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Rimutaka Incline Education Resource December 2009 Cover Image Credits Rimutaka Incline Education resource December 2009 Cover image credits: An excursion train passes through the Siberia Valley wind protection barriers. (Jordan Collection. New Zealand Rail and Locomotive Society Archives) Fell engine. (Derek Cross. NZ Railway & Locomotive Society archives) Cross Creek shelter. (Sue Galbraith.) © Copyright December 2009, New Zealand Department of Conservation Published by Department of Conservation Wellington Hawke’s Bay Conservancy P.O. Box 5086 Wellington 6145 New Zealand In the interest of forest conservation, we support paperless electronic publishing. Contents Introduction 3 Map 4 Curriculum links - History of Rimutaka Incline - the railway and the people 5 History activities 6 History activities continued 7 Curriculum links - Technology used in building a railway over mountains 8 Curriculum links - How the Rimutaka Incline is used today 9 How the Rimutaka Incline is used today activities 10 Planning a trip 11 Additional information 12 Fact sheets 13 2 Introduction The Rimutaka Incline (the track between Cross Creek and Summit) was part of the rail route between Wellington and the Wairarapa for 77 years (1878–1955). It is now jointly managed by the Department of Conservation and Greater Wellington Regional Council as the Rimutaka Rail Trail. DOC manages the Incline section from the Summit to Cross Creek carpark in the Rimutaka Forest Park, and Greater Wellington Regional Council manages the section from Kaitoke to the Summit in the Pakuratahi Forest. This education resource is designed to be used with the Explore Rimutaka Forest Park site-based resource for teachers wanting to engage students of any level in Education Outside the Classroom (EOTC). When walking the Rimutaka Incline students can: • Explore evidence of how people have used, and impacted on, this area through time • Identify remnants of the railway buildings, bridges and tunnels used by the fell Title style engines that opened the way to the Wairarapa • Gain further awareness of the area’s range of recreational opportunities and appreciate that all users have a part to play in caring for this environment • Use safe practices and basic risk-management strategies as required on the exposed top of the incline, in tunnels, and near steep drops 11 3 Map of Rimutaka Incline 4 The history of the Rimutaka Incline - the railway and the people Curriculum links Students can: • Develop an awareness of people’s interaction with, and impact on, this environment through time. • Debate the importance of keeping records of the past. • Links can be made to: Social studies - Place and environment Students will understand: L2 – how different groups used the Rimutaka Incline in the past, L3 – how ruins along the old railway track reflect past interactions of people with this area, L6 – the implications of the closure of the railway track for people who had operated the railway and the environment. Social studies - Time, continuity and change Students will understand: L3 – how the people who built the railroad to the Wairarapa changed the lives of others, L3 – how the past is recorded and remembered, L6 – how people find out about the past. Social studies – Links can be made to a range of oral, written and visual language objectives 5 Rimutaka Incline history - suggested activities Pre-visit On-site Post-visit Learning about the Learning in/about the Taking action for the environment environment environment Students can: Students can: Students can: • Study a relief map— Wel- • Visit the site of the Cross • Write two diary entries about lington to the Wairarapa and Creek community and their trip over the Incline— consider how people would explore the remnants of the one with the class and an have travelled between these railyards – the ashpit, turn- imaginary one on a Fell areas in the past. (People, table, water tower, the centre engine prior to 1955. Present cattle and sheep had to rail that was unique to the this information to others. walk around the coast, until Fell engines that operated a track was made over the on the track. Historic photo • Write a newspaper report Rimutaka Ranges. On 10 cards will bring the commu- about the accident at Sibe- June 1856 the first dray load nity alive for students. ria when wind gusts blew of goods was taken over the carriages down the bank. In- roughly finished Rimutaka • Compare photos of the en- clude the actions that would Hill Road.) vironment 50–100 years ago be needed to ensure this with what it is like today. event was never repeated. • Discuss why people would have been interested in mak- • Observe the forest regenera- • Consider the following: ing access to the Wairarapa tion that has occurred since easier? (e.g. sheltered, fertile those photos. – The impact of opening the rail- plains) way over the mountains in 1878 • Observe the improvement • Research the History of the in the bush since the pos- – The impact of opening the new Rimutaka Incline Railway sum control operations have tunnel through the mountains in and the Fell engines that taken place. 1955. operated on it. – The closure of the Cross Creek • Discuss life at Cross Creek and Summit communities when during the days of the the Fell engines ceased opera- railway—advantages and dis- tion. advantages. Read Memories of a Cross Creek Child and – List/discuss possible advantag- compare this with the life of es and disadvantages to people, a 10–12 year old today. stock and the environment. • Visit the Fell Engine Mu- – Think about how you would feel seum and look at how the if your community was “closed past has been remembered/ down.” Share these ideas with recorded. others 6 Rimutaka Incline history - suggested activities continued Pre-visit On-site Post-visit Learning about the Learning in/about the Taking action for the environment environment environment • Visit the Fell Engine • Share artefacts from their Museum and look at how the family’s history and write a past has been remembered/ story to accompany them. recorded. • Ask local elderly people • Discuss why recording of about what the area was the past is important to like in the past. Collate their particular groups of people. memories on video, audio Share personal experiences tape, or in writing. of recording of the past. Find out how different families • Debate the importance of record the past for future keeping records of the past. generations. ‘It is/is not important to keep the last Fell engine.’ • Find out about the Wairarapa today—what part has the • Visit www.rimutaka-incline- railroad played in the devel- railway.org.nz to find out opment of this area? about people who want to reconstruct the old railway on the Rimutaka Incline. 7 Technology used in building a railway over mountains Curriculum links Students can: • Investigate the strategies used to build a railway track over mountains and the impact this had on the environment. • Compare this with technologies used in their local environment and their environmental impact. • Links can be made to: Technology – Technological knowledge and understanding Students will: L4 – develop an understanding of the use and operation of technologies associated with the railway. Technology - suggested activities Pre-visit Pre-visit Post-visit Learning about the Learning about the Taking action for the environment environment environment Students can: Students can: Students can: • Identify types of technology • Observe the range of tech- • In groups, using a range of (i.e. bridges, tunnels, cul- nology used in the building materials, construct a tunnel, verts, etc.) that were needed of the railway—bridges, tun- low or high bridge. Compare to make the railway. nels, culverts, embankments, models for strength. What windbreaks. methods are most successful? • Observe the technology used to support banks or give protection from wind, in your school or neighbourhood. Consider the impact they have on the environment. 8 How the Rimutaka Incline is used today Curriculum links Students can: • Investigate how people interact with the Rimutaka Incline environment. • Consider how they value it personally and whether they feel a sense of responsibility to maintain and improve the quality of this environment. • Learn how people have taken action to protect and enhance the environment at Rimutaka Incline. • Plan a project to protect or enhance an area in their local community. • Links can be made to: Social Studies – Place and environment Students will: L3 – how different groups use Rimutaka incline English Links can be made to a range of oral, written and visual language objectives. Mathematics - Statistics Students can gather information about numbers using the park. The Arts Links can be made to drama and visual arts. 9 How the incline is used today - suggested activities Pre-visit On-site Post-visit Learning about the Learning in/about the Taking action for the environment environment environment Students can: Students can: Students can: • Conduct a survey to find • Look for signs of impact • Role play the different users out who (in the class, school from people using the track of the Rimutaka Incline. Ex- and/or neighbourhood) has today. plain how you value the area visited Rimutaka Forest Park as a forest ranger, Rimutaka / Rimutaka Incline and what • Check whether signage en- Forest Park Trust volun- they did there. courages users of the tracks teer guide, mountain biker, to respect the environment. walker, hunter. • Find out how the following park user groups use the • Think about possible conflict • Help to organise a group Rimutaka Incline for work or that may exist between (family, scout, guide) trip to recreation: people using the area for dif- Rimutaka Forest Park and ferent purposes, e.g., walkers share their knowledge of the – Department of Conservation and hunters, bikers and walk- area with this group. ers. How could any conflict – Fell Locomotive Museum Inc. be resolved? • Look for opportunities to be involved in outdoor activities – Rimutaka Incline Railway Heri- • Sketch an area of the park in the local area.
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