1. Education on a Shoestring: Snapshot beyond the SW
Under 5s programme at Andrew Carnegie Birthplace Museum, Fife, Scotland
English for Speakers of Other Languages (ESOL)
Young Freelancers at London Transport Museum, Covent Garden, London
Laura Service
SWFed Board Officer: Communications & Marketing Secretary

2. Under 5s: Andrew Carnegie Birthplace Museum
Representing Lynsey Anderson; Learning and Access Officer
Programme and context
Budget: Learning budget £1000/yr covering families and school programme
Why under 5s
The offer
How Lynsey made it possible

3. Under 5s: Andrew Carnegie Birthplace Museum
How Lynsey made it possible:
Mirror other programmes
Use props multiple times
Be thrifty and work with what you have
Talk to people
Look to the skills and experience around you

4. ESOL on a shoestring
Heritec for SWFED

5. Key points to create an ESOL programme
Places to start
Talk to people
Create pre-visit materials
In through the door
What not to do
Outcomes for learners:
Interactive and participative experience
Fun and enjoyable experience
Encourages and develops discussion
Opportunity to share ideas and develop learner voice
Develops respect amongst the class
Increases confidence
Accommodates different learning styles
Develops critical thinking
Learning outside the classroom
Ways of using Museums in ESOL
Promote Intercultural dialogue
Increase communicative competence
Explore specific topics, themes or ideas eg food, adornment, homes etc.
Use history to make contemporary connections with past societies and cultures
Develop language learning through art
Develop language for citizenship
Develop vocabulary and linguistic repertoire
Embed grammar exercises and structures
Develop presentation skills
Provide Inspiration for creative projects – art, storytelling, drama, music
Teaching methodologies:
Two key methodologies to use
Object-based learning
Communicative language teaching methodologies such as Dogme ELT
Competencies
Creative thinking
Critical thinking
Visual literacy
Problem solving
Decision making
Self-directed learning

6. “Learning about, with and through objects involves hands-on learning and manipulation. Being in the presence of an original object can be uplifting. Talking about your own reactions to objects can be edifying. Responding to an object can deepen the experience. Authentic, unique and first-hand experiences with objects stimulate curiosity, exploration and emotions.” Scott Paris, Principles of Object Based Learning, 2002
Outcomes for learners:
Interactive and participative experience
Fun and enjoyable experience
Encourages and develops discussion
Opportunity to share ideas and develop learner voice
Develops respect amongst the class
Increases confidence
Accommodates different learning styles
Develops critical thinking
Learning outside the classroom
Ways of using Museums in ESOL
Promote Intercultural dialogue
Increase communicative competence
Explore specific topics, themes or ideas eg food, adornment, homes etc.
Use history to make contemporary connections with past societies and cultures
Develop language learning through art
Develop language for citizenship
Develop vocabulary and linguistic repertoire
Embed grammar exercises and structures
Develop presentation skills
Provide Inspiration for creative projects – art, storytelling, drama, music
Teaching methodologies:
Two key methodologies to use
Object-based learning
Communicative language teaching methodologies such as Dogme ELT
Competencies
Creative thinking
Critical thinking
Visual literacy
Problem solving
Decision making
Self-directed learning

7. Help is at hand
Jo-Anne Sunderland Bowe; Director, Heritec
Heritec website / ESOL pages: esol.html
MESOL network:
Book: Teaching Unplugged: Scott Thornbury and Luke Meddings
The ESOL curriculum
Future Learn open University portal
Within your organisation and local area

8. Young Freelancers London Transport Museum
Representing Beth Atkinson; Young People’s Programme Manager
Programme and context
How LTM make it possible
Budget: £1000/yr per freelancer

9. Young Freelancers London Transport Museum
Key Programme Characteristics
6 young people aged 18-25
Meaningful and clear briefs that are valued by the Museum
To work on LTM based work and the wider sector
Paid at London Living Wage
Supported through in house training on how to set up to be Self-Employed
Peer-led training that supports professional development
Responsibility for own learning and reflective practice over a period of 12 months
A safe supported environment to build an understanding of the realities of self- employment and their rights and responsibilities as a freelance worker in the sector

10. And finally…. there is a card on your chair
Choose an audience
List as many people as you can think of that could support you in providing for that audience/ways in which you can find people to get involved
What objects/stories do you have and want to use
When would you like to pilot it
Whilst you are thinking on that….

11. Planning Venn diagram
People
Funding
Time

13. English language teaching provision in the UK and overseas
English Language learning
UK-based
ESOL (Adults / learners)
Training providers
FE Colleges
Local authority
Community-based learning
Family learning, literacy and numeracy
Conversation Clubs
EAL (U16s)
School
Cambridge qualifications / IELTS (Adults)
Private colleges
Foundation (Adults)
Universities
Summer schools (U18s)
English First
Overseas
British Council (Adults)
Schools / colleges (U18s)
English language teaching provision in the UK and overseas

14. Top tips
Speak clearly but don’t over annunciate your words or speak too slowly or raise your voice. Your normal tone, level and speed will be fine.
Don’t patronise: just because someone has a low level of English does not mean that they lack intelligence and never give this impression to them.
Don’t use colloquialisms, overly conversational language or at the other end over complex or technical language.
Simplify your language so that it is clear and easy to understand.
Don’t use too much unnecessary language. The more you talk the less likely you are to be understood.
Demonstrate visually or by gesture what you mean when you are giving verbal instructions.
Plan your instructions (both written and verbal). Break your verbal instructions down into phases and provide written instructions with pictures or images to ensure clarity and understanding.
Make good use of your body language and facial expressions: use welcoming and encouraging facial expressions, maintain eye contact, smile and use ‘open’ not ‘closed’ body language.
Ask open questions to check participant understanding. Don’t use closed-questions where the answer could be ‘yes or no’ e.g. “Do you understand?” as the participant will most likely nod or shake their head anyway. Sometimes it is better to let them get on and then help them during the activity.
Encourage participants to be involved and get them to ask you questions.