PARK TEACHER NOTES TOP SECRET SELF GUIDED KEY STAGE 5

HUT 11A

HUT 11

THE MANSION

HUT 3

HUT 1

HUT 8

TELEPRINTER HALL

BLOCK A

BLOCK B

ROOMS 1-4

BLOCK C

1 TEACHER NOTES SELF GUIDED KEY STAGE 5

PLAN FOR THE DAY MUSEUM BLOCK B LOWER GALLERY If you are taking part in an educational visit through the Learning Department, you will be sent an itinerary for your Enigma machines visit which will include these components: How do they work? - Guided tour of approximately 45 minutes, which will take you around the outside of the buildings. Discuss and use the Enigma interactive on the wall. The did not send the message; the - Workshop session for 1 hour (please refer to the learning message was sent using Morse Code over the radio waves section of the website for more information and session and this was secretly listened to at Wireless Interception choices). Stations (Y-stations) . The messages were written down in letters, then taken by Dispatch Rider using a motorbike/ - Lunch break for 30 minutes with provision for eating bicycle or sent via teleprinter to . packed lunches in a reserved indoor space. Enemy forces may decide to alter the Enigma to make it - Self guided time for up to an hour (this could be split more effective. You need to pre-empt their ideas. How across different slots). might they upgrade Enigma?

During your self-guided time, you will be encouraged to - Rotors were added. Operators had to choose three rotors divide into smaller groups to explore inside the buildings. from a set of five for a three rotor machine. We encourage you to use the self guides with the students to enrich their engagement with the exhibitions. Please - For Naval Enigma, three further rotors were added giving stay with your student groups at all times for safeguarding a choice of eight, out of which four were put into the ma- and security. chine to increase security. However one of the three new naval rotors had to be used, so that reduced the number of *Please note that sessions and tours are scheduled possibilities the Codebreakers had to try. throughout the day and your itinerary may follow a different running order. Alan Turing Spend time reading the information about Alan Turing with your students and then discuss the pardon that he was granted by the Queen after his death.

Hut 11A The machine was designed by Alan Turing and to assist with and speed up the code- breaking process.

A set of three vertical drums on the Bombe machine repre- sents three rotors in one Enigma machine.

2 The Codebreakers used clues and common phrases (cribs) to guess some of the message content. They could then The Watch: four watchkeepers who were experts in use this information to design a menu, a diagram showing German filled in the gaps in the messages that had come linked letters, allowing the Bombe to check possible through from Hut 6. Enigma settings for that day. Duty Officers’ Room:the messages were prioritised. The Codebreakers would try the settings given by the Bombe to break the code. If this didn’t work, they would Advisors’ Room: Hut 3 reports were checked for accuracy run the Bombe again. in military and technical details.

Over 200 Bombe machines were built but most were Intelligence Officers’ Room: officers worked on cover destroyed after the war. The Bombe is not a computer: stories to conceal the fact that Enigma was being broken. it carries out systematic searches rather than numerical calculations. Administration and Typing Room: reports were typed up and sent to MI6. They were often sent by a (fictitious) spy Hut 6 and Hut 3 called Boniface. Army and Air Force codes were worked on in Hut 6. Hut 6 and Hut 3 explain the Codebreaking process as it was in Teleprinter Room: At the beginning of the War Hut 3 sent 1941. The students can follow the process from room to their reports directly to MI6 and a small group of people room, reading the text and listening to the sounds, to the who knew about the Bletchley Park secret. These messages end of Hut 6. In Hut 3, walk straight down to the end and were enciphered using a Typex machine and then sent by continue from the back of the Hut towards the door. teleprinter.

Hut 6 Typex machines were the British wheel-based Registration Room: the intercepted messages from the electromechanical cipher machines, a variant of the Y-stations were sorted. German commercial Enigma machine. They were developed in the UK in 1934. Once German messages Machine Room: ciphers were broken using pencil and were broken with the help of the Bombe machines, the paper. intercepted messages were decrypted using adapted Typex machines. Interception control room: staff liaised with Y-stations to ensure all radio stations were covered. It is important the students work as a team as the Netz and Crib rooms: different methods for breaking Codebreakers would have done. The students can codes are described. read quotes on the walls, work on the interactives and investigate methods such as pinches, cribs and Decoding room: once Enigma settings had been broken in . the Machine Room the intercepted messages were typed into Typex machines (British cipher machines), adapted The students can watch the following film in Hut 8 about to work like Enigma machines. The decrypts were then the Petard Pinch: goo.gl/qkFHyW pushed through a chute with a broom into Hut 3. Visit Alan Turing’s office and point out his mug attached to the radiator! He was rather eccentric and liked to ensure his mug was only used by him.

Alan Turing was the Head of Hut 8 until 1942, working on German Naval Enigma messages. 3 MANSION

Off Duty Exhibition Secrecy and Security Exhibition This focuses on the activities the Bletchley Park workers Encourage your students to think about the impact of undertook in their spare time and how they looked after Bletchley Park since the war. Use the interactives and their health and well-being. discuss why this exhibition is here at Bletchley Park. As a Bletchley Park Codebreaker, would they have been Encourage the students to listen to the sound clips of considered a World War Two ‘hacker’? the veterans.

Bill Tutte Please refer to the Bletchley Park website for more detailed information about the history of the site. Bill Tutte used mathematics to find a way to break the - an encryption system even more complex than Enigma used by Hitler and his generals. He managed to construct the mechanism of a Lorenz machine from its CURRICULUM LINKS cipher output alone: he had never seen one. A LEVEL COMPUTER SCIENCE BLOCK C - Describe and define encryption and its practical Secrets Revealed limitations; use Caesar and Vernam ciphers.

- Consequences and uses of computing This exhibition explains the impact of the work at Bletch- ley Park. A quote from Winston Churchill can be found A LEVEL MATHS near the entrance describing the Codebreakers and their success in keeping their work secret: ‘The geese that laid - understand mathematics and mathematical processes in the golden eggs and never cackled’. Later in the exhibition a way that promotes confidence, fosters enjoyment and another indication of Churchill’s support can be seen: the provides a strong foundation for progress to further study ‘Action This Day’ memo he wrote after he received a letter from Codebreakers explaining that their work was hindered - extend their range of mathematical skills and techniques by lack of resources.

- understand coherence and progression in mathematics A code replaces whole words or phrases, whilst a cipher and how different areas of mathematics are connected replaces individual letters.

- apply mathematics in other fields of study and be aware Expertise in these languages was particularly in demand of the relevance of mathematics to the world of work and at Bletchley Park: Japanese, German and Italian. to situations in society in general.

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