East Riddlesden Hall

Teachers Resource Pack

Essential Information

Contact Information Local Travel East Riddlesden Hall Train from Leeds/ Bradford Road Keighley Skipton/Bradford to Keighley Sta- West Yorkshire tion, one mile bus ride 662 to Hall. BD20 5EL Bus 662 service every 10 minutes Phone: 01535 683806 from Keighley or Bradford Inter- Community and Learning Officer change, 760 twice hourly from Shelley Hollingdrake Leeds. Alight at Granby Lane, di- Email: [email protected] rectly outside the Hall.

Opening Times Booking Information 10:30 - 4:30 Please book at least 14 days in advance with Please check our website for current the Community and Learning Officer. Your party should contain at least one adult for opening dates. every 6 children.

Facilities

• Toilets are available for use and are situated next to the shop. • The Airedale Barn and education room are available for use as a central meeting point and for leaving bags and coats. • Children can have their lunch in the Airedale Barn or education room but are also free to eat in the grounds. • Schools are welcome to use the gift shop and café in small groups during normal opening hours.

Preliminary Visits Cost We recommend a staff member conducts a If your school holds an Education Group preliminary visit to East Riddlesden Hall Membership for the National Trust then prior to the school visit. This can be entry to the property and grounds is arranged with the Community and free. However if workshop bookings are Learning Officer to discuss your group’s made then this will incur a small fee. needs and any special requirements.

Important Information • Please note that groups should move around the house in numbers of no more than 15. • Please allow at least an hour for your visit around the house. • There is wheelchair access to the ground floor of the house, the shop, the Great Barn, the gardens and the grounds, although some of the paths are steep. History of the Hall

The story of East Riddlesden Hall has been shaped by the contrasting influences of town and countryside, agriculture and industry, civil war and peace. This intimate 17th century manor house, built above the River Aire and once the heart of the agricultural estate of Riddlesden, is now a green haven on the edge of urban Keighley.

The wealth to buy the estate and to transform previous buildings into a comfortable 17th century manor house came not only from agriculture, but also from industry. James Murgatroyd, who bought the estate in 1638, had made his fortune in the Halifax woollen cloth industry. After the turbulent years of the English Civil War, and with the fortunes of the Murgatroyd family in decline, the es- tate eventually passed to a different branch of the family, the Starkies. During the 18th century the estate enjoyed a period of peace and prosperity with the Starkie family. It suffered the uncertainty of absentee landlords throughout the 19th century, when the area was also deeply effected by the Industrial Revolution. The building of the Leeds and Liverpool Canal towards the end of the 18th century cut through the Riddlesden estate. Wool mills, paper mills and even cotton mills sprang up around Keighley, tall chimneys reaching for the sky, and terraced housing spreading along the valleys. East Riddlesden’s soot-stained walls still bear witness to Keighley’s industrial past.

The Riddlesden estate was gradually sold off during the late 19th century and early 20th centuries, and the cottages of Riddlesden village were encroached by 1930s housing and commercial premises. In 1934, under threat of demolition, the hall was purchased by two Keighley brothers, William and John Brigg, who presented it to the National Trust. Today the scene viewed from the entrance gates of the hall in tranquil and inviting.

History of the Grounds Outbuildings

The Great Barn is reputed to be one of the finest barns in northern England, measuring 120ft long by 40ft wide. The barn was originally constructed of wood, and was later clad in stone in the late sixteenth and early seventeenth centuries. The Bothy (now a shop and tea room) were used as quarters for male servants.

Grounds

The East Riddlesden estate is currently 40 acres. During Stuart times, much of the resources used by the house were provided by the estate such as wood or coal from James Murgatroyd’s coal mines. Cows, sheep, chickens and geese were reared for meat, eggs, milk, leather and wool. The land was cultivated to provide wheat, barley and oats whilst fruit and vegetables were grown in the kitchen garden. Bee hives were essential for providing honey before the import of sugar. The formal or walled garden is south-facing which would have provided a pleasant walk for the family, although there is no evidence of what it would have looked like in the seventeenth century. Herbs would have been an essential part of a seventeenth century household but there is no record of where it would have been located. The current herb garden consists of many old herbs such as borage, marigold and lemon balm.

National Curriculum

East Riddlesden Hall can be used in a cross-curricular way to enrich chil- dren’s learning outside the classroom. History Science KS1 KS1 1b—Pupils should be taught to use common Sc1 words and phrases relating to the passing of 2a—ask questions and decide how they time (for example, might find answers to them before, after, a long time ago, past b. use first-hand experience and simple 2a—recognise why people did things, why information sources to answer questions. events happened and what happened as a re- sult Sc2 2b—Identify differences between ways of life at 2a—Pupils should be taught to recognise different times. and compare the main external parts of animals KS2 2e—How to treat animals with care and 2. Pupils should be taught: sensitivity a. about characteristic features of the periods 5a— find out about the different kinds of and societies studied, including the ideas, be- plants and animals in the local environ- liefs, attitudes and experiences of men, women ment and children in the past 5c— care for the environment.

East Riddlesden KS2 Curriculum Links Sc1 2e. use simple equipment and materials appropriately and take action to control risks 2f. make systematic observations and measurements

Sc2 Geography 1a—Life processes common to humans and KS1 other animals 2. In developing geographical skills, pupils 1b—Life processes common to plants in- should be taught to: clude growth, nutrition and reproduction a. use geographical vocabulary [for example, 1c– To make links between life processes hill, river, near, far, north, south] in familiar animals and plants and the b. use fieldwork skills [for example, recording environments in which they are found. information on a local area map] c. use maps and plans at a range of scales. 3a—the effect of light, air, water and tem- KS2 perature on plant growth 1d. identify and explain different views that 3b—the role of the leaf in producing new people, including themselves, hold about topi- material for growth cal geographical issues 3c—that the root anchors the plant, and 2. In developing geographical skills, pupils that water and minerals are taken in should be taught: through the root and transported through a. to use appropriate geographical vocabulary the stem to other parts of the plant c. to use maps and plans at a range of scales [for example, using contents, keys, grids]

National Curriculum

East Riddlesden Hall can be used in a cross-curricular way to enrich chil- dren’s learning outside the classroom. Art and Design KS1 and KS2 Design and Technology 1. Pupils should be taught to: KS2 a. record from first-hand observation, experi- d. measure, mark out, cut and shape a range of ence and imagination, and explore ideas materials, and assemble, join and combine components and materials accurately 2 c. represent observations, ideas and feelings, and design and make images and artefacts

3. Pupils should be taught to: a. review what they and others have done and say what they think and feel about it English KS1 En1 1a. speak with clear diction and appropri- ate intonation b. choose words with precision East Riddlesden c. organise what they say Curriculum Links d. focus on the main point(s) e. include relevant detail 2a. sustain concentration b. remember specific points that interest them c. make relevant comments d. listen to others' reactions e. ask questions to clarify their understanding Mathematics 4. To participate in a range of drama activi- KS1 ties, pupils should be taught to: Ma2 2a - count reliably up to 20 objects at a. use language and actions to explore and first …be familiar with the numbers 11 to 20; convey situations, characters and emotions gradually extend counting to 100 and be- b. create and sustain roles individually and yond when working with others Ma3 1e - recognise simple spatial patterns and relationships KS2 KS2 En 1 1c. choose material that is relevant to the Ma3 2b –visualise and describe 2D shapes topic and to the listeners and the way they behave, making more pre- 2e. respond to others appropriately, taking cise use of geometrical language, especially into account what they say. that of triangles, quadrilaterals, and prisms 3a. make contributions relevant to the topic and pyramids of various kinds; recognise and take turns in discussion when shapes are identical e. take up and sustain different roles, adapt- Ma3 2c. make and draw with increasing ac- ing them to suit the situation curacy 2D and 3D shapes and patterns; rec- 4c. use dramatic techniques to explore char- ognise reflective symmetry in regular acters and issues polygons… classify shapes and solve prob- En3 9a. to imagine and explore feelings and lems ideas, focusing on creative uses of language and how to interest the reader The Great Hall The Great Hall was originally the main room in the house, in the 17th century the Murgatroyd family began to use it solely as a reception room. It looks as though at sometime the Hall was to be divided into two by adding a lowered ceiling although this was never completed. On the opposite wall is a bricked up doorway that would have led to the Starkie wing.

Activities and Key Questions National Curriculum Links KS1: History History – Can you show me how you KS1 know the hall is old? 2b—Identify differences between ways of life at different times. KS2: Drama – take part in a short sketch KS2 of how the room was used for dances 2a Pupils should be taught about char- in the past. Use this idea to answer acteristic features of the periods and why the table is not in the middle of societies studied the room?

National Curriculum Links Activities and Key Questions Picture History KS1: KS1 History – Why did they have a fire- 2b—Identify differences between ways place? Do you still have a fireplace to of life at different times. keep warm?

KS2 KS2: 2a Pupils should be taught about char- English – Pick something and acteristic features of the periods and describe it, can you get the other societies studied children to guess what it is?

Picture of part of room Activities and Key Questions National Curriculum Links KS1: Maths Maths (estimating) – How many chil- KS1 dren could sit at the table (try this Ma3 1e - recognise simple spatial patterns and relationships out) DT KS2: KS2 DT – Why was the table made from d. measure, mark out, cut and shape a range wood? How did they get the wood? of materials, and assemble, join and com- How is it joined together? bine components and materials accurately

National Curriculum Links Activities and Key Questions picture Art KS1 and KS2: KS1 and KS2 Art – Pick something from the 1. Pupils should be taught to: tapestry and sketch it a. record from first-hand observation, experi- ence and imagination, and explore ideas

2 c. represent observations, ideas and feel- ings, and design and make images and arte- facts

3. Pupils should be taught to: a. review what they and others have The Red Porch Chamber

This small room holds one of the most recognisable features of East Riddlesden Hall: the rose window. It is also the home of a small fireplace that is meant to be where Royalists hid during the Civil War. Above this room there is rumoured to be a secret passage.

Picture of part of room Activities and Key Questions National Curriculum Links KS1: History History– Ask children why there KS1 would have been a fireplace in the 2a—recognise why people did things, room and why they were important. why events happened and what hap- pened as a result KS2: History – Ask children to tell you how KS2 they would have felt living in the 2a Pupils should be taught about char- house and using the fire to keep acteristic features of the periods and themselves warm and cosy. societies studied, including the ideas, beliefs, attitudes and experiences of men, women and chil- dren in the past

National Curriculum Links Activities and Key Questions Picture Maths KS1: KS1 Maths – How many different shapes Ma3 1e - recognise simple spatial patterns can you see in the rose window? Can and relationships you draw them? KS2 Ma3 2b –visualise and describe 2D shapes and the way they behave, making more KS2: precise use of geometrical language, espe- Maths – Cut out the shapes from the cially that of triangles, quadrilaterals, and picture of the rose window – do they prisms and pyramids of various kinds; rec- fit together? Is the window symmetri- ognise when shapes are identical cal? Ma3 2c. make and draw with increas- ing accuracy 2D and 3D shapes and patterns; recognise reflective symme- try in regular polygons… classify

Activities and Key Questions National Curriculum Links KS1 and KS2: Art Art- Design your own grand KS1 and KS2 window for the hall what would you 1. Pupils should be taught to: include to show you are rich? Think a. record from first-hand observation, about the use of colour and shape. experience and imagination, and ex- plore ideas

2 c. represent observations, ideas and feelings, and design and make images and artefacts

The Kitchen Chamber

The Kitchen Chamber is a room that houses a large tester bed which is canopied so that rats could not fall onto the sleeping families. The floor is also dipped with the weight of the bed as it is so heavy. This room also includes a child’s cot that used to be filled with straw and emptied using the small door at the back.

Picture of part of room Activities and Key Questions National Curriculum Links KS1: History History – Ask children to discuss why there is a roof on the bed and do we have KS1 them in modern day? (The roofs on beds 2a—recognise why people did made sure that rats did not fall from the things, why events happened and thatched roofs onto a person whilst they what happened as a result slept.) 2b—Identify differences between

KS2: ways of life at different times. History– Ask children to lie on the floor and imagine that they can hear a rat KS2 scurrying around above them. Ask the 2. Pupils should be taught: child to close their eyes whilst something is gently dropped on them. How does the a. about characteristic features of child feel? Use these feelings to discuss the periods and societies studied, why there is a roof on the bed and do we including the ideas, beliefs, atti- have them in modern day? (The roofs on tudes and experiences of men, beds made sure that rats/birds did not fall women and children in the past from the thatched roofs onto a person whilst they slept)

National Curriculum Links Activities and Key Questions Picture History KS1: KS1 History – Look at bobbin winder – 2b—Identify differences between ways ask children what it is, do we still have of life at different times. them today and where do your clothes come from? Maths KS2: KS2 Maths – look at the bobbin winder Ma3 2b –visualise and describe 2D each section is 45 degrees – how shapes and the way they behave many degrees is a full circle?

Activities and Key Questions National Curriculum Links KS1: History History – Look at the cot at the end of KS1 the bed – ask children what it is, do we 2b—Identify differences between ways of still have them today and is it the same as life at different times. a cot you would have in your houses? History KS2: KS2 History – Why is there a door on the cot? 2a Pupils should be taught about charac- (explain to children that cots used to be teristic features of the periods and socie- lined with hay and the door was used to ties studied, including the ideas, beliefs, remove the hay) How might a servant feel attitudes and experiences of men, women if they had to do this? and children in the past

The Great Chamber

This was the main bedroom in the house, the bed at the time with its curtains and belongings was valued at £18—a lot of money in those days! This room contains various pictures and vases with elaborate decoration. It also includes one of the most valuable items in the house: the gold clock. In addition to this, there is also a large metal chest that the master of the house would have stored his valuable possessions.

Activities and Key Questions National Curriculum Links KS1: Art Art – draw one of the faces in the KS1 and KS2 room and compare it to a face that 1. Pupils should be taught to: your friend has drawn. Does it look a. record from first-hand observation, the same and why? experience and imagination, and explore ideas KS2: 3. Pupils should be taught to: Art– draw a detailed sketch of the a. review what they and others have done vases. and say what they think and feel about it

National Curriculum Links Activities and Key Questions Picture KS1 KS1: Maths Maths – Can you count all the faces Ma2 2a - count reliably up to 20 objects in the room? at first …be familiar with the numbers 11 to 20; gradually extend counting to 100 KS2: and beyond Maths – Look at the clock - what are the numbers written in? Can you see KS2 a pattern? Write down the numbers in Ma3 4d. read the time from analogue roman numerals and real and digital 12- and 24-hour clocks; use numbers. units of time - seconds, minutes, hours, days, weeks - and know the relationship between them.

Activities and Key Questions National Curriculum Links KS1: History History – Write down all the things KS1 you would put in a safe box. Ask the 1b—Pupils should be taught to use common words and phrases relating to the passing of children: why did they need to put time (for example, things in a locked box? before, after, a long time ago, past 2a—recognise why people did things, why KS2: events happened and what happened as a History/English – Tell the children result 2b—Identify differences between ways of life about where the phrase ‘caught red at different times. handed’ came from (This was because safe boxes were fitted with blades KS2 that would cut the fingers if someone 2. Pupils should be taught: tried to steal from it which would a. about characteristic features of the peri- make the culprit known to the owners ods and societies studied, including the ideas, beliefs, attitudes and experiences of of the house). Ask them to act out men, women and children in the past how the master of the house would feel if they caught their servants try- English ing to steal from them. KS2 4c. use dramatic techniques to explore characters and issues

The Sewing Room

The sewing room is used to display the many embroidery works that children who were resident at East Riddlesden Hall made. This room provides an opportunity for visitors to practice their needlework skills.

Picture of part of room Activities and Key Questions National Curriculum Links KS1 and KS2: KS1 and KS2 DT - The children can sit and sew in Design and Technology small groups. b. explore the sensory qualities of materi- als d. assemble, join and combine materials and components e. use simple finishing techniques to improve the appearance of their product, using a range of equipment

National Curriculum Links Activities and Key Questions Picture KS1 KS1: History History – Ask the children: can you 2b—Identify differences between ways see the age of the creator of the tap- of life at different times. estries? Compare this with your own sewing.

KS2 KS2: English PSHE /Drama: Set up a debate on the 4c. use dramatic techniques to explore question: do you think it’s right that characters and issues girls were not taught to read and write and were just taught to sew? PSHE Half of the class can be in 4b. to think about the lives of people favour and half can be against. They living in other places and times, and can take on the roles of different peo- people with different values and ple of the period. Customs.

INSERT STITCH SAMPLES HERE

The Dining Parlour

During the 16th and 17th centuries families such as the Murgatroyd’s began to eat meals in smaller rooms rather than the Great Hall. The room was often furnished in a lavish manor to impress guests. At East Riddlesden the walls were lined with wooden panels and the plaster ceiling was covered with Impressive mouldings. Important guests sat on matching chairs around an extending table and other guests sat on stools at smaller tables.

Picture of part of room Activities and Key Questions National Curriculum Links KS1 and KS2 History History – Ask the children: What is KS1 this room used for? How can you tell? 2a—recognise why people did things, why events happened and what happened as a Get them to identify objects that are result different and similar to ours. 2b—Identify differences between ways of life Tell the children about how the sev- at different times. eral dishes were served at the same time including savoury and sweet KS2 2. Pupils should be taught: dishes. Ask them what they think of a. about characteristic features of the peri- this idea? Would people still do this at ods and societies studied, including the a dinner party today? ideas, beliefs, attitudes and experiences of men, women and children in the past

National Curriculum Links Activities and Key Questions Picture Art and Design KS1: KS1 and KS2 Art – Draw the patterns of the ceiling 1. Pupils should be taught to: using pencil (you could take photos a. record from first-hand observation, so that the children do not have to experience and imagination, and ex- keep looking up) plore ideas KS2: Art – Draw patterns on the ceiling and look at the painting on the right wall – ask children what is strange about the way it is framed? Why might it have been framed in this way?

Picture of part of room Activities and Key Questions National Curriculum Links KS1: History—Simon says (look at the fire- KS2 place) and I spy games can be done in Science here to get the children to observe all Sc3 1. Pupils should be taught: the different artefacts. a. to compare everyday materials and objects on the basis of their material KS2: properties, including hardness, Science – Ask the children what is the strength, flexibility and magnetic be- jug beneath the picture made from? haviour, and to relate these proper- (leather). How has it been made to be ties to everyday uses of the materials waterproof? Would you use this now? Why not? Is it a sustainable way to make a jug?

His Own Parlour This room is where John (son of James) Murgatroyd spent most of his time, it contains everything he would have needed to live such as: a bed, a chamber pot, a writing desk and servants at his beck and call. The children are welcome to try on the clothes in the trunk at the end of the bed and also lie on the bed itself to see how comfortable it is.

Picture of part of room Activities and Key Questions National Curriculum Links KS1 & KS2 History History – Try on the clothes and lie KS1 on the bed. Ask children to describe it 2b—Identify differences between ways and compare it to their own bed. of life at different times.

National Curriculum Links Activities and Key Questions Picture Science KS1: KS1 Science – Ask the children: Why do Sc3 1d. find out about the uses of a vari- you think that they used straw for the ety of materials [for example, glass, bed? Why don’t we use straw now? wood, wool] and how these are chosen KS2: for specific uses on the basis of their Science – Ask the children the simple properties properties of the materials used in the KS2 bed? Why do you think that straw Sc3 1. Pupils should be taught: was used? Why don’t we use straw a. to compare everyday materials and now? objects on the basis of their material properties, including hardness, strength, flexibility, and to relate these proper- ties to everyday uses of the materials

Picture of part of room Activities and Key Questions National Curriculum Links KS1: English English – Do a piece of drama and act KS1 out a day in the life of James Murga- . To participate in a range of drama activi- troyd (he stayed in the room for most ties, pupils should be taught to: of the day/night). a. use language and actions to explore and convey situations, characters and emotions KS2: b. create and sustain roles individually and English – Write a diary entry about when working with others the day in the life of James KS2 Murgatroyd (using the clues around En3 9a. to imagine and explore feelings the room such as the chamber pot, and ideas, focusing on creative uses of writing desk etc). language and how to interest the reader

National Curriculum Links Activities and Key Questions Picture History KS1: KS1 History – Point at the chamber pot: 2a—recognise why people did things, why events happened and what happened as a ask children what they might use it result for. 2b—Identify differences between ways of life at different times. KS2: History – Ask the children: how do KS2 2. Pupils should be taught: you think John Murgatroyd lived in a. about characteristic features of the peri- this room at all times? Why would you ods and societies studied, including the not be able to live in only one room at ideas, beliefs, attitudes and experiences of a time? men, women and children in the past The Kitchen

The fire was the centre of the kitchen and needed vast amounts of wood or coal everyday. Large pieces of meat were roasted on spits which were turned for hours by a young servant Much of what was cooked in the kitchen came from the estate, although items such as salt and spices would have to be bought in.

National Curriculum Links Activities and Key Questions Picture History KS1: KS1 History – Ask children: What foods do 2a—recognise why people did things, why you recognise? Can guess what the other events happened and what happened as a foods are? Sort out pictures of modern result food and old food into two string hoops 2b—Identify differences between ways of (found on the window sill of the kitchen) life at different times. KS2: KS2 History – Read the list of foods available 2. Pupils should be taught: this month ask children: Do you think a. about characteristic features of the peri- they were available all year around? Set ods and societies studied, including the up a Venn diagram using the two string ideas, beliefs, attitudes and experiences of hoops and pictures of food and ask the men, women and children in the past children to show what was available now and then.

Picture Activities and Key Questions National Curriculum Links KS1 & KS2: English Drama – Act out what the servants 4. To participate in a range of drama ac- might be doing in the kitchen, ask tivities, pupils should be taught to: a. use language and actions to explore one child to take the role as John and convey situations, characters and Murgatroyd and give instructions. emotions b. create and sustain roles individually and when working with others

National Curriculum Links Activities and Key Questions Picture History KS1: KS1 History – Look at the jugs near the fire- 2a—recognise why people did things, why place – ask children: Which would you events happened and what happened as a want and why? result 2b—Identify differences between ways of KS2: life at different times. History – What is the most expensive thing on the table? (Sugar cone) Why did KS2 they have it? (to show their wealth) Did 2. Pupils should be taught: they ever actually use the sugar? (no they a. about characteristic features of the peri- used honey to sweeten food) ods and societies studied.

Picture Activities and Key Questions National Curriculum Links KS1: English English – Can you think of any stories with cows in them? Use the children’s height to show how long the cow was. Design and Technology KS2: KS2 English – Can you think of any stories with d. measure, mark out, cut and shape a cows in them? Using the measurements in the story of the Airedale Heifer and the picture range of materials, and assemble, join and make a scale model of the cow (using and combine components and mate- newspaper and sellotape) either outside in the rials accurately grounds or in the Education centre.

The Great Barn The Great Barn is a large, medieval structure that was originally built of wood . Stone cladding was added in the late 16th century to preserve the wood. The stone area be- tween both sets of doors was used as a threshing floor. Both doors would be opened to allow the wind to blow through, blowing away the chaff to leave the grain behind. Inex- perienced servants had to sleep on the floor whilst favoured servants were allowed to sleep on the stalls which were kept warm by the animals. INSERT PICTURE

As the barn is dark and the floor is uneven it is inadvisable for children to run around or do a large amount of activity. Further learning can be continued in the large grassed area outside the barn.

Lead a discussion on: Why are their roofs on the stalls? (Because people slept on them)

Why did people sleep there? (Because it kept them warm)

Do you think any of the Murgatroyd family slept there? Why?

Lay on the bed – compare it to the other bed and your bed at home. Which is the best? Why are they different?

The Grounds There are a wide variety of different gardens within the grounds: a herb garden, a walled formal garden, composting and wormery area. Additionally there is a Riverside walk and field situated to the rear of the property that would be ideal for children to eat their lunch in a natural environment (weather permit- ting!) INSERT PICTURE

Drama – Act out the story of the inhabitants of East Riddlesden Hall or do an interpretive dance of the story of The River Aire. Art – Plan your own formal garden (think of colours, types of plants and heights of plants) Art – Draw something in the garden you find interesting. English – Write a description of the smells of the garden (KS2 extension – using similes and/or metaphors) Look at the Sundial (on a sunny day only) ask the children to try and tell the time using it and compare the estimated time to the actual time. How ac- curate is it? DT – Look at the wall with windows in it – can you draw what the building may have looked like before it was demolished? Fun activity – Made a mud pie in the mud pie kitchen! Science – Plant inspectors – are all the plants healthy? What is helping/ hindering them to be healthy/unhealthy. Geography – holding a compass between two. Ask one child to shout out a direction and the other children have to run to it.

Conservation For everyone, forever. The National Trust is committed to preserving our historic sites for future generations to use and enjoy. All the staff at East Riddlesden Hall are passionate about providing quality education for all in order to ensure the legacy of the hall is carried forward for future generations.

How can I teach my class about How can I teach my class about con- conservation of East Riddlesden servation of natural areas? Hall? • Tell the children about how dry • Explain that sunlight can damage stone walls are being restored along textiles, paperworks and furniture the boundaries to keep them strong so that is why the curtains have to whilst maintaining tradition. stay closed. • Explain the importance of respecting • No eating or drinking is allowed in nature through not dropping litter or the Hall as things may spill and picking too many flowers. damage valuable items. • Encourage the children to explore • Flash photography is not allowed natural areas in a safe environment. because one flash gives out the • Show the children the wild parts of equivalent of two years of daylight! the garden and allow them to study • Conservators use instruments what grows there and compare it to called Thermohydrographs to the formal gardens. measure • The bottom field is available for the humidity which helps control the public to use, this is conserved as a temperature. public space that you, the children • Dirt and dust can cause damage to and their families can use at any the house so children should be time. careful when touching objects in the Hall. • The house is regularly cleaned to remove any dirt and dust to pre- vent damage to the items. • Visitors should not wear stiletto heels as this damages floors • People brushing against walls and furniture takes off the top surface so ask the children not to lean on walls or furniture.

Further conservation ideas for the classroom... • Leave a newspaper in sunlight for several days to find out what effect the sun has on

the exposed sheet compared to a control sheet left in the shade. • Create a neat garden and a wild garden and compare what animals you see in each. Children’s workshops and CPD

In addition to self led trails, East Riddlesden Hall offers a variety of workshops targeted at different areas of the curriculum as well as offering CPD training for teachers or organisations.

Children’s workshops available for bookings: • Ghost Writers - Spooky tales to inspire creative writing. Suitable for KS2 and KS3.

• Crunchy! Stinky! Prickly! - Sensory activities perfect for inspiring Art, DT or creative writing. Suitable for all ages.

• My House, Your House* - Using the house to compare old and new. Suitable for Early Years and KS1.

• Eco Heroes - Garden activities to inspire young scientists. Suitable for all ages.

• Playing with the Past - Explore and create historical toys. Suitable for Early Years and Primary.

• Posh and Paupers* - See how both sides of society lived in the past. Suitable for KS2.

*Only available Thursdays and Fridays between February and October.

CPD Training Bespoke training can be arranged through the Community and Learning Officer by prior arrangement. It can be tailored to suit the needs of those involved.

For all bookings and enquiries contact Community and Learning Officer Shelley Hollingdrake Phone: 01535 683806 Email: [email protected]

With thanks to Heather Bottomley and Samantha Swaine for creating this guide