Celebrating Inclusion & Family

Overview

Unit: Exploring Friendship and Courage
Lesson: 6 of 6
Duration: 45 minutes
Class Size: 10 students
Age Group: Year 7 (11–12 years)
National Curriculum Link:

• English Programme of Study – Reading: Comprehension (KS3 Year 7)
• Writing: Composition and Purpose
• Spoken Language: Discussion and Presentation skills
• Relationships Education (linked cross-curricular) – exploring diversity, inclusion, and family

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Understand and articulate definitions of family and inclusion reflecting their own and others’ experiences. (English KS3 Reading & Speaking)
• Identify examples from the studied text that highlight themes of inclusion and family. (English KS3 Reading – comprehension)
• Collaborate effectively in groups to design a persuasive, creative poster promoting inclusion, using appropriate vocabulary and clear messages. (Speaking, Writing - Composition)
• Present their ideas clearly and respond to the class discussion about fostering an inclusive environment. (Spoken Language, English KS3 – discussion)

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National Curriculum Links

English KS3 Programme of Study (Years 7-9):

• Reading - comprehension: Develop critical thinking by exploring themes and identifying evidence in texts (PoS reference: Pupils should be taught to: make inferences, justify them with evidence and explain how language and structure create meaning).
• Writing - composition: Plan, draft and write imaginative and persuasive texts using language and layout appropriate to purpose and audience (PoS reference: write for different purposes and audiences).
• Spoken language: Participate in discussions, listen and respond appropriately, maintain roles in collaborative tasks (PoS reference: participate effectively in group discussions, adapting talk to audience and purpose).

Relationships Education (DfE 2020):

• Recognise the value of family and different types of families.
• Understand inclusion, respect for diversity and the importance of equality.

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Resources Needed

• Copies of the book/text extracts previously studied in the unit (preferably with highlighted passages about family and inclusion)
• Large sheets of paper/poster boards (A2 size recommended)
• Markers, coloured pencils, sticky notes
• Resource sheet with vocabulary related to inclusion and family (e.g. diversity, respect, belonging, empathy)
• Whiteboard and pens for brainstorming
• Camera or tablet for photographing final posters (optional)

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Lesson Structure

1. Starter (5 minutes) – Reflective Discussion

• On the whiteboard, write two headings: “Family” and “Inclusion.”
• Ask students to individually jot down their own short definitions or words they associate with each term on sticky notes.
• Invite a few students to share their ideas aloud, collecting a range of perspectives.
• Clarify and build a shared class definition for each term, ensuring inclusivity and recognising diverse family structures and forms of inclusion.

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2. Exploring Textual Examples (10 minutes) – Close Reading & Group Discussion

• Divide class into two small groups (5 per group).
• Each group receives extracts or selected passages from the text studied in the unit, containing examples of family dynamics and inclusive behaviour.
• Task: Identify and underline words/phrases that illustrate family ties or inclusion.
• Groups report back to whole class by reading an example aloud and explaining how it connects to the theme.
• Teacher notes key points and links them explicitly to the themes on the board, reinforcing comprehension skills.

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3. Collaborative Poster Creation (20 minutes) – Applying Learning Creatively

• Each group creates a poster promoting inclusion, inspired by the story’s messages about friendship, courage, and family.
• Guidance:
  • Include slogans or short persuasive phrases using vocabulary from the resource sheet.
  • Use drawings, symbols, or quotes from the text.
  • Aim for a clear message that would encourage inclusion in school or community.
  • Assign specific roles within group: scribe, artist, presenter, timekeeper (developing organisational and teamwork skills).
• While working, circulate to scaffold vocabulary, encourage precise language and ensure each pupil contributes.

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4. Presentation & Class Discussion (8 minutes) – Speaking, Listening & Reflecting

• Each group presents their poster succinctly (2–3 minutes each), explaining their key messages and creative decisions.
• After presentations, initiate a whole-class dialogue:
  • How can we apply these ideas to our school environment?
  • Why is it important to celebrate inclusion and value every family structure?
• Encourage respectful listening, use of evidence from poster/text, and build empathy and understanding.

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5. Plenary & Assessment (2 minutes) – Review and Personal Reflection

• Quick round-robin: each student says one word or phrase they have learnt today about family or inclusion.
• Optionally, ask students to rate (1-5) how confident they feel discussing inclusion now compared to the start of the lesson (informal self-assessment).

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Differentiation

• For SEN: Provide scaffolded sentence starters for poster text; visual prompts to identify examples from the text; paired work to support ideas.
• For more able pupils: Challenge to create a slogan that uses metaphor or persuasive language techniques. Ask for justification of choices during presentation.
• Encouragement for all to participate in discussion with support or prompts as needed.

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Assessment Opportunities

• Formative assessment through observation of group work, oral contributions, and presentation quality.
• Teacher notes pupil ability to identify textual evidence related to themes (reading comprehension).
• Written and oral communication evaluated in poster content and presentation clarity—aligned to National Curriculum speaking and writing statements.

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Extension Ideas

• Extend poster campaign: produce digital versions for display in school.
• Write a reflective journal entry on what family means to each pupil and how inclusion can be fostered in different settings.

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Reflection for Teachers

• Did the students engage with diverse ideas of family and inclusion?
• Were the collaborative tasks balanced and inclusive?
• Note any vocabulary gaps or misconceptions for targeted follow-up in upcoming units.
• Could any resources be adapted further for better engagement or access?

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This lesson culminates the unit by bringing pupils’ exploration of friendship and courage into a personal and active expression of inclusive values, consolidating literacy, speaking, and social-emotional learning in an engaging and creative way.