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

a book in which you keep a record of events, experiences and feelings

the ability to understand other people’s feelings and points of view

Generating ideas for the diary entries of a Windrush passenger

English

Exploring the Empire Windrush and the experiences of its passengers

Retelling a Windrush story

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Historic or outdated representations of people that may portray inequality or injustice.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

written in the third person (he, she, it, they)

Which of the following features are common in a diary?

experiencing the same things they experienced

When we empathise with a person, what are we doing?

Which word has a similar meaning to 'want'?

Which words below have the most positive meanings? 

I can't believe so many people have turned us away!

What on earth was I going to do for work?

Which thought might relate to Celia's feelings as she rode the train through London?

When might Celia have had this thought? 'I can't believe I came all this way to be stuck down here. What a day!'

Where was Celia's final destination on the Empire Windrush?

the fact that the ship is going to the UK

the fact that the ticket will be too expensive

In our story, when Celia sees the advert, what is disappointing for her? 

Which family member tried to persuade Celia not to go on the Empire Windrush?

that they would not be allowed to stay in England

that she might not be able to teach in England

What worrying rumour did Celia hear on the ship?

Who greeted the Windrush immigrants off the boat? 

Where did Celia have to stay on arrival in the UK? 

This lesson was made for home learning during the pandemic.

Generating ideas for the diary entries of a Windrush passenger

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.