| The photographs in this panel show scenes over nearly sixty years showing how migration has been a feature of life in the East End for a long time.The quotation from Max Levitas and the photographs of the battle of Cable Street illustrate key issues in the years leading to WW2. |
KEY STAGES 1 and 2
ART and DESIGN scheme of work
Year 3/4 Unit 4C: Journeys |
| Section 1: Exploring and developing ideas (1) |
- The material provides opportunities for the pupils to reflect on the journeys made by these migrants
- There are links to history and geography as the journeys in the early years of the twentieth century would be very different to any made by today’s pupils
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Objectives
Children should learn:
- to question and make thoughtful observations about starting points for their work
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Activities
- Ask the children to talk about a familiar journey, eg their journey to school, a journey around the school, a journey between two other places. Ask them to describe and note in detail what they remember passing on the way.
- Explore a range of maps, aerial photographs, abstract art and other stimulus material. Discuss the use of lines,
shapes and patterns in the material and how they have been used to indicate objects and features. Point out that their use can be decorative as well as functional.
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Outcomes
Children:
- Describe places, events and journeys they have experienced.
- Identify different ways of representing objects and
features related to maps and journeys.
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KEY STAGE 2
HISTORY scheme of work
Year 5/6
Why have people (invaded) and settled in Britain in the past? |
- This is a very sensitive area and the quotes can be used as stimulus material to start discussions.
- The quotes show that migration is and always has been for a variety of reasons, many of which are still valid today.
- Marion Davies’ quote shows that the cycle in the East End has been continuing for at least a century.
- The quotes also show that migration has taken place form many countries and these could be added to the map.
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| Section 1:
Why do people move away from where they were born?
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This discussion needs to be handled with sensitivity and care, especially if there are any refugee children in the class. It is important to draw out that some reasons for moving today are similar to why people moved in the past, eg for work, to make a new life, because of fear.Recognising that communities are made up of people from different places, backgrounds and cultures can lead into a discussion of the workings of local and national communities, as a link to citizenship education.
Objectives
Children should learn:
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to relate their own experience to the concept of settlement
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to recognise that people have been moving between different areas for a long time,
and that some reasons for moving were the same as those of people alive today
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Activities
- Discuss the children's and their families' experiences of moving home to live either in a different part of the country or in a different country. Use a map to establish where they moved to and from. Encourage the children to suggest why they or their families moved, and list the reasons given. Help them to sort the reasons into those where families chose to move and where they had to move.
- Take opportunities to use and explain words like settlement, emigration, immigration, refugee, and
how these are different from words like invasion, conquest.
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Outcomes
Children:
- Give reasons why families leave the place where they were born.
- Recognise that some people choose to leave and that others have to leave the place where they
were born.
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KEY STAGES 1 and 2
CITIZENSHIP scheme of work
Years 1-6 |
- This unit has links with the history unit above. This unit is likely to be delivered at different stages during the two key stages and as a result the treatment will vary.
- The work on migration provides an opportunity to reflect on the need respect for others and a recognition that we are all interdependent.
- The two quotes from Jeanette Darrel provide a stimulus for discussion on the issues she raises without needing to use people the pupils know.
- Max Levitas poses the question that the pupils are also likely to raise. In the context of their school they can explore possible answers and take them to their Schools Council for further consideration.
- The complete unit is included although the panel provides material for only part.
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Unit 05:
Living in a diverse world
The activities on the global nature of trade are also considered in the section WORK. This shows how globalisation has developed I the last 60 – 80 years and the world described in the section has gone.
Section 1:
How are we all connected?
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Objectives
Children should learn:
- to find evidence that they live in an interdependent world
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that their actions affect themselves and others at a variety of levels, from a family/classroom level through to a global level
- to reflect on what they have learnt about their identities, their communities and how places in the world are interdependent
- to listen to and reflect on the words of others in the class
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Activities
- The children investigate their links with other places. Using their clothes/toys/a basket of food from the supermarket, they devise and answer questions for an enquiry, eg Where did the items in the basket come from? Where were my clothes/toys made? What does it say on the labels/packaging? Where did the raw materials for the goods come from? What is it like in the place where the toys/clothes were made/food was grown? Show the children images of people and places in the countries identified.
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A class chart, 'Our connections', is constructed, with string or ribbons
linking the location of the school with the countries identified through the labels, packaging, etc. Older children could discuss the reasons for importing food and clothing from other countries, the ways in which people in those countries depend on their trade with the UK, and how the UK depends on products and resources from other countries. The class produce artwork or poetry on the theme 'we are interdependent' or 'our global community'.
- In groups, the children review what they have learnt by showing the badges/coats of arms they made at the beginning of the unit, evaluating the class chart about ways of making others happy (are they putting their suggestions into practice?), looking again at the montage of their homes and the chart 'Our connections', and sharing their artwork and poetry about interdependence. They each choose what they think is the most important thing they have learnt, and report it to the class.
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Outcomes
Children:
- Identify ways in which they are connected to people and places throughout the world.
- Understand that they belong to different groups and communities at a variety of levels, from the family/class to the 'global community'.
- Identify ways in which we are dependent on
people in other places and they are dependent on us, and know the word 'interdependent'.
- Review, evaluate and communicate what they have learnt about diversity and the interdependence of the places in the world.
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