Facing Inequality Together

Overview

Age Groups:

• KS1 (Ages 5-7)
• KS2 (Ages 7-11)

Duration: 80 minutes
Class Size: 10 students
Unit: Facing Our Problems Together
Lesson: 2 of 8
Lesson Title: Understanding Inequality
Subject: Modern Foreign Languages (MFL)

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National Curriculum Links

KS1 (Ages 5-7)

• Languages Programme of Study:
  • Listen attentively to spoken language and show understanding by joining in and responding (NC PoS, KS1)
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words (NC PoS, KS1)
• Personal, Social, Health and Economic Education (PSHE) (linked to role-play and social awareness)
  • Recognise what is fair and unfair, kind and unkind, what is right and wrong (PSHE Association Programme of Study for KS1)

KS2 (Ages 7-11)

• Languages Programme of Study:
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help (NC PoS, KS2)
  • Broaden vocabulary and develop ability to understand new words introduced into familiar written material, including through using a dictionary (NC PoS, KS2)
  • Understand basic grammar appropriate to the language being studied, including verbs and adjectives (NC PoS, KS2)
• PSHE Education:
  • Understand and recognise diversity in communities and the impact of inequality (PSHE Association Programme of Study for KS2)
  • Develop empathy and respect for others

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Learning Objectives

KS1

• Understand the concept of inequality in simple terms (e.g. some people have more or less of something).
• Recognise key vocabulary related to inequality in the target language (e.g. fair/unfair, same/different, more/less).
• Participate in role-play to demonstrate understanding of inequality.
• Practise listening and responding in the target language.

KS2

• Define and discuss different types of inequality (economic, social, cultural) using simple target language vocabulary.
• Use key vocabulary and phrases to express opinions about inequality.
• Practise speaking and listening skills through role-play and vocabulary activities.
• Reinforce understanding of new vocabulary through matching games.

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Resources Needed

• Flashcards with key vocabulary and pictures (fair, unfair, more, less, same, different, strong, weak, rich, poor, etc.) in target language and English.
• Simple role-play scenarios (printed cards).
• Vocabulary matching game cards.
• Audio recordings of key vocabulary and phrases (optional).
• Whiteboard and markers.
• Worksheets for vocabulary reinforcement (optional).

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Lesson Structure

Time	Activity	Description	Differentiation / Support
0-10 mins	Starter: Introduce Vocabulary	Introduce key vocabulary related to inequality using flashcards with images and words in the target language. Say each word/phrase aloud; students repeat chorally and individually. Use gestures and visuals to support meaning.	KS1: Use very simple vocabulary and gestures to support comprehension. KS2: Include simple sentences or short phrases.
10-25 mins	Listening & Comprehension: Mini Story	Tell a short story or show a simple video in the target language illustrating inequality (tailored by age). Students listen and answer simple questions using target language or English.	KS1: Use very simple language and visuals. KS2: Include short dialogues with role-play elements.
25-50 mins	Role-play Activity: "Walking in Others' Shoes"	Split class into small groups. Each group receives a role-play card depicting a scenario involving inequality (e.g., one child has more toys, one cannot join a game, someone has a disability). Students act out the scenario, demonstrating fairness or unfairness. Use target language phrases as prompts (e.g., "C'est juste?", “Is it fair?”). Teacher guides and models language forms.	KS1: Simple phrases ("fair", "unfair", "more", "less"). KS2: Full sentences expressing agreement/disagreement and feelings. Provide sentence starters for less confident students.
50-65 mins	Vocabulary Match Game	Students work in pairs or small groups to match vocabulary cards with pictures and meanings. Use timed rounds to encourage engagement. Include a follow-up where students use the words in sentences or questions aloud.	KS1: Focus on matching words and pictures. KS2: Also match words with simple sentences or phrases. Challenge KS2 students to create their own sentences using new vocabulary.
65-75 mins	Group Discussion & Reflection	Guided discussion in target language and/or English about what students learned regarding inequality and fairness. Ask open-ended questions: “Why is it important to be fair?”, “How can we help others who face inequality?” Encourage simple replies and support with vocabulary.	Encourage all to participate at their level. Use visual prompts to support discussion.
75-80 mins	Plenary & Assessment	Quick oral quiz or thumbs-up/thumbs-down game on vocabulary and concepts learned. Optionally, use mini-whiteboards for students to write or draw something they learnt about inequality in the target language. Provide positive feedback.	Use formative assessment to check understanding. Encourage self-assessment through smiles/thumbs up/down.

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Detailed Notes and Suggestions

Engaging KS1 with Empathy and Language

• Use puppets or characters representing different children to make the scenarios relatable.
• Keep language repetition high to build confidence.
• Use colourful images and props to illustrate concepts simply.

Deepening KS2 Understanding and Language Skills

• Introduce comparative forms (more than, less than), simple adjectives, and question structures related to fairness/inequality.
• Encourage use of first-person phrases to express opinions: “Je pense que c’est injuste” / “I think it is unfair.”
• Include cultural notes where appropriate (e.g., how different countries view fairness).

Cross-Curricular Links

• PSHE: Ethical discussions about fairness and empathy.
• Citizenship: Understanding community values.
• Drama: Role-play skills develop social and language competence.

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Assessment

• Formative: Observations during role-play and vocabulary activities to assess understanding and use of new vocabulary.
• Oral: Participation in discussion and quiz games, checking pronunciation and correct use of target language.
• Self-assessment: Students indicate their confidence with concepts and vocabulary using visual cues.

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Extension Activities (Optional)

• KS2 creative writing: Compose a short paragraph describing a scene of fairness or unfairness in the target language.
• KS1 drawing activity: Draw a happy or sad scene related to fair/unfair situations and label with words in the target language.
• Home learning: Students interview family members about examples of fairness and inequality and report back in simple sentences.

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This lesson plan ensures clear progression through the KS1 and KS2 MFL curriculum while embedding fundamental PSHE values on fairness and inequality, delivered via active, hands-on, and language-rich approaches.