12 June - 18 June

EXPLORE / TŪHURA learning intentions:

• We are EXPLORING the abnormal and trying conditions in which refugee children and teenagers live and endure
• We are EMPATHISING and RECOGNISING to see that refugee adolescents need help and protection
• We are EXPLORING combatants in current wars and conflicts are not just adult, male soldiers, but increasingly include children

Lesson One: 

Listen actively to the first episode of The Messenger: Aziz, Not a Boat Number: www.behindthewire.org.au/podcast 

Podcast - Aziz Episode 1

Complete the Table

Individually: 

Write down key words or phrases you hear Aziz say about his experiences in your book.

• Detention 
• Journey 
• Friendship and Relationships 
• Emotions (mental health and wellbeing)

In Pairs: Compare your table with a classmate 

Discussion task: 

● What have you got in common? 

● What differences are there in your notes? 

● Why did those key words or phrases stand out for you? 

Written task: Write a TEEL paragraph responding to the question: 

How do you think Aziz’s experience has shaped him as a person? 

Topic - choose one of the elements of Aziz’s experience 

Explain – a detail from the podcast which indicates this experience 

Evidence – choose a quote from Aziz 

Link – explain how you think the quote represents the element of Aziz’s experience you identified

Lesson 2 - Mapping Refugees Journeys

Aims of the Lesson 
 This lesson aims to build awareness of refugee journeys by drawing on the stories of Imran and Taqi. 

We will be able to:

• Develop their understanding of world geography by engaging existing knowledge and expanding that understanding through a close examination of places mentioned in the stories. 
• Add missing details to the stories, they have to consider the global and local events that led to people moving, the modes of travel they used and the 
• Research key political events which are related to people movement. 

Read stories of Imran and Taqi
Read two individuals stories for this lesson as below.  Each story is roughly 10 pages long and there are some emotional passages which might be confronting for some students depending on their own experiences. 


Mapping Activity 
Using Blank Maps (Country or borders only maps - See teacher for map) 

In small groups of 4, spend 5 minutes using just your existing knowledge of the world to pencil in as much detail as possible 
● BOLTSS (Think FACKTS)


● Continents, 
● Oceans and seas 
● Countries and capital cities 

● Using an google maps, annotate maps with any missing details from the above list. 

Using They Cannot Take the Sky, Imran & Taqi stories

• Try to map the journeys of Imran and Taqi by locating the places they mention in their stories and noting them on your map. 
• Which details of their journey do you not know? 
• List the missing details (dates, directions travelled, time spent in destinations, etc,) and research or estimate to create a flow map (see example) of the individual’s likely journey. 
• Which continents, countries and cities do you think they travelled through? 
• Which oceans and seas did they cross? 
• Now add dates to those journeys by starting with the dates you know from their stories. 
• Which details are missing? 
• How can you find out more about what was happening at the time or how long a particular stay or leg of the journey might have taken?