A Virtual Visit to Salford Museum: an Online Game in Lark Hill Place

A virtual visit to Salford Museum: an online game in Lark Hill Place What is the game? The game consists of five shop descriptions for the toy shop, general stores, music shop, chemist and druggist, and dressmaker and haberdasher followed by an activity which asks learners to choose three items from six that are given, identifying those that belong in the shop. Each of the items has a short description and a picture. It is available at http://services.salford.gov.uk/larkhillplace/ and is suitable for both individual completion and use through data projectors for whole class work. The materials that follow are designed to enable E3 learners to enjoy completing the game individually by first completing a jigsaw reading activity using the shop descriptions and then share what they have learnt in a whole class feedback activity. The activities could be used for up to a three-hour classroom session. Preparation for a visit to the museum or a follow-up activity? The materials are flexible and could well be used for either. If you use them before the visit to the museum, please let the Education Staff know as this will allow them to make the visit to Lark Hill Place as relevant as possible to the learners’ new knowledge about the street. These support materials are very much at the piloting stage and we would welcome your feedback. There is a very short questionnaire on page 4 of the lesson notes and we would very much appreciate your comments. Lesson notes Activity 1: Life now and life a long time ago Objectives: to enable learners to compare their life now with how they imagine life was in the past a) Discussion stage - individual, then pair work or threes, finally whole class feedback: learners first think about and then discuss what is good about life in the present before feeding ideas back to the class. This process is repeated with an exercise thinking about life 150 years ago, thinking about similarities and differences with the present. b) Reading stage– individual – learners read to check if their ideas are in the text. You could follow this up with pair discussion before class feedback and also take in the language focus work if this suits the time available to you. It focuses on the effect of telling stories about the past using the present tenses. There is also opportunity in the language focus to consider the effect of punctuation on understanding. c) Picture follow-up – pair work or threes: the discussion based around the picture of Queen Victoria is designed to enable learners to think about their own knowledge of history (the photograph is of an older Queen Victoria) and the questions related to the street picture act as a link to the next activity. Activity 2: Jigsaw reading a) Ask learners to form five groups, one for each of the shops b) Hand out copies of the texts about the shops – each group concentrates on one shop and prepares the text carefully. This would be a useful opportunity for working on dictionary skills. If you have access to IT facilities you may want

1 learners to use online dictionaries to help them do this. These are suggested sites, which you may already know of: Bilingual dictionaries: www.lexicool.com Learners’ dictionaries: dictionary.cambridge.org

Ask the learners to make notes on the most important information on the “Describing shops” handout. c) When learners are ready, ask them to regroup so that each group comprises five different shops. Ask each group member to tell the others about their shop and encourage the learners to complete the remaining four rows on the “Describing shops” handout. d) Follow-up class feedback: you could focus discussion around differences between these shops and their modern equivalents in the area. e) Additional activities – the texts could be adapted for additional language based activities reasonably simply depending on your learners needs. For instance you could create homework gap fills based around key vocabulary, conjunctions, punctuation. You could also use the texts for reconstruction exercises by providing a version cut up into paragraphs or sentences for your learners to put back together. Activity 3: Online game a) The instructions on the handout for this game should be self-explanatory for learners. The activity has been designed for learners to complete individually or in pairs on computers in an IT suite. If you wish to do this as a whole class activity using a data projector the handout can be easily adapted: one way to do this would be as a quiz with learners in groups and each shop as a separate round. Each shop and the choice of objects could be presented and learners choose the best answers in their groups for points. b) Some of the vocabulary in the descriptions may not be known by the learners. The pictures of the objects should help learners work out the general meaning. c) It could be useful to do the game again in whole class feedback, particularly if you have a data projector available, as this will allow you to discuss the objects in detail and pick up past and present similarities and differences. Information on the Victorian period There is a short summary of the Victorian period in the ESOL resource pack available from: http://www.salford.gov.uk/leisure/museums/sh-learningservices.htm. It is also reproduced as an Introduction to the jigsaw reading activities. These websites contain further information thatn may be of interest http://www.victoriantimes.org/ http://www.bbc.co.uk/schools/victorians/standard/ Full descriptions of the shops in Lark Hill Place can be found here http://www.salford.gov.uk/leisure/museums/larkhillplace/study-larkhill.htm A map of Lark Hill Place is available from this page as a PDF document: http://www.salford.gov.uk/leisure/museums/larkhillplace.htm

Adult ESOL Core Curriculum The activities in this set of materials cover the following core curriculum descriptors: Rt/E3.8a

2  understand when it is necessary to read every word to understand a text and  judge when detailed reading is necessary and when skimming or scanning is more appropriate, and obtain appropriate information by reading in detail Rs/E3.1b  use knowledge of syntax and grammar, to work out meaning and confirm understanding in other types of text at this level

Rw/E3.3a  use a dictionary to find the meaning of unfamiliar words

Rw/E3.5a  use a variety of reading strategies to help read and understand an increasing range of unfamiliar words  be aware that effective readers use a variety of strategies to make sense of unfamiliar words, e.g. visual*, phonic*, structural and contextual clues Sc/E3.4  a) express clearly statements of fact  f) give a short description and make comparisons

The activities also develop the following IT skills:  Locating a website from a given URL  Using an online dictionary  Entering information into a website  Following web-based instructions to complete a task

Descriptors taken from http://www.dfes.gov.uk/curriculum_esol

3 Your feedback

1. Did you use these materials before your visit? after your visit? independently from a visit?  Before your visit: could you comment on how well you found the activities prepared your learners for the visit?

 After your visit: could you comment on how well the activities met your own objectives for following up the visit?

 Independently from a visit: could you comment on how you found out about the materials and how you integrated the activities into your scheme of work?

2. Did you adapt the materials for your learners? Yes No  If yes, what changes did you make?

 Do you think these changes would be usefully incorporated into the materials? Yes No Comments: 3. What do you think your learners gained from using the materials?

4. Do you have access to the ESOL resource pack that introduces Salford Museum and Art Gallery and Ordsall Hall Museum? Yes No  If yes, could you comment on how useful you found the pack to prepare yourself and your learners for the visit?  If no, would you like a copy? 5. Would you be interested in helping us with further development of this pack of materials? Yes Please add your contact details: No 6. Would you be interested in receiving regular updates about the ESOL visit programme and other programmes/events at the museum? Yes Please add your contact details (if not above): No

Please return your feedback to us by saving the document and emailing it to us at [email protected].

4 Life now and life a long time ago

Think for a minute or two about what you really like about life here in 21st Century.

Talk to one or two of your classmates about this. Why not make a note of the things you agree on so that you can tell the rest of your class the most important information!

Now let’s go back in time. Just for a minute think about what life was like 150 years ago. What do you think was the same and what was really different?

Talk to the same classmates again and get ready to tell the rest of your class about your ideas.

Read this short text about the period of British history from 1837 to 1901. See if your ideas are in the text!

Were your ideas in the text? What else did you find out?

5 Language Focus

Look at the text carefully. What tense is used the most in the text?

What happens if you change the tense to the present simple and continuous? How would you choose where to put each tense?

If you are interested in punctuation, read the middle and last paragraphs carefully again. What do you notice? Does it help you to understand the meaning of the paragraphs?

Thought-Provoking Pictures

This is Queen Victoria – do you think she is at the beginning or end of her reign in the photograph?

What happened in your country between 1837 and 1901?

This is a typical street in Victorian times in Salford. It is called Lark Hill Place and is in Salford Museum.

What are your first impressions?

Which shops do you think might be most interesting?

You are going to read about one of the shops in the street and then find out about four other shops. You can then test your shopping skills in an online shopping game to discover how different shopping was in the past!

6 Shop 1 Henry Radclyffe Toy Shop

A visit to the toy shop was a very special treat for a lot of Victorian children. The most popular toys for girls were dolls, dolls’ houses and tea sets, and for boys, toy soldiers and marbles. Hopscotch, skipping and whip and top were also popular games that were played in the street.

Poor children had few toys as they had little time for playing – they did the household chores. Most of their toys were home made. Children from rich families had a nanny and a nursery full of toys – girls had rocking horses, china dolls and dolls’ houses full of miniature furniture. Boys had clockwork train sets.

7 Shop 2 Matthew Tomlinson General Stores

Matthew Tomlinson’s is typical of the “corner shop” which became a local meeting place and centre for gossip because it sold everything needed by local people (often ‘on tick’); food, candles and gas mantles, toiletries and, of course, sweets for the children.

Many items, such as the tea canister and the treacle urn, are reminders of a time when most food was sold loose and not in packets and tins.

8 Shop 3 Music shop

Music played an important part in people’s lives before the days of television, cinema and radio.

Many children learned to play the piano and the harp and took part in musical evenings at home.

For those with no musical skills there were musical boxes, organettes, polyphons and the pianola. The gramophone, which used discs and had a large horn to amplify the sound, was popular in the later Victorian years.

9 Shop 4 John Hamer Chemist and Druggist

In Victorian times many people could not afford to consult a doctor and went instead to the local chemist who gave his expert advice and sold his own remedies.

In the shop are a range of drawers and storage jars containing the drugs used in the small dispensary sectioned off from the main shop. On the bench are pillmaking machines, scales, moulds and other apparatus used to prepare medicines.

10 Shop 5 Louisa Greenhalgh Dressmaker and Haberdasher

In the 1800s, most dresses were made at home or by a dressmaker who could work from fashion plates to make up the latest styles.

Hats and bonnets were sold untrimmed so people would buy various trimmings and finish off the hats at home – not only was this cheaper but it also meant that you had a unique hat!

There was therefore a great need for this type of shop to provide the shopper with a whole range of fabric, braid, trimmings, buttons and other accessories.

11 Describing shops Write notes on your shop in the first row. Be ready to fill in the other rows with information your class mates tell you.

Shop name Important information

12 Victorian shopping online!

Go to http://services.salford.gov.uk/larkhillplace/. This is the online game about shopping in Lark Hill Place.

You don’t need a shopping list! In each shop you get six objects. Then you need to work out from the pictures and clues which three objects were found in the shop and which were found somewhere else.

Fill in the tables as you play the game!

TOY SHOP In the shop? Interesting information  or  Baby feeder Doll in pram Silver cup Violin Whip and top Zoetrope

GENERAL STORES In the shop? Interesting information  or  Bottle Horse shoe Clay pipe Herbs Gas mantle Sugar cone

MUSIC SHOP In the shop? Interesting information  or  Regulator Printing block Toothpowder Sheet music Wax cylinder Last

Turn over for the Chemist and Druggist, and the Dressmaker and Haberdasher

13 CHEMIST In the shop? Interesting information  or  Drug jar Candle snuffer Tobacco tin Inhaler Toy train Eye test card

DRESSMAKER In the shop? Interesting information  or  Pocket watch Brown hat Material Child’s clogs Hat pins Adult’s clogs