someone who has come to a country different to their country of origin to live permanently

the name given to people who emigrated from the West Indies to the UK in the decades after World War II, starting with the arrival of the Empire Windrush in 1948

a visual representation of a series of events, where pictures represent events; it can be used to orally rehearse events to embed them in our memory

Retelling a Windrush story

English

Exploring the Empire Windrush and the experiences of its passengers

Generating ideas for the diary entries of a Windrush passenger

Planning the diary entries of an imagined Windrush passenger

Writing the diary entry of a Windrush passenger before their arrival in the UK

Writing the diary entry of a Windrush passenger after their arrival in the UK

In this unit, pupils learn to develop their skills of writing a diary with emotion based on a significant historical event.

In 'Shakespeare's Romeo and Juliet’: Diary and Narrative Writing', pupils learnt to write a diary entry from a character's perspective with heightened emotions from a fictional context. In this unit, pupils will learn to develop their skills of writing a diary with emotion based on a significant historical event.’

In this unit, pupils use research around the Empire Windrush and an account of a fictional passenger to write a diary entry from a Windrush passenger's perspective. They use a conversational tone and informal devices, including exclamatives and verbless sentences, to meet the writing purpose.

The Empire Windrush: diary writing

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Historic or outdated representations of people that may portray inequality or injustice.

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

How much did a ticket on the Empire Windrush cost? 

What did Celia's family do to raise money for the ticket? 

She was determined that Celia should go. 

She was determined that Celia should stay. 

She was furious that Celia wanted to leave Jamaica. 

She was concerned about Celia wanting to leave Jamaica.

Which option best describes Celia's mother's reaction to the Windrush ticket sale? 

She didn't bother looking because she could sleep in the shelter. 

Why could Celia not find a place to live when she arrived? 

Which of the following was a worry for Celia about arriving in the UK? 

Roughly how many people were ruled by the British Empire at its height? 

Which of the following were British colonies?

many people chose to emigrate to colonies

Why had the UK population fallen after the Second World War? 

How was the UK seen by many Caribbean people at the end of the Second World War? 

provided accommodation in an underground air-raid shelter

gave free transport to anywhere in country they found a job

set up a job centre to help them find work

Which of the following did the government do to help Windrush immigrants? 

in public services like the NHS, public transport and the postal service

Where did many immigrants of the Windrush Generation find work? 

This lesson was made for home learning during the pandemic.

Retelling a Windrush story

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.