Respect for all: Understanding migration

This activity was used with pupils in key stage 3, year 8.

Aims

• To challenge racism and especially the stereotyping of asylum seekers.
• To emphasise how migration is a common feature of life in Britain.
• To promote understanding of the variety of reasons why people have moved to Britain, both in the past and at present, and to develop a respect for cultural differences.

Activity objectives

• To consider the question 'Who am I?' at the personal level.
• To explore issues of self-identity through a discussion of what it means to be British.
• To learn about current migration to Britain, appreciating how the history of Britain is a history of migration.
• To encourage pupils to reflect upon their values and attitudes towards migrants.
• To understand and share personal histories.

This activity promotes multicultural understanding and relates to the following elements in the geography key stage 3 programme of study:

• population distribution and change (6f);
• geographical enquiry (1a, 1d, 1e);
• geographical skills in using secondary sources (2d) and to use those sources critically.

This activity was adapted from the key stage 3 scheme of work unit 3 'People everywhere'.

Activity description

After a series of initial lessons in which the pupils were taught about concepts of population density, distribution and structure, they explored the issue of migration in the context of the UK. They undertook an activity that asked 'Who am I?' and discussed what it meant to be British. An extension activity allowed some pupils to consider ideas about European identity.

The focus then shifted to a case study of migration to Britain past and present. Using secondary materials and maps, pupils learned about past sources of migration and discussed the implications of their findings. They then listened and responded to a range of media views about current migration to Britain.

The work was followed up with case study examples of why people have chosen to migrate from rural to urban areas in a range of countries, both more and less economically developed.

Commentary

This activity was stimulating for pupils because it drew on issues that many of them were aware of as a result of current media reporting. The teacher was careful to build up a sound basis of knowledge and understanding about the history of migration to Britain before more current issues about migration were tackled. In particular, the teacher promoted the idea that 'British identity' is an ever-changing concept.

Ample time was allowed for open discussion and individual reflection when current media sources were being investigated. The extension activities examining case studies of migration within other countries ensured that the work was placed in a wider context.

Resources

The geography schemes of work can be found at www.standards.dfes.gov.uk/schemes
The online national curriculum can be found at www.nc.uk.net