Introduction to Refugees

Overview

This 45-minute lesson is the first of a six-part unit titled "Understanding Refugee Experiences" designed for Year 7 students (ages 11-12). It introduces pupils to the concept of refugees through the lens of The Boy at the Back of the Class by Onjali Q. Raúf. Using discussion, reading, and reflective activities, students explore themes of friendship and kindness, developing empathy and historical perspective.

National Curriculum Links

History KS3 (Years 7-9):

Pupils should be taught to:
- Understand historical concepts such as cause and consequence, similarity and difference, and significance.
- Develop an understanding of significant events and experiences beyond living memory, including migration and refugee movements.
- Appreciate perspectives and experiences of people in the past and the impact on society.

English KS3:

Develop skills in reading for meaning and empathy, discussing themes and characters.
Engage with diverse texts that foster cultural understanding and social awareness.

Personal, Social, Health and Economic (PSHE) Education:

Develop empathy and respect for diversity and human rights.
Explore themes of kindness, community, and inclusion.

Learning Objectives

By the end of the lesson, students will:

Define what a refugee is and distinguish it from other types of migration or travel.
Identify and discuss key themes of friendship and kindness as presented in The Boy at the Back of the Class.
Express personal reflections on the emotional experiences of refugees based on the character’s journey.
Begin to develop empathy and historical perspective regarding refugee experiences.

Resources Needed

Copies or excerpts of The Boy at the Back of the Class (e.g., Chapter 1 and 2) or a projector to display relevant passages.
Whiteboard/flipchart and markers.
Sticky notes or small cards for reflection activity.
Printed Definition cards: “Refugee,” “Migrant,” “Asylum Seeker,” “Internally Displaced Person.”
Emotion word cards (words like scared, hopeful, lonely, accepted).

Lesson Structure

1. Starter Activity: What is a Refugee? (10 minutes)

Activity: Display the four definition cards.
Ask students to work in pairs and match definitions to the correct term.
Discuss as a whole class, clarifying what a refugee is (someone forced to flee their country due to war, persecution, or disaster).
Engage students with the question: Why do people become refugees? Record responses on the board.

Curriculum link: Develops knowledge of migration causes and consequences (History KS3).

2. Introducing the Text and Character (10 minutes)

Read aloud or show extracts describing Ahmet, the refugee boy in The Boy at the Back of the Class.
Ask students to listen for how Ahmet might be feeling and what challenges he is facing.
After reading, facilitate a discussion:
- How do you think Ahmet feels at the start of the story?
- What does friendship and kindness mean to you in this context?

Curriculum link: Enhancing empathy through literature (English KS3).

3. Reflection & Emotion Mapping (15 minutes)

Give students sticky notes or cards and emotion word cards.
Students write or draw how they imagine Ahmet feels and stick their notes on a whiteboard under headings (e.g. scared, hopeful, lonely, accepted).
Encourage students to explain their choices briefly in pairs or to the class.

Extension: Invite students to relate to times when they felt like Ahmet or experienced kindness from others.

Curriculum link: Developing understanding of historical perspectives and emotional literacy (History and PSHE).

4. Group Discussion: Friendship and Kindness in Refugee Experiences (8 minutes)

Pose thought-provoking questions for open discussion:
- Why might friendship be important for someone like Ahmet?
- How can kindness change someone’s experience of feeling like an outsider?
- How can learning about refugees affect the way we treat others in our community?
Conclude by affirming the importance of empathy and community support.

5. Plenary: Summary and Personal Commitment (2 minutes)

Summarise key points from the lesson.
Ask each student to say one word describing what they will remember from today’s lesson or one action they can take to show kindness.
Collect responses and display as a “Kindness Charter” for the next lessons.

Assessment

Formative assessment through class discussions and pair work sharing.
Emotional reflection notes collected to gauge students’ empathy and understanding.
Informal oral feedback during plenary.

Differentiation

For students needing additional support: provide simplified definition cards and visual emotion cues.
Challenge higher-attaining students to think about wider refugee causes and cultural integration issues.

Cross-Curricular Opportunities

Link with PSHE: exploring kindness and community building.
Opportunity for English skills: narrative understanding, vocabulary development, and empathy.

Teacher’s Notes / Tips

Establish a safe, respectful classroom environment for open discussion.
Use the text as a springboard for deeper exploration in later lessons (legal rights, historical refugee crises).
Encourage students to connect personally and think critically—avoid stereotyping or oversimplifying refugee experiences.

This lesson combines empathy-building, historical understanding, and curriculum requirements creatively, priming students for the subsequent lessons in the unit on refugees.

Teaching Instructions