Empathy Through Storytelling

Overview

This 30-minute session is the culminating lesson of the "World War II Explorers" unit for Year 2. Students will share their collaboratively created class newspaper with peers and parents/carers, practising speaking and listening skills while demonstrating historical empathy. The lesson deepens understanding of the impact of World War II on children’s lives, aligned with The National Curriculum for England (History, English, PSHE).

---

National Curriculum Links

History

• Pupils should be taught to:
  • know about events beyond living memory that are significant nationally or globally (World War II)
  • understand the concept of change over time, recognising how the past influences the present
• Key Stage 1 aims:
  • Develop an awareness of the past, using common words and phrases about the passing of time
  • Identify similarities and differences between ways of life in different periods

English (Speaking and Listening)

• Listen and respond appropriately to adults and peers
• Ask relevant questions to extend understanding
• Participate in discussions, presentations, performances, role play, improvisations, and debates

PSHE

• Develop empathy and respect for people and communities
• Understand feelings and the perspectives of others

---

Learning Objectives

By the end of this lesson, the student will:

1. Confidently present their section of the class newspaper to an audience, using clear speech and expression (English Speaking & Listening).
2. Show understanding of how World War II affected children’s lives by reflecting on stories shared in the newspaper (History).
3. Demonstrate empathy by discussing feelings and perspectives of children living through the war (PSHE).
4. Respond respectfully to questions and feedback from peers and family members (English Speaking & Listening).

---

Resources Needed

• Printed copies of the class newspaper (created in previous lessons)
• A simple “presentation checklist” for the student (e.g., speak loudly, make eye contact, express feelings)
• A quiet, comfortable presentation area set up for family and peers
• ‘Feelings’ emoji cards for empathy prompts
• Audio recorder or tablet (optional, to record presentation for reflection)

---

Lesson Structure

1. Welcome and Introduction (5 minutes)

• Greet the student and any attending family members warmly.
• Explain today’s activity: the student will share their World War II newspaper with everyone and talk about what they have learned.
• Go over the presentation checklist together, practising a key skill (e.g., speaking clearly).

2. Presentation of Newspaper (15 minutes)

• The student presents their section/story/article from the class newspaper.
• Encourage use of facial expressions and modulating voice to engage listeners.
• Pause periodically for questions from audience (family or teacher) to practise speaking and listening skills.
• Gently prompt with empathy questions, e.g.:
  • “How do you think children felt during the war?”
  • “Can you tell us why it was important for children to be evacuated?”

3. Empathy Reflection Activity (5 minutes)

• Show the student ‘feelings’ emoji cards representing emotions such as scared, happy, confused, brave.
• Ask the student which emotions they think the children in the stories felt and why.
• Invite the student to share how they might feel in the same situation and why it is important to learn about these experiences.
• Reinforce understanding that stories from the past teach us to care about others.

4. Wrap-Up and Celebration (5 minutes)

• Praise the student’s effort and bravery in presenting their work.
• Reflect briefly on the learning journey of the whole unit.
• Thank family members for attending.
• (Optional) Play back the recording if taken, to encourage self-awareness and improvement.

---

Assessment

• Formative: Teacher observes student’s communication skills during presentation and interaction, noting clarity, engagement, and use of historical vocabulary.
• Empathy Check: Student’s responses during reflection activity demonstrate understanding of children's feelings in WWII.
• Self/Peer Feedback: Using simple thumbs up/down or smiley face prompts, encourage audience feedback on the clarity and emotional impact of the presentation.

---

Differentiation and Support

• For student needing extra support, pre-teach key vocabulary or allow use of prompt cards.
• Encourage use of drawings or artefacts from previous lessons during presentation to support understanding.
• If anxiety is high, conduct a ‘mock’ presentation first just with the teacher before family join in.

---

Creative Extension Ideas

• Create a simple ‘thank you’ card from a WWII child’s point of view for family members.
• Design a ‘time capsule’ containing newspaper sections and personal reflections for the school archive or student’s home.
• Have the student create a short video diary as if they were living during WWII, using empathy storytelling.

---

This lesson offers a meaningful, reflective, and interactive conclusion to a historical unit designed to develop knowledge, empathy, and communication skills in line with the English National Curriculum.