Classroom Tour and Expectations

Overview

Unit: Fun First Days!
Lesson: 2 of 9
Duration: 60 minutes
Class size: 26 students
Year Group: Year 1 (ages 5-6)
Subject: Other (PSHE and Personal Development focus)
Country: England

---

Learning Objectives (WALT)

• WALT:
  • Identify key areas and resources in the classroom and school.
  • Understand and explain classroom rules and behaviour expectations.
  • Demonstrate appropriate behaviours through role-play.
  • Use new vocabulary related to classroom routines and rules confidently.

National Curriculum Links

• PSHE Education:
  • Core Theme 1: Health and Wellbeing – managing self and relationships, recognising the importance of rules to keep ourselves and others safe (DfE statutory guidance).
  • Relationships Education – understanding and respecting behaviours that help us work and play well together.
• English:
  • Speaking and Listening – listen attentively, engage in discussions, and use new vocabulary related to class routines (National Curriculum English strand).

---

Success Criteria

• I can name important places and objects in the classroom and school.
• I can say the classroom rules in my own words.
• I can show good behaviour in role-play activities.
• I use new words about our classroom correctly when talking.

---

Resources

• Visual classroom map (large print, dyslexia-friendly fonts and clear icons)
• Colour-coded flashcards with simple classroom vocabulary (e.g., desk, library, cloakroom)
• Role-play props (e.g., pretend ‘tidy-up’ signs, ‘quiet voice’ badges)
• Behaviour expectation posters with pictures
• Behaviour scenario cards for role-play
• Dyslexia-friendly books/visual stories about classroom rules
• Reward stickers for participation

---

Lesson Breakdown

1. Welcome and Starter Activity (10 minutes)

• Activity:
  • Gather students in a circle on the carpet.
  • Recap last lesson’s learning (names, simple greetings). Ask: “Can anyone remember where we keep our books?”
• Engagement:
  • Use a visual classroom map, point to areas as students answer.
• Vocabulary focus: Introduce and say words such as "classroom," "cloakroom," "library," "desk" clearly.
• Differentiation:
  • For non-verbal or shy students, use picture cards to point to the area they know.
  • Dyslexic learners benefit from colour-coded labelled cards with pictures.

---

2. Guided Classroom and School Tour (15 minutes)

• Activity:
  • Take students on a slow, interactive tour focusing on 6 key areas: classroom, cloakroom, library, toilets, playground, and fire exit.
  • Encourage students to name or describe what they see; reinforce vocabulary.
• Encourage Questions: “What do we do here?” “Why is this place important?”
• Differentiation:
  • Pair higher ability students with EAL or less confident peers to practise vocabulary.
  • Use simple, clear sentences; repeat key vocabulary.
  • Provide a personalised visual map for students needing extra support to take home.

---

3. Teaching Classroom Rules and Behaviour Expectations (15 minutes)

• Activity:
  • Back in the classroom, introduce 4 simple classroom rules using a behaviour poster with pictures:
    1. Listen when others are talking.
    2. Put your hand up to speak.
    3. Keep hands and feet to yourself.
    4. Help tidy up.
  • Discuss why each rule is important.
  • Students repeat rules aloud with a partner, practise vocabulary ("listen," "tidy," "quiet").
• Differentiation:
  • Use storyboards or social stories for children who struggle to remember rules.
  • Provide repetition and one-to-one support where necessary.

---

4. Interactive Role-Play Scenarios (15 minutes)

• Activity:
  • Divide class into small groups (4-5 children).
  • Each group is given a simple classroom scenario card (e.g., sharing a pencil, listening quietly, helping tidy).
  • Children role-play the correct behaviour.
  • Teacher and peers give positive feedback.
• Vocabulary Focus: Use targeted phrases: “Can I share?” “I’m listening.” “I will tidy up.”
• Differentiation:
  • Allow non-verbal role-play for children with speech difficulties — use gestures or picture communication.
  • Advanced learners create their own behaviour scenario to role-play with teacher guidance.

---

5. Plenary and Reflection (5 minutes)

• Activity:
  • Sit back on carpet; ask each student to say one rule or place they remember.
  • Use a ‘rule check’ thumbs up/thumbs down to confirm understanding.
  • Provide a sticker reward for participation and positive behaviour.
• Extension for Advanced Learners:
  • Write or draw their favourite classroom area or rule on a mini-poster to share next lesson.

---

Assessment for Learning

• Observations during tour and role-play to check understanding and use of behaviour vocabulary.
• Responses and engagement during plenary to assess recall and understanding of rules.
• Anecdotal notes recorded for individual progress and additional support needs.

---

Differentiation Summary

Learner Type	Strategies
EAL (English as an Additional Language)	Visual aids, peer support, simple sentences
Dyslexic learners	Dyslexia-friendly fonts, colour coding, oral reinforcement
SEND (speech/language delay)	Non-verbal role-play, social stories, simplified language
Advanced learners	Create own role-play scenarios, mini-posters about topics

---

Teacher Tips

• Use clear, calm, positive language throughout.
• Model behaviour expectations explicitly and praise all attempts.
• Keep the pace lively to maintain attention of Year 1 students.
• Embed key vocabulary repeatedly but naturally in context.
• Use multi-sensory methods (visual, auditory, kinaesthetic) to support all learners.

---

This lesson provides a warm, engaging start to school life, helping young learners feel confident about their environment and their place within it, while embedding foundational social skills aligned with the National Curriculum for England.