The awesome Ashmolean has over a million objects – from mummies to Michelangelos and beyond!
The death mask of Oliver Cromwell and the lantern Guy Fawkes carried on the night of the gunpowder plot are just two of the many curiosities that make the Ashmolean an Oxford must-do.
The museum has a purpose-built education centre (and lunchroom) with creative, supportive staff who can help you deliver interactive and tactile learning experiences, but you’ll need to plan a trip here well in advance!
Oxford
Blenheim Palace
Undoubtedly Britain’s greatest palace, Blenheim is home to the 12th Duke of Marlborough.
Blenheim was built in the early 18th century and, amongst its many claims to fame, it was the birthplace of Winston Churchill.
The palace’s education team hosts 45-minute tours plus a variety of activities to engage schoolchildren in topics including history, conservation and research, architecture and going green. They even run sessions on water and recycling in the Blenheim Palace Bottling Plant!
Oxford
Oxford Castle Unlocked
From its St George’s Tower to its 900-year-old crypt, Oxford Castle has stories to tell.
Pay a visit to Oxford Castle and costumed character guides will reveal the castle’s colourful past to you, including tales of great escapes, betrayal and romance as they guide you around the Debtors’ Tower and Prison D-Wing!
Oxford Castle Unlocked offers cross-curricular workshops suitable for KS2 children in its Key Learning Centre, which can only be booked in conjunction with a group tour.
Oxford
Museum of the History of Science
An Oxford University museum with a world-class collection of historic scientific instruments.
Ideal for STEM-subject school trips, this museum is full of instruments for astronomy, time, electricity, chemistry, medicine, photography, microscopy, mathematics, and early radio technology!
You’ll be able to ogle at astrolabes, sundials, quadrants, microscopes, telescopes and more, and the accompanying education programme focuses on using them to enrich learning across the curriculum.
