the setting or background that helps us to understand something better

the words of a song, often written in a poetic style

a style or genre of Afro-Caribbean music, which was developed in Trinidad and Tobago during the 19th and 20th century

the name given to the colonies, dominions and other territories ruled to some degree by and from Britain

Introducing the context of 'London is the Place for Me'

English

Exploring the purpose and audience of 'London is the Place for Me'

Exploring structure and language in 'London is the Place for Me'

Considering perspective in 'Sweet Jamaica'

Comparing and contrasting 'London is the Place for Me' and 'Sweet Jamaica'

In 'Poetry about migration’ pupils have explored perspectives of Empire Windrush passengers and the optimism they had arriving in Britain. In ’The Empire Windrush: diary writing’ pupils will build a fuller picture of the historical background and infer possible thoughts, feelings and emotions of passengers.

In 'Coming to England: reading’ pupils explored the life of Floella Benjamin, who came to Britain as a young child. Readers will have learnt about the Windrush Generation, and the prejudice that many people from the Caribbean experienced on their arrival to Britain.

In this unit, pupils read and respond to two songs by Lord Kitchener, written about his migration to the UK aboard the Empire Windrush. Pupils will explore, compare and contrast the two songs and make connections to their own lives and experiences.

Poetry about migration

the attractive aspects or opportunities that draw individuals to a new destination

a big idea, topic or message that recurs within a story

the reason a text was written and the desired impact

the people who listen to and engage with the song

the pattern of rhyming words or sounds at the end of each line in a poem, often represented using letters to indicate the rhyme pattern (e.g., AABB, ABAB)

a visual technique used to organise and represent the relationships between concepts or ideas

initial feelings about a person, place or thing, gained from reading a text

the use of vivid and sensory language that appeals to the reader's senses, creating vivid mental pictures and enhancing the emotional impact of the poem

the point of view or position from which the artist writes, influencing the way events or ideas are portrayed and understood

a big idea, topic or message that recurs within a text

the use of vivid and sensory language that appeals to the reader's senses, creating vivid mental pictures and enhancing the emotional impact of the song

involves identifying similarities between two or more things, ideas, themes or texts

involves identifying differences between two or more things, ideas, themes or texts

Help using Oak

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Primary

Year 7

Year 8

Year 9

Year 10

Year 11

Secondary

Who we are

Meet the team

Oak's curricula

Get involved

Poetry about migration

Choose a lesson (5)