Rail Transportation Past Present Yr 3 History

The Workshops Rail Museum Number Trail | Years 1-2 0
This program has been produced and published by The Workshops Rail Museum, North Street, North
Ipswich, Qld, Australia 4305.
The Museums Vision Statement is:

to be recognised as a creative, innovative and exciting journey of discovery into Australias
rail story.
The Mission Statement is:

to harness the significance of the Workshops precinct by delivering international standard
cultural and tourism related activities, education and public programs associated with the
interaction of rail on peoples lives.
Education Programs produced by The Workshops Rail Museum whether in hard copy or accessed
from the Museums internet web site are able to be reproduced and used by educational and like
institutions for educational purposes free of charge. Programs cannot be reproduced or used for
commercial purposes in any form. All programs, their contents and their images remain the property
of The Workshops Rail Museum or other therein acknowledged sources, and normal copyright laws
apply.
This program The Workshops Rail Museum 2014
For further information and enquiries:

Phone: 07 3432 5100
Fax: 07 3432 5114
Email: info@theworkshops.qm.qld.gov.au
Website: www.theworkshops.qm.qld.gov.au
The Workshops Rail Museum Rail Transportation: Past & Present: Teacher Information | Year 3 1
Teacher Information
Purpose and Overview
This program of work aims to enhance students understanding of train development and rail
as a form of transport over time and encourage students to reflect on the experiences,
attitudes and histories of family members and others in relation to train travel. The tasks in
this program are based around an excursion to The Workshops Rail Museum.
The primary objectives of the program are for students to gain an understanding of and
appreciation for:
the continuity and change of train development and uses over time;
the role the railways have played in the advancement of towns and industries, the
creation of travel opportunities and the improvement of communications; and
the similarities and differences between the rail travel experiences of different
generations of family members and others.
Activities in this program assist students to investigate the history of rail and explore the rail
travel experiences of different generations. Students are provided with primary and
secondary railway resources including:
fact sheets;
photographs included with different worksheet tasks;
oral histories and first person recounts; and
artefacts they will see on excursion to The Workshops Rail Museum.
There are a number of objects and hands-on learning experiences in the Museum with which
students will be able to interact, including:
experiencing the interiors of an old steam locomotive cabin, a guards van, and an
old wooden refreshment carriage;
science stations, mystery object and touch tables;
dress up and role play opportunities in the Nippers Playground and Platform
Refreshment Car play areas;
diesel and tilt train simulators; and
experiencing the sights, sounds and smells of the railways in a number of exhibit
areas which are supported by soundscapes and other sensory stimuli.
This program consists of three parts: a teacher information section; a student worksheet to
be photocopied and distributed to students; and a resources section which contains
resources for use with some of the activities plus supplementary materials to enhance
learning experiences and may be used at the teachers discretion.
Key concepts
Since the opening of the first rail line in 1865, railways have played a vital role in
Queensland. By the end of this program of work, students will value the railway systems
contribution to this state and Australia as a whole. Furthermore, students will begin to
appreciate similarities and differences of trains and rail travel across generations.
Curriculum Links
The activities in this program can be linked with school devised learning programs on the
Year 3 content area of Community and Remembrance in accordance with the Australian
Curriculum: History, as well the Australian Curriculum: English. The History content strands
of Historical Knowledge and Understanding and Historical Skills are addressed, while the
English content strands of Language and Literacy are covered. The curriculum links are
elaborated in the following tables:
The Australian Curriculum: History
Historical Knowledge and Understanding

Elaborations:
investigating a development in the local community
Community and remembrance
from the time of European settlement to the
ONE important example of change and ONE important
present day (for example through photographs,
example of continuity over time in the local community,
newspapers, oral histories, diaries and letters)
region or state/territory; for example, in relation to the
comparing photographs from both the past and
areas of transport, work, education, natural and built
environments, entertainment, daily life (ACHHK061) present of a specific location to identify the nature
of change or continuity (that is key similarities and
differences)
Historical Skills
Elaboration:
Historical questions and research identifying sources to investigate change in the
Identify sources (ACHHS215) community in the past, such as photographs,
maps, and the remains of buildings
Elaboration:
Analysis and use of sources analysing a range of sources (for example
Locate relevant information from sources provided photographs, maps, oral histories) to locate
(ACHHS068) information about the people, places and events in
their communitys present and past
Key Inquiry Questions
How has our community changed? What features have been lost and what features have been retained?
What is the nature of the contribution made by different groups and individuals in the community?
How and why do people choose to remember significant events of the past?
The Australian Curriculum: English
Language
Text structure and organisation Elaboration:
Understand how different types of texts vary in use of becoming familiar with typical structural stages and
language choices, depending on their purpose and language features of various types of text, for
context (for example, tense and types of sentences) example narratives, procedures, reports, reviews
(ACELA1478) and expositions
Elaboration:
noticing how longer texts are organised into
Understand that paragraphs are a key organisational paragraphs, each beginning with a topic
feature of written texts (ACELA1479) sentence/paragraph opener which predicts how
the paragraph will develop and is then elaborated
in various ways
Expressing and developing ideas Elaboration:
Understand that verbs represent different processes, learning how time is represented through the tense
for example doing, thinking, saying, and relating and of a verb
that these processes are anchored in time through
tense (ACELA1482)
Literacy
Elaborations:
making connections between the text and students
Interpreting, analysing, evaluating own experience and other texts
Use comprehension strategies to build literal and making connections between the information in
inferred meaning and begin to evaluate texts by print and images
drawing on a growing knowledge of context, text determining important ideas, events or details in
structures and language features (ACELY1680) texts commenting on things learned or questions
raised by reading, referring explicitly to the text for
verification
Elaborations:
Creating texts selecting appropriate text structure for a writing
Plan, draft and publish imaginative, informative and purpose and sequencing content for clarity and
persuasive texts demonstrating increasing control over audience impact
text structures and language features and selecting determining important ideas, events or details in
print, and multimodal elements appropriate to the texts commenting on things learned or questions
audience and purpose (ACELY1682) raised by reading, referring explicitly to the text for
verification
General Capabilities and Cross-Curricular Priorities: History and English

Literacy: Comprehending texts through listening, reading and viewing; Word knowledge understanding
learning area vocabulary
Personal & social capability: Social awareness appreciating diverse perspectives
Critical and creative thinking: Inquiring identifying, exploring and organising information and ideas
Sustainability: developing students understandings of the forces that influence continuity and change;
assisting students in developing an historical perspective on sustainability
Overview of activities and resources
Total time:
This program is designed to be undertaken over a term in conjunction with in-class units of work on
community and remembrance.
Previous knowledge:
History some general knowledge about trains, such as different types, their uses, and personal train travel
experiences will assist learners
English letter/recount writing: past tense, paragraphing
Activity: Description: Resources

Pre-excursion Activities:
Activity 1: Group/collaborative activity Student worksheet
Brainstorm! Students brainstorm their existing train knowledge using
the prompts provided in the chart and makes notes
Activity 2: Question 1: Individual activity students read Fact Sheet: Student worksheet
Train facts Australian Rail Technology throughout Time and Additional resources
Reading activity complete the concept map 1-4 may be used
and concept Students discuss their concept map with a partner with this task
map Question 2: Individual activity students answer the
questions, including completing a Venn Diagram and a
drawing task
Activity 3: Question 1 Individual activity - Teacher reads aloud the Resource 1: Oral
Oral histories oral history in Resource 1 and students listen for details to History
complete the table Student worksheet
Question 2: Individual activity - Students complete the
table about their own train travel experience
Students share their experiences with a partner
Question 3: Individual activity Homework task: Students
interview an older family member of a different generation
about their train travel experiences and record the
information in the table. Students then write a paragraph
comparing their own experiences with that of their family
member.
Excursion Activities:
Activity 4: NOTE: This activity involves students visiting many different The Workshops Rail
Find that train Museum zones; therefore, students should complete it in Museum exhibits
Photo matching stages as they visit each zone. and artefacts
Pairwork/small group activity Student worksheet
Students find the objects in the photos and match them
with a cargo picture and then write the name of the rolling
stock next to each photograph
Activity 5: NOTE: This activity involves students visiting many different The Workshops Rail
Locomotives: Museum zones; therefore, students should complete it in Museum: Zone 2
past and present stages as they visit each zone. Museum Grounds;
Pairwork/small group activity Zone 4 Diesel
Question 1: Students investigate the cabins of three Revolution; Zone 13
different locomotives and complete the table Rail Today
Question 2: Students summarise their findings by Student worksheet
answering the three questions
Activity 6: Pairwork/small group activity The Workshops Rail
Moving goods Students examine the train and read the information Museum: Zone 3
panels to label the parts of the train and answer the Moving Goods
questions Student worksheet
The Ipswich Students choose one of the trades depicted in the large Museum: Zone 7
Railway photographs on the back wall of this zone and answer The Ipswich Railway
Workshops the questions Workshops
workers Student worksheet
Travelling by Question 1: Students examine the wooden carriage Museum: Zone 8
train then and behind the glass window in Zone 8 and answer the Rail in Queensland;
now questions Zone 9 Platform 9
Question 2: Students go into the refreshment car in Zone Zone 9 dress ups and
9 and complete the table props
Question 3: Students role play being in a train station Student worksheet
refreshment room using the costumes and props located
behind Platform 9
Question 4: Students locate the suitcase and grocery box
on Platform 9 and answer the questions
Working on the Students locate the object and image depicted in their Museum: Zone 11
railways worksheet and compete the table Might and Muscle
Student worksheet
One of a kind Students examine the Panhard railmotor (as shown in the Museum: Zone 12
picture) and read its information panel to answer the One of a Kind
questions Student worksheet
Post-excursion activities:
Activity 11: Group/whole class activity Resource 2: Train
Train timeline Enlarge and photocopy train timeline images and texts Timeline Game
game as per instructions in Resource 2
Students organise the trains into chronological order
based upon the pictures before sharing the text
information
Activity 12: Individual activity students imagine that they went on a Student worksheet
My train trip A train journey back in the days of steam train travel and
letter to home write a letter to a friend describing their journey using the
planning and letter templates provided
Optional post- Enlarge and photocopy the steam train engine template Additional resource
excursion Students colour, cut out and construct their own model 5: Make your own
activity: steam train engine
steam train engine according to the instructions
Steam train
engine
Key for teachers
The majority of activities in this worksheet are open-ended with more than one acceptable
response, with the exceptions of Activities 4, 6 and 10. The answers for these are provided
below:
Activity 4: Find that train photo matching
Photo 1: Sheep wagon; sheep
Photo 2: Vice Regal carriage; royal family
Photo 3: Diesel electric locomotive; coal
Photo 4: Brake/Guards van; mail
Photo 5: Tilt train; passengers
Photo 6: Flash sugar cane locomotive; sugar cane
Activity 6: Moving goods
Locomotive
Sheep/animal
wagon
Brake/Guards
van
Open goods Tender (for coal)

wagon
Activity 10: One of a Kind
Question 3:
The Panhard Railmotor (RM14)
The Panhard railmotor was built to carry ten passengers.
In fine weather, passengers enjoyed good views of the country.
The Panhard railmotor was constructed in 1918 at the Ipswich Railway Workshops.
In 1922, the Panhard was sent to the isolated Normanton to Croydon railway line. As well
as passengers, it carried goods on a small trailer.
The Panhard was officially withdrawn from service in 1941.
Support materials and references

Internet sites:
For Queensland Rail History:

http://www.queenslandrail.com.au/TradeToolbox/About%20Us/Pages/OurHistory.aspx
To obtain information regarding Queensland Museum loans kits (for classroom use of early
Australian and rail related artefacts and resources):
http://www.theworkshops.qm.qld.gov.au/Learning+resources/QM+Loans
The Workshops Rail Museum exhibitions and displays information:

http://www.theworkshops.qm.qld.gov.au/Events+and+Exhibitions/Exhibition
The Workshops Rail Museum learning resources:

http://www.theworkshops.qm.qld.gov.au/Learning+resources
Australian Heritage Council website:

http://www.environment.gov.au/heritage/ahc/publications/commission/books/linking-a-
nation/chapter-1.html
Excursion information:
The following provides a suggested route to follow in order to complete the worksheet
activities:
Zones 1 & 2: Timekeepers and Grounds - Activity 5 first column
Zone 3: Moving Goods - Activity 6; Activity 4 location of sheep wagon
Zone 4: Diesel Revolution - Activity 4 location of Diesel electric locomotive; Activity 5

second column
Zone 5: All Aboard - Activity 4 location of Brake/Guards van
Zone 7: The Ipswich Railway Workshops - Activity 7
Zone 8: Rail in Queensland and Zone 9: Platform 9 - Activity 8
Zone 11: Might and Muscle - Activity 9
Zone 12: One of a Kind - Activity 10; Activity 4 location of Vice Regal carriage
Zone 13: Rail Today - Activity 5 third column; Activity 4 location of Tilt Train
Zone 14: Other Railways - Activity 4 location of Flash sugar cane locomotive
Students will also be interested in Zone 6: Model Railway where they will see miniature
representations of different Queensland railway lines and trains. Students can be
encouraged to discuss what they can see and how these lines and trains are similar to and
different from each other.
For more information on the different Museum zones, please refer to the Teachers Guide to
The Workshop Rail Museum available at:
http://www.theworkshops.qm.qld.gov.au/Learning+resources/Schools+and+groups/Teacher
+resources
On the following page is a map of The Workshops Rail Museum. You can refer to this map
to help orientate yourself throughout the programs activities.
Name:
Class:
Pre-excursion activities
Activity 1: Brainstorm!
Instructions:
Work in groups of 3-4 students.
What do you know about trains?
In your group, brainstorm your ideas and complete the brainstorming chart below:
What do trains carry?
Types of trains
Trains
Features of trains
How do trains work?
Other ideas
The Workshops Rail Museum Rail Transportation: Past & Present: Student Worksheet | Year 3 1
Activity 2: Train facts - Reading activity and concept map
1. Instructions:
Read the Fact Sheet: Australian Rail Technology throughout Time.
Complete the concept map on the next page by yourself.
When you are finished talk about your concept map with your partner.
FACT SHEET: Australian Rail Technology throughout Time
Early trains
The first trains were single wagons pushed or pulled by people or animals along tracks, and were
used to move goods, such as coal.
Steam trains
Steam trains were the first type of trains. They use coal in a firebox to boil water until it turns to
steam. The steam is forced through powerful pistons to give the engine the power to drive the
wheels.
At first, steam engines moved mainly goods, but were soon used to carry passengers as well.
Steam engines are still in use all over the world, although most have been replaced by diesel or
electric trains.
Diesel locomotives
Diesel mechanical locomotives were first introduced in Australia in the 1930s and these were
replaced in the 1950s by diesel electric locomotives. These were a powerful addition to the
railways. Diesel fuel powers an engine which drives a generator to make electricity. The
electricity powers traction motors that turn the wheels.
Diesel electric locomotives were used to

transport enormous quantities of
materials over huge distances. They
were also more efficient and smoother
than steam trains, and carried much
heavier loads.
Electric trains
Passenger electric trains were first introduced in the late 1870s. The electric engines get their
power from overhead wires or through an extra third rail. However, building an electric line is
expensive so these trains are usually found in city areas where the route is busy enough to pay for
the expensive set-up.
Electric trains are faster, quieter, and simpler to run than diesel trains. Electric trains are also
better for the environment as they do not discharge exhaust fumes.
Maglev trains
Maglev trains do not use an engine to power them; instead they run in a
guideway with magnets in the track ahead of them that move them
along.
Maglev trains are smooth, fast and environmentally friendly giving off
little noise or exhaust pollution. However, the track is expensive and
there are problems moving the trains from one track to another.
Concept map
Use the information from the Fact Sheet to complete the concept map by adding
some details under each heading:
Steam Trains Diesel Trains
Trains
Electric Trains Maglev Trains
2. Instructions:
Work by yourself.
Use the information in your concept map to answer these questions.
a) Write two things that are similar and two things that are different between steam
trains and electric trains in the Venn Diagram:
Steam Trains
Electric Trains
b) What is one thing that all the trains described in the fact sheet have in common?
__________________________________________________________________
__________________________________________________________________
c) Which type of train would you like to travel in and why?
__________________________________________________________________
__________________________________________________________________
3. Draw a picture of one of these trains: an early train or a steam train or an electric train:
Activity 3: Oral histories
1. Listening activity:
Instructions:
Your teacher is going to read you an oral history about a mans first train experience in the
early 1950s. As you listen to his experience, complete the table below by yourself:
How old was he when What was the name of What type of train did Where did his journey
he first travelled by the train? he travel on diesel, start and end?
train? steam or electric?
Start:
End:
How long did it take? Where did he sleep? Where did he eat? What were some of
his favourite
memories of that trip?
2. My history
a) Instructions:
Think about a train journey you have been on. It could be a long train trip to another part of
the state or country or a short trip in your local area.
Complete the table below about your train experience:
How old was I when I Did the train have a What type of train did Where did my journey
first travelled by name? If yes, what I travel on diesel, start and end?
train? was it? steam or electric?
Start:
End:
How long did it take? Did I sleep on the Did I eat on the train? What are some of my
train? If yes, where? If yes, where? favourite memories of
that trip?
b) Talk to your partner about your train travel experiences.
3. Homework task: Oral history interview
a) Instructions:
Interview an older family member about their first train journey.
Record their answers in the table below.
Write a paragraph about the similarities between your train experiences and your family
members experiences.
Interview record: My family members experiences with train travel

My name is _________________________. This is a record of my interview with
_________________________ (persons name) on __________________ (date).
How old were you Did the train have a What type of train did Where did your
when you first name? If yes, what you travel on diesel, journey start and
travelled by train? was it? steam or electric? end?
Start:
End:
How long did it take? Did you sleep on the Did you eat on the What are some of
train? If yes, where? train? If yes, where? your favourite
memories of that trip?
b) The similarities between my experiences and my family members train experiences are
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
The Workshops Rail Museum excursion activities
Activity 4: Find that train - Photo matching
Instructions:
Work with a partner or in a small group.
As you walk around the Museum, you will need to find the rolling stock (locomotives,
carriages and wagons) in the photographs.
Match the photograph with the picture of the cargo it pulled or carried.
Write the correct name from the box below next to its photograph.
Diesel Electric Locomotive Flash Sugar Cane Locomotive

Vice Regal Carriage Sheep Wagon Tilt Train Brake/Guards Van
Rolling Stock Cargo
1) Name:
_______________
Coal
2) Name:
_______________
Passengers
3) Name:
_______________
Sheep
4) Name:
_______________
Sugar cane
5) Name:
_______________
Mail
6) Name:
_______________ Royal family
Activity 5: Locomotives: Past and present
1. Over time, locomotives have changed a lot. During your visit to The Workshops Rail
Museum you will be able to go inside the cabins of three different types of locomotives
from different periods in time.
Instructions:
Go into each cabin and answer the questions in the table:
Pompey Diesel Simulator: Tilt Train Simulator:

Zone 2: Museum Grounds Zone 4: Diesel Revolution Zone 12: Rail Today
What are the seats like?
How does the driver see out the front of the train?
Is the cabin open or closed?
What types of instruments are there to drive the train (e.g. levers, buttons, etc.)?
What was this locomotives purpose?
What other interesting things can you see?
2. Summary:
1. What are two things that these different locomotives have in common?
________________________________________________________________________
________________________________________________________________________
2. What are two main differences?
________________________________________________________________________
________________________________________________________________________
3. Which one would you like to drive? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 6: Moving goods
Instructions:
Walk along the ramp next to the Mixed Goods train in Zone 4: Moving Goods and look
at the different carriages and wagons it is pulling.
Read the information panels next to this train and write the names of each part of the
train in the boxes.
1. What was the crane next to the train used for?

___________________________________________________________________________
___________________________________________________________________________
2. Are there still mixed goods freight trains today or do modern freight trains only carry one
type of goods?
___________________________________________________________________________
___________________________________________________________________________
Activity 7: The Ipswich Railway Workshops workers
Instructions:
Go into Zone 7: The Ipswich Railway Workshops.
Look at the large black and white photographs along the back wall of the different
workshop trades.
Choose one of the workshops trades in the photos and answer the following questions:
1. What is the name of the trade? _________________________________

2. What did these tradesmen do or make at the Workshops?
________________________________________________________________________
________________________________________________________________________
3. What types of tools did they use?
________________________________________________________________________
________________________________________________________________________
4. Draw a picture of one of their tools and write its name underneath:
Tools name: ___________________________________
5. Describe the clothes they are wearing.

________________________________________________________________________
________________________________________________________________________
6. Name one similarity and one difference between this workshop and a modern workshop:
Similarity:_____________________________________________________________
Difference:____________________________________________________________
Activity 8: Travelling by train then and now
Instructions:
Work with a partner or in a small group to compete the different questions in this activity.
1. Go into Zone 8: Rail in Queensland. Look at the wooden carriage behind the back glass
wall. It is called the Evans Car 1074. It is an old passenger carriage that was originally
pulled by a steam locomotive.
Answer the questions about this carriage:
a) How many doors does it have? ____________

b) Why does it have so many doors?
________________________________________________________________________
________________________________________________________________________
c) How many doors does a modern electric passenger train carriage have? ______________
2. Now walk through the glass doors onto Zone 9: Platform 9 and go inside the wooden
carriage called the Refreshment Car, ALF 1246.
Explore the carriage to find three similarities and three differences between the modern
electric train carriages that you travel in today and this carriage.
Similarities Differences
Refreshment Car Refreshment Car
Modern electric trains Modern electric trains
ALF 1246 ALF 1246
3. Go out the other side of the Refreshment Car to the Refreshment Room dress up and play
area. In the past, a lot of train stations had refreshment rooms where people could get off
the train and have a quick meal before continuing on their journey.
Role play instructions:

Imagine what it would be like to be on a long steam train journey and stopping at a
train station refreshment room on the way.
Take turns role playing being the refreshment room worker and the passengers who
are having a meal at a train station refreshment room.
4. Go back onto Platform 9 to find these two items and answer the questions:
Item 1: The suitcase
a) Whose suitcase is it?

___________________________________________
b) Where is she going?
___________________________________________
c) Imagine you are travelling by train on your first day to
boarding school. What would you put in your suitcase?
_____________________________________________________________________
_____________________________________________________________________
Item 2: The 1950s grocery box
a) What groceries can you see in the box?

____________________________________________
____________________________________________
____________________________________________
____________________________________________
b) Do your groceries look like this? Name one thing that is
the same, and one thing that is different from your
groceries:
_____________________________________________________________________
_____________________________________________________________________
c) Why did this family get their groceries delivered by train?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity 9: Working on the railways
Instructions:
Find these objects and photographs in Zone 11: Might and Muscle.
Answer the questions about these items:
What does this object tell us about building the railway lines in the past?
Wheelbarrow
________________________________________________________________
________________________________________________________________
Find one thing about this object that is different and one thing that is same
between the past and today.
Different:______________________________________________________
Same:________________________________________________________
What does this photograph tell us about building the railway lines in the past?
Men laying sleepers
________________________________________________________________
________________________________________________________________
Find one thing in this photograph that is different and one thing that is same
between the past and today.
Different: _____________________________________________________
Same:________________________________________________________
Activity 10: One of a kind
Instructions:
Look at the Panhard Railmotor and read the information panel to answer the questions:
1. What do you think it was used for?

_______________________________________________________________________
_______________________________________________________________________
2. What do you think it would have been like to travel in it?
_______________________________________________________________________
_______________________________________________________________________
3. Fill in the missing words from the text in the information panel in front of this object:
The Panhard Railmotor (RM14)
The ____________ railmotor was built to carry __________
passengers.
In fine weather, passengers enjoyed good views of the
____________.
The Panhard railmotor was constructed in ____________
at the _____________ _____________ ______________.
In 1922, the Panhard was sent to the isolated ______________ to ______________ railway
line. As well as passengers, it carried ___________ on a small __________.
The Panhard was officially withdrawn from service in ___________.
Post-excursion activities
Activity 11: Train timeline game

Your teacher will provide you with some pictures of different types of trains. You are to
organise the trains in chronological order, that is, from oldest to most recent.
Activity 12: My train trip A letter to home
Imagine you have gone back in time to the days of long train journeys by steam train. You
have been on a long train trip where you travelled on a steam train in a wooden carriage like
the ones you at The Workshops Rail Museum. You slept on the train and ate in the trains
refreshment car, like the ALF 1246, and at refreshment rooms at stations on the way.
Write a letter to your friend or family describing your journey. You need to tell your friend or
family about:
where you went and how long it took;
the train;
where you are slept and ate during your journey;
the scenery you saw from the train; and
your favourite memory about this journey.
Use the information you have collected throughout this worksheet and excursion to help you
plan your letter. First use the planning template below and then write your letter on the next
page.
Planning template:
Where I went: The train: What it looked like: The train: What it sounded
like:
From:
To:
How long:
Where I slept: Where I ate: The scenery:
What this was like: What this was like:
My favourite memory about travelling by train:

_______________________-

...

.
Resources
Resource 1: Oral History Listening Activity (Activity 3)
Read the following oral history to the class. The students complete the table in Activity 3
question 1.
ORAL HISTORY:
A transcript of a mans first train experience:
When I was eight I travelled from Brisbane to Townsville in a train called the Sunshine
Express. We left from Roma Street station at night and I remember being taken up to
the end of the platform to see the engine. It was a great big green monster leaving in
the light and it was hissing steam and I remember thinking gees this thing is going to
take us all the way to Townsville.
It took two nights and a day to get to Townsville so we had to sleep on the train. Our
cabin was fitted out with seats during the daytime and at night they converted into bunk
beds; I was allowed to sleep on the top which I thought was terrific. We had our own
wash basin but the toilet was at the end of the carriage. I remember looking down
through the toilet and seeing the ground rushing by underneath. They had a little sign
that said do not use toilet whilst train is at station; I thought that was a bit of a joke.
We ate our meals in the dining car which rocked so much that all the plates and glasses
tended to move around the table. Sometimes we got off to have meals at a railway
refreshment room. I didnt like that as I thought the train would leave without us.
I liked sleeping on the train, the noise from the wheels and the rocking motion sent you
off to sleep and when you woke up you could look out the window and see how the
scenery had changed overnight. But you had to be careful looking out the window or
you could get coal dust in your eye.
Two nights and a day on a train was a long time when youre eight but I thought it was a
great adventure
From the Romance of Rail film at The Workshops Rail Museum
The Workshops Rail Museum Rail Transportation: Past & Present: Resources | Year 3 1
Resources
Resource 2 - Activity 11: Train Timeline Game
Rail Transport Timeline Sequencing Task (1)
Six students are asked to hold a train picture at the front of the class or group. Each
train picture has the accompanying information naming each train on the back. The
class or group puts the pictures in order from the earliest to latest train model by lining
the students in sequence. When all class/group members agree, the students holding
the pictures reveal the labels on the back of the pictures, and the class discuss the
sequence.
Photocopy and enlarge this page, then paste each train onto card.
Resources
Rail Transport Timeline Sequencing Task (2)
Photocopy and enlarge this page, then paste the text onto the back of the
corresponding train pictures.
A10 No.6 was one of 13 0-4-2 locomotives built for Queensland Railways by Neilson &
Co., Glasgow, Scotland between 1865 and 1866.
The diesel-electric locomotive began service for Queensland Railways in 1959. This
powerful locomotive was used to haul coal, passengers and freight trains.
The Tilt Train was launched in A small railmotor based on a Panhard

Queensland in 1998 and began Levassor road wagon was built at the Ipswich
servicing stations between Brisbane Railway Workshops in 1918. It had a
and Rockhampton and Brisbane and capacity of 11 people (10 passengers and a
Bundaberg. driver).
From 1979 electric trains were introduced to Brisbane, and later to Cleveland and the
Gold Coast.
In the mid-1980s the main coalfields lines in central Queensland were also electrified.
This steam locomotive was one of 6 small tank locomotives built at the Ipswich
Railway Workshops in 1904. The intended use for steam locomotives like this was as
shunting engines at larger marshalling yards.
On the following pages are supplementary resources teachers may use at their
discretion as support for this worksheets activities or other classroom tasks.
Additional Resources
Additional Resource 1
1. Fuel (usually coal) is burned in the firebox to make hot gases.

2. The gases pass through boiler tubes that run the length of the water filled boiler.
3. This heats the surrounding water and turns it into steam.
4. The steam passes into cylinders that hold a piston. The steam pushes the piston along.
5. The steam then escapes through a one way opening (valve) and the piston can slide back again.
6. The pistons are connected to the driving wheels with rods. As the piston moves back and forth, it moves the rods which then
make the wheels turns.
1. Diesel fuel burns with explosive bursts in the cylinders of the engine. The radiator keeps the engine cool.
2. These explosive bursts in the cylinders drive pistons that are connected to rods and shafts. These then drive a generator
that makes electricity.
3. The electricity generator runs the electric traction motors which drive the wheels.
1. An electric train draws power from an overhead wire using and arm called a pantograph.
2. Electricity flows from the pantograph to a transformer which works to reduce the current to the necessary level
needed to power the train.
3. A speed control in the cab is used to change the voltage to alter the speed. The more power drawn, the faster the
train moves.
4. The current then travels to the traction motors, which in turn move the train.
Resources
1. The Maglev runs along a guideway and is moved along by magnets rather than an engine and wheels.
2. Magnets in the guideway repel the trains magnets so that the train is levitated above the guideway. This
eliminates any friction that is associated with wheels and rails.
3. Magnets on the sides of the guideway alternatively attract and repel each other, pushing the train along.
Additional Resoruce 5: Make your own steam train engine

Rail Transportation Past Present Yr 3 History

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The Workshops Rail Museum Number Trail | Years 1-2 0

The Museums Vision Statement is:

The Mission Statement is:

This program The Workshops Rail Museum 2014

For further information and enquiries:

The Australian Curriculum: History

Historical Knowledge and Understanding

General Capabilities and Cross-Curricular Priorities: History and English

Activity: Description: Resources

Activity 4: Find that train photo matching

Photo 1: Sheep wagon; sheep

Photo 2: Vice Regal carriage; royal family

Photo 3: Diesel electric locomotive; coal

Photo 4: Brake/Guards van; mail

Photo 5: Tilt train; passengers

Photo 6: Flash sugar cane locomotive; sugar cane

Activity 6: Moving goods

Open goods Tender (for coal)

The Panhard Railmotor (RM14)

The Panhard railmotor was built to carry ten passengers.

In fine weather, passengers enjoyed good views of the country.

as passengers, it carried goods on a small trailer.

The Panhard was officially withdrawn from service in 1941.

Support materials and references

For Queensland Rail History:

The Workshops Rail Museum exhibitions and displays information:

The Workshops Rail Museum learning resources:

Australian Heritage Council website:

Zones 1 & 2: Timekeepers and Grounds - Activity 5 first column

Zone 3: Moving Goods - Activity 6; Activity 4 location of sheep wagon

Zone 4: Diesel Revolution - Activity 4 location of Diesel electric locomotive; Activity 5

Zone 5: All Aboard - Activity 4 location of Brake/Guards van

Zone 7: The Ipswich Railway Workshops - Activity 7

Zone 8: Rail in Queensland and Zone 9: Platform 9 - Activity 8

Zone 11: Might and Muscle - Activity 9

What do trains carry?

How do trains work?

FACT SHEET: Australian Rail Technology throughout Time

Diesel electric locomotives were used to

Steam Trains Diesel Trains

Electric Trains Maglev Trains

b) Talk to your partner about your train travel experiences.

Interview record: My family members experiences with train travel

Activity 4: Find that train - Photo matching

Diesel Electric Locomotive Flash Sugar Cane Locomotive

Rolling Stock Cargo

_______________ Royal family

Pompey Diesel Simulator: Tilt Train Simulator:

What are the seats like?

Is the cabin open or closed?

What was this locomotives purpose?

What other interesting things can you see?

1. What was the crane next to the train used for?

1. What is the name of the trade? _________________________________

Tools name: ___________________________________

5. Describe the clothes they are wearing.

a) How many doors does it have? ____________

Role play instructions:

Item 1: The suitcase

a) Whose suitcase is it?

Item 2: The 1950s grocery box

a) What groceries can you see in the box?

1. What do you think it was used for?

The Panhard Railmotor (RM14)

The __ railmotor was built to carry

at the _______ _ ________.

line. As well as passengers, it carried _ on a small .