Windrush and Migration

Overview

A 60-minute interactive lesson designed for Year 4 learners to explore the Windrush Generation and their migration to the UK. Using primary sources such as historical artifacts, photographs, and personal testimonies, pupils will develop historical inquiry, critical thinking, and empathy by creating a collaborative synthesis journal linking past and contemporary migration experiences.

Curriculum for Wales Alignment

Area of Learning and Experience (AoLE): Humanities – History

• History (Year 4)
  • "Explore reasons for migration and settlement within Wales and the UK, and consider people’s experiences from the past and present"
  • Develop factual knowledge and understanding of significant events and people that have shaped society

Key Cross-Curricular Skills & Competencies:

• Communication and Literacy: Gathering, interpreting, and presenting information clearly and collaboratively
• Digital Competency: Using note-taking and journal organising strategies (can include digital or handwritten work)
• Creativity and Critical Thinking: Synthesising different types of sources, making connections
• Humanities – Ethical Understanding and Global Citizenship: Understanding diverse migration narratives and fostering empathy and respect

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Learning Objectives

By the end of the lesson, pupils will:

• Identify who the Windrush Generation were and understand their migration story (Knowledge)
• Analyse a range of primary sources (artifacts, photos, testimonies) to extract historical information (Skills)
• Collaboratively construct a synthesis journal linking historical migration with contemporary migration issues in the UK (Application)
• Demonstrate respect and empathy for diverse migration experiences (Attitudes and Values)

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Resources

• Historical artifacts or replicas (e.g., suitcase, immigration documents, period clothing)
• Photographs of Windrush passengers and UK life post-1948
• Transcripts/audio/video excerpts of personal testimonies from Windrush family members
• Contemporary migration stories or news headlines (age-appropriate)
• Large gallery display boards for each source station
• Syntheses journal templates for note-taking and writing
• Pens, sticky notes, clipboards

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Lesson Structure

1. Starter (10 minutes)

Activity:

• Begin with a short storytelling session introducing the Windrush ship and its journey. Use a map to locate the Caribbean and UK visually.
• Ask pupils what they know about migration and why people might move to a new country. Record ideas on the board (KWL: What we Know/Want to know).

Purpose:

• Engage prior knowledge and frame the lesson context
• Develop geographic awareness in the Humanities AOLE

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2. Gallery Walk and Source Exploration (25 minutes)

Activity:

• Set up 5-6 stations around the classroom, each featuring a different type of source (artifact, photograph, testimony, document, contemporary media).
• In small groups (5 pupils per group), learners rotate stations every 4-5 minutes.
• At each station, groups:
  • Observe carefully
  • Read/listen to the source
  • Take notes using guided prompts on their synthesis journal templates regarding key facts, feelings expressed, and what the source reveals about migration
• Teacher circulates, scaffolding understanding and encouraging deeper thinking

Innovative Element:

• Include QR codes that link to short audio testimonies or animated explainers (optional, if technology is available) to integrate digital competency.
• Use sticky notes for pupils to add questions or feelings on “thought walls” beside each station for peer interaction.

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3. Journal Collaboration (15 minutes)

Activity:

• Regroup as a whole class or in their small groups
• Each group discusses their notes and collaboratively writes a synthesis journal entry combining insights from the sources visited.
• Prompts to guide synthesis include:
  • What was life like for the Windrush Generation?
  • What challenges did they face?
  • How do these experiences compare with migration stories today?
• Encouraged to use cause & effect and empathy language

Purpose:

• Practice historical writing, critical analysis, and communication skills
• Connect past and present, demonstrating deeper understanding

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4. Plenary and Reflection (10 minutes)

Activity:

• Groups share one interesting fact or insight from their journal with the class
• Quick round of reflection: What surprised you? What did you feel?
• Record a collective class response to the final question: “How can learning about the Windrush Generation help us understand migration today?” on the board.

Assessment:

• Informal formative assessment through observation of group discussions, journal content, and plenary contributions assessing knowledge, skills, and attitudes as per Curriculum for Wales outcomes.

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Differentiation and Inclusion

• Visual and auditory source types to support diverse learning needs
• Sentence starters and writing frames for learners requiring writing support
• Extension challenge: Pupils can write a short letter as if they were a Windrush migrant introducing themselves to their new community

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Reflection for Teachers

• Did pupils engage with and respect multiple viewpoints?
• How well did they make connections between historical and contemporary migration?
• Could the gallery walk format be adapted to other historical topics for active learning?
• Consider inviting a local community member or host a virtual talk by a descendant from the Windrush Generation for enhanced cultural relevance.

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This lesson plan invites pupils to engage actively with history through multimodal sources and fosters cross-curricular skills and ethical understanding aligned with the Curriculum for Wales. It encourages empathy and critical thinking about migration, a timely and impactful topic for young learners.