journey to jo'burg writing opportunities

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Journey to Jo'burg

The background of the story is South Africa during the apartheid years. Two young children are travelling alone to Jo’burg to try to find their mother who is needed back in the family village.

The background of the story is South Africa during the apartheid years. Two young children are travelling alone to Jo’burg to try to find their mother who is needed back in the family village. Beverley Naidoo's compelling story is the first in a new series of BritLit resources kits, 'Open Book', which works with longer stories.  

• Journey to Jo'burg text
• Activities - pre and after reading language activities
• Answer key - teacher's notes for activities
• Audio (MP3)

Beautifully and feelingly read. The pre-reading exercise engages academic curiosity and creativity in students.

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TEACHING RESOURCES

Journey to jo'burg by beverley naidoo 9-11.

Journey to Jo'burg gives the reader a glimpse into the life of a young black girl in South Africa under Apartheid.  The book follows siblings, Naledi and her younger brother, Tiro on a journey to try and save their family.  Their journey opens their eyes to the world around them. 

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Resources you can trust

A series of well designed reading and writing activities focusing on Naledi's journey to Jo'burg. Useful writing frames are provided for Naledi's letter to her granny and diary entry. Selected quotes on Naledi's character are included for students to analyse as well as a detailed comprehension.

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Journey to Jo’burg: Resource Bundle

Download: Journey to Jo’burg 4 Week Teaching Resource Bundle

Complete resource bundle for the text ‘Journey to Jo’burg’ by Beverly Naidoo. Including 4 week medium term plan; detailed planned unit lessons; supportive resources; exemplar analysis on the text; carousels; Tier 2 vocabulary as well as an accompanying Knowledge Organiser and Scheme of Work. Adapted resources to support ELLs and students with weaker reading ages

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Journey to Jo'Burg

Journey to Jo'Burg by Beverley Naidoo

Naledi, aged thirteen and her nine year old brother, Tiro live apart from their mother and need to contact her urgently because their baby sister, Dineo is seriously ill. They aren't in foster care and their mother isn't in hospital or in prison, so why don't they all live together? In fact, she is in a kind of prison because as a black South African she was forced to work away from her poor rural community in the city and if she had lost her job, she would be     ' illegal' if she was found to be without work. All black people living in the city had to carry identity documents at all times and were not allowed to live in the city of Johannesburg unless they were domestic servants. Otherwise, every evening they would be herded onto buses to return to their designated area, the poor shanty town on the city outskirts known as Soweto. This was the reality of the cruel Apartheid regime in South Africa beginning in 1948 that continued to treat black people with complete disdain until 1994 when Nelson Mandela was democratically elected as the first president.

The engaging plot takes us along with the two children travelling alone on a real journey that is fraught with peril. They know know from personal experience and hearsay that they must be very careful about whom they trust. Their quest involves some monstrous people who could put them in terrible danger. But they are driven by their need to find their mother and fortunately they meet the kindness of several strangers along the way. Naidoo's skilful writing creates a tense little thriller but tempers it with plenty of hope and optimism which is what makes it so special. The two main protagonists are drawn very sympathetically by a writer who clearly knows and likes children. They are complex wise little creatures whose biggest strengths are compassion and stoicism. As they travel they learn more about their country and its history, including the real massacre of Soweto children in 1976 who dared to protest about their restricted education under the regime. We are learning too as along the way they reveal that their father had died as a result of working in terrible conditions in the mining industry. Working a long way from home, he had only been able to see them once a year, a memory they treasure. 

Despite the urgency of needing to see her youngest child, their mother is not allowed to return home with them until the following day because her employer needs her for a dinner party. Naledi and Tiro are forbidden to stay overnight with their mother so they have to stay in Soweto with a friend they made along the way. When they return to the village with their mother and take the baby to hospital, they experience the inadequacy and expense of healthcare. They realise that being poor means making terribly hard decisions about managing to feed and care for a family. Naledi learns a great deal about herself as a result of the experience and inspired by the story of the Soweto schoolchildren, resolves to fight for a fairer system in whatever way she can.

These are the kind of stories that, if experienced at the right age, help children to become wise and to seek social justice for people living in difficult times. These are the kind of 'values' that should be driving the curriculum in schools and so I do hope that the book is still widely read and used in schools. I would imagine that children would gasp with disbelief and outrage at many points and ask lots of questions.

In the postscript to this story, Naidoo provides some very relevant personal context. As a privileged white South African child she and her family were cared for by Mary, a black servant whose own three daughters lived 150 miles away. She didn't question this at all but remembers her receiving a devastating telegram to inform her that two of these children had died as a result of diphtheria. Naidoo goes on to explain that she did not really become aware of the injustice of the system until she was at university. From this point she became an activist in the anti Apartheid movement which included being arrested and subsequently a period of eight weeks in jail. Living in England several years later she was determined to find a way of telling her own young children and others about what continued to happen in South Africa. As she was married to a fellow exile with an Asian heritage, they would not be allowed to live as a family there as 'mixed' marriages were forbidden. And so she wrote what has since become regarded as a modern classic. The Guardian review described it as ' .... the more searing for its gentleness ' and I would agree. The tone is always measured and matter of fact even when the authors is describing terrible things. As Naidoo has herself once written:

' Literature is political and ones choice of literature is political, although the reader may of course, ignore or simply not see the meanings that are there.'

This fictional story based on a living under a divisive regime was written for a specific purpose and the messages shout out loud and clear. But as well as this it is eventful, well- paced and with memorable characters. It also includes some beautifully understated drawings that add to the content. So, a powerful little book that was viewed as being so dangerous that it was banned in South Africa until 1991. In my view that makes it very special.

Karen Argent

December 2016

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Journey to Jo'burg: teaching activities for guided and shared reading, writing, speaking, listening and more! (Read & Respond) Paperback – January 6, 2022

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Transform your literacy outcomes and engage your whole school in reading . Inspire and delight your children with contemporary, diverse and engaging texts that will spark a lifelong love of reading for pleasure .

Get the most out of best-loved children's books with our bestselling Read & Respond series - the perfect way to explore favourite stories in your classroom. This resource book brings you a wealth of inspiring activities, discussion ideas and guided reading notes based on Journey to Jo'burg by Beverley Naidoo.

• Stimulating content mapped to curriculum objectives
• Grammar, punctuation and spelling section
• Shared reading and whole-class guided reading section including non-fiction extracts
• Time-saving lesson plans, activities and assessments
• Huge variety of speaking, listening and creative activities.

Our Read & Respond series now has a dedicated online space containing:

• Curriculum and teaching overviews with recommendations on books to read for pleasure
• Classic small-group guided reading notes and resources
• Teaching reading resources such as ideas for vocabulary and fluency

Read & Respond helps you build a whole-school literacy programme based on timeless children's stories, chosen to inspire reading for pleasure. Fun-filled activities help children to fully engage with each story, encouraging a love of reading and building a range of skills.

• Underpinned by a wealth of research the teacher's guides provide activities with a strong focus on all of the 'big five' plus oracy and reading for pleasure, as well as concentration on grammar, punctuation & spelling and writing
• Foster reading for pleasure with stories from acclaimed and award-winning authors
• Prepare with confidence with essential teacher's books and supportive resources
• Save hours of preparation time with ready-to-use print and digital resources
• Boost guided reading in every year group with detailed teachers notes.

PRAISE FOR READ & RESPOND

'The resources are wonderful. I like the fact that it has a mix of fiction and non-fiction activities ... and how material can link to other areas of the curriculum, not just literacy.' Miss North, teacher

'Reading for enjoyment and writing for enjoyment are two of the most powerful ways of getting children interested in books. Read & Respond provides exactly this.' Michael Morpurgo, author

'[Read and Respond] makes it easy to explore texts fully and ensure that the children want to keep on reading more.' Chris Flanagan, Primary teacher.

• Reading age 10 - 11 years
• Part of series Read & Respond
• Language English
• Dimensions 8.27 x 0.55 x 11.69 inches
• Publisher Scholastic
• Publication date January 6, 2022
• ISBN-10 0702308900
• ISBN-13 978-0702308901
• See all details

Product details

• Publisher ‏ : ‎ Scholastic; 1st edition (January 6, 2022)
• Language ‏ : ‎ English
• ISBN-10 ‏ : ‎ 0702308900
• ISBN-13 ‏ : ‎ 978-0702308901
• Reading age ‏ : ‎ 10 - 11 years
• Item Weight ‏ : ‎ 6.3 ounces
• Dimensions ‏ : ‎ 8.27 x 0.55 x 11.69 inches
• #2,097 in Children's Grammar Books (Books)
• #7,548 in Lesson Planning for Educators
• #11,542 in Children's Composition & Creative Writing Books

About the authors

Sally Burt has been a teacher both in England and in South Africa where she and her family lived for 25 years. Now living in England again, Sally is a governor at a local primary school. In South Africa, she set up a communications business, focusing on writing strategies and processes, training writers in a range of contexts, editing and lecturing in Professional Communication at the University of Cape Town. She has remained in touch with her love of teaching children by writing a range of English textbooks and study guides, largely for KS2, with her long-standing writing partner, Debbie Ridgard, who lives in Johannesburg. Sally has written for different English curricula around the world bringing her love of language and all the doors it opens for children to each new project.

Debbie Ridgard

Debbie is a teacher and author. She has been involved in primary school education and training for over thirty years. While teaching in a diverse, English-medium school in Johannesburg, South Africa, she became involved in teacher training and writing educational material for learners and teachers. Over the past twenty years, Debbie has partnered with Sally Burt in England, to write primary school English textbooks, workbooks, teacher guides, literature study guides, and readers for local and international curricula. Apart from writing, she continues to teach English online and in classrooms whenever the opportunity arises. Debbie is passionate about encouraging learners to develop their skills through interesting topics and activities and to see learners grow and reach their language potential.

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Journey to Jo'burg

English Unit Description

For more questions – some very probing – read my interview with  Write Away.

Why have you set so many novels and short stories in South Africa?

It is where I spent my childhood. For a long time South Africa was a very sick society. No justice, no equality, no democracy. Only white people had power and they made everything depend on skin colour. My father migrated from Cornwall in England when the tin mines were closing and gold was discovered in South Africa in the 1880s. My mother’s family fled from the pogroms against Jews in Russia to England from where her parents migrated to South Africa. All my grandparents immediately had more rights than black people whose ancestors had been living there for generations. I was brought up accepting the way things were. As a child I never questioned why I could live with my parents in a comfortable home, go to school, play in the park and do all sorts of things black children were not free to do. My upbringing led me to believe that white people were superior and it was natural for them to have the best of everything. But when I realised how false this was, I became very angry at all the injustice around me – and how I was part of it. I had been brought up with blinkers. Later, when I began to write, I wanted to write stories that would challenge narrow ways of seeing.

What made you change your own ways of seeing?

Luckily when I went to university, I met people who challenged me to open my eyes. It was the early 1960s when the African National Congress was banned and Nelson Mandela went ‘underground’ before he was captured. I became involved in resistance to apartheid which taught me a lot. Eight weeks of solitary confinement in jail, when I was twenty one, gave me a sense of how the country was a giant jail for most of its people. I was still a very ‘small fish’ at the time of my arrest. But I was very aware of the enormous commitment of many people who risked long sentences and even death for their beliefs.

I have fought against white domination and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve but if need be, it is an ideal for which I am prepared to die. – Nelson Mandela, 1964 and 1990

Hear me talk about the year I turned 18 and ‘opened my eyes’.

What gave you the idea for the storyline of  Journey to Jo’burg ?

As a white child in South Africa I had, as it were, two mothers. My second mother was a black cook-nanny who saw that I was washed and fed and was always around to talk with me when my own mother was busy. Yet I was brought up to see her as a servant and to call her ‘Mary’. While all white adults had to be addressed as either ‘Mr’ or Mrs’ or ‘Aunty’ or ‘Uncle’, I was brought up calling all black adults by their first names, which was extremely rude.

Traditionally in African society respect is also conveyed through language. That is why, in Journey to Jo’burg Naledi and Tiro call anyone older ‘Mma’ or ‘Rra’. As a child I also simply accepted that the person who looked after me ate her food off a tin plate and that her own three children lived far away. I never really thought what it must be like for them to be without their mother. One day she got a telegram and collapsed in front of me. Two of her small daughters had got diphtheria and died. I remember being sad and shocked – but I still didn’t ask WHY? I could not have caught diphtheria because as a white child I had been inoculated.

It was only some years later that I began to ask the important questions. Journey to Jo’burg is dedicated to the memory of those two young children and their mother. When I was writing, I wanted to explore for myself what it would be like to be separated from your mother when you most needed her. I also wanted to feel in touch with the courage of young black people in South Africa who were determined not to put up with racism and apartheid any longer.

Also, see this  Video clip  (©Pelican Post)

Why was Journey to Jo’burg banned in South Africa?

I can only guess because the government didn’t give any reasons. One likely reason was that half of the book’s royalties were going to a banned organisation, the British Defence and Aid Fund for Southern Africa, that was helping the families of political prisoners.

Perhaps another reason was that the apartheid government thought it would encourage readers to ask challenging questions – especially young white South Africans who were being brought up to think that racism and discrimination were normal.

I was very excited that South Africa would get rid of the old racist laws and that Nelson Mandela would be the first democratic President. But getting equality and justice is much harder than changing the laws and there are still enormous differences between rich and poor. In No Turning Back I wrote about a twelve year old boy who runs away to the dangerous streets of Jo’burg where he joins the malunde – streetchildren who live rough and survive, if they are lucky, by their wits. Sipho’s stepfather is unemployed, drinks and is violent. I wanted to show that there are no magic wands.

I am interested in children who struggle against injustice and other difficulties wherever they are. Over the years I have learned about Nigeria through friends and some very fine writers. However the soldiers who stole power for many years destroyed much that was good, including people who spoke out against them. After they executed the writer Ken Saro-Wiwa, I began to think about a story which involved the children of an outspoken journalist. I wanted to explore how these children would cope with being thrown from a comfortable family in Lagos to becoming – overnight – refugees alone in London.

Fiction is a very good way of exploring reality, especially different viewpoints. I tend to do a lot of research before I create a story and characters that are fictional. So my stories are true in the sense that everything that happens could happen. That was why at the beginning of Journey to Jo’burg  there are two press cuttings about real children who made incredible journeys to find their mothers.

At the end of  Out of Bounds  (where each story is set in a different decade) there is a factual time line giving real events and an interested reader can explore connections.

I love it. I often feel that I am being a detective following clues! It is also very challenging for me as new information, ideas, feelings and points of view are revealed. When I was writing  Chain of Fire I was not allowed to go to South Africa, so I had to do that research in England. It was as if I was writing a historical novel. In fact a lot of my material had been secretly smuggled out of the country. But later on, I was able to research No Turning Back  in the country. I spent six weeks with a theatre director colleague and friend Olusola Oyeleye doing drama and writing workshops in the summer of 1993. We worked with streetchildren as well as young people who were not streetchildren to get a sense of their different lives, experiences and views. I was also helped to think about the mothers of children who run away by a wonderful educator Martha Mokgoko. She ran research workshops with her Speak Barefoot Teachers group in Alexandra, the place near Johannesburg from which my character Sipho runs away. For The Other Side of Truth I carried out most of my research in England by spending a few months finding out about the experiences of refugee children in London.

I start with writing notes on scraps of paper as well as beginning a notebook. This is my ‘first ideas’ stage. When researching, I talk to people, visit places, take photographs, read and so on.  Burn My Heart , for instance, came out of two visits to Kenya. The seeds of the novel began to emerge during my first visit.  By my second visit, I was much more focused, wanting to see particular landscapes, places and people. By this stage I was already thinking about my plot. Although my plot may change a bit as I write, it is important for me to have a sense of the shape of the whole story and how I intend to tell it. Afterwards comes the actual writing – usually draft after draft! Then editing – by myself and with my editor. I often ask a few people to whom I have spoken while researching if they will read my story and comment. This helps me get a bit of distance from what I’ve written. Altogether, it’s a long slow process – but very satisfying in the end.

What kinds of responses have you had to your work?

Sometimes there are letters from whole classes and sometimes from individuals who want to tell me about what they have thought or felt while reading. Most exciting for me is when I feel my writing has really touched a nerve – as with an eleven year old who wrote a long letter full of questions about injustice and children. She was indignant that a book like Journey to Jo’burg could be banned:

Why shouldn’t young people learn what is really happening on Earth? The quicker we learn the more intelligent and strong willing we shall become. That way we can make peace.

The similarities between the lives of Femi and myself left me wondering. Wondering how two people can be so similar, wondering about how you know so much about what young boys are going through…

I like to hear from adults too and was heartened when a Kenyan writer told me how he had been gripped by  Burn My Heart :

… read it in one sitting, so suspenseful was it. I particularly lauded and applauded the way you seemed to make mirror images of conflicting viewpoints on BOTH sides of the divide.

I shouldn’t tell you this but our teacher had to stop reading to hold in tears.

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Journey to Jo’burg

Beverley Naidoo • Cinquain The Arrow is the monthly digital product that features copywork and dictation passages from a specific read aloud novel (you purchase or obtain the novels yourself). It’s geared toward children ages 8-11 and is an indispensable tool for parents who want to teach language arts in a natural, literature-bathed context.

This guide contains the following features:

• 4 Passages (one per week) for copywork/dictation
• Notes about punctuation, spelling, vocabulary, and literary elements
• 3 Grammar Lessons
• Literary element: Cinquain
• Writing activity: Write your own cinquain poem
• 9 discussion questions
• Book Club Party ideas
• Original Publication Date: November 2006
• Updated: November 2018

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About the book

If only Mma was here, Naledi wished over and over. . .

Mma lives and works in Johannesburg, far from the village thirteen-year-old Naledi and her younger brother, Tiro, call home. When their baby sister suddenly becomes very sick, Naledi and Tiro know, deep down, that only one person can save her.

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Journey to Jo'burg

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Reading Skills (6 lessons) KS2- Journey to Jo'Burg

Subject: English

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

31 May 2019

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This is a series of six lessons (including PP and worksheets) on Journey to Jo’Burg by Beverley Naidoo that focuses on different areas of the UKS2 N.C for Reading following CPD training on how to teach the N.C objectives whilst promoting a love reading. The N.C focus areas are:

• To make predictions from details that have been stated and implied
• To make inferences from a text
• To summarise the main ideas from a text
• To give the meaning of words in context
• To show understanding through intonation, tone, volume and action
• To make comparisons within a text

This series includes extracts from Journey to Jo’Burg as well as samples from other books such as Wolf Brother, A Spoonful of Murder, The Wolf Wilder, The Chocolate Factory Ghost and Shadow for children to enjoy.

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