Renie’s journey – This is a flexible lesson plan aimed at 9–11-year-old learners. Your students will learn about Renie Inow, who came to Britain on the Kindertransport at the age of 10. You will read letters her parents sent her, and learn what the Kindertransport programme was, and why it was needed.

Students will practise reading, writing and comprehension, as well as being introduced to the history of the Holocaust in an age-appropriate way. This lesson is differentiated throughout for different abilities.

What happened to the Kindertransport children? – This lesson is suitable for 11–14-year-old students. Through testimony, artefacts and memorials it introduces the history of the Kindertransport – a programme that rescued 10,000 children from the Nazis. It is suitable for use in a range of subjects – such as History, Art and Design, English, RE, PSHE, Citizenship.

Produced in partnership with The Harwich Kindertransport Memorial and Learning Trust, and with thanks to the BBC and The Wiener Holocaust Library.

In this lesson, your students will:
Learn about Kindertransportee Martha Blend and her autograph book
Hear what happened to arriving children who didn’t have foster families to go to through historic photos and a rare BBC audio recording of the children and young people themselves
Explore a new memorial currently in construction and hear from the sculptor himself

This lesson explores the stories of British people who took risks and showed great courage and determination in order to save the lives of Jewish people during the Holocaust. Each have now been awarded a medal as a ‘British Hero of the Holocaust’ by the UK government.

This activity would work well for secondary school students (Key stage 3 and 4 or equivalent) with some basic background knowledge of the Nazi persecution of Jews in the 1930s and the Holocaust. It will help them to make the connection between the Holocaust and Britain during the Second World War, and explore the role of rescuers and resisters.

Brick Lane has been described by many as the ‘heartland’ of the Bangladeshi community in Britain, representing five decades of the struggle to belong and be recognised as part of the global city of London and the wider multicultural nation. Perhaps the most visible testament to this presence is ‘Banglatown’ – the short stretch of Bangladeshi-owned curry restaurants, cafés and other retail spaces that crowd the southern end of Brick Lane.  The story of Bengali Brick Lane is a lens onto a vibrant but little-known history of the East End, of London, of Britain and its former empire – which is one strand in the tapestry of modern multicultural, post-imperial Britain. It is a story, too, of the street itself, and its iconic place within London and Britain’s history of migration.

Beginning with our early migration history, as our ancestors spread across a world where there were no borders, no nations, no ideas about who belongs where, the film moves through our more recent history of displacement. At the end, our shared human story is told by a young man seeking somewhere safe to live. On the way, we see that fear of  migrants has a long history, and that humans form communities where they care for one another, whether these are settled (rooted, like forest trees) or migrant (like birds). Implicit in the film is the understanding that, if we go back far enough, we find we are all actually related. In fact, we are all descended from people from all parts of the world, and we only need to go back 3,400 years to find the common ancestor of everyone alive today.

It can be a struggle to answer the inevitable question: ‘Where are you from?’ when you’re not quite sure. A young woman of mixed heritage searches for an answer by looking back over three generations of her family. Documents, family stories and of course the British staple of tea and biscuits help her figure out a way to reply.

A personal look at questions of identity, at a time where migration, political isolation and reclaiming history are hot topics. Is it important to look to your own past in order to better respond to wider issues present today?

There’s no quick or foolproof way to talk about the complexities of race. But, it’s a conversation we all need to have, no matter your race, background, education or experience. What and how the history of race in America is presented is an opportunity to engage in thoughtful, respectful, and productive conversations. Let’s get started, continue, or expand the conversation together.

The Lost Jews Education Pack offers an accessible introduction to the topic and a range of creative activities responding to the Sephardi legacy. Each of the main sections includes an info sheet, activity sheet and creative writing task template.

Hollie McNish performs her poem, Mathematics. A poem on immigration based on personal experience and studies. The poem owes a lot to a book by economist Philippe Legrain called Immigrants: Your Country Needs Them. We think this works really well as a starter or plenary

Child Migrant Stories draws on the experiences of people who migrated under the age of 18 from across the world to East London from 1930 to the present day. Some came on their own; others came with, or to join family members who they may not have seen for years. Their stories are of loss and reunion but of resilience too, often in the face of war, poverty and discrimination. They are poignant, powerful and sometimes very funny.

The profiles of the people who generously participated in this project came from Turkey, Cyprus, Brazil, El Salvador, Poland, Italy, Southern Ireland, Vietnam, Jamaica, Antigua, Guinea, Nigeria, Rwanda, Yemen, Somalia, India, Bangladesh and Pakistan at different ages between 5 and 17. Some experiences, drawing on child migrants’ own words, have been highlighted in Spotlight Stories. Four films, developed in collaboration with former child migrants and drawing on their creativity, bring these experiences vividly to life through image, music and art.

The Child Migrant Stories teaching resources have been developed with and for educators for use in classrooms, heritage sites and other informal learning spaces across the UK.

Click here to view and download resources.