Exploring Neurodiversity

Overview

Students are introduced to the concept of neurodiversity through guided discussion and a short interactive sorting activity. They will learn key vocabulary and practise planning what they want to say, using accurate spelling, punctuation and clear reasoning.

Learning intentions

• Students will explain what “neurodiversity” means in simple terms.
• Students will use key vocabulary accurately in spoken contributions and short written notes.
• Students will listen to others’ ideas and build on them in discussion.
• Students will organise a brief piece of writing to support a point about belonging and difference.

Success criteria

• I can define neurodiversity and name at least two related terms.
• I can use discussion language (e.g., “I agree because…”, “A different view is…”) respectfully.
• I can write 4–6 sentences that group ideas clearly and support them with a reason.
• I can check my work for accurate grammar, punctuation and spelling.

Curriculum links

• Writing — students write accurately and effectively for information (WALT write at length for information; organise ideas).
• Reading and writing — students practise conventions for discussion and debate and work collaboratively.
• Writing — summarising and organising material and supporting ideas with necessary detail.
• Writing — paying attention to accurate grammar, punctuation and spelling.

Lesson structure (45 minutes)

1. 0–5 min · Hook. Teacher shows a prompt on the board: “People think in different ways—how should a classroom respond?” Students write a quick 2-sentence reaction, then share one line with a partner.
2. 5–12 min · Direct teach: key terms. Teacher introduces and explains: neurodiversity, neurotypical, autism, ADHD, dyslexia (keep definitions age-appropriate and non-clinical), and belonging. Students underline unfamiliar words and repeat the definition chorally, then choose one term to personalise in their notes (“This matters because…”).
3. 12–22 min · Interactive discussion sorting. Teacher gives “statement cards” (e.g., “Different thinking styles are part of human variation,” “We should judge by effort, not stereotypes,” “Support helps everyone learn,” “Everyone deserves respect”). In groups of 4 (or as a class with teacher-led turns), students sort into two columns: “Supports belonging” / “Doesn’t support belonging,” and then discuss one card per student.
4. 22–28 min · Modelling debate moves. Teacher models three sentence stems on the board and demonstrates how to extend an idea:

• “I agree/disagree because…”
• “Another perspective is…”
• “What I’m hearing is…” Students practise each stem aloud, using one statement from the sorting task.

5. 28–37 min · Write to organise (mini task). Teacher sets a short writing prompt: “What does neurodiversity mean, and how can schools support belonging for different learners?” Students plan quickly using a 3-part structure: Definition → Effects/needs → Support suggestions. Then they write 4–6 sentences.
6. 37–42 min · Peer check (accuracy + clarity). Teacher provides a simple checklist: capitals and full stops, spelling of key vocabulary, clear linking words (because, so, however if needed), and grouped ideas. Students exchange books or notes and highlight one strength and one improvement.
7. 42–45 min · Exit ticket. Students answer: “In one sentence, define neurodiversity. In one sentence, give one respectful way to include someone who thinks differently.” Teacher collects for assessment.

Resources

• Statement cards for sorting (printed or on slides without links)
• Word bank cards for: neurodiversity, neurotypical, autism, ADHD, dyslexia, belonging
• Sentence stem cards for discussion
• Writing prompt sheet and a 3-part planning box
• Peer checklist (grammar, punctuation, spelling of key terms, clarity)
• Exit ticket slips

Assessment

• Formative observation during sorting: listen for respectful turn-taking and correct use of vocabulary.
• Teacher checks students’ plans and short writing for organisation (definition/effects/support) and supportive reasoning.
• Exit ticket assesses accurate definition plus a respectful inclusion action.

Differentiation

• Support: provide sentence starters and a partially completed planning template (Definition/Evidence/Support prompts). Offer a word bank with simplified definitions.
• Support for spelling: allow a quick “key terms reference strip” during writing; pre-teach likely spelling patterns (e.g., dyslexia, neurodiversity).
• Extension: ask students to add a contrasting phrase (“Some people may misunderstand… however…”) and include one example of a school support (quiet space, clear instructions, sensory-friendly routines).
• EAL/SEN considerations: permit verbal first drafts (teacher or partner scribe) before writing; keep discussion roles clear (speaker, summariser, questioner).