7C  Educational Opportunities at  Snailbeach Lead Mine





1 & 2   Geographical Enquiry and skills


1a) Ask geographical questions – eg what is this landscape like?


1b) Collect and record evidence – eg how was lead ore brought to the surface?


1c) Analyse evidence and draw conclusions – eg compare population data from the census returns for Snailbeach and compare this with mine output and the price of lead.


1d) Identify and explain different views that people hold about geographical issues – eg Why did the white tips require restoration? What dangers did open mine shafts pose? Should so much have been spent on restoring this Heritage Site?


2a) Using appropriate geographical vocabulary (see glossary)


2b) Using appropriate fieldwork techniques – eg using simple maps, labelling sketches, recording using a digital camera.


2c) Use maps and plans at a range of scales – apart from using the map provided, there are maps which show the pattern of shafts and levels underground.


2d) Use secondary sources of information such as artefacts or photographs in the local books and displays.


2e) Draw plans and maps at a range of scales – eg sketching maps of the Snailbeach area.


2g) Decision making – eg looking at the way Thomas Lovett’s company transformed mine working, or making the case for the building of a railway.


3  Knowledge and Understanding of Places


3a) Identify and describe what places are like.


3b) Describe the location of the environment being studied.


3c) Describe where places are – considering the Shropshire hills, rivers, cliffs etc.


3d) Explain why places are like they are – eg in terms of historical development.


3e) Identify how and why places change – eg in terms of the decline of the industry and the rebirth as a Heritage Site.


4)  Knowledge and Understanding of Patterns and Processes


4a) Recognise some physical and human processes and explain how these can cause changes in places and environments – eg considering how the lead mining industrial process affected the environment, how the environment was later affected by the closure of the mines and how it is now affected by the opening of a Heritage Site.


5)  Knowledge and Understanding of Environmental Change


5a) Recognise how people can improve the environment – eg reclaiming derelict land and creating the Snailbeach heritage site.


5b) Recognise how and why people may seek to manage environments sustainably, and to identify areas for their own involvement – eg a local school might consider ways they could work with the heritage site in supporting a local conservation project.




During Key Stage 2 children should be taught Knowledge, Skills and Understanding through a local history study, three British History studies a European History study and a world history study. A study of the Snailbeach mines could qualify as a Local History Study or be seen as part of a study of Victorian History (see below).


Local History Study


Children should carry out a study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.

The development of the Snailbeach mines could be studied over a number of centuries or one aspect could be studied in detail, eg. The effect of the coming of the railway to Snailbeach.


British History


As one of the topics to be taught in a study of British History, children should learn about either Victorian Britain or Britain since 1930. A study of Victorian Britain should include a study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society. This might focus upon:

·         Working conditions in the 19th century

·         The Factory and Mines Acts

·         Travel and Transport




SC1 Scientific Enquiry

2) Investigative Skills


2a) Make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same: eg devising a test to determine the hardness of different types of rocks.


2b) Make systematic observations and measurements.


2c) Check observations or measurements by repeating them where appropriate.


2d) Use observations, measurements or other data to draw conclusions.


SC3 Materials and their Properties (Considering minerals at Snailbeach)

1) Grouping and Classifying Materials


1a) Compare everyday materials and objects on the basis of their material properties, including hardness, strength, density etc.


1d) Describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability.


2) Changing Materials


2a) Learn about reversible changes, as in a car battery.


2b) Learn about non-reversible changes which result in the formation of new materials that may be useful, such as smelting lead from lead ore.


SC4 Physical Processes

(Considering the forces involved in the working of the pit head wheel)


2) Forces and Motion


2b) Objects are pulled downwards due to the gravitational attraction between them and the earth.


2c) Friction is a force that slows moving objects and may prevent objects from starting to move.


2d) When objects are pushed or pulled an opposing pull or push can be felt.


2e) How to measure forces and identify the direction in which they act.


Design Technology

1) Developing, Planning and Communicating Ideas


1a) Generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources


1b) Develop ideas and explain them clearly, putting together a list of what they want their design to achieve.


1c) Plan what they have to do, suggesting a sequence of actions and alternatives, if needed.


1d) Communicate ideas in different ways as these develop, bearing in mind aesthetic qualities, & the uses & purposes for which the product is intended.


2) Working with tools, equipment, materials and components to make quality products


2a) Select appropriate tools and techniques for making their product.


2b) Suggest alternative ways of making a product, if first attempts fail.


2d) Measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately.


2e) Use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment


3 Evaluating processes and products


3a) Reflect on the progress of their work as they design and make, identifying ways they could improve their products.


3b) Carry out appropriate tests before making any improvements.


3c) Recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose


4) Knowledge and understanding of materials and components


4a) The working characteristics of materials affect the ways they are used.


4b) Materials can be combined and mixed to create more useful properties


4c) Mechanisms can be used to make things move in different ways, using a range of equipment including an ICT control program.


4d) Electrical circuits, including those with simple switches, can be used to achieve results that work. Testing the operation of a lead-acid battery.




Opportunities for exploring Mathematics centre upon three areas, Using and Applying Mathematics, Handling Data and Measuring. The following extracts from the Year 6 objectives in the Primary Framework (2006) could be developed using the education pack materials:


Using and Applying Mathematics


Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy.


Suggest, plan and develop lines of enquiry; collect, organise and represent information, interpret results and review methods; identify and answer related questions.


Handling Data


Solve problems by collecting, selecting, processing, presenting and interpreting data, using ICT where appropriate; draw conclusions and identify further questions to ask.




Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments.




Although not likely to be main focus for visiting the Snailbeach Mine, links could also be established with the following subjects:

 Literacy, Art, PE (outdoor activities), PSHE.