Hi there, I'm Mr. Buckingham, and it's so lovely to see you here for today's lesson.

Today, we are going to do one of my favourite things, which is to learn to tell a story out loud using a text map.

I think you're gonna really enjoy it, so let's get going.

Today's lesson is called Retelling a Windrush Story, and it comes from my unit called The Empire Windrush: Diary Writing.

By the end of today's lesson, we'll be able to tell the story of one fictional person's experience on the Empire Windrush and on arrival in Britain.

So in this lesson, we're looking at the story of a fictional person who was a passenger on the Empire Windrush.

Now, again, this isn't a real story, but it's based on the perspectives and the experiences of some of the Windrush passengers, and it's this person's perspective that we're going to be using when we write our diary entries later in this unit.

Here are our keywords for today's lesson.

My turn, your turn.

Immigrant.

Windrush Generation.

And, text map.

Well done.

So an immigrant is someone who has come to a country different from their country of origin to live permanently.

And the Windrush Generation is the name given to people who immigrated from the West Indies to the UK in the decades after World War II, starting with the arrival of the Empire Windrush in 1948.

A text map is a visual representation of a series of events where pictures represent events, and it can be used to orally rehearse events to embed them in our memory.

So we're going to start off by retelling a story about a fictional passenger on the Windrush, and then we'll be text mapping that story to really help us lock it into our memories.

So as you might know, the Empire Windrush brought over 800 immigrants from the Caribbean or the West Indies to the UK in June 1948.

And they were entitled to come here as citizens of the UK because they lived in British colonies.

Colonies were areas of the world ruled by the British Empire.

And they travelled to the mother country, as many of them considered it, in the hopes of getting better pay and better living conditions.

And they were followed by many thousands more West Indian or Caribbean immigrants to the UK.

And that group of people is known as the Windrush Generation, starting with the Empire Windrush in 1948.

And many of these people worked in the public services, including in the NHS, which actively recruited people from overseas to fill huge job shortages after it was created in 1949.

So we know that the early West Indian immigrants, like those who came on the Windrush, faced some big challenges.

So the immigrants were often turned away from housing and accommodation due to racist attitudes, and they often had to work in low-paid jobs for which they were overqualified.

Some were even refused entry into some pubs, dance halls, and restaurants, and they could even be barred from some churches and shops.

And in later years, there were violent, racist attacks against the black immigrants in some British cities.

Sofia says, "It's not fair that people are coming to work in the NHS were treated in this way." What do you think? Pause the video and have a think.

Really good job.

Well done! So maybe you said something like this: I agree.

Without these people, the public services would've really struggled; people should've been more grateful to them and treated them well.

Or maybe you had a different perspective.

Maybe you thought this: Maybe you said it shouldn't matter what job they did; everyone should be treated fairly whatever job they do; and no one should be discriminated against like this.

Now it's important to note that now we have laws that try to prevent discrimination in areas like jobs and housing.

Really well done for your thoughts there.

Now we're going to work towards writing diary entries in role as a passenger on the Empire Windrush.

To help us, we're going to learn and retell a fictional story about a Windrush immigrant.

Now it's not a real account, but it does draw on the experience of people who came on the Windrush.

And you can find lots of information about real-life stories of the Windrush Generation to build on this fictional version to add some really special details.

So I really encourage you and your teachers to look online for some really good real-life versions of stories from the Windrush Generation.

So now I'm going to tell you the story of Celia and her Windrush journey.

Celia Roberts stepped out of her dark school room and into the bright sunshine of the village.

All around her, children were screaming and shouting as they went happily home from school.

Celia was smiling too.

It was the last day of this school year.

She's completed her second year as a teacher in the village school, and she knew she'd done a good job, everyone was telling her so.

So Celia smiled happily as she walked down the dusty, narrow path towards her mother's house.

On her left, the hills fell away to a beautiful blue bay around a golden sandy beach.

Above her, the sky was filled with birds singing, and on either side, the forest was bright and green.

When Celia reached her mother's house, she stepped up the stairs towards the veranda, grabbing a newspaper which sat on a wicker chair.

She flicked through it lazily, wondering what the day's news was.

As Jamaica had recently been hit by a hurricane, there was lots of news about that, but one other thing caught Celia's eye.

There was a small advertisement in one corner of the newspaper.

It said, "Passenger opportunity to United Kingdom." It said that a troop ship called the Empire Windrush would be sailing on the 23rd of May to London, England, and that fares would cost 28 pounds and 10 shillings.

Sheila couldn't believe it.

A ship heading to the mother country from Jamaica.

She was instantly both excited and disappointed.

She knew she could never afford the cost of 28 pounds.

Wages in Jamaica were low at the moment, and there was no way that anyone could afford such a high cost.

She sighed sadly, what a thrill it would've been to go to England and to see the mother country for herself.

That night, as Celia helped her mother to cook curry chicken for their tea, she told her about the advert and about the Windrush' voyage.

Immediately, her mom stopped stirring and turned to face her.

"Celia Roberts," she said sternly, "you are getting on that ship." "But mother," said Celia, with her eyes wide, "it's so expensive, how can we possibly afford that?" "Well, in that case," said her mother, "we'll sell the animals.

Two cows and a goat ought to do it." Celia couldn't believe her ears.

She stood for a moment and stared at her mother, and then she rushed towards her, grinning broadly as she hugged her mother tightly.

The next day, Celia stood in line for hours for a ticket.

She wondered if they might be sold out before she reached the front of the queue.

But finally, she held the ticket in her hands.

She couldn't believe it, she was heading to the mother country.

The next few weeks were a blur.

Her mother insisted that everything she owned and everything she took with her should be sparkling clean, so there were hours and hours of packing and repacking, polishing and cleaning to get everything prepared.

Her mother was determined that everyone in England should know just how well brought up she was.

Uncle Jack had other ideas.

He had served in England during the war and was determined to tell her all the negatives she could expect.

He told her that there'd been terrible bombing, about the tiny food rations, and about the dirty looks he'd experienced while he was staying there.

But nothing could dim Celia's excitement about heading to England.

And finally, the big day arrived.

She and her mother took the bus all the way down to Kingston Harbour.

The huge Windrush towered over the town with its vast hulking metal sides.

As she hugged her mother, Celia looked up at the trees and hills of Jamaica and wondered when she would ever see them again.

Finally, she climbed aboard the ship and waved goodbye to her mother.

The Windrush made several more stops, picking up passengers in the Caribbean before it left Bermuda and headed out to the open sea.

She looked back and saw the islands getting smaller behind her and saw the wide sea opening out in front of her.

Three weeks later, the ship drew close to England, and the deck of the Windrush was abuzz.

Everyone was rushing around, getting their best clothes ready, polishing their shoes, and getting ready to show off their very best presentation as they arrived in England.

But Celia was also filled with concern.

She had heard from another teacher on board that she might not be able to teach in England.

What would she do if she couldn't teach? The whole point of her going was to earn more money and save enough to be able to send some home to her mother.

If she couldn't teach, what on earth would she do? But as the ship neared Tilbury, every other thought left her head.

She was here.

Finally, she was here.

As Celia and the other passengers steps nervously off the ship at Tilbury, photographers rushed up to them, shouting, "over here," and taking photos as journalists thrust microphones into their faces.

But what struck Celia most of all was the colours.

Even after weeks at sea, she could still remember the vibrant greens and blues and yellows of Jamaica.

But here, everything seemed dull.

The sky was grey, the sea was brown.

And if the sun was there at all, it was hidden by a thick layer of cloud.

They piled onto a train heading into London.

And even the people seemed more reserved, with the white passengers barely even making eye contact with them as they stared out of the windows.

Slowly, the countryside gave way to the city, and the train sped past row after row of tiny, tightly packed houses.

In some places, the streets were entirely destroyed.

Celia supposed due to the bombing.

What a place to live.

Finally, they arrived in London, and then the real work began.

Celia and Dorothea, the other teacher from the ship, began looking for lodgings for a room to stay in.

They trudged down narrow, sunless streets following leads they'd found in the local newspaper.

But when every door was opened, a shocked face would appear, and the door would instantly be slammed shut, but Celia walked away with her head held higher.

Her mother had taught her to be a decent person, even if these people didn't have such manners.

As the sky grew dark, they headed back towards the underground station where the government had provided a shelter for them to stay.

They went down step after step down into the narrow dormitories filled with bunk beds.

It was crowded and noisy.

There was not a single piece of natural light, and everywhere huddled groups laughing and chatting, and the echoes of snores through the darkness.

Celia laid down on her bunk and sighed, "What a day it had been." She imagined, though, her mother's words in her head: "Don't give up, Celia," her mother would say, "they're lucky to have you there, even if they don't realise it, and you will make them realise." Celia sat up and smiled into the darkness.

"You're right, mother," she said.

"I will." So now we've heard Celia's story.

Can you answer these questions about Celia's experience in our fictional Windrush story? Pause the video and have a go.

Really good job.

Well done.

So A, who encouraged Celia to go to England and who discouraged her? Well, her mother encouraged her, and Uncle Jack discouraged her.

What shocked Celia when she arrived at Tilbury? Well, the weather, the bombed-out streets, and the kind of reserved, quiet people.

For C, what was difficult about being in the shelter? Well, it was underground and noisy, so no natural sunlight and lots of people staying there.

And what was Celia's emotion at the end of the story? Well, we could say she's determined to do well in her new life.

Really well done if you got those.

So now that you've heard Celia's story, we can try and retell it to say the main points.

So we're gonna try and say it out loud.

So we're going to work in a pair or a group, or if you're on your own, that's fine too.

And if you're in a pair or group, use a pencil or a pen as a talking stick.

So whoever's got the pencil or pen, it's going to speak.

So as you pass the pencil around the group, when you hold it, you can say one event in the story.

And if you don't remember the next event that's coming, just ask for help from the people in your group.

I want you to keep your sentences simple for now.

For instance, she saw a newspaper advert for a trip on the Empire Windrush.

Not fancy, not descriptive, just very simple.

And don't worry about using any descriptive language at all here.

For now, we are just retelling the events in Celia's story.

And let's use the third person for this.

So we're gonna say she or Celia, and we'll use the past tense.

So, she saw a newspaper article.

So pause the video and have a go at telling the events of the story in your group or on your own.

Have a go.

Really good job.

Well done.

So here are some of the events you might have chosen to tell.

Maybe you said Celia finished teaching for the summer.

She walked home in the sun.

She saw the advert in the newspaper for the Windrush.

It was too expensive.

Her mom told her she should go.

They sold the animals and she bought a ticket.

She packed her things.

The ship set sail from Kingston.

They picked up other passengers.

Three weeks later, they arrived.

She was worried she might not be able to teach.

England was very dull and grey.

They were turned away when looking for rooms. They stayed in the shelter.

And, Celia was determined to stay.

Now I haven't covered all of the points there.

You might have done loads more than that, but I've tried to break down the key points there, and noticed how I've not been descriptive at all just here.

We've tried to get that story really clear in our heads.

Really well done.

So now we're ready to text map our Windrush story.

So we've begun to learn that story, but we want to remember it really well now because it's gonna be the basis of our diary writing later in this unit.

And one way of doing this is to use a text map.

Here's an example of a text map.

You might be able to see here that we use pictures to represent key events, and we can use full stops or arrows, if you like, to separate out those events.

And you can tell from my pictures we are not trying to be artistic here, we're trying to be quick but also memorable.

So you're drawing something that helps you to remember those events.

So we're not trying to learn particular words off by heart here.

Sometimes we do use text maps for that purpose, but today we're just trying to learn the sequence of events so that we can remember it really well, because we'll be adding all of our details later on when we write our diary.

So here's the example of a text map that I've drawn for the first few events in Celia's story.

And I'm now going to show you some notes to just explain what my pictures represent.

This first one, I've got a building, an arrow going out of it, and then I've got someone happy, and then that arrow pointing to a line shows the end of something.

So this is me saying, she left school at the end of the year and she's proud of her work.

That's what the smiling face is for.

Then for this picture, I've got her walking up to her mother's house, they've got the steps in the house, and reading the newspaper.

And here I've got, later on, that's what the arrow is showing.

She was cooking her tea and she told her mother about the adverts.

I've got a speech bubble and her mum there.

So you can see I've got very simple pictures that are showing key events in our story, separated out with full stops.

So which events in Celia's story might be represented by these two parts that I've circled? Pause the video and have a think.

Well done.

Really good job.

So this first one I've got trees, a sun, birds, and a beach.

So this is her enjoying the sun, hearing the birds in the forest, and looking down at the beach and the sea.

And then the second one I've got a piece of paper which says London, 28 pounds, a sad face, and then some money with a cross underneath.

So here I'm saying she saw the advert for 28-pound tickets to the Windrush on the Windrush, but it was too expensive.

And we know that's because pay was very low in Jamaica at that time.

So you don't have to write these notes for now, I'm just showing you what do the pictures represent.

So let's do our second task for this lesson.

I want you to draw your own text map for the key events in Celia's story.

Each picture, remember, should only take a few seconds.

This is not an art lesson, and you can tell from my pictures they do not have to be beautiful.

You need to use fullstops to separate events or arrows if you prefer.

And it's fine to include a few words and numbers you'll find helpful.

So I've written on my ticket London and 28 pounds to help me remember those two things.

So I want you to write the story map, the text map.

So I want you to write the text map for the whole story now.

Pause the video and have a go.

Well done.

Great job.

I hope you enjoyed that.

So here's the example of how the text map for the rest of the story that I haven't showed you so far might look.

And if yours are different, that is totally fine.

Now I'm not going to go through the whole thing right now, but you should now be able to point to any picture and explain the event it represents.

For instance, this picture here, I've got clouds and a kind of grey sea, I'm saying, in England the sea was brown and the clouds were grey.

That's just one small event from my story.

Really well done for getting your text maps so clear.

So now we have a text map, we can use it to say the story out loud using each picture to represent a short section.

And now we're going to try and speak in much more of a story-like way.

We wanna try and make our retelling sound like the story I told you or you heard from your teacher earlier.

So if I take these two events I could say this: "Celia walked out of her school into the sunshine.

She felt happy because it was the end of the school year and she was proud of her work this year.

As she walked home, she enjoyed the sun's warmth on her skin and the sound of birds in the forest.

She gazed down at the sandy beach and the blue sea." So I've used some simple descriptions there to just bring the story to life a little bit.

But most importantly of all, I'm trying to get the events correct and make it sound like I'm telling a story.

So can you try and tell the next part of the text map aloud as a story now? I've circled two events there.

How could you tell that bit as a story? Pause the video and have a try.

Well done.

Great job.

Maybe you said something like this: "As she walked up the steps to her mother's house, she picked up the newspaper that had been left on a chair.

Inside, she spotted an advert saying that tickets to the UK on a ship called the Empire Windrush were being sold for 28 pounds.

Celia desperately wanted to go, but she knew the cost was too high.

Her wages were low and people in Jamaica were suffering after a hurricane." So I've taken the events and I've made them sound like a simple story.

Really well done for doing the same.

So let's do our final task for this lesson.

I want you to use your text map to say the whole of Celia's story out loud.

I want you to point to each picture and say a part of the story it represents.

And you're trying to use story language as much as you can, just like your teacher did.

Now will you get it absolutely perfect, like your very best piece of writing would be? Of course you won't, because you're saying it in the moment.

You're not stopping to think about each sentence, and that's fine.

We just want to try and make it sound a little bit like a story.

So for instance, for this last event here on my start of my text map, I could say, "Later that night, Celia was cooking tea with her mother.

When she told her mother about the Windrush's voyage, she stopped cooking immediately." So it sounds a little bit more like a story.

So pause the video and see if you can tell your whole text map just like a simple story.

Have a go.

Really good job.

Well done.

So here's the example for how the text map for the next event in Celia's story might be said aloud.

So I'm starting from when her mother's been told about the ticket.

"Instantly, her mother said that she had to go and that they should sell the family animals to pay for the ticket.

Celia was thrilled and hugged her mother tightly.

The next day, she queued for a long time to buy her ticket full of excitement.

Over the next few weeks, she packed her things and cleaned everything until it shone.

Her uncle Jack told her stories about his time in England, but nothing could put Celia off.

Finally, the big day arrived and they took the bus to Kingston Harbour where the Empire Windrush loomed over them." And here's the next part.

"As Celia looked at the hills and the sea and the beaches, she wondered when she would see them again.

Once she had hugged her mother goodbye, the ship set sail, stopping to pick up more passengers before heading out to the open sea.

Three weeks later, it reached London.

Celia was worried because she had heard she might not be able to teach in the UK.

She was struck by the brown sea and the miserable grey clouds.

As they stepped off the ship, journalists shouted questions and photographers took pictures." And here's the final part.

"They boarded a train that took them towards London.

On board, everyone avoided eye contact.

The train went past rows of tiny identical houses and bombed-out streets.

Soon, Celia and Dorothea were searching for a place to live, but every door was slammed in their faces.

By evening, they were settled into the underground shelter the government had provided.

It was noisy and unpleasant, but Celia imagined the advice her mother would give.

She was determined to make a success of her new life in the UK.

So I've tried to tell a simple story based on my text map.

Now the more you do that, the more you practise using your text map to say the events of this story out loud, the easier your writing is going to be.

Because the better we have this locked into our brains, the easier it will be for us to make really beautiful sentences based on these events.

Really well done for your effort there.

So let's summarise our learning in this lesson.

We've said that the arrival of the Empire Windrush in London in 1948 is seen as the start of the immigration of the Windrush Generation.

Thousands of Caribbean people who came to the UK after World War II, often at the invitation of public services like the NHS.

We said that the Windrush Generation faced discrimination in many areas of life when they arrived in the UK.

We've learned that we can use stories about the Windrush Generation to help us consider what life was like for them.

And that we can use a text map to help us learn and memorise a story.

Really well done for your effort in this lesson.

I'd love for you to go away and do some research about some real-life Windrush stories to really add to your understanding of Celia's fictional story.

Great work and hope to see you again in a future lesson.

Goodbye.