Section 4: Teachers' Notes

The first activity involves some reading then sorting of statements into agree and disagree.  If there are students with reading difficulties, you may prefer to read aloud to the class as a whole before separating them into groups or pairs for the true/false activity.

This is based on pictures and should be accessible to most students. 

This is a straightforward fact matching task.  For students with reading difficulties this will need reading through.

This is a discussion based task.  You may like to organise this as a whole class or a small group discussion in which students report back their thoughts at the end to the whole class.  An understanding of ‘morality’ needs to be introduced here.

These activities are picture based and therefore highly appropriate for students with literacy difficulties.  For a differentiated approach to this section, you could give these activities to students with literacy difficulties whilst others work through the statement based tasks.

This activity requires a considerable amount of reading.  Whilst you could ask all students to read all extracts, you may prefer to give small sections of text to different groups or to individuals within groups for them to then have real audiences  to feed back to.  If you are not working on-line, make sure each group has a copy of the chart to match the name of the kinder refugee with the difficulties they faced.

The research topic task is quite difficult and maybe something you could divide between students in a group to undertake as classwork or homework.

The topic should be handled with sensitivity.  If you have refugee children in your class, they may find the content upsetting or it may make them angry.  If they are confident young people and are comfortable recounting events from their past, there is obviously much to be learned from listening to their stories and making connections.  The purpose of this work is to make clear that refugees are real people who deserve equal rights, equal opportunities and equal respect.  These principles should underpin your approach to this task.

A basic understanding of the term ‘economics’ is necessary for this activity.   If you are not working on line, you may wish to put the prediction activity on the board so students don’t see the answer straight away.

This activity requires some degree of general knowledge.  To support this task you may find it useful to have a selection of daily newspapers as a stimulus for ideas. 

As with all these activities, this is not a mandatory task.  If you chose to work on this activity, an approach would be to give a different aspect to research and prepare to a different group in the class.