Y4 Summer Windrush

Windrush
Year 4 Summer Term
Why did the Windrush
generation travel to
Britain?

Timeline:
Tilbury Docks
Port in London where Empire Windrush
landed
1945
World War II ends
22nd June 1948
The Empire
Windrush arrived at
Tilbury Docks in Essex
for the first time.
15th April 1948
Advertisement was
placed in a newspaper
announcing a ‘passenger
opportunity’ to sail from
Jamaica to the UK.
1958
Race Riots in many UK
cities. 1962
Commonwealth
Immigration Act restricts
those who can come freely to
Britain
West Indies
A name given to the islands of the Greater
Antilles and Lesser Antilles within the Caribbean
Sea as well as those of Bermuda, The Bahamas,
and Turks and Caicos Islands in the South
Atlantic Ocean. The former British colonies of
Guyana and Belize are also included.
2018
A British political scandal
concerning the “Windrush
generation” that
challenged the right for these
migrants and their families to
reside in the
UK despite being promised the
right to remain.

Unit Overview
In this unit, pupils will learn about the landing of HMS Windrush in
1948 and explore why people migrated to Britain.
They will learn the events that preceded the landing and, using
firsthand accounts, they will explore why people travelled to Britain..
Using a range of sources, pupils will learn about the experiences of
those who came to Britain. They will consider what their expectations
were and compare this to the reality.
Pupils will learn about how how the Windrush generation brought
many cultural and economic benefits to Britain, however, not everyone
greeted them warmly and this led to racism and discrimination.
Finally, pupils will learn about the WIndrush scandal and put the key
events into a timeline.
This unit will build upon pupils‘ knowledge of migration, trade and
employment and will prepare them for their unit on Slavery next year.

Golden Threads
Golden Threads: Trade and Employment
In this unit of work, pupils will explore the topic of
migration and explore why people travelled to and settled
in the UK. Pupils will have explored migration when learning
about the Romans, the Vikings and Neolithic people, as well
as when they explore topics such as farming.
Pupil will also use the knowledge gained from studying
current events and topics, such as refugees and
persecution. These are discussed in worship, PSHE and in
English as they form parts of our scheme of work.
This unit will also follow a geography unit in which pupils
identify different employment sectors and how these
impact on human geographical features so pupils will be
able to transfer that knowledge to this unit of work.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Lesson One:
Pupils will be able to explain
why people travelled to the UK
on the HMS Windrush.
We will start by exploring the definition of migration and how migration is a big part
of our current world and it evokes a range of responses, from hostility to
compassion. They will recap on examples they have studied in previous years
(Vikings, Romans, Neolithic) and current day examples (refugees, relocating for
work). They will also look at examples from within our community.
Pupils will then learn about HMS Windrush. They will plot the journey and use
sources such as landing cards to find out more about the people on board. They will
make inferences about why they might have travelled to the UK before exploring the
range of push and pull factors at play.
Finally, they will watch a video of the ship arriving and record how people may have
felt. What expectations might they have had?
Lesson Two:
Pupils will be able to explain
why people travelled to the UK
on the HMS Windrush.
Pupils will recap on what migration is and the factors that might lead to people
leaving their home and relocating. They will also recap on when the HMS Windrush
set sail and what was going on in the UK and across the world prior to this.
In this lesson, pupils will learn about key individuals on board. They will read first
hand accounts and take part in drama and hot seating activities, using this
knowledge to enhance their performances. These people will include Sam Beaver
King, Floella Benjamin, Lindford Christie, Janine Folta (polish refugee) and Malorie
Blackman.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Lesson Three:
Pupils will be able to make
deductions about how the
Windrush generation lived.
After recapping on where the Windrush generation came from, when and why,
pupils will consider what life was like for those who moved to the UK. In Kagan
groups. consider what their expectations might have been. What jobs did they
come for, what homes did they want, what community would they live in? When
sharing these, divide them into columns (work, home, community, weather, food
etc). Explain that we are going to hear from some of those who came here. Ask
children to consider: did the roles they went into match their previous professions?
Was is easy to gain employment? What challenges did they face? Choose a few
children to be hotseated and read their profiles. Write a short report about their
findings.
Now consider the social element. How would they feel moving to another country?
Listen to first hand accounts and discuss why not everyone was made to feel
welcome. Create a short dramatic piece to perform in front of others. Video and
save.
Use sources from Barnardos, English Heritage and the Windrush Foundation.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Lesson Four:
Pupils will be able to list the
pros and cons of moving to
Britain.
Pupils will recap on the key learning from this unit: when, who, where and why.
Recap on why people came. Did their expectations match reality? Round Rally
Robin and share.
Show pupils images and videos of the Notting Hill race riots. How does this make
them feel? Imagine themselves in this situation and write a short diary extract or
letter.
Introduce the pupils to the Windrush Scandal. Explain what it was, why is happened
and the impact on people. Sequence these events.
Finally, review the impact the Windrush generation had on Britain. List the benefits
of this example of migration. Look at how the Windrush is celebrated today and
plan their own memorial event.
Lesson Five:
Assessment
Challenge the children to produce a timeline showing this period of history,
beginning with WWII and ending with the Windrush scandal. Share these and add to
their using a different coloured pen.

Vocabulary
Historical
Knowledge
Place events from period studied on time line
Use terms related to the period and begin to date
events
immegrate
emigrate
to move into a foreign country permanently
to leave your own country to live permanently in
another country
Chronology
Use evidence to reconstruct life in time studied
Identify key features and events of time studied
Look for links and effects in time studied
Offer a reasonable explanation for some events
discrimination
unjust treatment of others because of age, gender,
beliefs or race
Interpretation of
History
Look at the evidence available
Begin to evaluate the usefulness of different
sources
racism
showing hostility or dislike to someone due to the colour
of their skin
colony
culture
a country controlled by another country
the way of life, especially the general customs and
beliefs, of a particular group of people at a particular
time
Historical
Enquiry
Use evidence to build up a picture of a past event
Choose relevant material to present a picture of
one aspect of life in time past
Ask a variety of questions
Use the library and internet for research
migrant
citizenship
Someone who moves to a new place to find work or
better living conditions.
being a legal member of a country and having rights
there because of it.
Organisation &
Communication
Recall, select and organise historical information
Communicate their knowledge and understanding.
Key Skillss

Homework Challenges
Research someone who came to Britain on HMS Windrush and create a profile.
Mark on a map, where people went to work and live.
Design a logo to celebrate Windrush.
Write a poem or song to celebrate Windrush and promote inclusion.
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