Migration What are the issues? Key Stage 3 Geography Resources Outline the overall direction of the next two lessons and the key skills pupils will develop. Pupils will develop: an understanding of migration; an appreciation of the benefits and problems of migration; decision making skills; and an understanding of the complexity of this issue.

Migration Learning intentions Today we are learning: what migration means and the difficulties it may present; the pros and cons of migration (T, PS & DM); and to respect the views and opinions of others when debating the topic of migration (Working with Others). Set out the intentions for the lesson. Identify the specific Thinking Skills and Personal Capabilities that pupils will have an opportunity to develop. Ask your pupils to copy the Learning Intentions into their notes to give them a clear understanding of the learning expectations from the start of the lesson.

What is migration Write down in one sentence what you feel migration means. Definition: Migration is the movement of people from one place to another. It can be within the same country or to a new country. Starter: Give your pupils time to consider the term migration and what their understanding of it is. Then, click the slide again to reveal the accurate definition for pupils to record into their books.

Why would people migrate? In pairs, think of as many reasons as you can why people might move from one place to another. Create a spider diagram like this to record your reasons: Reasons people migrate Why might people migrate? Ask your pupils to work in pairs to complete as many reasons as they can in a spider diagram. Encourage them to take an A4 page to do this, leaving space for ideas and the categorising we will do next. Look back at your spider diagram. USE two DIFFERENT COLOURS to highlight renewable and non-renewable sources. (Don’t forget to add a key)

Reasons to migrate Reasons can be: Economic (for example jobs or money) Social (for example family reasons) Environmental (for example famine or flooding) Political (for example war or persecution) Use these colours to sort your reasons into these four categories Ask your pupils to categorise their reasons into the four areas outlined, using four colours and a key.

Focus on migration from Syria to Greece For many people, migration is their only hope of survival. Millions are fleeing war in Syria to start new lives in other countries. You could link to current video or news articles on any up to date situation as this will change over time. Use www.bbc.co.uk as a starting point for some facts.

What’s the problem? What do you think this image is showing? Try to take the discussion from these simple images to a deeper level than simply the boat has overturned. Ask your pupils to consider: The risks for migrants; The safety of their transport options; The role of traffickers; and Corruption fuelled by desperation.

The benefits and problems migrants can bring In groups of three, open your envelope of cards and arrange them into two groups: the benefits migrants can bring to Europe; and 2. the problems migrants can cause for Europe. Put the cards from the Migration Card Sort Activity in an envelope for each group. Give the groups five minutes to sort the cards into benefits and problems.

Check your answers Benefits Problems provide a labour force create tensions bring skills and new ideas a new culture can create fear and mistrust help Europe learn about Syria have language difficulties share cultural ideas such as food put pressure on schools and hospitals children could be the workforce of the future housing shortage when migrants find work they pay taxes to the government cities are already crowded We will focus on win energy in the next lesson Ask your pupils to self assess their answers using this table. Ask them to stick or write these factors into their notebooks, depending on their level of ability.

Class discussion Why can’t Greece say no to migrants? Why is migration a sensitive issue? Plenary Encourage your class to debate this topic. It is an emotive subject and pupils may hold strong ideas about it. End the lesson by linking to the next lesson you will teach, ensuring the importance and relevance of this content. Does the rest of Europe need to help?

Homework Activity Imagine you are a Greek child. How might you feel about Syrians migrating to Greece? Consider what a Syrian child your age may feel about migrating to Greece. Write a diary entry for each child, for example considering what they are excited about, what they are fearful of and what their dreams are.

© CCEA 2018