Freebies!

Update 20 November – items are now all reserved, thanks for checking in!

You’ll have heard by now that Manchester Museum is embarking on a huge HLF-supported building and redevelopment project known as hello futureExcitingly, contractors have started some enabling works on-site, which you can follow via our project blog and twitter.

This means we’ve taken the opportunity for a HUGE clear-out of resources collected over a hundred years of Learning Programmes at the Museum.

We’ve got some stuff that we know we won’t be using during our reduced on-site programme during part-closure, and wanted to give local schools the opportunity to get their hands on some *free* learning resources!

Take a look below, and if you’d like to collect anything between 19 and 23 November, please email amy.mcdowall@manchester.ac.uk. First come, first served!

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A box of assorted clipboards (plastic and wood)

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Set of 4 answer buzzers

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Huge roll of corrugated cardboard … maybe for a display or craft corner?

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5 green pin boards

 

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2 x magnetic whiteboards

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HUGE ancient Egypt timeline, created by an artist for our primary learning programmes

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Dinosaur floor mat

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Box of dressing up cothes, including ancient Egyptian collars

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Box of assorted old coins. Great for creating an archaeological dig in your school garden!

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TTS Easi-View visualiser (we think like this one https://ttsgroupsupport.com/products/easi-view)

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Early year light box furniture

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Assorted replica African artefacts and musical instruments

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Animal stamps and play doh!

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Assorted children’s garden tools

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Bits of model bones!

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Felt and foam cylindrical cushions

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All in a Twitter!

You might have noticed some changes to our Twitter account recently.

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“McrMuseum” Learning (@LearningMM) is now “Manchester Museum Learning & Engagement” (@MM_Connects).

A small change, you might think! But for us its the first of many changes that will be happening at Manchester Museum in the next few years.

Reflecting our ongoing plans for the exciting Courtyard Project building and development work, our Learning and Engagement teams will be working much more closely together in the future. ‘Birds of a feather’, you might say …

We’re really excited for the collaborative opportunities that our ambition to become a “Museum for Life” will afford.

But what will schools crossed with volunteering crossed with communities crossed with families crossed with adult events look like?

Don’t settle for a bird’s eye view! Follow our blogs and Twitter to follow our journey to get involved.

 

The Courtyard Project blog

Learning Team blog

 

 

Environmental Sustainability in Primary Science … and at the Museum!

Many thousands of people enjoy visiting the frogs, snakes, and chameleons in our Vivarium each year, but did you know a key part of the Vivarium’s work is conservation and research into endangered species? Our herpetologist, Andrew Gray, has even rediscovered a rare tree frog once considered extinct whilst on a research trip!

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The Museum as a whole is dedicated promoting public debate about environmental sustainability issues. “Developing a sustainable world” is a key part of our strategic vision, and through our collections we aim to engage people in some of the major issues facing our planet such as climate change and habitat loss.

You might for instance have marvelled at the panda and dodo in our recent exhibition about extinct and endangered species or been inspired by our ‘Climate Control‘ events.

These debates are now reaching our youngest visitors through our learning programme; you may have already read about our new KS2 workshop, Rainforest Investigators: Extinction and Survival.

We love sharing ideas with like-minded people, so we were delighted to be invited to chat to teachers about our environmental sustainability work at the Association for Science Educators annual conference in Liverpool last week. We even brought a snake, lemur leaf frog and panther chameleon to share!

Even though the primary science curriculum doesn’t mention environmental sustainability specifically, as a group we found dozens of opportunities to integrate these issues into teaching. For example, when we learn about electricity, do the children consider where it comes from? When we learn about materials and changes, do we know whether the materials are sustainable or recyclable? And when we learn about fossils of extinct animals, do we consider modern endangered species?

If those ideas have sparked your imagination, check out the collection of our ideas in this document: Linking Sustainability issues to the Primary Science Curriculum.

I’ve also included a number of useful links below.

Let us know in the comments what you do to promote sustainability with young children, and any other resources you can recommend! 

Useful links:

Remembering the impact of Partition

 

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Cedar Mount Pupils in the Memories of Partition exhibition

With the 70th anniversary of the independence of India and Pakistan happening earlier this year, Manchester Museum worked with members of Manchester’s South Asian community to explore the experiences and legacies of the creation of India and Pakistan in 1947, with a dedicated exhibition space up on our third floor to share this between August 2017 and January 2018.  Memories of Partition is a collaboration between Manchester Museum, Manchester BME network, Royal Exchange Theatre and Ahmend Iqball Ullah Race Relations Resource Centre. The exhibition showcases six films featuring community members sharing their connections to Partition.

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Trinity CofE School pupil in Memories of Partition

Partition is not an easy subject area to discuss, with an estimated 15 million people being displaced in possibly the largest mass migration in human history, especially not with pupils who cannot understand why this topic might be relevant for them even if they are of South Asian heritage. This is why Cat Lumb, Secondary and Post-16 Coordinator (Humanities & Arts) and Amy McDowall (Primary Coordinator) decided to invite a small number of Primary and Secondary pupils to visit the exhibition and also speak with the community participants involved; to see if it would make a difference to the way they thought about this tumultuous and difficult time in history and to help them write a response detailing their own impressions to share with those whom Partition has impacted.

Pupils had an opportunity to spend time on the Memories of Partition exhibition and make connections with the objects presented there, as well as watch some of the oral history films created to accompany the exhibition. All of these films – featuring community members either directly, or indirectly, affected by Partition – are available on the Museum’s YouTube channel and one with Dr. Gandhi (who spoke with all school groups) is highlighted below. [Please note: content is sensitive and may be upsetting.]

 

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Primary School pupils collected images of ways that artist Reena Kallat represented ‘borders’ through nature

After seeing the exhibition, pupils were also able to view the stunning artwork of acclaimed artist Reena Saini Kallat, whose newly-commissioned sculpture Chorus can be seen alongside works that include a series of hybridised animals that represent various nations in conflict.

This thought-provoking exhibition animates the museum with new meanings and inquiries into ideas of identity, memory, history and the natural world, and links in with the topic of Partition.

 

 

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Cedar Mount Pupils crafting their responses

 

 

It was in this creative environment pupils were asked to collate a response to share with community participants.

For the Secondary students, this was done before speaking with any of them, and demonstrates their newly developed empathetic responses to an event that many knew about but had little understanding of:

 

 

 

 

“Now that I’ve learnt about Partition I feel disgusted and really upset imagining people being murdered and witnessing so many deaths at a young age” – KS3 Pupil

“I feel that although it was a time of suffering and sadness some people used it as the start of a new life with new experiences. It was a chance to learn new things as people moved abroad, however I still feel sad that the experience was a stressful time” – KS4 Pupil

“I’ve learnt that this is bigger than I thought because they had to go elsewhere and there was a lot of conflict.” – KS3 Pupil

Their written response was detailed and we can only share small snippets here, but some are insightful and particularly astute:

“I went through pain and conflict; being separated, abandoned and lonely; scenes of fighting, killing torturing; but we never knew why at the time; because we were young.”

“I went through many challenges, emotions and struggles; such as leaving home, and leaving our possessions like jewellery, money and memories behind. I was filled with fear as many were being killed. I went through pain and suffering as well as misery and grief. There was lots of bloodshed.”

“I came to a different country. I felt upset and uncomfortable. I missed my old house along with my family. It was confusing and scary.”

“Now I feel happy that I am living in such a developed country which not only has improved me it has improved a lot of other people, but even though I am happy, I am still sad that I have lost something un-priceable [sic.] like my childhood memories.

The Primary School pupils created a group poem following their interview with Dr. Gandhi, which can be seen here: I came from a city full of rumours. 

Some teachers also shared their thoughts about the day:

“[The activities] gave the children the chance to think about the same issue from a different perspective. It was like it gave them layers of depth to the issue.”

“It gave the Indian/Pakistini children a sense of their own history and culture. It was also interesting to hear that some people thought partition was a good thing.”

“The children came away with a greater depth and understanding of partition. It was fantastic. Thank you so much.”

With thanks to University of Manchester’s Widening Participation Department who helped to fund this project. 

At Face Value: Manchester Museum, Common Cause Foundation and TeachFirst

Guest blog by Eleanor Ridley, TeachFirst Ambassador and Teacher at The Willows Primary School. 

When I originally saw that there was an opportunity via TeachFirst Summer Projects to work with the Manchester Museum, I sent my application in roughly as fast as a lightning strike. The main purpose of my time here has been to work with Secondary and Post-16 Coordinator, Cat Lumb, and Common Cause Coordinator, Shanna Lennon to investigate what type of values are communicated on the Manchester Museum’s pages about learning as part of the Museum’s work with Common Cause Foundation.

What is Common Cause Foundation?

Common Cause Foundation is an organisation which studies cultural values and explores how we can understand these in order to help us respond to current social and environmental challenges. One of the main findings is that 74% of people place more importance on compassionate values than on selfish values. However, 77% of the people interviewed believe that other people hold selfish values to be more important. Essentially, we have a gap between what we actually value, and what we believe about what people value, and it makes the world a lonelier place, where people are less likely to feel connected to their local and global community. The questions for major social institutions are: How are we going to communicate our values to help reduce this gap? And what are our values in the first place?

The Values of the Learning Team

At the beginning of the project, Cat sent me to go and find out what the values of the Learning Team were to see whether everyone was on the same page or not. The result was that yes, the Learning Team really do have shared values and a shared vision, and a shared understanding of the value of learning at Manchester Museum. The team members separately proclaimed the following  unanimous beliefs, in roughly the same order, every time.

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Some word art displaying the core values of the Learning Team when interviewed

1. The value of curiosity and self-directed learning and getting the chance to explore for yourself.

2. The authentic experience of being in a museum and handling real objects from the museum collections.

3. The importance of access to this cultural capital for students from all backgrounds and all abilities to the collections.

4. The museum as somewhere which can inspire aspirations, enabling students to see personal possibilities and their potential for the future.

Through every meeting and discussion that I witnessed, these values have been transparent. It is very obvious, even in two weeks, that the people working in the Learning Team care deeply and consistently about reaching out to a wide demographic (literally taking the museum to the people if the people can’t make it to the museum). It is also clear that they have a profound belief in the value of the experiences that they can offer through Manchester Museum collections, educationally and emotionally. Communicating these values will be the icing on the cake.

Education and Museums

Those working in education know the huge challenges that are to be faced in fighting educational inequality, which can be hugely daunting. As the Common Cause Foundation research shows, the feeling that benevolence is not widespread can lead to a feeling of apathy and helplessness. Organisations such as TeachFirst and Manchester Museum have tremendous power in communicating common goals and helping spread the message that students should get access to rich educational experiences, regardless of their socio-economic background, and inspiring more people to join the conversation.

This project has been an inspiring and heartening insight into the hearts and minds behind the educational programmes at Manchester Museum, and I wish the team the best of luck in continuing to promote their message.

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Summer Bookings and Future Plans

Wow! We’re amazed to say that the Primary Learning Programme here at Manchester Museum is now almost booked up for the entire summer term.

We host over 30,000 school pupils every year in the Museum, in our curriculum-linked workshops and in activities led by class teachers themselves. The popularity of our Learning Programme is testament to the hard work of countless people: Learning Team members past and present for developing and delivering the workshops, our Visitor Team for their help in making the visits run so smoothly, and curators for providing inspiring displays and exhibitions.

Unfortunately, we do turn away thousands of children every year because we just don’t have capacity for everyone. Our focus is always on providing an amazing experience for all visitors, and too many bookings can make the building overcrowded and hinder everyone’s enjoyment – including that of our schools.

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Luckily, we have a plan! We are currently in a final stages of submitting for HLF funding for our Courtyard Project, which will transform the Museum with a major two-storey extension, a new main entrance, and much-improved visitor facilities inspired by a new ethos of a ‘museum for life.’ It will also enable us to accommodate thousands of extra visitors each year, and help us meet the ever-increasing demand for our Learning programme. Please follow the Learning blog and our Twitter to get the latest information about how building work will affect school visits in the coming years.

We know it will be disappointing that you can’t visit this term. Bookings are now open for September 2017-March 2018, so do get next year’s trip booked in now.

You might also be interested in our Inflatable Museum, an inspiring new outreach offer designed to bring the wonder and curiosity of the Museum to your school hall.

We hope we’ll see you again soon!

Amy McDowall, Primary Learning Coordinator
amy.mcdowall@manchester.ac.uk / 0161 275 7357

P.S. We still have availability for Secondary and Post-16 groups.

Come to the Museum to be Rainforest Investigators!

Today we officially launch our exciting new ‘Rainforest Investigators’ session here at the Manchester Museum. This a brand new environmental education session based on the differing rainforest habitats and developed for Key Stage 2 pupils, which is for upper primary/age 7-11 year olds. It links strongly to National Curriculum Year 4 Science ‘Living things and […]

via Rainforest Investigators — FROG BLOG MANCHESTER

Clarendon Sixth Form: Unveiling South Asia- Journey to Manchester

IMG_1106With it being the Easter holidays here in central Manchester we are very pleased to host the annual Photography display of images by Clarendon Sixth Form students. These Year 12 students are studying for their BTEC Extended Diploma in Photography and the project with Manchester Museum contributes to their units in ‘Ideas and Concepts in Art and Design’ and ‘Studio Photography’.

Typically these displays have been linked with the Museum’s entire collection and have been shown in black and white (see previous posts), but this year we focused the students on a particular theme: Manchester’s connection to South Asia.

With the Museum’s upcoming Courtyard Project to build a permanent South Asia gallery (along with a new space for special exhibitions) we encouraged the students to explore the Museum’s current South Asia collection with Living Cultures Curator Stephen Welsh. They then used this as inspiration to research Manchester’s own links with South Asia – be that through food, tradition, people or religion. Each student then presented one image to us to demonstrate those connections which appears in the final exhibition.

Clarendon Sixth Form students’ work can be seen in The Study on the 3rd floor of Manchester Museum until the summer.

 

Early Years & Childhood Studies Placement

In January we were pleased to welcome a placement from Manchester Metropolitan University to work with us over the course of three weeks. Eve got a chance to see a selection of the learning offer by observing a variety of workshops and work alongside those in the Learning Team. At the end of the placement Eve was kind enough to write a post for us, and here it is:

My name is Eve Bokor and I am an Early Years and Childhood Studies student at Manchester Metropolitan University. Working at Manchester Museum has been simply a pleasure. I have worked with the Early Years, Primary and Secondary school team on a variety of workshops that have been excellent to observe, engage and even learn myself. Any school that has experienced having a workshop at the museum is lucky. The school workshops include a large variety of topics, examples of the ones I saw were ancient Egypt, Stone Age, ancient History, Animal Explorers and Baby Explorers. These workshops aid children to explore the different topics in a create informal manner. A common theme I observed in the workshops were all children were well behaved, curious and eager to provide the knowledge they have or give suggestions to what they think. All the staff that worked with the children were friendly and enthusiastic, offering support and expert knowledge for the children. What I particularly admire is the level of involvement the children have in workshops which includes being about to handle the artefacts (which is there is quite a selection of them).

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Eve’s favourite gallery was the Vivarium

I worked there for three weeks,and  in that time I have seen a fair amount of the artefacts in the Museum, but I know there is so much more to see: Endless information about the vast number of topics. Another part of the Museum that I admire is the environmentally friendly example it sets for the citizens of Manchester. Offering information about current issues that are endangering the living species and the environment we live in. There is practical advice on how an individual can help which I think is vital in the current climate. Overall this Museum is a spectacular place for all ages and abilities, because it is a well of knowledge that feeds the population of Manchester.

Primary teachers: Manchester Museum Needs You! (for 2 minutes)

 

As you may have heard, Manchester Museum is embarking on an exciting capital redevelopment known as the Courtyard Project. We want to make sure the new galleries and display spaces – especially the South Asia gallery – meet the needs of primary teachers across Greater Manchester and beyond:

  • Have you always wanted to study a different Ancient Civilisation to Egypt?
  • Do you want to celebrate South Asian influence in your community?
  • Is there a new way of learning about world religions?
  • Is lunch space essential for your school trips?

Now is your chance to have your say!

If you are a primary or early years teacher, we would delighted if you could spare 2 minutes to complete our short survey here.

We are also looking for expressions of interest for a TeachMeet here on the evening of 7 December around the theme of South Asia. If you’ve had a great project, activity, topic or event linked to South Asia (early years, primary or secondary) and would like to be involved, please contact the Primary Learning Coordinator Amy McDowall.

THANK YOU!