To discover the kinds of experiences refugees and asylum seekers have when they arrive in the UK.

•	Identify some of the typical experiences of an asylum seeker, using the interactive storybook 'A Refugee's Story'.
•	Reflect on these experiences.
•	Begin to form an opinion about how asylum seekers should be treated.

•	Storybook 'A Refugee's Story' (compiled from Core Activity Sheets 4.1 - 4.6 photocopied back to back)
•	Dice (or numbered cards 1 - 6)
•	You may also want to identify other (true) stories to use with students. One possibility is to use the interviews with children from Dover on Activity Sheet 2.2 in Option 4

1. Read the Story

	Students will need a storybook each. Read through the tasks first together. Encourage students to jot down notes about what happens in the story as they do Task 1.
	Ask students to read the story individually; each page requires a decision about what to do.
	Tell them to complete tasks 2 - 6 at the back of the storybook with a partner.

2. Plenary

	Share answers.
	Use Task 7 at the back of the storybook as a focus for discussion.

3. Follow-up

	Look at a range of other real-life experiences.
	Consider the differences and similarities in the experiences: what were the main turning points?

•	Did the individual stories show that human rights were recognised or ignored? Identify which these rights were (use the UN declaration of human rights on Core Activity Sheet 3.1).
•	Did everyone feel welcomed? Imagine if you had escaped persecution at home - how would you feel when you arrived in the UK?
•	What kinds of services did the government provide for the asylum seekers? Why did they do this? Was it enough?

Individual autobiographies would extend the theme and allow students to compare and contrast their lives with the stories from refugees. These autobiographies could then be used as the basis for reflection: what might have happened if you had had to flee your home at some point? Sensitivity will be needed if there are refugees and asylum seekers in the class.

Paired reading will allow students to engage in conversation about their decisions, as they read. This lesson could start with a brainstorm about the kinds of situations which lead people to flee their homes and seek asylum, creating a context for the events of the storybook.

Alternatively use the storybook as the starting point for artwork, drama or poetry - especially powerful ways to encourage students to explore the personal and emotional dimension to refugees' experiences.

Try to finish off the story. What could happen next? Students could write two endings, one optimistic and one pessimistic. The homework could then be shared next lesson.

	1(a) Human Rights
	1(b) need for mutual respect and understanding,
	1(c) central and local government services
	2(b) Justify an opinion
	3(a) Use imagination to consider other's experiences
	Key skills: communication, working with others