Getting to Know

Overview

This 45-minute introductory session is for a Year 5 class at a secondary special school, with students working at primary school levels. The aim is to establish rapport, understand each student's abilities and preferences, and set a positive tone for future learning. The lesson aligns with the National Curriculum for England (Year 5 English) focusing on speaking & listening and writing composition standards, adapting the activities for learners with additional needs and providing scaffolding for all.

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Curriculum References

English Programme of Study: Key Stage 2 (Years 3-6)

• Spoken Language:
  • Participate in discussions, presentations, performances, role play/improvisations and debates (NC KS2 Spoken language – Years 3-6)
• Writing Composition:
  • Plan, draft, and write for different purposes (including narratives and descriptions)
  • Use organisational devices (paragraphs, headings/sub-headings)
  • Consider audience and purpose
  • Proofread for errors in spelling, grammar, and punctuation

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Learning Objectives (WALT)

• WALT introduce ourselves to others using speaking and listening skills
• WALT write independently about ourselves using clear sentences, appropriate vocabulary, and punctuation
• WALT work as a class to share information and reflect on our learning

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Resources

• Dyslexia-friendly name tags (large print, sans serif font, colour-coded)
• “About Me” prompt sheets at three levels (see differentiation below)
• Colour pencils/pens
• Whiteboard and markers
• Large poster paper for joint class activity
• Visual timetable for lesson structure
• Mini whiteboards for quick starter activity

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Lesson Structure

1. Recap & Starter (10 minutes)

Activity: Quick “Name and One Thing I Like” circle

• Each student says their name and shares one interest or hobby.
• Teacher models first, including something about themselves (e.g., “I’m Miss Smith, I like reading stories about animals.”)
• Use visual prompt cards to support students who need it.
• Assessment: Informal observation to gauge speaking confidence, vocabulary use.

2. Independent Writing – “All About Me” (25 minutes)

Activity: Complete a differentiated writing task where students write about themselves. Include spelling, punctuation, and sentence structure focus.

Differentiation:

• Emerging (Level 1): Complete short sentences or simple phrases with word banks and sentence starters (e.g., “My name is ___.” “I like ___.”)
• Expected (Level 2): Write several sentences in paragraph form using prompts (e.g., hobbies, family, favourite subjects) and focus on using capital letters and full stops correctly.
• Advanced (Level 3): Write a short paragraph using adjectives, conjunctions (“and,” “because”), and include at least one interesting sentence starter (e.g., “One thing I love is…”)

Dyslexia-friendly support:

• Provide prompt sheets in dyslexia-friendly fonts, coloured paper for reduced visual stress, use bullet points and spacing.
• Use mind maps or graphic organisers for those who struggle with linear writing.

Extension for advanced learners:

• Add a sentence to talk about a favourite book or story and explain why.
• Use commas in a list (e.g., “I like reading, painting, and playing football.”)

Assessment:

• Collect writing to note sentence structure, punctuation use, and vocabulary. Give verbal feedback.

3. Group Finisher – “Our Class Poster” (7 minutes)

Activity: Class collaborates to create a large poster titled “Our Class Community.” Each student contributes a fact about themselves from their writing. Teacher writes clearly, helping with spelling and sentence structure as required.

• Encourage students to listen as others speak, practising turn-taking and respect.
• Add drawings or small pictures to visually represent interests.

4. Secure Exit Routine – Quick Quiz & Reflection (3 minutes)

Activity: Oral quiz – teacher asks quick, friendly questions like:

• “Who likes football?”
• “Who’s got a pet?”
• “What’s one new thing we learnt about each other today?”

Students raise hands or answer briefly.
Teacher reinforces positive participation and shares one thing they liked about the class.

Display the visual timetable again and remind of the next session (or any changes).

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Differentiation Summary

Student Group	Support Strategy	Extension Opportunity
Emerging writers	Sentence starters, word banks, simplified prompts	Add an extra sentence to describe their favourite colour or food
Expected writers	Prompts for paragraph structure, spell check support	Use conjunctions and adjectives
Advanced writers	Encourage complex sentences, use commas in lists	Write about favourite book and reasoning
Dyslexic/Learning Difficulties	Dyslexia-friendly font, coloured paper, graphic organisers	Oral rehearsal of writing before writing
Visual learners	Pictures, colour-coded resources	Draw pictures to complement writing

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Reflection Notes for Teacher

• Monitor engagement in the introductory circle to identify shy or reluctant speakers.
• Note handwriting and sentence construction in writing for future differentiation planning.
• Use this lesson’s observations to personalise support and groupings for future lessons.
• Encourage TA to note any key individual student needs or behaviours from today’s session.

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This lesson plan not only meets the KS2 English requirements but also fosters a welcoming, inclusive learning environment supporting special school learners at primary levels. It blends speaking, listening, and writing, allowing you and the students to build relationships while gathering valuable baseline information about their skills and interests.