Gardens Introduction

Overview

This 50-minute lesson is designed for Entry Level 1 students in a class of 10, introducing them to the concept of gardens. It aligns with the National Curriculum for England by focusing on early personal, social, and communication skills, and developing understanding of the natural world, which supports science and PSHE development at this stage.

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Learning Objectives

By the end of the lesson, students will:

• Recognise what a garden is and identify common features found in gardens. (National Curriculum KS1 Science: Plants - Working Scientifically - observing and identifying)
• Express personal preferences about gardens through verbal communication and simple drawings. (National Curriculum English - Spoken Language: participating in discussions)
• Develop social and collaborative skills through group brainstorming activities. (PSHE Association Framework: Self-confidence and self-awareness, managing feelings and behaviour)

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National Curriculum Links

Subject Area	Relevant Programmes and Competences
Science (KS1)	Plants: Identifying and naming common plants in the local environment; making observations
English (Spoken Language)	Participation in discussions, expressing own ideas and thoughts clearly
PSHE	Developing confidence to speak to others and listen respectfully; collaborative working

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Resources

• Large sheet of flip chart paper or whiteboard for brainstorming
• Coloured markers or chalk
• Picture cards of different garden features (flowers, trees, vegetables, insects, garden furniture, water features, etc.)
• Plain paper and crayons for students’ own garden drawing
• Visual timetable for the session

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Lesson Breakdown

1. Starter Activity — What is a Garden? (10 minutes)

• Show picture cards of gardens and garden features.
• Ask students: "What do you think a garden is?" and "Have you ever seen or been to a garden?"
• Allow each student to share a word or sentence about gardens.
• Record students’ responses visibly on the board (e.g., "flowers," "grass," "trees").
• Use this to emphasise key vocabulary related to gardens.

Teaching Tip: Use simple, clear language and repeat important vocabulary to support all learners, including those with additional needs.

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2. Main Activity — Dream Garden Brainstorm (20 minutes)

• Explain the activity: "Let’s think about what you would like to have in your own garden."
• Introduce brainstorming rules (all ideas are welcome, we listen when others talk).
• Use flip chart paper to collect ideas. Use picture cards to prompt ideas if needed.
• Encourage students to explain why they want a particular item in their garden (e.g., "I want flowers because they smell nice").
• If some students find verbal expression challenging, allow alternative communication such as pointing to picture cards or drawing simple symbols.
• Ensure each student contributes at least one idea.

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3. Creative Task — Draw Your Garden (15 minutes)

• Provide each student with plain paper and crayons.
• Ask them to draw their own garden using ideas from the brainstorming session.
• Encourage creativity—no right or wrong answers.
• Teachers circulate, support students in naming parts of their garden and writing keywords at the bottom of the drawing if possible.

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4. Plenary — Share and Reflect (5 minutes)

• Invite students to share their drawings with the group if they wish, using simple sentences (e.g., "This is a flower," "I have a tree in my garden").
• Reinforce the new vocabulary from the lesson.
• Praise participation and creativity to build confidence and a positive learning atmosphere.

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Assessment

• Formative: Observation during the brainstorming to assess students’ ability to listen, contribute ideas, and use vocabulary related to gardens.
• Creative Task: Evaluate engagement and understanding through personalised drawings representing garden features.
• Oral Feedback: Collect simple verbal feedback on what students enjoyed or would like to learn next about gardens.

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Differentiation and SEND Support

• Provide visual supports and realia to aid understanding.
• Use simplified language and repeat key concepts often.
• Allow alternative communication options (gesture, symbols).
• Offer additional adult support for students with complex needs to participate fully.
• Pair students strategically to encourage peer support.

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Extension Ideas

• Set up a small hands-on garden box or potted plants in the classroom for ongoing observation.
• Create a classroom "Garden Wall" where students can add photos or drawings of garden elements throughout the unit.

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Reflection for Teacher

• Note which students actively engaged and which needed further encouragement.
• Identify vocabulary that may need revisiting.
• Consider how students responded to group activities versus individual drawing and adjust for future lessons.

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This lesson forms a crucial foundation for subsequent sessions exploring planting, garden wildlife, and practical gardening skills, embedding curiosity, language development, and social learning in an engaging, age-appropriate way tied directly to National Curriculum expectations for early learners.