MyName KS2
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My NameThis is one of four units designed to be delivered at any, or all three of the stages of Primary school. Through exploration of the topic 'My Name', children at EYFS can develop 'Building Blocks' of knowledge and understanding in key areas that will help equip them to make sense of the challenging history of transatlantic slavery later in their schooling. Explore the unit's 'Learning Objectives' to understand how this unit prepares children for approaching this history. The topic has been designed to also deliver key components of the Key Stage 1 Curriculum. Exploring first names offers a very personal platform from which to appreciate the diversity of British society and human rights related to identity and culture, regardless of the degree of ethnic diversity within a class of children. Even names today considered to be very 'white British' will have an origin which is European, Hebrew, Asian, American etc etc – demonstrating how cultures from other countries have been travelling to and influencing Britain for centuries. The unit is structured around a learning cycle and offers teachers a topic that can be tailored according to the needs and interests of the class and teacher.
Teacher ApproachAdult led / supported - drawing out questions from the class such as:
Big Question: What can we learn from our names?
Big Question: What is identity and why are our names important?'Pupil voice':opportunity for learners to ask questions to direct the enquiry
Teacher approach:leading the class or dividing into groups to undertake suggested activities
Big Question: What is identity and why are our names important?'Pupil voice':opportunity for learners to ask questions to direct the enquiry.
Teacher approach:leading the class or dividing into groups to undertake suggested activities.
Big Question: What is identity and why are our names important?Suggested 'challenges' to answer the 'big question'Children plan, script, direct, and video a 'documentary' in which they answer the 'big question'. In it they must present on what they have found out about their own names and how they can express their identity through a name or nick-name. They should also feature the local (or national) place-name that has an overseas equivalent and discuss how this came about and what it represents. Filming could use a variety of locations (including a museum) to illustrate their research and the edited 'programme' could be viewed by the wider school and parents to invite further discussion about identity.
Learning ObjectivesMaking sense of the history and legacies of transatlantic slavery in Britain today requires first some knowledge and understanding of some key areas. These have been listed in the Building Blocks resource as ‘Learning Objectives’ under the headings 1. Africa, the Caribbean and North and South America (the African diaspora)2. Trade Links3. Human Rights4. Identity
When children learn about transatlantic slavery at KS3 they will learn that, once enslaved, African people were stripped of their name, given a new one not of their choosing and then branded or otherwise labelled with the name of their ‘owner’. These were some of the several further human rights abuses enslaved Africans suffered – including the separation of families and enforced denial of their African and family heritage. Maintaining African names and passing down African culture, skills and custom through enslaved families was a form of resistance to this abuse.
Completion of this unit will allow children to reflect and discuss what their name means to them, what it reflects about them, their family, their culture – and how it links them to others within their class and throughout the world through their name’s origin and meaning. Only when this thinking has taken place can a child properly understand the importance of a name and identity – and what it would truly mean to have this denied through force – as was done during transatlantic slavery. The unit offers scope for further discussion and debate about other human rights, including what it means to be free.
Beginning with simpler concepts at EYFS, then working through more sophisticated issues at Key Stage 1 and Key Stage 2, completion of this unit will allow children to better appreciate the concepts of identity and human rights – essential building blocks of knowledge and understanding to make sense of transatlantic slavery. All children will learn this history at Key Stage 3.
USI My Name ‘Building Blocks’ Learning targetsBy completion of this unit at the end of KS2 children will:
1 Africa, the Caribbean and North and South America (and the African ‘Diaspora’) 1b Be able to identify African countries on a contemporary map and use their knowledge to describe some of the geographical features, traditions, culture and ways of life in these countries.
1c Be able to identify some of the Caribbean islands and North and South American countries on a contemporary map and use their knowledge to describe some of the geographical features, traditions, culture and ways of life in these countries.
3 Human Rights 3a Know what are an individual’s rights (including the rights of a child) and be able to give examples of how these are protected.
3b Know that people in the world suffer abuses of their human rights and use their knowledge to give examples.
3c Be able to give examples of when and how individuals have resisted the infringement of their human rights past and present.
4 Identity 4a Know that British society is shaped by a long history of various forms of migration from around the world and be able to give examples of how this has influenced our identity, and how Britain is viewed by other countries.
4b Be able to identify some of the direct influences of African, Caribbean and North and South American culture, individual achievement and tradition on British contemporary life and use their knowledge to discuss this.
4c Be able to discuss their identity and have a sense of their place in the world.
4d Be able to make historical connections between Britain, Africa, the Caribbean and North and South America and use their knowledge to recognise how this history’s legacy has shaped attitudes and values in both negative and positive ways. Curriculum Links
The following tables map the content of this unit across the primary curriculum subjects History, Citizenship and Geography at KS1 & 2. The third column highlights the knowledge and understanding in the same key areas that they will be required to have in these subjects at KS3. This allows teachers to see the progression of learning and how the unit 'builds' knowledge and understanding towards the Key Stage at which most children will learn the history of Transatlantic Slavery. My Name: Building blocks learning objectives
1 Africa, the Caribbean and North and South America (the African diaspora)1b, 1c, 1d, 1e
2 Human Rights3a, 3b, 3c
4 Identity4a, 4b, 4c, 4d
National Curriculum subject: HISTORY
Knowledge, skills and understandingKey Stage 1Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical enquiry: Organisation and communication: Key Stage 2Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical interpretation: Historical enquiry: Organisation and communication: Breadth of studyKey Stage 16a - Changes in their own lives and the way of life of their family or others around them 6b - The way of life of people in the more distant past who lived in the local area or elsewhere in Britain 6c – The lives of significant men, women and children drawn from history of Britain and the wider world Key Stage 27 – Local history study (population movement, settlement of people from different cultures) 8 – Britain since 1930s (immigration and emigration, impact of radio, cinema TV) Building blocks to approach & content of History at KS3Key concepts:
1.1 Chronological understanding 1.2 Cultural ethnic and religious diversity 1.5 Significance Key processes:
2.1 Historical enquiry 2.2 Using evidence 2.3 Communicating about the past Range and content:
British History - g, the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture, that have driven these changes. - h, the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisation.
National Curriculum subject: CITIZENSHIP / PSHE
Knowledge, skills and understandingKey Stage 1Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Key Stage 2Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Breadth of opportunitiesKey Stage 15a - take and share responsibility 5b – feel positive about themselves 5c – take part in discussion 5e – meet and talk with people 5g – consider social and moral dilemmas they come across in everyday life Key Stage 25b – feel positive about themselves 5d – make real choices and decisions 5e – meet and talk with people 5f – develop relationships through work and play 5g – consider social and moral dilemmas that they come across in life 5h – find information and advice Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Democracy and justice 1.2 Rights and responsibilities 1.3 Identities and diversity: living together in the UK 3b Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them ; 3c Considering the interconnections between the UK and the rest of Europe and the wider world; 3d Exploring community cohesion and the different forces that bring change in communities over time. Key processes:2.1 Critical thinking and enquiry 2.2 Advocacy and representation 2.3 Taking informed and responsible action Range and content:a – political, legal and human rights and responsibilities of citizens d – freedom of speech and diversity of views i – the changing nature of UK society, including the diversity of ideas, belief, cultures, identities, traditions, perspectives and values that are shared j – migration to, from and within the UK and reasons for this k – the UK's relations with the EU, Europe, the Commonwealth, the UN and the world as a global economy National Curriculum subject: GEOGRAPHY
Knowledge, skills and understandingKey Stage 1Geographical enquiry and skills Knowledge and understanding of places Key Stage 2Geographical enquiry and skills Knowledge and understanding of places Breadth of studyKey Stage 1N/A Key Stage 27 a - study at a range of scales – local, regional, national 7 b – study a range of places and environments in different parts of the world Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Place 1.2 Space 1.3 Scale 1.4 Interdependence 1.7 Cultural understanding and diversity Key processes:2.1 Geographical enquiry 2.3 Graphicacy and visual literacy 2.4 Geographical communication Range and content:a – a variety of scales from personal, local, regional, national, international and continental to global b – a range of investigations, focusing on places, themes or issues c – the location of places and environments d – key aspects of the UK – current issues and its place in the world today Books & Resources
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My Name Unit 