In our Bilingual English Section, our programme is based on the UK’s National Curriculum and adapted around the needs of our learners. Alongside core course content, we use class readers and run projects in each of our classes. Our senior teacher Rachel Chatterjee tells us about a project she ran for our BL11 section around migration issues.
The novel
Our Bilingual 11 students read the novel ‘Refugee Boy’ by Benjamin Zephaniah.
The novel recounts the story of Alem Kelo, a refugee from Ethiopia and Eritrea. Having experienced poverty, violence and discrimination in both of these countries, Alem and his father travel to the United Kingdom and seek asylum. Alem experiences bereavement, isolation and rejection before eventually being granted asylum.
It is a heavy tale that opens our students’ eyes to important issues and provokes discussions about the realities faced by refugees and asylum-seekers. Our teachers sensitively explore these complex subjects in class and encourage students to think critically about the topic.
The Project
For the past few years, we’ve partnered with UniR, an organisation dedicated to supporting refugees in France as they pursue their studies—whether learning French or attending university. This collaboration has given our students valuable insight into the refugee experience and the support systems in place to help them rebuild their lives.
As part of this year’s project, our students prepared thoughtful questions for one of UniR’s team members. I had the pleasure of interviewing Xiomara Palma, who leads UniR’s Language Programmes, and shared the recording with our class.
The students were genuinely fascinated by Xiomara’s role and the impact of her work. Some of the insightful questions they asked included:
- “What is the most incredible story you've ever heard from a refugee?”
- “Concretely, how exactly do you help refugees on a day-to-day basis?”
- “Why did you choose to help refugees?”
- “What motivates you (today) to help refugees?”
- “How do you balance your personal life with the demands of your job working with refugees?”
We recorded the interview and our Bilingual 11 students watched it in a later lesson. Using a bespoke comprehension exercise, they practised listening for key information. And, of course, they enjoyed hearing their own questions being asked in the interview!
Why do we run this project?
It’s important for students to engage with their learning on a deeper level, and our project with UniR was a great opportunity to do so.
Reading is more than just understanding the literal or superficial ‘meaning’ of a text. Instead, as students become more proficient readers, they become able to analyse information and create something new. Generating questions for someone who works in a field linked to Refugee Boy therefore supported students in using these higher-level reading skills.
Furthermore, this project is also an example of how we integrate 21st Century skills, such as the British Council’s six core competences, into our lessons.
1. Critical thinking and problem-solving
We define this as: Self-directed thinking that produces new and innovative ideas and solves problems. Reflecting critically on learning experiences and processes and making effective decisions.
Our BL11 students used the text to create something new: a set of questions based on the topic of refugees. Having studied the topic, they were able to identify gaps in their knowledge and solve this problem by seeking out the answer. For example, the question, ‘Do you think that your job is more happy or sad?’ is informed by an understanding of the difficulties faced by refugees – and the emotional toll involved – as well as an appreciation of the satisfaction that comes from helping refugees to integrate.
2. Collaboration and communication
We define this as: Communicating effectively orally, in writing, actively listening to others in diverse and multi-lingual environments and understand verbal and non-verbal communication. Working in diverse international teams, learning from and contributing to the learning of others, assuming shared responsibility, cooperating, leading, delegating and compromising to produce new and innovative ideas and solutions.
The students collaborated in small groups and as classes to generate questions. They considered how to form questions succinctly and sensitively to learn from someone outside our organisation.
3. Creativity and imagination
We define this as: Economic and social entrepreneurialism, imagining and pursuing novel ideas, judging value, developing innovation and curiosity.
The BL11 students’ curiosity is evident in the questions they came up with!
4. Citizenship
We define this as: Active, globally-aware citizens who have the skills, knowledge and motivation to address issues of human and environmental sustainability and work towards a fairer world in a spirit of mutual respect and open dialogue. Developing students’ understanding of what it means to be a citizen of their own country and their own country’s values.
Activities linked to the novel opened students’ eyes to the realities faced by many refugees and asylum-seekers. They grew to understand that refugees form a part of our society here in France, and the role of government systems and non-governmental organisations – like UniR – in supporting refugees to fully participate in our society. They were fascinated by the ins and outs of Xiomara’s role as they understand the importance of action to help refugees, but they also recognise how refugees and their identities can positively impact those around them.
5. Digital literacy
We define this as: Using technology as a tool to reinforce, extend and deepen learning through international collaboration. Enabling the student to discover, master and communicate knowledge and information in a globalised economy.
We used an online communication platform to conduct and record the interview. This meant all students, who have classes at different locations and times, could watch the same interview and hear their names mentioned when their questions were asked!
6. Student leadership and personal development
We define this as: Honesty, leadership, self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, pupil voice, resilience, personal health and well-being, career and life skills and learning to learn/life-long learning.
Reading ‘Refugee Boy’ certainly evokes and develops empathy among our pupils, and it is important to remember that the book is based on the true stories lived out by thousands of people. Our BL11 teachers worked hard to educate our students on what life for refugees is like, and preparing and viewing this interview further reinforced this message. Students were able to put themselves in UniR’s shoes, and refugees’ shoes while learning more about the refugee context in 2025.
