Friendship and Inclusion

Overview

This 45-minute session (Lesson 5 of 6) in the unit Understanding Refugees Through Literature invites Year 7 students to deepen their empathy and communication skills by exploring themes of friendship and inclusion within refugee experiences as depicted in literature. Through carefully scaffolded discussion, role-play, and peer feedback, students will enhance their spoken language skills, develop social awareness, and foster compassionate attitudes aligned with the National Curriculum for England.

National Curriculum Links

English Key Stage 3 (Year 7):

Spoken Language -:
- Pupils should be taught to improvise, rehearse and perform play scripts and poetry aloud (NC PoS Spoken Language)
- Articulate and justify answers, arguments and opinions
- Use spoken language to develop understanding through imagining and exploring ideas
Reading:
- Develop familiarity with a wide range of books, including modern fiction that reflects contemporary issues
- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions
Personal, Social, Health and Economic Education (PSHE) Links:
- Developing understanding of inclusion, respect, and empathy
- Building positive relationships and communication skills

Learning Objectives

By the end of this lesson, students will:

Discuss examples of friendship and inclusion from the refugee-themed book studied in the unit, demonstrating understanding of characters’ emotions and motivations (NC: Reading, Spoken Language).
Role-play scenarios that promote inclusive behaviour, practising articulation of thoughts and feelings in various social contexts (NC: Spoken Language).
Give and receive constructive peer feedback reflecting on behaviours that encourage or hinder inclusion (NC: Spoken Language, PSHE).
Reflect on personal attitudes towards friendship and inclusion in relation to others' lived experiences (PSHE personal development).

Resources

Copies or excerpts from the refugee-themed book used in the unit
Role-play scenario cards (prepared beforehand)
Whiteboard/flipchart and pens
Peer feedback sheets with prompts
Timer or stopwatch

Lesson Structure (45 minutes)

1. Starter Activity – Emotion Inference (8 mins)

Briefly revisit a key passage from the book that highlights friendship or inclusion.
Ask students to infer how the characters might feel and why, linking to textual evidence.
Encourage multiple responses, emphasizing respectful listening and justification of ideas.
Write key emotions and phrases on the whiteboard.

Purpose: Promote inference skills and prepare for deeper discussion on friendship.

2. Group Discussion – Defining Friendship and Inclusion (10 mins)

Pose the questions:
- "What does friendship mean to you?"
- "How can we include others who might feel different or excluded?"
In pairs, students discuss briefly, then share ideas with the whole class.
Facilitate connections to refugees' experiences from the text.
Record ideas on the board under headings Friendship and Inclusion.

Purpose: Activate prior knowledge and scaffold understanding of social concepts.

3. Role-Play Preparation and Practice (15 mins)

Divide class into five pairs or small groups (2 students per group).
Hand out role-play scenario cards featuring realistic situations related to inclusion (e.g., welcoming a new classmate who has recently arrived from another country).
Each pair chooses or is assigned a scenario.
Allow 5 minutes preparation practicing both roles, encouraging empathy by imagining the character’s feelings and perspective.
Focus on verbal expression, body language, and positive inclusion strategies.

Purpose: Develop spoken language skills and empathy through experiential learning.

4. Role-Play Presentations and Peer Feedback (10 mins)

Each group performs their role-play (approx. 2 minutes each).
After each, other students provide constructive feedback using sentence starters:
- “I liked how you showed inclusion when...”
- “It might be even better if you tried to...”
Highlight positive language and respectful criticism.

Purpose: Foster critical thinking and collaborative learning aligned with NC Spoken Language expectations.

5. Plenary and Personal Reflection (2 mins)

Ask students to write a quick note or share verbally:
- One thing they learned about friendship or inclusion today.
- One way they can practise inclusion in school or their community.

Purpose: Consolidate learning and promote personal growth.

Assessment

Formative assessment through:

Observation of participation and articulation during discussion
Engagement and empathy demonstrated in role-play performances
Quality and constructiveness of peer feedback
Reflection notes demonstrating personal connection and understanding of inclusion

Differentiation

Support: Provide sentence starters and role-play prompts; pair less confident speakers with supportive peers.
Challenge: Encourage deeper character analysis and extension questions in discussion, e.g., “How might cultural differences affect inclusion?”
Use visual aids to reinforce understanding for learners who benefit from multimodal input.

Extension Idea (if time/interest permits)

Invite students to write a short diary entry or letter from the perspective of one of the refugee characters focusing on a moment of friendship or exclusion. This links creative writing skills to empathy development.

Teacher’s Notes

Maintain a safe, respectful environment - remind students of the importance of sensitive listening, especially considering the nature of refugee experiences.
Use inclusive language to model the attitudes being taught.
This lesson bridges literary analysis and PSHE, preparing students to approach complex social issues with maturity.

This lesson plan intentionally combines NC English spoken language expectations with social and emotional learning, using literature as a vehicle for perspective-taking and social inclusion. It is designed to engage Year 7 learners interactively while meeting curriculum standards effectively.

Teaching Instructions