SCHOOL VISITS
A museum is a MYSTERIOUS place FOR
A BUDDING DETECTIVE TO INVESTIGATE THE PAST!
HOW CURIOUS & IMAGINATIVE ARE YOUR STUDENTS?
ARE YOUR STUDENTS LITTLE HISTORIANS?
WHAT DO YOUR STUDENTS KNOW ALREADY?
WHAT WOULD YOUR STUDENTS LIKE TO KNOW?
HOW ARE YOUR STUDENTS GOING TO FIND OUT WHAT THEY WOULD LIKE TO KNOW?
Will opinions change or stay the same?
INFORMATION FOR TEACHERS
Visits are offered beginning of April to end of September.
DATES NOW AVAILABLE FOR 2020.
Please note: For assistance with transport costs, please refer to the Ipswich City Council's website "Grants" section.
Please discuss any additional support needs with our Education Coordinator.
Teachers are encouraged to meet with our Education Coordinator prior to the visit to familiarise themselves with the site.
Day & arrival time for visit:Thursday.
Between 9.00 and 9.30.
Duration: School tours can take around 3 hours.
It is recommended that a snack/break time be factored in to the schedule. Students are to bring their own snack.
Cost: $5.00 per student (GST inclusive) - accompanying adults free-of charge.
An additional charge of $1.00 per student for activities such as butter tasting.
An additional charge of $5.00 per student for certain activities such as felting with the Spinners and Weavers.
Tour guides: A volunteer tour guide will be allocated to each station
(all guides have blue cards).
School to arrange an accompanying adult for each group.
Please ensure accompanying adults actively supervise the students.
Numbers: Maximum of 50 students per visit.
Total number of students divided into smaller groupings.
Requirements: Closed-in shoes, hat, water, snack, and name tag.
Australian Curriculum links: See below.
Suggested activities: See below.
Enquiries & arrangements: See our "Contact Us" page at left or below.
Students may enjoy coming in period costume if they wish.
For more information on Cooneana Heritage Centre, please refer further to this website.
The society has an extensive reference library.
The society's volunteers may be available to assist with research activities.
Maybe students would like to research our historical site, historical buildings, or an historical person, for example.
The Ipswich Genealogical Society may also be contacted via email.
The society's volunteers may be available to assist with research activities.
Maybe students would like to research our historical site, historical buildings, or an historical person, for example.
The Ipswich Genealogical Society may also be contacted via email.
SOME SUGGESTED LINKS TO THE AUSTRALIAN CURRICULUM
If there are no identifiable direct curriculum links for your students, there are still ways in which students can be involved with us and develop a range of skills. It is recommended that those students who do come to us for a structured school visit involve themselves in these additional ways as well. Some suggestions are :
*We have catalogues for research purposes, both digital and hard copy.
*The Ipswich Genealogical Society and other members are here to help with assignment research and other enquiries.
*Join us and become an active member of the Ipswich Historical Society and other groups on site.
*Attend workshops conducted by groups on site.
*Attend our Sunday presentations.
*Follow us on social media.
*Follow our website.
*Follow and contribute to our Society blog and schools blog on our website.
Along with our suggestions, teachers will have their own ideas as to how the Cooneana Heritage Centre can apply to their learning design for those particular students. Therefore, teachers are encouraged to meet with our Education Coordinator on site to see the Centre for themselves and discuss the needs of their classes. We suggest the January professional development days may be a good time for teachers to visit. Please email to book a day.
The Cooneana Heritage Centre context can be applied to various year levels and learning areas. There are cross-curricular opportunities, also.
OVERVIEW OF SOME CURRICULUM LINKS
FOUNDATION YEAR
Humanities and Social Sciences
ACHASSI001
ACHASSI002
ACHASSI005
ACHASSI006
ACHASSI008
ACHASSI009
ACHASSI010
ACHASSK013
ACHASSK017
Technologies - Design and Technologies
ACTDEK001
ACTDEK002
ACTDEP005
ACTDEP008
YEAR 1
Humanities and Social Sciences
ACHASSI018
ACHASSI019
ACHASSI022
ACHASSI023
ACHASSI024
ACHASSI025
ACHASSI026
ACHASSI027
ACHASSK030
ACHASSK031
ACHASSK033
Science
ACSSU018
ACSIS024
Technologies - Design and Technologies
ACTDEK001
ACTDEK002
ACTDEP005
ACTDEP008
YEAR 2
Humanities and Social Sciences
ACHASSI034
ACHASSI035
ACHASSI038
ACHASSI039
ACHASSI041
ACHASSI042
ACHASSI043
ACHASSK044
ACHASSK045
ACHASSK046
ACHASSK048
Science
ACSSU031
ACSSU033
ACSHE034
ACSIS037
Technologies - Design and Technologies
ACTDEK001
ACTDEK002
ACTDEP005
ACTDEP008
YEAR 3
Humanities and Social Sciences
ACHASSI052
ACHASSI053
ACHASSI060
ACHASSI061
ACHASSK063
ACHASSK069
Technologies - Design and Technologies
ACTDEK010
ACTDEK013
ACTDEP014
YEAR 4
Science
ACSSU074
Technologies - Design and Technologies
ACTDEK010
ACTDEK013
ACTDEP014
YEAR 5
Humanities and Social Sciences
ACHASSI094
ACHASSI095
ACHASSI098
ACHASSK109
Science
ACSSU077
Technologies - Design and Technologies
ACTDEK023
YEAR 6
Humanities and Social Sciences
ACHASSI129
ACHASSI133
ACHASSK134
ACHASSK136
ACHASSK137
Science
ACSSU095
Technologies - Design and Technologies
ACTDEK023
YEAR 7
Technologies - Design and Technologies
ACTDEK029
ACTDEK034
YEAR 8
Technologies - Design and Technologies
ACTDEK029
ACTDEK034
ADDITIONAL OPPORTUNITIES
(See our Education Coordinator for some suggestions)
The Arts
English
2019 SUGGESTED ACTIVITIES
Subject to change over time.
Procedure: Please discuss your specific requirements with our Education Coordinator.
Our Education Coordinator will organise the group movement scheduling and related mapping.
A copy will be given to you on the day, and emailed beforehand on request.
Please do not create your own movement scheduling.
We recommend that following your last activity you allow your students 30 minutes free time to revisit any of your station choices to follow their own interests.
For other opportunities a school visit may not allow for, we encourage students to come back and see us with their families outside of school hours. They can experience other areas of the museum such as our "olden days" shop and a collection of children's vintage toys and games, which they may wish to try! Students and their families should be certain to watch our website where information for our open days and other events is posted.
NB. Due to the significance and fragility of the objects, students will be directed as to how ‘hands-on’ they can be at each station.
SUGGESTED ACTIVITY (STATION) CHOICES
World War 1 Display
Spirit of Service - Ipswich at War and the Home Front 1914-1918
Before your visit :
It is helpful for teachers to give students some general knowledge about this war.
Teachers are to discuss with the Education Coordinator the element/s students are to focus on.
This display demonstrates the courage, integrity, resilience, mateship, teamwork, duty, sacrifice, compassion and toughness of the people of Ipswich during the First World War.
The display shows:
*Timeline including various local Ipswich involvement
*Ipswich rolls of honour
*Various objects
*The Light Horse Brigade uniform and saddle
*Nurse uniform
*Interactive honour rolls
The interactive display will be developed further in the future.
Students will focus on links to Ipswich local involvement in the war.
Consider questions such as...
- Why did Ipswich, and Australia as a whole, have to be involved in a war on the other side of the world?
- A cross-section of the community all contributed to the war in some capacity - Indigenous people, women and children. How did they contribute?
- Did you know?... Light Horse horses trekked over the desert for up to 60 hours without water, and could still be expected to charge at the end of the journey!
"And you will know him by the feathers in his hat" A.B. Paterson.
What is a Kangaroo feather!?
Cooneana Homestead
Built by Samuel Pearson Welsby shortly after he purchased the property on the 17th April, 1868.
See the links on this website.
Contact us for further information.
|
|
Historic miner’s cottage, “Jim Donald House”
Example of a mine worker’s cottage. The style first appeared in the 1890s & continued into the early 1900s. It is named for Ipswich identity, Jim Donald.
Students may like to taste homemade butter - small extra charge per student (Let our Education Coordinator know about any allergy concerns)
Example of a mine worker’s cottage. The style first appeared in the 1890s & continued into the early 1900s. It is named for Ipswich identity, Jim Donald.
Students may like to taste homemade butter - small extra charge per student (Let our Education Coordinator know about any allergy concerns)
Mining equipment – outdoors (Closed-in shoes a requirement) Used in the time period of the 1940s as shown in “Hewers of Coal” film – below. (If teachers choose this station we recommend they choose the film station) 
Mining industry short film
Extract from “Hewers of Coal” *Comparison of coal mining working conditions & methods between the early 20th century & the 1940s (eg, lighting methods, animal use vs machinery use) *Mining of coal in the 1940s time period : - Extraction process - How the equipment that is displayed outdoors at Cooneana Heritage Centre was used - Gas leak *Workplace health & safety factors/comparisons *Timber supports *What is the coal used for? – heat, light... |
Mining equipment – indoors *Powerpoint slides of mining in the 1900s *Photos *Reference books *Tools *Instruments *Lights and helmets worn by miners *Mines rescue uniforms and equipment 
|
Lawn mowers
*Hand push and petrol
*From age approx. 1930s & 1940s
*Hand push and petrol
*From age approx. 1930s & 1940s
|
Clothes washing
(Students should bring an extra shirt as they may get a little wet)
*Washboard
*Students can wash with the washboard & hang out their washing
*Ringer types
*Petrol type. Age approx. 1930s
(Students should bring an extra shirt as they may get a little wet)
*Washboard
*Students can wash with the washboard & hang out their washing
*Ringer types
*Petrol type. Age approx. 1930s
School room
What was school like at the turn of the 20th century?
What was school like at the turn of the 20th century?
|
|
|
Spinning & Weaving
(Link on Ipswich Historical Society website) Processes of turning fibres into yarn and fabrics: The ladies explain the process as they spin and weave (table loom/spindle/spinning wheel), felting Also: Sewing machines (included in Spinners & Weavers Station, or separate station) *Hand crank & treadle *Age beginning around 1820s |
|
Dress ups
Students dress in ‘early days’ costume and participate in songs/games
Motorcycles
(Historical Motor Cycle Club – http://historicmotorcycle.org.au)
Classes: Veteran
Vintage
Post vintage
Post war
Historic
*1920s – 1970s
Students dress in ‘early days’ costume and participate in songs/games
Motorcycles
(Historical Motor Cycle Club – http://historicmotorcycle.org.au)
Classes: Veteran
Vintage
Post vintage
Post war
Historic
*1920s – 1970s
|
|
Blacksmithing
(Facebook - Geddes Blacksmithing Queensland)
*Hands-on for age 16 & over
*Hands-on for younger ages at blacksmith’s discretion
(Facebook - Geddes Blacksmithing Queensland)
*Hands-on for age 16 & over
*Hands-on for younger ages at blacksmith’s discretion
|
Genealogy
(Ipswich Genealogical Society – www.igs.org.au) *Lending & reference libraries *Micro fiche/film *Computer records *Maps *Births, Deaths & Marriages *Journals & magazines of other societies *Newspaper selections *Projects |
|
Themes
Dependent on the time Other Students can use the Cooneana Heritage Centre to learn about things such as 'significance', 'place', and 'site' in terms of history and heritage |
