Flatmates Checklist

Overview

Students explore what makes shared living work, linking communication and responsibility to successful decision-making and problem-solving. They will create a group checklist and a visual poster of shared flatting expectations, then reflect on how conflicts can be resolved respectfully.

Learning intentions

• WALT create clear expectations for a shared living arrangement using responsibilities, communication qualities, and conflict-resolution steps.
• WALT discuss and justify choices about how people in a shared flat should behave.
• WALT collaborate to produce a checklist and poster that others can follow.

Success criteria

• I can list specific responsibilities for flat members (e.g., chores, bills, cleanliness, respectful noise levels).
• I can describe qualities needed for good communication (e.g., listening, honesty, using calm tone, keeping promises).
• I can include respectful conflict-resolution steps (e.g., talk it through, use “I” statements, agree on a next action).
• I can present a clear poster/checklist that is practical and easy to follow.

Curriculum links

• Economic Activity (Year 9) — Economic and Enterprise: UNDERSTANDING THE GLOBAL ECONOMY (Practices), using information and discussion to evaluate how networks and responsibilities affect outcomes in daily life.
• Business (implied through real-life decision-making): planning, working with others, and making choices that support fair outcomes.
• Key competencies: managing self, relating to others, participating and contributing, thinking, and communicating ideas clearly.

Lesson structure (60 minutes)

1. 0–5 min · Hook (scenario). Teacher reads a short flatting scenario (e.g., chores not done, someone has guests late, unpaid shared item) and asks students to think of the first problem it creates. Students write one sentence: “The biggest issue is…”
2. 5–12 min · Quick discussion (turn-and-talk). Teacher prompts: “What responsibilities should be agreed before conflict happens?” Students discuss in pairs and share one responsibility each; teacher captures answers on the board under “Responsibilities”.
3. 12–25 min · Group work: communication and expectations. Teacher forms groups of 5–6 and gives each group the same template headings: Responsibilities, Communication qualities, Respectful conflict ideas, and “Our flat rules”. Students brainstorm and select the top 6–10 items, aiming for practical wording (what people will do/say).
4. 25–38 min · Build the checklist (teacher models). Teacher models turning rough ideas into checklist statements (e.g., “Take turns with weekly rubbish/recycling” becomes “I will check and complete my chore on the roster week”). Students rewrite their group items into a final checklist with checkboxes.
5. 38–50 min · Create visual poster. Teacher provides poster paper and markers/digital design option, and reminds groups to include: a title, short checklist, 3–4 communication qualities, and 3 conflict-resolution steps. Students design and assemble their poster, ensuring information is visible and readable from the back of the room.
6. 50–56 min · Gallery walk (feedback). Teacher sets expectations for respectful feedback: “Star” (what’s strong) and “Question” (what could be clearer). Students rotate in pairs, leaving one Star and one Question next to each poster.
7. 56–60 min · Exit ticket (individual reflection). Teacher asks: “Which checklist item will you personally follow first, and why?” Students complete one short paragraph.

Resources

• Short flatting scenario cards (one per class)
• Group checklist template (paper or shared slide)
• Large poster paper or A3 sheets
• Markers, sticky notes, pens
• Timer and board/whiteboard space for class brainstorm
• Feedback sticky notes labelled “Star” and “Question”
• Optional: digital poster tool access (e.g., classroom device with offline design)

Assessment

• Teacher observations during group discussion: listens for clear, practical expectations and respectful language.
• Checklist accuracy check: items include responsibilities, communication qualities, and conflict-resolution steps.
• Exit ticket: students identify a personal action they will follow and give a reason.

Differentiation

• Support: provide sentence starters (e.g., “I will…”, “When there is a problem, we will…”), and a partially completed template for students who need structure.
• Support for conflict language: give a “respectful phrases” bank (e.g., “Can we talk about…?”, “I felt…”, “What’s a fair next step?”).
• Extension: ask groups to add a “What if someone keeps ignoring the agreement?” step that still remains respectful and realistic.
• EAL/SEN considerations: allow use of first-language brainstorming first, then co-construct English statements; offer visual icons on the poster for key ideas.

Alignment note for the teacher

Ensure group outputs directly match the required checklist categories: responsibilities, qualities needed for good communication, and ideas for resolving conflicts respectfully—then use the gallery feedback to improve clarity and fairness before the exit reflection.