All aboard

In this unit, we are going to learn about the world’s main migratory movements throughout history, as well as the reasons behind them. Secondly, we are going to study some facts and figures about immigration and emigration in the Basque Country. In addition, we will come to realise how enriching it is to go to other countries and meet people from other cultures.

The teaching unit presented here has been designed according to the syllabus for the area “The natural, social and cultural environment” in year 6 of Primary Education.

Mutual respect and learning are necessary values for ensuring peaceful coexistence becomes increasingly global and intercultural. Therefore, based on one of the topics studied in this subject, population, we are going to study migration and cultural diversity expressed through the vast array of languages, faiths, music… that enrich humanity as a whole. - Understand the causes and consequences of migration
- Show an attitude of respect toward those people arriving in our country
- Appreciate diversity and difference as enriching values
- Discover the profile of people migrating to the Basque Country
- Break stereotypes in migration - Migrations
- Cultural diversity
- Observing the multifaceted reality in which we live
- Analysing reality
- We are all different, therefore, respect for everyone
- Encouraging intercultural approaches

Social competence and citizenship

Through this unit, pupils will develop skills that help to establish ties and relationships with other people, in turn providing insight into new cultures and promoting global coexistence.

The use of graphics and questions will encourage pupils to think about the importance migrations have had in the past, and continue to have in today’s world, even in the Basque Country, helping them to overcome stereotypes and any other kind of discrimination, developing an attitude of empathy and intercultural skills.

This unit favours an understanding of today’s society, defined largely by diversity: cultural, social, religious, etc., specifically analysing this diversity in the Basque Country.

Furthermore, pupils will reflect upon the fact that people from the Basque Country also migrate to other places.

Competence for personal initiative and independence

This teaching unit favours, on the one hand, a reassessment of prior notions on diversity in the world, and on the other, the reinforcement of those attitudes and behaviours that favour global coexistence.

Based on an analysis and discussion of their own knowledge, thoughts, values and attitudes regarding diversity, the aim is help pupils to contribute to and support global coexistence.

Using the text of the Human Right to Mobility as a reference, importance is given to the premise that everyone is free to decide, whenever they like and for whatever reason, where they would like to live.

Competence in language communication

Pupils will use oral and written communication to express their feelings, emotions, experiences, knowledge and thoughts in order to further their interpretation and understanding of different realities, at the same time as they assimilate what they have learnt.

In relation to the subject of migrations, pupils will have access to different types of texts, such as biographies, laws, descriptions and briefings.

They will also learn new words, such as immigrant and emigrant, as well as the sundry countries throughout the world that appear in the unit.

Processing information and honing digital skills

The information contained in the unit is available in different formats: texts, pictures, maps, graphs, etc. Pupils are to organise this information and relate, compare and analyse it in a critical way so as to integrate it into their knowledge, and finally relay it.

At the same time, the study of the entire unit requires basic skills with computers, word processors and internet tools, contributing in this way to the everyday use of new technologies in the classroom and the development of digital competence.

Competence in the culture of science, technology and health

Pupils will study the influence that different cultures have on the building of their present society: impacts on language, cuisine, cultural activities, shops in their city, etc.

At the same time, by studying the data provided on migratory movements, pupils will be able to interpret and improve their understanding of the world around them that is increasingly globalised, interconnected and intercultural.

This will help pupils to adopt an attitude that is open and respectful towards the environment and the age in which they are living.

Learning to learn

This unit develops learning techniques, such as, for example:
- Ranking the countries of origin of most of the people from abroad in the Basque Country.
- Peer learning based on the individual contributions made to the questions they are asked.
- Reproducing the information and knowledge pupils already possess.

Competence in mathematics

This unit offers a chance to work with mathematical expressions linked to migratory movements, such as historical dates, Roman numerals, population percentages and numbers of people.

It also helps to interpret the rankings regarding the weight of the population by country of origin and the breakdown of data, in this case: the male and female populations.

All these mathematical expressions help pupils to organise their thoughts and reflect upon their learning process.

Competence in the culture of humanism and art

Awareness that both our past and our present reality are the outcome of contributions made by men and women from different cultures throughout history.
The teaching unit raises awareness of other people and cultures, fostering respect, tolerance and solidarity.

Pupils develop the ability to perceive and understand the world in which they live in a more open and humbler manner, having the opportunity to discover other people and cultures, giving them the value they deserve.

In this unit, tolerance is developed through the acceptance of other peoples and cultures that are not “familiar” to pupils, fostering their ability to accept diversity and their capacity for active listening, while respecting the opinions and thoughts of others, appreciating cultural diversity as a source of personal enrichment.

The unit also favours the value of gratitude by taking into account everything that each and every generation and culture, both present and past, has contributed to our society in terms of diversity and development, and likewise what we are presented with when we live in other countries.

Finally, the teaching unit fosters the value of solidarity by enabling pupils to establish ties linking them to both those people in their more immediate environment and others who are physically further afield.