ESOL resource pack Queen Victoria s visit to Salford and Manchester in October 1851 Teacher s notes
Contents page Introduction 03-04 An interesting statue (Entry 1 and above) 05-06 Planning the visit (Entry 1 and above) 07-08 An important person (Entry 1 and above) 09 Salford in 1851 (Entry 1 and above) 10 A Royal visit (Entry 2 and above) 11 Describing the visit (Entry 2 and above) 12 Who is who on this visit? (Entry 2 and above) 13 Presenting the Royal visit: Pictures of the day (Entry 3 and above) 14 Presenting the Royal visit: Information about the day (Entry 3 and above) 15 In Peel Park (Entry 3 and above) 16 What has changed in Worsley? (Entry 3 and above) 17 An important visit (Level 1 and above) 18 Two views of the same event (Level 1 and above) 19 What was Salford like in 1851? (Level 2 and above) 20-23 A loyal address (Level 2 and above) 24-25 Hands on with the past: Our Victorian handling box (Entry 1 and above) 26 and Hands on with the past: Every object tells a story (Entry 3 and above) A self-guided visit to Salford Museum and Art Gallery (All levels) 27
Queen Victoria s visit to Salford and Manchester in October 1851 03 These materials have been written to engage and enable ESOL learners at all levels from Entry 1 to Level 2 to understand more about Salford in 1851, the Victorian Age, Queen Victoria and her time in the area. They can be used as stand-alone activities combining language and citizenship or as the starting point for project work in connection with a visit to Salford Museum and Art Gallery. Here you can see the painting, experience the reality of Victorian life in 1851 in our recreated Victorian street Lark Hill Place or on one of our facilitated sessions for ESOL learners. You could also borrow our box of handling objects especially designed to bring the past to life for ESOL learners. What are the benefits of project work? Teachers can be concerned that spending time on the type of project-based learning that these activities lend themselves to minimises the time available for language and exam focus. Spending time discussing and exploring different questions about a city s history and more generally life in the past does, however, give learners a sense of place and the opportunity to read and write down their own personal responses and ideas as well as comment on those of classmates. Projects build a bridge between the classroom and the real world and put learners into situations where they work together through some of the activities in this pack and then develop their work further, perhaps in this situation to research a TV programme about Queen Victoria that could then be video-recorded. Citizenship themes underpin these activities and developing a project such as this inevitably has a cohesive effect on group dynamics by encouraging learners to work together in new ways to investigate new information and gives them the chance to put this new knowledge into action. Why bring stories of local art and history into the ESOL classroom? Imagine the scene: 82,000 children of school age excitedly waiting in Peel Park from 6 o clock in the morning to see their Queen and, as she comes into view, starting to sing the National Anthem. Hard to picture perhaps so what better opportunity to take your class to see the real thing: a painting that fills a wall of the gallery, painted few years after the event in fascinating detail. This has the power to stimulate the imagination of ESOL learners and provoke a depth of personal response that pushes them to use their language to its utmost to express their ideas. This response opens up the chance then to delve into the local culture and the stories of its people, a rich source of opportunities to make links between the learners own experience and what the local culture holds to be significant.
04 ESOL teachers often think that they need to be experts to start a project involving art or history or occasionally think back to their own experiences of school trips to museums. Salford Museum and Art Gallery encourages interactive and encourages multi-sensory learning and since 2003 we have developed a range of learning activities specifically for ESOL learners. Please remember you do not have to be an expert on Victorian history to bring activities like this into the classroom. The main aim of all these activities is to enable you and your learners to explore the period and find out more together. Some Level 1 learners have created Podcasts as a result of visiting Salford Museum & Art Gallery and if you follow the link below you can see how much they have gained from this project www.salford.gov.uk/esol There are also some teacher s notes with each activity, referencing to language skills in the Adult ESOL Core Curriculum as well as some thematic and citizenship skills.
An interesting statue 05 Language focus Present continuous Prepositions Sc/E1.4a: Make simple statements of fact Sc/E1.4d: Give a description Sd/E1.1a: Take part in social interaction Lr/E1.5b: Take part in social conversation Lr/E1.5d: Follow a simple discussion on a familiar topic Rw/E1.1a: Recognise a limited number of words, signs and symbols Rw/E1.2a: Use knowledge of basic sound-letter correspondence to help sound out unfamiliar words Citizenship and thematic links Community engagement: how the city celebrated and commemorated the visit. This activity introduces the theme of the royal visit. It could fit in with lessons on famous people or local knowledge. Thoughts and ideas for use in the classroom Statue and inscription You may need to explain the word statue. A good point of reference for local learners are the statues of Queen Victoria and Prince Albert in central Manchester (Piccadilly Gardens and Albert Square) The statue is of Queen Victoria. It stands on the green area just outside Salford Museum and Art Gallery, between the car park and the A6. The inscription contains some difficult words but offers learners a challenge. You may want to use an electronic version of the document on a projector to increase the size. Entry 1 and above
Pictures These pictures are from the edition of the Illustrated London News that commemorated the visit. If you would like to see how detailed this was, copies of this are available in Salford s Local History Library. Your learners may find it easier to look at larger versions of the pictures (available at the back of this booklet) 06 Useful vocabulary Picture 1 canal boat barge bridge flag get in welcome This picture shows a few minutes after the Queen and Prince Albert arrived at Patricroft Station on Thursday 9 October 1851. The barge will take them to Worsley New Hall where they will stay with the Earl of Ellesmere until Saturday 11 October, Picture 2 arch horses soldiers carriage cheer wave This picture shows the Queen passing through a triumphal arch on Windsor Bridge. This is where the councillors and Mayor of Salford received her Majesty into the city. It was 90 feet high and 60 feet wide. Picture 3 pavilion carriage sit stand read watch This picture shows what happened in a special pavilion in Peel Park. The man in the middle is Thomas Agnew, the Mayor of Salford and he is reading a loyal address to the Queen, sitting in the carriage. Picture 4 1 2 3 4 bridge cross ride soldiers carriages In this picture, the Queen is leaving Salford and going into Manchester. The bridge is over the River Irwell. Entry 1 and above
Planning the visit 07 Language focus Present simple Rt/E1.1a: Follow a short narrative on a familiar topic or experience Rt/E1.1b: Obtain information from texts Rs/E1.1a (basic literacy): Read and recognise simple sentence structures Rw/E1.1a: Recognise a limited number of words, signs and symbols Rw/E1.2a: Use knowledge of basic sound-letter correspondence to help sound out unfamiliar words Citizenship and thematic links Travel vocabulary Opportunity for comparison with public transport today Thoughts and ideas for use in the classroom This activity is based on all the different elements of Queen Victoria s visit. It gives more information about the visit that your learners may well be curious about after the initial picture activity. You could also do this activity first and use the pictures to check how much your learners remember about the visit. Entry 1 and above
You could use the activity as it stands in the materials or use the table below to make cards for your learners to sort. The cards are in the correct order below. The day the events happen are in the right hand column. 08 The Royal Train arrives at Patricroft railway station at twenty past four in the afternoon. Everyone walks to the canal and gets into two barges. They go along the Bridgewater Canal to Worsley New Hall. They stay at Worsley New Hall with the Earl of Ellesmere. The Queen and Prince Albert leave Worsley at 10 o clock in the morning. There are five carriages of people. They go through Swinton, Irlam-o -th -Height and Pendleton on the way to Salford. Lots of children cheer. They go through a triumphal arch on Broad Street. It is 28 metres wide and 20 metres high! Children begin to arrive in Peel Park from 6 o clock in the morning. (Friday) All the children are in Peel Park at 10 o clock in the morning. 82,000 children are now in the park. They are from Sunday Schools. At eleven o clock people outside the park cheer. The Queen and Prince Albert and the other four carriages go slowly through the park. At ten past eleven the Queen and Prince Albert stop in a special pavilion. The Mayor of Salford, Thomas Agnew, gives a welcome speech. He kisses the Queen s hand! The Queen s carriage, and the other four carriages, leave the park for Manchester. The children sing the National Anthem. In Manchester the Queen opens the Royal Exchange and has lunch. She then returns to Worsley. On Saturday morning 1,400 children from the Earl s schools sing the National Anthem for the Queen. The Queen, Prince Albert and their children leave from Patricroft station at 12 o clock on Saturday 11 October and return to Windsor Castle. Thursday Friday Saturday The correct order for the sentences on the activity sheet according to the original newspaper article is as follows, but any reasonable order that makes sense should be acceptable: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 a d b c e h i g j k f m o l n Entry 1 and above
An important person 09 Language focus Present simple questions and statements Agreeing and disagreeing Sc/E1.2a: Make requests: Ask for things or action Sc/E1.3b: Ask for information Sc/E1.4a: Make simple statements of fact Sc/E1.4b: Give personal information Sd/E1.1a: Take part in social interaction Lr/E1.4a: Listen and respond to requests for action Lr/E1.5b: Take part in social conversation Rs/E1.1a: Read and recognise simple sentence structures Rw/E1.1a: Recognise a limited number of words, signs and symbols Citizenship and thematic links Charity and philanthropy: active citizenship Thoughts and ideas for use in the classroom This is a straightforward true/false activity. All the statements are in fact true. You could start by using Google images to find a picture of Francis Egerton and eliciting ideas from your learners. Then complete the activity and as an additional stage to this activity, ask your learners to make a question which the statements answer. As a follow-up stage, you could ask your learners to make true/false exercises about themselves as individuals or in pairs to practise different forms of the present simple. Linking to the philanthropy feel, this could be a good opportunity to introduce charities such as Children in Need or local groups that are working for the benefit of your community. Entry 1 and above
Salford in 1851 10 Language focus Present simple questions and statements Saying numbers Sc/E1.2a: Make requests: Ask for things or action Sc/E1.3b: Ask for information Sc/E1.4a: Make simple statements of fact Sc/E1.4d: Give a description Sd/E1.1b: Take part in more formal interaction Lr/E1.2b: Listen for detail and respond, in a face-to-face situation Lr/E1.5c: Take part in more formal exchanges Rt/E1.1b : Obtain information from texts Rs/E1.1a: Read and recognise simple sentence structures Rw/E1.1a: Recognise a limited number of words, signs and symbols Ws/E1.1a: Construct a simple sentence, using basic word order and verb form Ww/E1.1a: Use and spell correctly some personal key words and familiar words Citizenship and thematic links Knowledge of the city: opportunities to compare with information about Salford today Thoughts and ideas for use in the classroom This activity has a number of challenging words for E1 learners (eg. Transport, utilities) preteaching these is essential and could easily be achieved with realia such as bills or tickets. It is worth splitting your class into two groups: one composed of time travellers and one of Mayors. They can then prepare each role and then pair off with a partner from the other group to complete the activity. The Mayor has to speak about Sunday Schools: these were church schools and were the only option for education of local children. Your learners will know a little about Sunday Schools from the previous activities: there were 82,000 Sunday School children in Peel Park and the Earl of Ellesmere built two Sunday Schools in 1849 and 1850. www.statistics.gov.uk/census2001/profiles/00br.asp is the home page for interesting information about Salford from the 2001 census. This is just one part of the information much more can be found on the website. Population Value Total number of people 216103 Males 106191 Females 109912 Aged 0 to 15 44171 Aged 16 to 74 155376 Aged 75 and over 16556 Entry 1 and above
A Royal visit 11 Language focus Present continuous statements and questions Sc/E2.2a: Make requests: Ask for things or action Sc/E2.2d: Ask for factual information (present, past, future) Sc/E2.2e: Ask for directions and instructions Sc/E2.2f: Ask for description of people, places and things Sc/E2.3a: Express statements of fact Sc/E2.3f: Give a short description Sd/E2.1b: Take part in more formal interaction Lr/E2.1d: Listen for gist and respond, in face-to-face situations Lr/E2.5b: Respond to requests for information Rs/E2.1b: Use knowledge of simple and compound sentence structure to work out meaning Rs/E2.1c: Apply own life experience and knowledge to monitor the meaning of sentences as a whole when decoding unknown words Rw/E2.2a: Recognise a range of familiar words and words with common spelling patterns Ws/E2.1a: Construct simple and compound sentences using common conjunctions to connect two clauses (e.g. as, and, but) Ww/E2.1a: Spell correctly the majority of personal details and familiar common words Citizenship and thematic links Social engagement: knowledge of the role of the Mayor. Thoughts and ideas for use in the classroom It is worth splitting your class into two groups: one composed of journalists and one of Mayors. They can then prepare each role and then pair off with a partner from the other group to complete the activity. After completing the activity, the pairs can them write a newspaper article together. You may well need to preteach words such as nosy. You could also use Thomas Agnew s notes with missing articles, pronouns etc as a whole class proof-reading activity to change to continuous text. The activity is deliberately in the present continuous to encourage learners to situate themselves in that particular moment. The roleplay element brings the activity to life. Entry 2 and above
Describing the visit 12 Language focus Present continuous and past simple Sc/E2.1a: Use stress and intonation adequately to make speech comprehensible and meaning understood Sc/E2.3f: Give a short description Wt/E2.1a: Compose simple text, selecting appropriate format for the purpose Ws/E2.1a: Construct simple and compound sentences using common conjunctions to connect two clauses (e.g. as, and, but) Citizenship and thematic links Community engagement: how the city celebrated and commemorated the visit Thoughts and ideas for use in the classroom You could use this resource in many ways. The key words below give a context to each picture. In fact they act as a sort of writing frame. Why not groups learners and get them to compare their descriptions. Encourage them to imagine how the people in the pictures might be feeling. You could then ask learners to change their writing to the past simple. 1 2 3 4 Picture 1 Worsley New Hall gardens terraces steps flag chimneys Picture 2 triumphal arch Windsor Bridge carriages crowds cheer soldiers and horses Picture 3 Peel Park carriages wave cheer soldiers sing Picture 4 Triumphal arch Albert Bridge River Irwell Top Hat street light climb Entry 2 and above
Who is who on this visit? 13 Language focus Past simple Rt/E2.1a: Use a range of strategies and knowledge about texts to trace and understand the main events of chronological and instructional texts Rt/E2.1b: Obtain information from texts Rt/E2.2a: Understand and identify the different purposes of short, straightforward texts Rs/E2.1a: Use grammatical structures that link clauses and help identify sequence Rs/E2.1b: Use knowledge of simple and compound sentence structure to work out meaning Citizenship and thematic links Life stories: famous figures in UK history Thoughts and ideas for use in the classroom This activity gives interesting cultural and historical details about the main characters involved in the Queen s visit to Salford. The information is about the Earl of Ellesmere (1), Prince Albert (2), the Duke of Wellington (3) and Queen Victoria (4) respectively. To make the activity more interactive and kinaesthetic, why not enlarge it and cut up the statements and ask learners to match them to pictures. As a follow-up you could research current important figures in popular culture or ask learners to prepare a short presentation (1 minute maximum) about someone that is important to them for any reason. Entry 2 and above
Presenting the Royal visit: Pictures of the day 14 Language focus Modals of deduction Sd/E3.1a: Take part in social interaction Sd/E3.1d: Express views and opinions Citizenship and thematic links How life has changed in the last 150 years Thoughts and ideas for use in the classroom This is a challenging activity and learners may appreciate using the bigger versions of the pictures that are at the end of the notes. You might want to divide your class into six to look closely and carefully at just one picture before they compare their ideas. This is a useful activity to use as a stand alone way of practising the language of deduction and uncertainty, but does link directly to the next activity. It is a useful opportunity to introduce some of the more challenging vocabulary (some in common use in Victorian English) for the next activity such as: to signal to cheer vociferously to descend from a carriage to proceed to embark to moor a barge to alight to hail to skirt the edge of something to mark an occasion to escort to station to mingle to erect vigour gratification acclamation the populace a novel scene a thoroughfare a fancy device a handsome and lofty structure presently Entry 3 and above
Presenting the Royal visit: Information about the day 15 Language focus Awareness of register and language change Sc/E3.4d: Give an explanation Sd/E3.1d: Express views and opinions Lr/E3.6b: Listen to and respond appropriately to other points of view Rt/E3.7a: Scan different parts of texts to locate information Rt/E3.8a: Read every word to obtain specific information Rt/E3.9a: Relate an image to print and use it to obtain meaning Rw/E3.1a: Recognise and understand relevant specialist key words 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 Citizenship and thematic links Meeting important people Thoughts and ideas for use in the classroom The pictures in the previous activity are in the same order as the newspaper reports. Groups could read to find their picture in the extracts from the newspaper report and then work on it to find out all the details and then present them to their classmates in everyday language. A follow-up activity is suggested at the end of the extracts from the newspaper supplement: learners are asked to listen to all their classmates and take notes to use to write an article using all the information they have gained from this and other activities. These are challenging tasks and learners expectations will need to be carefully managed. You might, for example, want to indicate to your class that these are authentic texts from a Victorian newspaper and that some words are different from how we use them today. You might want to highlight these words for learners to check in a good learners dictionary before they start reading. Entry 3 and above
In Peel Park 16 Language focus Writing an extended description: process writing Sc/E3.4a: Express clearly statements of fact Sc/E3.4c: Give an account/narrate events in the past Sd/E3.1d: Express views and opinions Lr/E3.6b: Listen to and respond appropriately to other points of view Wt/E3.1a: Recognise the process of planning and drafting when writing certain types of text Wt/E3.1b: Make notes as part of the planning process Wt/E3.2a: Structure main points of writing in short paragraphs Citizenship and thematic links Understanding others motivations Awareness of living and working conditions for children 150 years ago Thoughts and ideas for use in the classroom This activity moves from brainstorming a life story to comparing ideas about a letter describing feelings and emotions about a day. Your learners may find some extra information helpful in the process. The Community Learning Co-ordinator at the Working Class Movement Library (situated just across the Crescent from Salford Museum and Art Gallery) has developed Victorian Children at Work, a pack of resources for Key Stage 2 history based on documentary evidence that are very useful to back up this activity. You can access the resources at www.wcml.org.uk/learning/free-teaching-material, just click on initially on View a Sample of the Evidence Extracts to get a brief overview through real examples of life for children at that time. Gist reading activities with these could be used as an introduction to this activity. Entry 3 and above
What has changed in Worsley? 17 Language focus Asking for and giving information Sc/E3.4b: Give personal information Sc/E3.4c: Give an account/narrate events in the past Sc/E3.4d: Give an explanation Sd/E3.1b: Take part in more formal interaction Lr/E3.6b: Listen to and respond appropriately to other points of view Rt/E3.7a: Scan different parts of texts to locate information Rw/E3.1a: Recognise and understand relevant specialist key words Rw/E3.3a: Use a dictionary to find the meaning of unfamiliar words Citizenship and thematic links Understanding philanthropy in the Victorian age and how this relates to charities today Thoughts and ideas for use in the classroom The Earl of Ellesmere and his wife were very concerned about the life of people in the area and made many positive changes to Worsley. This activity allows learners to explore this. You could use the work of a current charity locally, nationally or internationally to introduce this activity. It is worth splitting your class into two groups: one composed of Lady Harriets and one of Queen Victorias. They can then prepare each role and then pair off with a partner from the other group to complete the activity. If you have access to video equipment, it could be fun to record the conversations and really encourage your learners to act their socks off! Entry 3 and above
An important visit 18 Language focus Reading for detail and collaborative writing; exploring the genre of diary entries Rt/L1.5a: Use skimming, scanning and detailed reading in different ways for different purposes Rs/L1.1a: Use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, try out plausible meanings and to read and check for sense Rw/L1.1a: Use reference material to find the meaning of unfamiliar words Rw/L1.3a: Recognise and understand the vocabulary associated with different types of text, using appropriate strategies to work out meaning Wt/L1.1a: Apply genre-specific planning strategies as appropriate Wt/L1.1b: Make notes to aid planning Wt/L1.2a: Select how much to write and the level of detail to include Wt/L1.3a: Structure texts sequentially and coherently Wt/L1.4a: Choose language suitable for purpose and audience Wt/L1.5a: Select format and appropriate structure for different purposes Citizenship and thematic links Considering the link between the personal and private Thoughts and ideas for use in the classroom Learners are encouraged to highlight the details in Queen Victoria s diary entry about her visit to Salford. This enables them to pick up important details. You could then ask them to compare what they have understood as pairs and then as a class. Then they have to put themselves in Lady Harriet s shoes to imagine what her reaction to the day could be. There are no right answers here! The final part of the activity highlights the importance of draft proofread rewrite as three stages of the writing process. In class discussion, you could bring in the aspects of personal and private. You could ask learners to think about what Harriet would want the local population to know compared to what she would put in her diary or say to her husband. Level 1 and above
Two views of the same event 19 Language focus Highlighting the differences between two different genres: newspaper articles and personal recollections Sc/L1.3e: Describe and compare Sc/L1.4a: Present information and ideas in a logical sequence Rt/L1.1a: Understand and identify the different ways in which meaning is built up in paragraphed texts in a range of genres Rt/L1.2a: Distinguish how language and other textual features are used to achieve different purposes Wt/L1.1a: Apply genre-specific planning strategies as appropriate Citizenship and thematic links Media and autobiography Thoughts and ideas for use in the classroom This activity compares a newspaper report and a personal recollection. Learners are asked to read both and compare them. They are not long accounts so learners should be able to do this reasonably quickly. It would be useful for them to discuss the differences in pairs before a full class discussion. To conclude the activity, it would be interesting for them to write their own diary entry and newspaper report. Why not bring in a local newspaper, choose an event as a class and ask them to take the part of people involved in the event. They could then discuss what would be in that person s diary for that day. They could then write up the event for a different newspaper, magazine or website. Level 1 and above
What was Salford like in 1851? 20 Language focus Past tenses and report writing, summarising Rt/L2.5a: Read critically to evaluate information, and compare information, ideas and opinions from different sources Wt/L2.1a: Apply appropriate planning strategies Wt/L2.1b: Make notes as part of the planning process Wt/L2.2b: Select the level of detail to include in summaries Wt/L2.4a: Choose format and structure to organise writing for different purposes Citizenship and thematic links Awareness of how society has changed; the importance of the census Thoughts and ideas for use in the classroom The next census in the UK will be in 2011. Every ten years it gives a fascinating insight into our society. You may remember a certain number of people responded with the religion Jedi in 2001! The initial discussion activity asks learners to think about what questions might be important and why. There are no right answers here but encourage learners to think about what they answers might show us about life in the UK today. Questions about recycling habits, for example, might be interesting. It is important that learners realise the questions are different every ten years. For the second part of the activity, the following handout (on the next pages) will provide your learners with all the basic information to answer the questions that were important to the authorities at that time. The basic information comes from www.visionofbritain.org.uk and has been adjusted to reflect what we call Salford today. The information does not just reflect the middle of the 19th Century; it gives more information than absolutely necessary so that learners have to read for detail. If your learners are interested in making Excel charts from the information in tables, all they need to do is click on an electronic version of the data and they will be able to manipulate it in Microsoft Excel. The follow-up activity is an opportunity to put formal writing skills to good use in a report summarising what they have found out. Learners could add to this by visiting the Vision of Britain website themselves. Level 2 and above
Information about Salford: Population 21 Year Population 10 years earlier Current total population Change over ten years 1801 29,495 8,965 1811 29,495 38,460 10,654 1821 38,460 49,114 19,630 1831 49,114 68,744 22,617 1841 68,744 91,361 17,338 1851 91,361 108,699 40,041 1861 108,699 148,740 40,041 1871 148,740 188,781 40,041 1881 188,781 228,822 36,178 1891 228,822 265,000 31,210 1901 265,000 296,210 34,888 1911 296,210 331,098 1,933 1921 331,098 333,031 1,958 1931 333,031 334,989-16,837 1941 334,989 318,152-15,992 1951 318,152 302,160-10,920 1961 302,160 291,240-10,501 1971 291,240 280,739-39,207 1981 280,739 241,532-10,806 1991 241,532 230,726-14,607 2001 230,726 216,119 Data for 1851 Sex Age in five year bands Male Female 0 to 4 7,578 7,672 5 to 9 6,541 6,498 10 to 14 6,132 6,172 15 to 19 5,774 6,211 20 to 24 5,581 6,698 25 to 29 5,038 5,679 30 to 34 4,290 4,779 35 to 39 3,492 3,867 40 to 44 3,251 3,554 45 to 49 2,632 2,810 50 to 54 2,102 2,303 55 to 59 1,275 1,437 60 to 64 1,055 1,240 65 to 69 590 816 70 to 74 429 573 75 to 79 202 308 80 to 84 95 124 85 and up 31 49 Level 2 and above
Working life 22 Year Agriculture Mining Manufacturing Construction Utilities Services 1841 2,621 1,109 26,638 2,475 4,690 11,240 1881 2,035 3,504 43,703 6,671 13,410 32,165 1931 1,157 5,710 61,952 6,436 26,907 52,754 1951 857 2,735 53,917 6,349 37,522 52,820 1971 250 1,040 55,000 8,470 11,390 49,780 1981 220 0,000 31,500 7,550 8,900 50,580 1991 330 3,520 15,750 6,890 7,010 53,770 2001 399 84 12,924 6,153 7,563 58,365 Social class Year Agriculture Mining Manufacturing Construction Utilities 1841 351 4,522 23,015 17,144 3,741 1881 1,094 10,272 28,359 18,161 6,717 1931 1,457 11,137 54,756 20,969 26,000 1951 1,957 11,869 56,405 16,666 19,136 1971 2,420 9,737 43,813 16,020 9,761 1981 2,320 9,680 32,510 14,000 5,930 1991 2,620 11,830 26,150 11,390 4,160 2001 6,533 16,340 14,056 7,796 10,278 British society is often said to be divided into three classes: the upper class (including people with hereditary wealth in some of the most established families in the country), the middle class (most of Britain from doctors and industrialists to shop owners) and the working class (including people who are farm, factory and mine workers). Sociologists consider class in a slightly different way: these statistics use the Registrar General s Social Classification (first used in 1951) but very useful to understand life in Salford in the 19th Century too. Class 1 = Professional, eg lawyers, architects and doctors Class 2 = Intermediate, eg shopkeepers, farmers and teachers Class 3 = Skilled manual and non-manual a) non-manual, including shop assistants and clerical workers in offices b) manual, including electricians and miners Class 4 = Semi-skilled manual, eg bus conductors and farm workers Class 5 = Non-skilled manual, eg labourers on building sites Level 2 and above
Education 23 Year Total eligible for voluntary schooling Attending school Not attending school 1851 25,344 11,209 14,135 1981 8,558 4,107 4,451 1991 5,678 3,120 2,558 2001 5,529 3,799 1,730 Sunday school attendance Year Attending Sunday school Not attending Sunday school 1851 19,044 6,300 Life and Death Infant Mortality Rate: deaths per thousand live births Rate Year Salford England and Wales All statistics from www.visionofbritain.org.uk Level 2 and above
A loyal address 24 Language focus Comparing register and style; reading for detail Sc/L2.4e: Give a formal report Sd/L2.2b: Take part in more formal interaction Rw/L2.3a: Recognise and understand vocabulary associated with texts of different levels of accessibility, formality, complexity, and of different purpose Citizenship and thematic links The class system Thoughts and ideas for use in the classroom This is quite a challenging activity, but gives learners the opportunity to explore a real historical text. These are the actual words that the Mayor of Salford read to the Queen on her visit and that s why he uses very flowery language! You could read the text together with your learners and highlight words to explore further if your learners are not confident enough to tackle the text with a classmate. A text like this offers the opportunity to explore synonyms, introduce the use of a thesaurus, develop fluency in different registers and have some fun by roleplaying their modern version and the Queen s reply. Below is just one suggestion of how you might change the speech into modern English line by line. You will notice first of all the change from third to first person and how some phrases have been left out entirely. Level 2 and above
To the Queen s most excellent majesty To your most excellent majesty 25 Most gracious Sovereign We, your majesty s most dutiful and loyal subjects, The Mayor, Aldermen and Your Majesty The Mayor and Councillors of Salford, burgesses of the borough of Salford, humbly avail ourselves of the auspicious occasion of your Majesty s and all our city s residents would like to use the wonderful opportunity gracious visit to this locality to render to your Majesty the tribute of our respectful homage, and to of your kind visit to our city express the loyal gratification we experience in being enabled to welcome to your Majesty to welcome you within the precinct of this your Majesty s ancient manor of Salford. to the heart of historic Salford. The deep and lively interest your Majesty has ever taken in these treasures of public policy which The deep and lively interest you have always taken in the results of public policy which conduce to the physical and moral improvement of the people, combined with the exemplary give people opportunities to improve their lives, combined with your own distinguished example virtues by which your Majesty is so pre-eminently distinguished, as well as in the in public and private relations of domestic life as in the higher walks of your exalted station, have justly endeared private life, rightly endears your Majesty to all classes of your dutiful and affectionate subjects; and we ardently you to us all. We very much cherish the hope that the large hope that the and increasing population of this great manufacturing district, under your increading population of this great manufacturing district will, Majesty s benign sway, may be so educated and trained up in habits of under your kind influence, take advantage of their education and industry and usefulness, that they may rightly fulfil their various duties to to contribute actively to society, and be alike distinguished for their regard for social order, their society and distinguish themselves in their regard for social order, for attachment to the principles of religion and constitutional loyalty. religious principles and constitutional loyalty. In conclusion, we trust that your Majesty will be graciously pleased to In conclusion, we trust that you will be pleased to accept accept the expression of our humble but earnest desire for the health and our wishes for the health happiness of yourself, your Royal Consort and family; and we fervently and happiness of yourself and your family; and we and devoutly pray, that, under the gracious Providence of Almighty God, pray that your Majesty may be long preserved to us as the guardian of the religious and civil rights and liberties of your subjects, and the Sovereign of a free, you will long remain the Queen of a free, prosperous and happy people. prosperous, and happy people.
Hands on with the past: Our Victorian handling box and every object tells a story 26 Language focus Asking for and giving information Writing a description Adjectives and their order Used to and past simple Comparitives Citizenship and thematic links How people used to live Thoughts and ideas for use in the classroom The handling box contains a variety of objects and these activities are designed to enable learners to get hands on with unfamiliar objects. Vocabulary flashcards are included with the box as well as background information about each object. The activities are a framework for enabling you and your learners to find out about how people used to live. To borrow the handling box please contact the museum on 0161 778 0820 / 0821 or salford.museum@salford.gov.uk
A self-guided visit to Salford Museum and Art Gallery: (All levels) 27 Salford Museum and Art Gallery offers ESOL groups free facilitated visits based on our ESOL resource pack (Available to download with additional resources at www.salford.gov.uk/esol and elsewhere in this folder). However, we appreciate that you may prefer to organise a self-guided visit. These resources offer an open-ended way into looking closely at the picture Visit of Queen Victoria and Prince Albert, 1851 and to exploring our recreated Victorian street, Lark Hill Place and can be used as stand alone activities or in conjunctions with the resources mentioned above.
Visit information Salford Museum and Art Gallery has developed a one and half hour visit specifically for ESOL learners at any level. This includes orientation in the museum, enjoying and responding to art in the Victorian Gallery including Visit of Queen Victoria and Prince Albert, 1851 and visiting Lark Hill Place, our recreated Victorian street. Learners practise speaking and listening skills, and have the opportunity to write or draw their own label for a painting. Visits are free. Please call 0161 778 0820 or 0821 or email salford.museum@salford.gov.uk to book a visit. You are also welcome to enjoy the museum on a self-guided visit using the resources from the pack. Please book your visit on the numbers or emails above and why not use the suggestions in this book or download our ESOL resource pack at www.salford.gov.uk/esol. Salford Museum & Art Gallery Peel Park Crescent Salford M5 4WU Tel: 0161 778 0800 (main reception) Tel: 0161 778 0820 / 0821 (learning team) Opening times Monday to Friday: 10.00am to 4.45pm Saturday and Sunday: 1.00pm to 5.00pm Free entrance Gift Shop Café open weekdays: 10.00am to 3.30pm Fully accessible for wheelchair users Email: salford.museum@salford.gov.uk Web: www.salford.gov.uk/museums How to find us By car: From the north, leave the M60 at junction 13 (A666). From the south, follow the signs from the end of the M602. By bus: From Manchester, Bolton, Swinton and Eccles stopping outside the museum on the Crescent (A6). By train: Salford Crescent station is only five minutes walk from the museum. The Baring Foundation This pack was created as part of Salford s Embrace project by Maryam Patala, Anna Bunny, Lis Murphy and Bev Davies who has written section two of this pack. Salford Museum would also like to thank Ceri Horrocks and Luisa Neal.