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This is an oral history unit focusing on the experiences of the British-Pakistani community c.1960 to present. The students are taken through a sequence of lessons built around the themes of migration, empire and Partition acquiring the majority of their knowledge through listening to edited extracts from the Tape Letters archive. The outcome of the unit is for the students to carry out their own oral history interview.Enter a summary here or link to a document.

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A summary of the CPATHS Principles for History Teaching

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A summary of the CPATHS Principles for History Teaching

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Full details on each Principle can be found at the end of this section

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All of the Tape Letters resources including the powerpoints, audio clips and activities are available here.

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This site will eventually have all the teaching resources on too.

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The Tape Letters project shines light on the practice of recording and sending messages on cassette tape as an unorthodox method of communication by Pakistanis who migrated and settled in the UK between 1960-1980.

Drawing directly both from first-hand interviews and from the informal and intimate conversations on the cassettes themselves, the project seeks to unearth, archive and re/present a portrait of this method of communication, as practised mainly by Potwari-speaking members of the British-Pakistani community, commenting on their experiences of migration and identity, commenting on the unorthodox use of cassette tape technology, and commenting on the language used in the recordings.

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Upload or link to the planning for this unit

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How does the content link with one or more of the Principles?

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How does the content link with one or more of the Principles?

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The beating heart of this unit is the voices of the British-Pakistani community that students hear throughout every lesson (Principle 6) and sheds light on some of the most significant themes in British history that are resonant for their lives (Principles 3 & 4).

Students are encouraged to engage with a wide range of oral source material, whilst also understanding the distinct approaches that underpin the practice of oral history, and ultimately to draw on these skills to carry out their own interviews (Principles 2, 5 & 7).

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How do the pedagogical choices link with one or more of the Principles?

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How do the pedagogical choices link with one or more of the Principles?

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In order to train students to think critically and historically, a series of activities, sequenced throughout the scheme of work, are designed to embed a range of oral history skills (Principle 2)

The unit builds in a significant number of opportunities for the students to engage with the stories from the Tape Letters archive, including times when they can self-select the source material that they want to research (Principles 6 & 7)

There was also a conscious decision to limit the amount of written material for the students to work with in order to centre the voices of the community (Principle 6) and the key themes of the unit enable students to make connections between the past and the present (Principle 4) through discussions about the present.

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How do the outcomes / pupil responses link with one or more of the Principles?

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How do the outcomes / pupil responses link with one or more of the Principles?

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The outcome of the unit is for the students to complete their own oral history interview with a member of their family focusing on their own migration experiences. After completion students also complete a reflection exercise enabling them to think about how the unit has helped to improve their understanding of the past (Principles 3 & 4) and also the construction of history (Principle 6).

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This is a copy of the CPATHS Principles for History Teaching to help guide you in your responses in this section.

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2025 - Curriculum PATHS Principles - Approved

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There is an overview of the Tape Letters unit in chapter 8 of  Fairlamb,A. & Ball,R. 2023, What is History Teaching Now?, John Catt, Woodbridge

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