PYP6’s Migration Journey

Over the past few weeks we have been working hard in our ‘Where we are in place and time’ unit to deepen our understanding of:

• The reasons why people migrate
• The challenges and opportunities migration provides for cultures, civilizations and individuals.
• Different perspectives on migration and our understanding of each other.

The key concepts that underpinned all of our learning experiences were:

• Change

PYP6 expertly investigated the different motivations behind migration through the exploration of 4 case studies: the Indus Valley, Hurricane Katrina, the California gold rush and the European migration crisis. They honed their organisational skills by making graphic and written notations within their Enquiry Journals (some excellent examples have been attached!) We then used this learning opportunity to create their own central idea (a statement which supports students’ understanding of the particular transdisciplinary theme). 

Considering this was the first time the children had the opportunity to come up with their own central ideas, they did a fantastic job!

• Connection

We observed the connection between where people migrate from and where they are going. In order to do this we reflected on all of our personal journeys and shared stories of where we have migrated to and from.

• Perspective

During our class discussions and our case study investigations, we came to understand many different perspectives on migration. We expanded our understanding of people migrating not just for new opportunities but also due to conflict or adversity.

What we did:

• We began our unit journey with a captivating museum of artefacts, which reflected each student’s individual journeys in life, as many of the children at LIS have made some big moves in their lives. Each child brought in and displayed an assortment of items from home which were important to them as individuals and their culture collectively. Each class then displayed their excellent inquirer skills by asking an array of excellent questions while carefully navigating their way through each exhibit.
• Next, we challenged our understanding of migration and provided some thought-provoking case studies which would supplement the students’ prior knowledge.
• Finally, we culminated our unit with a wonderful display of summative assessments, reflecting our learning and understanding of the unit.

Throughout the unit, myself and Mr Tom have been thoroughly impressed by the students’ engagement, independence and use of the ATL skills.