Latymer Upper School – Local to Global Student Blog

In the first of our Local to Global posts, Sofiya M from Latymer Upper School reports back on the first session of the year:

In our first session of the Local to Global Group (Wed 2nd Oct), we all chatted a bit with regards to what the project was about, and what our main aims were to get out of it. We mentioned topics like diversity, making a difference, and helping within the community, as well as becoming more aware of issues going on around us, and how we would be able to help. 

After that, we made a large map of our roots, writing on different coloured post-it notes where we are from, where our parents are from, and where our grandparents and great-grandparents are from. We talked about our ancestors migrating from their origins to where we are today, and explored different paths different people took, and possible reasons behind them. 

At the end of the session, we were given a challenge; each person was given a singular paperclip, and our task was to trade in the paperclip for something else, then trade that thing in for something else, and on and on and on, until we had a massive upgrade from the initial paperclip, to whatever the final trade had brought. Next session, we will compare trades, and see who has the most impressive items!

The second our Local to Global updates comes from Alexandra and Margarita

During our second local to global group meeting we started off by looking at statistics regarding ethnicity, age and childhood poverty within the borough of Hammersmith and Fulham. After studying and discussing the statistics about the makeup of the borough we created a timeline split into 4 sections: 1900-1925, 1925-1950,1950-1975, 1975 to present day. We split up into 4 groups and rotated around the four categories trying to present as many events in those time frames that have affected our borough for it to become what it is now. After completing this activity we revolved around the four categories again to try to explain as many of the events we had brainstormed.

From this activity we have widened our view into our community. One of the main takeaways that we found was that the most events that we could name were in the 1975-present section; however this period is rarely covered in our curriculum.