Windrush and Culture

Overview

Age group: Year 2 (6–7 years old)
Class size: 9 students
Duration: 90 minutes
Unit: Caribbean and Britain Explorations (Lesson 5 of 5)
Topic: The Windrush Generation and Cultural Influences
National Curriculum Links: Geography (Locational knowledge, Human and physical geography, Geographical skills and fieldwork) & History (Chronological understanding, Historical significance)

National Curriculum Links

Geography Programme of Study (Key Stage 1)

Locational knowledge: Name and locate the world’s continents and oceans
Human and physical geography: Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and a contrasting non-European country
Geographical skills and fieldwork: Use basic geographical vocabulary to refer to human features, and interpret simple maps and globes

History Programme of Study (Key Stage 1)

Chronological understanding: Recognise why people did things, why events happened, and what happened as a result
Historical interpretation: Use stories to understand the past
Historical enquiry: Ask and answer questions
Knowledge and understanding of events, people, and changes in the past: Understand significant historical events, people, and places in their own locality and beyond

Learning Objectives

By the end of the lesson, pupils will be able to:

Describe the Windrush Generation and their journey from the Caribbean to Britain, using a simple timeline.
Identify key cultural influences from the Caribbean that became part of British life, including music, food, and stories.
Understand how migration shapes cultural identity and develops communities.
Use geographical vocabulary to talk about migration and cultural connections between the Caribbean and Britain.
Collaborate to create a visual timeline and discuss the impact of people moving between places.

Resources

Large timeline template (poster or whiteboard format)
Timeline cards with simple events and pictures (e.g., arrival of HMT Empire Windrush, cultural events, food items, music instruments)
Storybooks or short video clips about Windrush children’s experiences (age-appropriate)
Sample Caribbean foods (pictures or real if possible, e.g., plantain, jerk chicken, Caribbean fruits)
Audio clips of Caribbean music genres (calypso, reggae)
Large map of the UK and Caribbean islands with arrows to show migration route
Paper, crayons, glue, and scissors for timeline creation
Question prompts for discussion

Lesson Structure

1. Introduction (15 minutes)

Greet the students and briefly recap the unit so far: “We have been learning about the Caribbean and Britain and their connections.”
Introduce today’s topic with a map: show the UK and Caribbean, using arrows to explain the journey of the Windrush Generation.
Ask: "Who has moved from one place to another before? How might leaving your home change you or your family?"
Show the HMT Empire Windrush ship picture and explain this is how many Caribbean people travelled to Britain after World War II to help rebuild the country.

Key Vocabulary: migration, Windrush Generation, Caribbean, Britain, culture

2. Story Time and Discussion (20 minutes)

Read a simple story or watch a short clip about a Windrush child’s experience (e.g., friendship, arriving in Britain).
Discuss the story, encouraging pupils to think about how the experience might feel.
Ask: “What is different and what is similar about life in the Caribbean and Britain?”
Highlight how people brought their culture with them (music, food, celebrations) to Britain.

3. Exploring Cultural Influences (20 minutes)

Play short audio clips of Caribbean calypso and reggae music; encourage pupils to listen and move to the rhythm.
Show pictures or samples of Caribbean foods; discuss favourite British foods and how Caribbean foods have become part of British life.
Use a Venn diagram on the board/paper to compare Caribbean and British cultural elements (e.g., food, songs, festivals).
Pupils share if they know any other cultural influences in their community.

4. Timeline Creation Activity (25 minutes)

Group activity: students work together to arrange event cards on a large timeline poster.
Events include: arrival of the Windrush ship (1948), first Caribbean community celebrations in Britain, introduction of Caribbean foods, influence on British music.
Pupils add drawings or notes to the timeline, supported by teacher prompts.
Encourage pupils to use key vocabulary and orally explain each event as they place it.

5. Reflect and Discuss (10 minutes)

Gather as a circle and ask: “How does moving between places help make communities stronger?”
Discuss how the Windrush Generation helped shape modern Britain’s culture.
Invite pupils to share what surprised them or what they found most interesting.
Highlight the importance of respecting different cultures and stories.

6. Plenary and Assessment (5 minutes)

Quick quiz: show pictures or ask questions related to today’s lesson (e.g., “What is the Windrush Generation?”, “Name one food from the Caribbean.”)
Use thumbs up/down or smiley face feedback to assess understanding.
Note any misconceptions or areas needing further support for follow-up lessons or reports.

Differentiation

Support: Provide picture cards and sentence starters for pupils who need help with vocabulary or expression; pair with more confident learners during activities.
Challenge: Invite able pupils to orally retell parts of the story or explain why cultural exchange is important; add extra timeline events or investigate a famous British-Caribbean person.

Assessment Opportunities

Observation during group work and discussions to check understanding of vocabulary and concepts.
Evaluate the timeline for accuracy and ability to sequence key events.
Oral contributions during story reflection and music/food comparison activity.
Plenary quiz responses for quick recall check.

Cross-Curricular Links

English: Listening and speaking skills through storytime and discussions; writing labels and notes for timeline.
Music: Appreciating Caribbean musical styles and rhythms.
Art: Drawing and crafting for timeline and cultural elements.
PSHE: Understanding diversity, empathy, and community.

Extension/Home Learning Suggestion

Pupils create a ‘Cultural Passport’ at home, drawing or writing about their own family stories of migration or cultural traditions to share in class.
Research a song or food from the Caribbean or Britain they enjoy and bring it to share with the class.

This lesson plan follows the National Curriculum for England by embedding geography skills with historical understanding and cultural awareness, tailored for Year 2 learners in an engaging, participatory way. It encourages empathy, curiosity, and respect for cultural diversity through active learning and creative expression.

Teaching Instructions