble. Then hide it around your school or neighbour for others to find.

KS2 CURRICULUM MAP

English • Pupils can apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet • Pupils can identifying and discussing themes and conventions in and across a wide range of writing • Pupils can write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices, deciding whether or not to join specific letters and choosing the writing implement that is best suited for a task • Pupils can plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own, noting and developing initial ideas, drawing on reading and research where necessary • Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning, using further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining) Citizenship • Pupils can acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government • Pupils are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs Art and Design • Pupils can improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

For more information or to book: call 01706 924492 or email schools@link4life.org

GET INVOLVED HOW TO BOOK

Touchstones has its own Education Studio and dedicated team of facilitators to deliver off the shelf and bespoke sessions to school groups, clubs, societies or any other interested party. When working with us, you can be sure of a safe, friendly and efficient experience. The programme is managed by a professional and experienced team of specialists in their field. All of our coaches, facilitators and instructors are appropriately qualified and trained. Everyone working with children and young people has enhanced DBS clearance and staff recruitment is based on safeguarding best practice. All school bookings are taken in advance. Please email schools@link4life.org or call 01706 924492 to book. You will receive a written quotation for every booking that you make and you will be asked to accept this quotation before work commences. Terms of payment will be provided at the time of making the booking. Invoices will be sent to you via email and payment can be made via BACS transfer.

INFORMATION

• Workshops cost £75 for a 90 minute session (outreach workshops cost £150) • Maximum number of children 32 • Morning workshops start at 10am • Afternoon workshops start at 1pm • A lunch space is available. Please request when booking • No food or drink is to be consumed within the galleries

RISK ASSESSMENT

Touchstones is a low risk environment and injuries to visitors are very rare. We will provide you with a copy of our generic risk assessment when you book your workshop. However, it is the responsibility of teachers and leaders to visit the site in order to conduct their own risk assessments that are specific to their group and that fulfil their policy requirements.

ACCESS

Touchstones is fully accessible to people using wheelchairs with a lift to reach the galleries on the first floor. There is level access throughout the display areas and the adapted toilet is located in the foyer.

Terms & Conditions

On completing and returning your booking form, your booking is finalised. If you need to cancel a workshop after returning your form, cancellation fees will apply: • 14 days or less from the date of the workshop: full workshop cost is payable • 15 - 30 days from the date of the workshop: 50% of workshop cost is payable • More than 30 days from the date of the workshop: no charge. All cancellations and amendments must be confirmed by contacting schools@link4life.org. On receipt of your cancellation, the notice period becomes effective and your booking will be cancelled. Please note Touchstones Rochdale does not accept responsibility for any cancellation made by a school due to adverse weather conditions.

Please note that teachers and adult helpers are responsible for students’ behaviour and safety at all times.

For more information or to book: call 01706 924492 or email schools@link4life.org

OTHER WAYS TO BE INVOLVED Bespoke Local History Workshops

Come and spend the morning or afternoon with our Museum and Local Studies teams. Discover local history by exploring maps, photographs, newspapers and even a prison record book. Can you find your family in the census books? Explore the museum and get your hands on objects from the past. Suitable for KS1 - KS4.

Loan Boxes

Bring the museum into your classroom. Our boxes contain high quality replica items and teacher pack with all the information you will need. Each box is £10 to hire for a 2 week period, (£20 for schools outside the borough). Topics covered include Greeks, Egyptians, Asian toys & games, Holidays, Homes, Light & Lighting, Millscapes, Romans, Toys & Games, Tudors, Victorian Co-op, Victorians, Vikings, WW1 & WW2.

adventure packs

Come and discover our museum and art galleries with one of our exclusive adventure packs. There are five to choose from and each one provides a creative and fun way to explore our building. Choose from Treasure Quest, Art Quest, Top Trumps, Museum Chatterbox or Art Gallery Chatterbox. All are completely free to use.

ACTIVE HISTORIES

Let us bring the fun to your school! In these brand new sessions we combine history and PE to provide a full day of interactive learning. Discover ancient artefacts in the morning and become part of daily live from the past in the afternoon. These full day sessions can be booked for you topics on Greeks, Romans, Anglo-Saxons, Prehistoric Britain or Egyptians. The cost per day is £180.

For more information or to book: call 01706 924492 or email schools@link4life.org

SEPTEMBER 2019 - JULY 2020

Touchstones Rochdale The Esplanade, Rochdale, OL16 1AQ 01706 924492 @Touchstones Touchstones Rochdale Link4Life is the trading name of Rochdale Boroughwide Cultural Trust. Registered Charity No: 1118610