Getting to Know You

Context

• Year Group: Year 1
• Unit: Fun First Days! (Lesson 4 of 9)
• Class Size: 26 students
• Duration: 60 minutes
• Curriculum Reference: National Curriculum for England – Personal, Social, Health and Economic Education (PSHE) and English
• Teacher Focus: Hands-on, fun, vocabulary-rich, consolidative learning

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Learning Objectives (WALT)

We Are Learning To:

• Express information about ourselves using spoken and written language.
• Understand and use vocabulary related to personal identity and feelings.
• Listen respectfully and ask questions about peers to build community.
• Use drawing, writing, and speaking to communicate personal information.

Curriculum Links:

• PSHE (Personal, Social and Emotional Development):
  • Recognise and communicate their own feelings and those of others
  • Understand the importance of friendships and respect
• English (Reading and Writing):
  • Use vocabulary to describe themselves and others
  • Construct simple sentences when speaking and writing
  • Engage in active listening during discussions

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Success Criteria

• I can say 3 things about myself using full sentences.
• I can listen to my classmates and ask questions politely.
• I can create a colourful poster that shows who I am.
• I can use some new words about myself and my feelings.

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Resources

• Large A3 paper sheets for posters
• Coloured pencils, felt-tip pens, stickers
• Pre-prepared vocabulary banks with simple words and pictures (e.g., “happy,” “family,” “likes,” “friends”)
• Name badges
• ‘All About Me’ sentence starters (dyslexia-friendly fonts such as Comic Sans or OpenDyslexic)
• Visual timetable
• Whiteboard and markers
• Soft ball or talking stick for turn-taking

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Lesson Outline

Time	Activity	Description	Differentiation	Assessment
0-5 mins	Introduction and Settle	Brief circle time. Teacher explains the day’s focus using WALT and shows examples of ‘All About Me’ posters. Introduce new vocabulary through matching pictures and words.	Use clear, slow speech and visual aids for EAL and SEN students. Provide vocabulary flashcards.	Observe engagement and vocabulary recall in responses.
5-15 mins	Brainstorming	Children share oral sentences about themselves (e.g., “I have a dog.” / “I like apples.”). Teacher writes key vocabulary on the board—link back to yesterday’s learning for consolidation. Use talk partner discussions first for shy children.	Sentence starters and word banks on desks for support. Pair advanced learners to add extra information (e.g., adding feelings words).	Monitor oral sentence formation and vocabulary use through talk partners.
15-45 mins	Create Personal Posters	Students use A3 paper to create ‘All About Me’ posters that include: name, favourite things, family, and something they feel happy about. Use pictures and words. Teacher circulates to support writing and spelling, encouraging use of new vocabulary.	Writing frames and dyslexia-friendly sheets for those who need it. Allow drawing substitutes for writing. Higher-ability students encouraged to write full sentences independently.	Collect posters at end for informal assessment of vocabulary and sentence structure. Anecdotal records of support needed.
45-55 mins	Sharing and Listening Activity	In small groups (6-7 children), each child presents their poster to the group using their sentence starters. Peers ask one question each using ‘What’ or ‘Why’ (e.g., “Why do you like that toy?”). Teacher uses a talking stick or soft ball to manage turns.	Provide question sentence starters and modelling. Extra support in groupings for children needing help with speaking/listening. Extension: advanced children can answer in more detail or ask follow-up questions.	Teacher notes confidence and listening skills, appropriate use of vocabulary in questioning.
55-60 mins	Plenary and Reflect	Circle time reflection: What did we learn about ourselves and others? Reinforce vocabulary by creating a class word bank on the board. Link back to the importance of community and feelings.	Use smiley/sad face cards for non-verbal feedback from pupils who find speaking challenging.	Check understanding through pupil responses and non-verbal cues.

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Differentiation Strategies

• For EAL learners:
  Use pictures and visual vocabulary cards; partner with fluent English speakers; pre-teach key vocabulary.
• For SEN/Dyslexic learners:
  Provide writing frames and sentence starters in dyslexia-friendly fonts; allow oral responses instead of writing; reduce text load on posters.
• For Advanced learners:
  Encourage writing simple sentences with conjunctions (and, because); create a "My Future Goals" section on the poster to extend thinking.
• For Shy/Anxious children:
  Allow them to rehearse with teacher or a trusted adult before sharing; use non-verbal ways to participate such as pointing to pictures or using symbols.

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Extension Activities

• Create a “Friendship Quilt” project where children decorate a square with their poster elements, later assembled into a class display.
• Use digital tablets to draw or record an audio version of their ‘All About Me’ poster, promoting tech literacy linked to English.
• Organise a “Show and Tell” day where children bring an item from home and explain why it is important to them using new vocabulary.

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Dyslexia-Friendly Reading Tips

• Use large font size (14-16pt) in Comic Sans or OpenDyslexic fonts.
• Present vocabulary with supportive images.
• Use high contrast colours (black text on cream background).
• Break down sentences into small chunks with clear spacing.
• Use bullet points and avoid dense blocks of text.

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Teacher Reflection Notes

• Monitor if children are confident in using vocabulary about themselves and listening respectfully.
• Reflect on pacing: Are children engaged throughout? Do some need more time or support?
• Check if simple sentence starters sufficiently scaffold writing or whether some children need more challenge or less pressure.
• Determine if ‘All About Me’ posters will be displayed as a positive community-building resource for the rest of the term.

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Ready to create a positive classroom community from day one – with smiles, stories, and shared learning!