Schools pricing | Madame Tussauds Official London

Q: 1. Celebrity entrance: Understanding fame

Example discussion point 1: Children should consider the definition of fame. Would they like to be famous? Why/why not? Example task 1: To review a list of some of the celebrities in the attraction and order them from most famous to least famous, giving reasons for choices. Who is on the A-List and who is on the B-List? How does it help children to define what we mean by ‘fame.’

Q: 2. A-list: Celebrity culture

Example discussion point 1: Ask children to consider what we mean by ‘celebrity culture’. What is our current celebrity culture? What role does the media play in this culture? Can we say that the media controls and defines this culture? Example task 1: To imagine/create a private dialogue between two celebrities in Awards party. What would they say to each other? What would they have in common? Pupils should write an inner monologue for one or more of the celebrities, expressing how they really feel about the pressures of their celebrity status. Example discussion point 2: Pupils should choose a celebrity and consider how they represent modern celebrity culture. How does their figure show the relationship between celebrity/fame and the media? Example task 2: To create a selfie with a celebrity in A-list. What are the pressures when trying to create the perfect selfie? Why do people feel motivated to do it? How does it make them feel?

Q: 3. Fashion: Taking the limelight

Example discussion point 1: Pupils should consider what it takes to be in the limelight as a fashion model, in front of millions of people. What personality traits are required? What are the challenges of this job? Example task 1: To walk down the runway and record the different sensations of the experience using descriptive language and sensory description: sight, sound, touch, taste, smell. ** Pause/rest-bite** Example discussion point 2: While children take a short break, they should watch how other visitors are interacting with the celebrities in the attraction. What do they notice? Example task 1: To record observations of how members of the public interact with the attraction. What do they find interesting? What sorts of things do they do? What do they enjoy? Why do they enjoy it?

Q: 4. Key figures: Fake news

Example discussion point 1: Ask children to consider the term ‘fake news’. What does it mean? What different types of fake news are there? Example task 1: To analyse a variety of news stories about one or more of the celebrities in the attraction (written/compiled specifically for the exercise) and to assess whether they think it is real or fake, picking out textual evidence to back up their decisions. Example discussion point 2: Pupils should think about a recent election in the USA or the UK. Did fake news play a role in the election? How? Why is fake news dangerous when it comes to politics? Example task 1: To write either a fake or a real headline in the style of a newspaper headline and swap it with other members of the class. Who is the best at spotting the fake news?

Q: 5. Music: Media through ages

Example discussion point 1: Pupils should consider how fame has changed over time. How has the media contributed to these changes? Example task 1: To analyse the fame experienced by The Beatles in the 1960s compared to the fame experienced by someone famous today. What is the same? Was it different?

Q: 6. Marvel: The future of the media

Example discussion point 1: Pupils should be prepared before entry to the 4D cinema to consider how the experience engages them physically, mentally and emotionally – and why this is effective. Example task 1: To create a new type of media for the future inspired by the experience in the 4D cinema.

Ticket Type	Autumn Term 2025 Price	Spring/Summer 2026 Price
Student Rate	£15.00 per student	Please Enquire
Additional teachers (per teacher)	£29.50	Please Enquire

These rates are applicable to both UK and international primary, secondary, college and higher education (18+ College/University). Higher Education group bookings must be a minimum of 10 people & each individual must show valid Student identification. Free Teacher Ratio (primary 1:5/secondary 1:10).

Book a school trip

Please note our education rates are not available on weekends or the following dates during the 2025 academic year:

25/10/2025 - 02/11/2025
20/12/2025 - 31/12/2025

If you would like to visit on one of the above dates with a school group you can take advantage of discounted Super Peak School rates at £26 per pupil, 1 teacher will go free for every 10 pupils.

To enquire about Spring/Summer 2026 rates please use our School Trip Enquiry Form.

School Trip Enquiry Form

We would recommend students be prompted to complete ‘learning checkpoints’ or discussion points/tasks as they walk around the attraction; this will help guide and structure their learning through the various interactive and exciting zones. Just pick your theme and start exploring some example talking points on how your pupils learning experience could unfold!

Example discussion point 1: Children should consider the definition of fame. Would they like to be famous? Why/why not?
Example task 1: To review a list of some of the celebrities in the attraction and order them from most famous to least famous, giving reasons for choices. Who is on the A-List and who is on the B-List? How does it help children to define what we mean by ‘fame.’

Example discussion point 1: Ask children to consider what we mean by ‘celebrity culture’. What is our current celebrity culture? What role does the media play in this culture? Can we say that the media controls and defines this culture?
Example task 1: To imagine/create a private dialogue between two celebrities in Awards party. What would they say to each other? What would they have in common? Pupils should write an inner monologue for one or more of the celebrities, expressing how they really feel about the pressures of their celebrity status.

Example discussion point 2: Pupils should choose a celebrity and consider how they represent modern celebrity culture. How does their figure show the relationship between celebrity/fame and the media?
Example task 2: To create a selfie with a celebrity in A-list. What are the pressures when trying to create the perfect selfie? Why do people feel motivated to do it? How does it make them feel?

Example discussion point 1: Pupils should consider what it takes to be in the limelight as a fashion model, in front of millions of people. What personality traits are required? What are the challenges of this job?

Example task 1: To walk down the runway and record the different sensations of the experience using descriptive language and sensory description: sight, sound, touch, taste, smell.

** Pause/rest-bite**

Example discussion point 2: While children take a short break, they should watch how other visitors are interacting with the celebrities in the attraction. What do they notice?
Example task 1: To record observations of how members of the public interact with the attraction. What do they find interesting? What sorts of things do they do? What do they enjoy? Why do they enjoy it?

Example discussion point 1: Ask children to consider the term ‘fake news’. What does it mean? What different types of fake news are there?
Example task 1: To analyse a variety of news stories about one or more of the celebrities in the attraction (written/compiled specifically for the exercise) and to assess whether they think it is real or fake, picking out textual evidence to back up their decisions.

Example discussion point 2: Pupils should think about a recent election in the USA or the UK. Did fake news play a role in the election? How? Why is fake news dangerous when it comes to politics?
Example task 1: To write either a fake or a real headline in the style of a newspaper headline and swap it with other members of the class. Who is the best at spotting the fake news?

Example discussion point 1: Pupils should consider how fame has changed over time. How has the media contributed to these changes?
Example task 1: To analyse the fame experienced by The Beatles in the 1960s compared to the fame experienced by someone famous today. What is the same? Was it different?

Example discussion point 1: Pupils should be prepared before entry to the 4D cinema to consider how the experience engages them physically, mentally and emotionally – and why this is effective.
Example task 1: To create a new type of media for the future inspired by the experience in the 4D cinema.