Exhibition: A Shared Future

Overview

In the final lesson of Mapping Our Shared Community, students present their interactive exhibitions and inclusive community proposals. They practise respectful civic dialogue by answering visitor questions, using evidence from local knowledge, and reflecting on how citizens can contribute to a shared future.

Learning intentions

Students will:

• Present an evidence-informed proposal for a more inclusive local community.
• Explain how maps, local knowledge and community perspectives shaped their thinking.
• Respond respectfully and clearly to questions from visitors.
• Reflect on responsible civic action and the value of diverse perspectives.

Success criteria

• I can explain my group’s proposal and how it supports inclusion.
• I can refer to evidence or local knowledge in my presentation.
• I can listen carefully and respond respectfully to questions.
• I can identify one realistic action that could improve my community.

Curriculum links

• Geographic inquiry: analyse relationships between people, places, environments and communities.
• Geographic skills: interpret and communicate information using maps, visuals and other forms of spatial representation.
• Social, cultural and environmental perspectives: consider how diverse experiences influence views of a community.
• Citizenship and civic engagement: assess possible actions and communicate ideas about local issues responsibly.

Lesson structure (30 minutes)

1. 0–3 minutes – Welcome and exhibition expectations Open with the exhibition hook and success criteria. Explain that half the class will present while the other half acts as visitors, then groups will switch. Review expectations: listen actively, ask curious questions, value different experiences and give specific feedback.

2. 3–5 minutes – Set up exhibitions Groups place their maps, visuals, research and proposal materials around the room. Distribute the visitor feedback and reflection sheet. Students quickly check that their display communicates the community issue, evidence, proposed action and intended benefits.

3. 5–13 minutes – Exhibition round one Play the exhibition instructions and question stems as a reminder. Groups A and B present while Groups C, D and E circulate as visitors, spending approximately two minutes at each display. Visitors record one piece of evidence they noticed, one strength and one question on the worksheet.

4. 13–21 minutes – Exhibition round two Use the visitor rotation prompt to signal the switch. Groups C, D and E present while Groups A and B visit. Presenters should ensure every member contributes, for example by explaining the map, describing the proposal, sharing evidence or answering questions.

5. 21–25 minutes – Group debrief Return to the debrief questions. In groups, students review visitor feedback and discuss: Which question made us think most deeply? What evidence strengthened our proposal? Whose perspectives might still be missing? What could make our action more realistic?

6. 25–29 minutes – Individual reflection Students complete the final section of the visitor feedback and reflection sheet independently. They identify one way local knowledge supported their proposal, one responsible civic action they could take, and one change they would make after hearing visitor feedback.

7. 29–30 minutes – Closing share Show the final reflection prompt. Invite two or three students to share an action that could help build a more inclusive community. Close by emphasizing that responsible civic action begins with listening, learning from place and working with others.

Resources

• the exhibition and reflection slide deck
• the visitor feedback and reflection sheet
• Completed group maps, research notes and inclusive community proposals
• Tables or display areas for five group exhibitions
• Sticky notes or scrap paper for labels and visitor comments
• Pens or pencils
• Timer
• Optional device or projector for interactive exhibition elements

Assessment

• Observe presentations for clear communication, use of evidence, inclusion of multiple perspectives and respectful responses to questions.
• Review visitor feedback sheets for thoughtful questions, specific observations and constructive comments.
• Use individual reflections to assess students’ understanding of local knowledge and realistic civic action.

Differentiation

• Provide presenters with role cards or speaking prompts such as “Our community issue is…”, “Our evidence shows…” and “One possible action is…”.
• Allow students to demonstrate understanding through speaking, labelled maps, recorded explanations or written responses; provide extra preparation time for students who need it.
• Support English language learners with visual vocabulary, sentence stems and permission to rehearse responses with a partner.
• Extend learning by asking students to evaluate which proposal is most feasible, identify stakeholders who should be consulted and justify their reasoning.