Community Showcase Prep

Overview

In this final build-up lesson, students prepare for a community showcase by organising what they have learned about a community topic into an age-appropriate display. They practise clear presentation routines, labels, and simple explanations for visitors.

Learning intentions

• WALT: Organize information for a community presentation display.
• WALT: Use pictures, key words, and simple sentences to explain what their community topic is and why it matters.
• WALT: Work safely and respectfully with others to plan, make, and present.

Success criteria

• I can choose and arrange information (title, pictures, labels) so others can understand.
• I can write or copy a few key words and/or simple sentences about my community topic.
• I can use my display to share my learning with a partner and then with the class.
• I can show good presentation behaviour: listening, taking turns, and using kind words.

Curriculum links

• PSHE: Relationships and Health Education—respecting others, communication, and taking responsibility in group learning.
• PSHE: Living in the wider world—community roles, how people contribute, and belonging to groups.
• English (cross-curricular): spoken language for communicating ideas clearly and with support; use of sentence-level structures appropriate for age.
• English (cross-curricular): creating information texts using headings, labels, and images.

Lesson structure (60 minutes)

1. 5 min — Welcome & goal setting

• Introduce the showcase purpose: “We are preparing to teach others about our community knowledge.”
• State WALT and remind students of the class success criteria.

2. 10 min — Model a strong display

• Show 2–3 simple examples: a poster with a clear title, 2–3 pictures, and short labels/sentences.
• Teacher thinks aloud: “First I choose the main idea, then I add pictures, then I add simple words to help visitors.”

3. 10 min — Plan the content (visual organiser)

• Students choose their community topic (or their assigned part from the unit).
• Use a simple planning template: Title box, “What is it?” picture, “How people help” picture, “Why it matters” words.

4. 20 min — Create the display

• Students make their information display using provided materials (paper, card, printed pictures, sentence strips, label cards).
• Teacher supports with prompts: “What should someone notice first?” and “What words help us explain?”

5. 10 min — Practise sharing

• In pairs, students practise a 20–30 second explanation using their display.
• Partners use a simple prompt card: “I like… / I learned… / My question is…”

6. 5 min — Reflection & next steps

• Whole-class quick check: students share one thing they improved (e.g., clearer labels, better order, calmer sharing).
• Remind students to bring their finished display for the showcase.

Resources

• Teacher-made model display examples (at least two different formats)
• Student planning template (title, 2–3 picture prompts, label/sentence strips)
• Pre-printed picture cards related to community topics (school, local helpers, parks, libraries, shops, sports clubs, etc.)
• Colour paper/card, glue sticks, scissors with guidance, markers/crayons
• Sentence starters and key-word cards (e.g., “This is a…”, “People help by…”, “It matters because…”)
• Partner prompt cards for questions and feedback
• Dyslexia-friendly layout supports: lined strips, large font word cards, consistent spacing guides
• Optional visual schedule for the lesson steps
• Access to a quiet corner for students needing a sensory break

Assessment

• Teacher observation during planning and making: check that students include a title, at least one label/sentence, and a logical order of information.
• Partner practise: listen for clear turn-taking and whether the display matches the spoken explanation.
• End-of-lesson reflection: students state one improvement linked to success criteria.

Differentiation

• Support: Provide a completed example with gaps for students to fill (e.g., add labels only); offer sentence strips at multiple levels (single words, then “It is a…”).
• Support: Use a consistent display template for everyone (same positions for title, images, labels) to reduce cognitive load.
• Extension: Invite advanced students to add a “Fun fact” or “My community job” section and include a simple question visitors can answer (“What would you like to help with?”).
• SEN/Autism/ADHD strategies: Clear step-by-step instructions, predictable routine, visual timers, short work bursts, and a calm reset area; allow choice of colour/materials within boundaries.

Dyslexia-friendly reading options (embedded in delivery)

• Provide key words as picture-supported word cards in large font; students copy or choose from options.
• Offer text on the display in short chunks (1–3 words per label, or one simple sentence strip).
• Use consistent spacing guides and avoid dense paragraphs; prioritise labels over full writing.
• Allow audio recording of the spoken explanation for students who struggle with reading aloud (teacher or peer can prompt).