Introducing Refugees

Overview

This 45-minute session is the first lesson in a six-lesson unit, Exploring Friendship and Courage, designed for Year 7 students. It introduces the concept of refugees through engaging discussion, key vocabulary development, and reading comprehension, aligned with the National Curriculum for England’s aims for English at Key Stage 3. The lesson promotes empathy, cultural understanding, and inclusion — vital skills for personal development and citizenship.

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National Curriculum Links

English Key Stage 3 (Years 7-9)

• Reading – comprehension:
  • KS3 English Programme of Study: "Read critically and support this with textual references and quotations"
  • "Explore how authors use narrative techniques and language to create complex characters and settings"
• Spoken Language:
  • "Listen and respond appropriately to spoken language, including the use of questions and feedback"
  • "Use spoken language imaginatively, adapting to different contexts and audiences to express ideas and emotions effectively"
• Writing (for future lessons, but foundational here):
  • "Develop vocabulary and grammatical knowledge relevant to the text’s themes"

PSHE (Personal, Social, Health and Economic Education) – while not statutory until later years, empathy and inclusion are embedded values within the curriculum.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define the term refugee and related vocabulary confidently.
2. Demonstrate comprehension of selected excerpts from The Boy at the Back of the Class through guided reading.
3. Engage in meaningful discussion demonstrating empathy and understanding of refugees’ experiences.
4. Make connections between the text and real-world issues about inclusion and friendship.

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Resources

• Copies of selected excerpts from The Boy at the Back of the Class (specially chosen to introduce Ahmet’s background)
• Whiteboard/interactive board and markers
• Vocabulary flashcards: refugee, asylum, displacement, inclusion, empathy, courage
• Large sheets of paper and pens for group discussion notes
• Short video clip (2-3 mins) explaining what it means to be a refugee (optional, if tech available)
• “Feelings and Friendship” empathy prompt cards

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Lesson Structure

1. Starter (5 minutes) – Warm-up discussion

• Write the word refugee on the board. Ask, "What do you think this word means?"
• Encourage students to share ideas in pairs, then invite a few pairs to report back.
• Introduce simple, clear definition: "A refugee is a person who has had to leave their home country because of danger or fear."
• Briefly ask students if they can think of any reasons why someone might need to leave their home (war, persecution, natural disaster).

2. Vocabulary Introduction (7 minutes)

• Present key vocabulary on flashcards: refugee, asylum seeker, displacement, inclusion, empathy, courage.
• For each, provide a student-friendly definition and an example sentence.
• Use quick interactive games such as "Vocabulary Ping-Pong" where students bounce the word back and forth with definition or a synonym.
• Encourage note-taking or quick dictionary-style entries in their exercise books.

3. Guided Reading (15 minutes)

• Distribute excerpts from The Boy at the Back of the Class that focus on Ahmet's background and early interactions.
• Read aloud with the class, modelling fluent reading and expression.
• Pause to discuss difficult or important phrases, linking back to vocabulary.
• Ask guided questions to check comprehension:
  • "Why did Ahmet have to leave his home?"
  • "How do you think Ahmet might be feeling?"
  • "What clues does the author give us about Ahmet’s personality?"
• Allow students to do paired reading for parts of the text to practise fluency.

4. Group Discussion & Empathy Activity (15 minutes)

• Arrange students in 2 groups of 5, each with large paper and pens.
• Prompt questions:
  • "What challenges might Ahmet face in a new school?"
  • "How can we show kindness and make new friends who are different from us?"
  • "Why is it important to understand other people’s experiences?"
• Ask groups to record keywords, phrases, and ideas.
• After 8 minutes, invite groups to present their ideas.
• Use “Feelings and Friendship” cards to role-play short scenarios illustrating inclusion and empathy.

5. Plenary (3 minutes) – Reflective exit task

• Each student shares one thing they learned today about refugees, or one way they can show courage or kindness in school.
• Teacher summarises key points and sets a reflective question to think about for next lesson:
  “What stories can stories of friendship and courage teach us about ourselves?”

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Assessment & Feedback

• Formative assessment through:
  • Participation in discussions and paired work
  • Responses to comprehension questions during guided reading
  • Contributions to group empathy activity
• Teacher notes on students’ use of vocabulary and their ability to infer feelings and motivations from the text.
• Exit reflections provide insight into personal engagement and understanding.

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Differentiation & Inclusion

• Provide excerpts with simplified language for students who need additional support.
• Encourage more confident readers to read aloud or summarise paragraphs.
• For EAL students, pre-teach vocabulary and use visual supports.
• Use pair and group work to scaffold understanding collaboratively.
• Ensure all students experience a sense of accomplishment and voice in discussions.

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Extension Ideas

• Create a “Refugee Journey” storyboard for homework—students draw or write about what they imagine refugees experience.
• Prepare a class glossary of refugee-related words, updated weekly, integrating hearing and spelling practice.
• Encourage students to share any personal or family stories related to migration or change.

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This lesson combines literature, empathy, and social awareness in a way that is accessible and meaningful to Year 7 students, fully aligning with the England National Curriculum objectives for English and underpinning key values of understanding and inclusion.