Current Affairs – Tuesday

L.I. To discover my feelings about changing schools

Introduction: Have children think back to yesterday’s video. What were some of the fears and uncertainty presented? Have any of your feelings changed?

Teaching: Discuss the following questions in pairs (or with someone at home)

Are you excited about learning something new?                                                                          Are you a little bit nervous about making friends?                                                                      Are you sad to be leaving your old school?

Tell children that they are going to complete a questionnaire to discover how they are currently feeling about changing schools.

Activity: You need to think carefully before answering each question below and try to be as honest as possible. Write down the question and record your answers in your topic book (any notebook at home).

  1. How do you feel about leaving your old school?
  2. How do you feel about starting a new school?
  3. List three things that you think are going to be different in your new school?
  1. List three things that you are looking forward to in your new school:
  1. List three things that worry you most about starting a new school:
  1. Do you think everyone else feels the same as you?
  2. Can you think of anything you could do to make changing schools easier for you?
  3. Can you think of anything you could do to make changing schools easier for others in your class?

Plenary: Feedback answers to the question and tally them up in a chart. Work out the  fractions/percentages of how many people feel the same about changing schools.

Current Affairs – Monday

L.I. To learn about my transition to secondary school

Introduction- Over the next two weeks, we will be discussing the transition to secondary school. This is a current affair that is relevant all over the U.K. and many parts of the world. The concern may be even more with the current COVID environment, as many of the normal activates or events that you would have attended or completed to support the transition to primary school is not in place or is delivered differently.

Activity- The upcoming lessons are presented by Bigfoot Arts Education! For today’s lesson, we will watch a video on transition to secondary school (You may recognise the performers). Watch the entire video, and pause were relevant. If time, engage in a short discussion about the video.

Current Affairs- Friday 26th June 2020

Next Steps

What are the 3 main things you have learnt about refugees this week?

How will you use what you have learnt this week? Choose from the list below: 

Raise awareness

Create a leaflet, short play, film or display that will help others in your school or community learn more about the reality and facts behind the refugee crisis.

Welcome banner/poster

Get creative and make a welcome banner or poster to show how you welcome refugees and asylum seekers in your own community. #RefugeesWelcome

Welcome boxes

A school in Leicester has been creating welcome boxes for asylum seekers and refugees arriving into the city. Think carefully about what you would put in the box to make people feel welcome. How would you get it to those it was intended for? Draw and label an example. 

Current Affairs – Thursday

L.I. To explore the power of words

Introduction: Today, we will experiment with language to express a message of Welcome for refugees and asylum seekers in the UK. You will create your own message of welcome using a variety of formats!

Teaching: Think back to the previous activities from Monday-Wednesday. Discuss and reconnect with the activities-

  1. the notes they made in the facts, feelings, present and future group work on Monday
  2. the negative and stigmatising language shown in the film used on Tuesday
  3. the bank of unwelcome and welcome words created on Wednesday

Now, we will read the poem ‘Refugees’ by Brian Bilston. Possible unfamiliar words from the poem are at the bottom of this post. (note – do not read backwards after).

Once the poem has been read, discuss:

  • How the poem makes them feel?
  • Does it link to any other topics that we have been discussing?
  • Does it reflect discrimination or inequality?

Now read the poem out again but this time beginning at the bottom of the poem and reading upwards. What are your initial reactions? Isn’t it interesting how the same words can be used in different ways, through the use of structure and conjunctions, to create very different meaning?

  • How does the poem support the reader to think in new way?
  • Why do they think the poet has chosen to write a poem like this?

Activity: You are going to express a positive message of Welcome to Refugees and Asylum Seekers in any format you wish. Some ideas might include:

  • Write a short poem
  • Write a short newspaper article
  • Create a slogan for a positive campaign promoting awareness of the refuge crisis
  • A banner or poster that could be displayed to show support for refugees and asylum seekers
  • Create a Hashtag # and write a short comment about your hashtag.

Extension: What do you feel the impact of your work might be?  What impact do you feel welcome words might have for a refugee?


Unfamiliar words from the poem:

Haggard: looking exhausted or unwell

Dealt: To give out (past tense of deal)

Chancers: Someone that uses opportunities for their own advantages and often pretend to have skills they do not have

Loungers: A person spending their time lazily or in a relaxed way

Layabouts: A person that always does little or no work

Scroungers:  A person who borrows from or lives off others


Current Affairs – Wednesday 24th June 2020

This activity explores the idea of welcome.

  • explore emotions associated with the idea of feeling welcome
  • explore the language associated with feeling welcome and unwelcome
  • Can you share (or write) a personal experience of when they have felt unwelcome? Perhaps when trying to join in something with friends, or could be a wider experience such as arriving somewhere new – perhaps through travel for example.
  • Using columns on a sheet of paper, create two word-banks – one for ‘unwelcome’ and one for ‘welcome’. 

  • Fill each column with relevant words or short phrases.
  • Now think about the journey that some refugees and asylum seekers may have gone through to seek sanctuary in a new country. What emotions might they have been feeling? Make a list.
  • How could you make refugees and people seeking asylum feel more welcome in their own community or school?
  • Remember, refugees and asylum seekers may not speak English or other languages used within the community and so you will need to think about the different ways that they could make people feel welcome.
  • What might you need to think about in terms of cultural sensitivity i.e. food requirements, gender roles, religious needs, clothing expectations, physical contact (handshake may not be appropriate for example), facial and hand gestures etc.?