Cool for Schools
Content list for teachers
This section is designed for teachers and pupils visiting Llandudno as a resort and the Great Orme Tramway. The links provide information on not only the tramway but also on Llandudno as a resort and the Great Orme headland as an attraction, both of which are essential parts of the Tramway Story.
- Introduction
- Key Stage II
- The Great Orme Tramway is unique
- A funicular Railway
- History of the Great Orme Railway
- The Engine and Winding House
- The Tram Track
- The Tram Cars
- Signal Equipment old and new
- Colour Scheme of livery of the tramcars
- At the controls - how the tramway works
- Great orme Tramway Accident
- Newspaper reports of the Tramway 1902
- Where is the Tram ?
- Victoria Station observation quiz
- Transporting people and goods up and down the steep slopes
- Understanding how a funicular tramway works
- Details about the Great Orme Tramway - The Track
- Great Orme Tramway Tour
- Birth and Growth of modern Llandudno
- Important Dates in the development of Llandudno as a tourist resort
- Other routes to the summit
- View from the summit of the Great orme
- Family History in Llandudno
- Mr Aston's photographic diary of the holiday in Llandudno, 1903
- Photographs past and present
Introduction for teachers
Since the workings of the Tramway are quite technical, a conscious effort has been made to explain its operation with pupils of 6 and 7 in mind although teachers of any year group should find this information useful.
Included are activities and worksheets for use during the visit to the tramway and suggestions for follow up work back in the classroom.
We trust that with the help of this information teachers will be well prepared for a visit to the tramway, thus making the experience not only exciting and pleasurable for the pupils but but informative and educationally rewarding.
Downloads
For a printable version of this information, download our resources for schools pack. The file is large and depending on your connection may take a while to download.
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