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Africa topic planning

Discussion in 'Primary' started by beanie11, Mar 17, 2007.

  1. We are doing a topic on Africa next term. Meant to be whole school but we are left to do our own plans! Does anyone have any ideas for what to do with a Y2/3 class. How can i link in literacy/numeracy/ict etc.
  2. We are doing a topic on Africa next term. Meant to be whole school but we are left to do our own plans! Does anyone have any ideas for what to do with a Y2/3 class. How can i link in literacy/numeracy/ict etc.
  3. http://pbskids.org/africa/






    I would go with story-telling, pattern-making in Art, listening to African music, playing drums, making masks, fruit-tasting, african recipes, project work/non-fiction work on deserts, rainforests, african animals etc ... lots of nice songs to learn too - Walking in the jungle, The Elephant, Hippoptamus song etc ...

  4. Thanks very much for the links and ideas. I am looking forward to doing the topic but want to make sure that i have every subject covered as we haven't had our long awaited visit from those who must not be named yet!!!!!
  5. Please please use the topic as a chance to challenge stereotypes about Africa- not all Africans live in mud huts, not all are poor, and actually very few of them wear traditional clothes. How many children know that not all Africans are black? I did some research with my class a couple of years ago (Year 4/5) before starting an Africa topic, and all the messages they had received were negative, from charities, about Africans needing our help. Showing them images of an African city really made them think.

    I even saw one teacher once mentioning Africa in a list of world countries. At the very least you can contrast two areas with Years 2 and 3- Egypt and Kenya, perhaps, or Johannesburg and a rural village.

    I spent a summer in a township school in South Africa. The six year-olds could mostly speak two languages fluently. By the time they reached the age of 11, most could speak fluently in three or four languages (English, Afrikaans plus at least one "African" language). Their favourite hobbies were football and TV, ,though they had to watch TV in the corner shop where there was a guaranteed source of electricity. People love drinking Coke, and the children collect the glass bottles to take back to the shop to get some pocket money to spend on Coke or sweets for themselves. That's the sort of detail that makes Africa a real place for children. If you must do mask making or drums, please put it into context- would it be a fair reflection of England to study morris dancing and Henry VIII? Children in many parts of Africa have to make their own toys out of what they find. A common type of toy in South Africa is wire cars, often very intricate indeed with some marvellous steering mechanisms and incorporating crisp packets and cans in their design, with bottle tops as wheels. We did this as a whole school project- it links in with the idea of recycling and not wasting, it is a really interesting DT project in itself and it shows how Africa is different from us while showing modern African children and developing respect for them.
  6. On the other hand, how representative of Africa is South Africa?
    Not very.
  7. I agree with alot of your comments benja ... but I am an infant teacher and at their level, its simply a 'taste' of another country/culture and I supposed rather generalised ... but thats the level they are at ...the older the children, the more complex your study can be.
  8. the animals and landscape are a safe route...and how much of our story telling comes from there. there are so many wonderful books to share with the children. why not try to link up with a school???
  9. Those comments have been niggling me for days. The last thing one would want would be for children to come away with the message that Africans are not, after all, poor and therefore do not need our help. Because they are and they do (and not just in the form of charitable donations either - they also need political action).

    Some very simple comparisons (by posters here, not by tiny children) of statistics such as GDP, infant mortality rates, maternal mortality rates, life expectancy at birth (and at later stages) and adult literacy rates will prove this.

    There is no room for complacency, particularly among those with influence over the next generation.

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