I am CARICOM! Kofi Moves Freely UNDERSTANDING FREE MOVEMENT: A TEACHER’S TOOLKIT STUDENT REFLECTIONS • Why is it important for people who move under the CARICOM free movement regime to follow laws while moving freely? • How do new residents contribute to the economy and community? • Kofi’s grandmother notices local businesses and schools benefit from newcomers’ skills. Can you think of a similar example in your community? • Why do you think free movement between CARICOM countries is important? • How does Kofi’s story show that change can be challenging but positive? PRACTICAL ACTIVITIES FOR TEACHING FREE MOVEMENT Activity 1: What Free Movement Means Instructions: • Write down three rights that free movement gives to citizens of participating countries (e.g., live, work, study without a special permit). • Then list three responsibilities that come with those rights (e.g., paying taxes, abiding by laws, contributing to the community). • After that, pick one right and one responsibility and draw a small cartoon or comic strip showing how a young person might use that right and fulfil that responsibility. Activity 2: Benefits & Concerns Debate Instructions: Split into two groups. • Group A (Benefits): List at least five positive outcomes from free movement: e.g., more job opportunities, cultural exchange, stronger regional economy, more youth participation, addressing ageing populations. • Group B (Concerns): List at least five concerns: e.g., pressure on public services, local job competition, cultural adjustment, infrastructure strain, unequal benefits across islands.Bring both groups together for a classroom debate. One student from each group summarises their side; then swap sides so everyone argues both. Activity 3: Roleplay Instructions: • Write a short roleplay script (23 minutes) with at least two characters: a young person who has just moved to a new island under free movement, and a local resident. • The young person explains how they moved, what benefits they hoped for (school, work, new friends) and what they worry about (fitting in, language, services). • The local resident raises questions/concerns (jobs, healthcare, culture) and then they both discuss how to work together for the benefit of the community. • Perform the roleplay in small groups, then have a class discussion: How did it feel? What real issues emerged? What solutions did the characters suggest? Activity 4: Poster & Infographic Design Instructions: • Design a poster or digital infographic titled ‘Full Free Movement in Our Region’. • It must include: 1. A catchy headline (e.g., Live · Work · Study – One Caribbean Home) 2. Three key facts (e.g., No work permit needed, Pay taxes like nationals, Access to primary health care) 3. Two benefits and one challenge of free movement 4. A call to action • After designing it, pair up and present your poster to another group. The other group writes one question they still have after seeing it. Then the presenting group answers the question or does further research. Activity 5: Reflection & Personal Goal Setting Instructions: • Write a short reflection (1 page) about how being able to live, work or study in another Caribbean country might affect you. • Include: 5. What would excite you about moving to another island? 6. What worries might you have? 7. What can you do to be a good neighbour in a new environment (contribute, learn language/dialect, respect culture)? • Then write one personal goal you will aim for in the next year that reflects the spirit of free movement (e.g., I will learn about another Caribbean country’s culture, or I will join a regional youth event, or I will volunteer in a cross-island digital project).