Materials for Teachers

Note: Teachers’ notes, materials, links and references regarding the three steps of the project can be downloaded from the site after you have registered.

Please register for the Schools Project Poland to receive the Teachers Guide which will tell you all you need to know in order to lead your students through the three activity stages. You will also receive the resources that support the stages. These are in Powerpoint format. All materials are copyright free and available for edit to suit your needs.

Four reasons you should register…

  1. Community cohesion: education and young people are firmly at the heart of the ‘Integrated Communities Strategy’ Green Paper published by the government in March 2018.
  2. Learning: teaching about diverse pasts is important to good history teaching and students will also learn more about the concept of migration and develop their understanding of causation. They will need to learn and practice a range of the so-called ‘soft skills’ they need for future life in order to successfully conduct interviews and plan their project.
  3. Engagement: this project offers students a chance to be active, both via the learning materials for stage one and then as they take an active part in planning and carrying out stages one and two.
  4. Prizes: see the ‘Celebration’ section for information about how we want to celebrate achievements at every stage. We want to make sure that your hard work and inspiration is recognised. There are prizes for stage three projects too.  

Overview of the activity stages

This teaching and learning material is in three stages. While we hope that many schools and youth groups will want to use the whole package, it is also possible to use elements of what has been produced. For example, it is possible to use stage one in a history lesson without using the other two stages. Alternatively stage one forms the foundation for the larger project. This table outlines the enquiry that structures the learning, the conceptual focus and the learning for students at each stage. The activity stages can be adapted for most students from upper primary to the end of secondary education.

Stage

Enquiry focus

Conceptual focus

The learning

Activity
Stage One

CONTEXT

The historical context: How have Polish people enriched my life?

Sense of period and place and chronology.

Causation.

Migration.

This stage can either be completed as the start of the whole project, or as a stand-alone stage in, for example, one history lesson.

This stage is about context. The purpose of this lesson is to provide students with key chronological understanding and a sense of
period and place so that they know:

  • That Poland has had a turbulent past
  • Polish people have made a great contribution to the world in good times and bad
  • Polish people have made a rich and diverse contribution to British life
  • Why Polish people have migrated to Britain

Activity
Stage Two

CONNECTION

The oral history project: What can I learn from interviewing a Polish person?

Oral accounts as evidence.

Migration.

This stage builds on the context and may, or may not, lead on to a community action project.

This stage is about making connections between students and people of Polish origin. Students will:

  • Learn more about the experience of Polish migration and Polish life in Britain from a first-hand account
  • Develop interviewing and project planning skills
  • Reflect on what they and their peers have learnt that relates to the context and may inform a community cohesion action project.

Activity
Stage Three

COMMUNITY

The community cohesion action project: How can we makedifference in our community?

Community, identity, cohesion

If this stage is undertaken in the first part of 2019 there is a chance to join the celebration event at the Polish Embassy in London.

This stage is about building community cohesion. This involves students taking action in the form of a campaign, or awareness raising, or event organising. Students will:

  • Learn how to plan a project
  • Organise themselves to carry out their project, adapting their plans as necessary.
  • Reflect on what they have learnt from the project.
  • Promote and celebrate what they have done so that others can learn too.