Meet the Councillors

Overview

Lesson 3 of 20 in “Community Connections and Responsibilities”. Students meet a local councillor to learn about their role and responsibilities, then practise asking respectful questions.

Learning intentions

• WALT: Understand the role of local councillors and how they help our community.
• WALT: Practise listening carefully and asking questions about public services.
• WALT: Learn simple ways to show respect during a visit and Q&A.

Success criteria

• I can explain what a local councillor does in a few sentences.
• I can listen to questions and answers without interrupting.
• I can ask at least two questions during the visit.
• I can use polite words when speaking to an adult (for example, “please” and “thank you”).

Curriculum links

• PSHE: Relationships and working with others, including respectful behaviour and listening.
• PSHE: Living in the wider world, including how communities work and who helps.
• Citizenship-style learning: Taking part in the local community and understanding roles in public life.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and rules

• Teacher introduces the visit and repeats class rules for respectful listening: hands still, eyes watching, wait your turn, use kind words.
• Students practise a “pause and listen” gesture to support attention.

2. 5–15 min | Councillor role brainstorm

• Show a simple “roles in the community” picture set (councillor, school staff, shop worker, nurse) and ask what each person helps with.
• Teacher models a sentence starter: “A local councillor helps by…”
• Students share ideas using turn-taking.

3. 15–20 min | Question planning (scaffolded)

• Give question stems and sentence frames; students choose two.
• Teacher models how to ask: say your name, ask one clear question, then pause.

4. 20–45 min | Councillor Q&A visit

• Councillor speaks briefly about their role and responsibilities.
• Students ask chosen questions in turn. Teacher supports timing and ensures everyone gets a chance.
• Teacher prompts if needed: “Who would like to ask next?” and “Remember to wait.”

5. 45–55 min | Quick reflection

• Students complete a simple “I learned…” sentence and colour one circle: “I listened well” / “I asked a question” / “I waited my turn”.
• For non-readers/less confident readers, allow speaking or drawing.

6. 55–60 min | Exit ticket and next lesson link

• Students share one new fact and one helpful behaviour they will use next time.
• Teacher reminds: “Next we will think about responsibilities and how we can help at school and in the community.”

Resources

• Visitor plan and consent/safeguarding checklist (school procedure)
• Simplified summary sheet of the councillor’s role (dyslexia-friendly)
• Question cards with stems (for example, “What do you do in your job?”, “How do you help people in our area?”, “What decisions do you make?”)
• Simple role pictures for community helpers
• Visual timetable for the lesson
• “Listening and speaking” classroom prompts (posters or cards)
• Question recording sheet (two boxes for students to write/draw their questions)
• Ear defenders or quiet seating option if needed

Assessment

• Teacher observes Q&A: students asking at least two questions, using polite phrases, and waiting their turn.
• End-of-lesson exit ticket: one sentence or drawing showing understanding of what a councillor does.
• Informal check during brainstorm: student can match “councillor” to “helps the community” with a simple explanation.

Differentiation

• Support (Autism/ADHD-friendly): use visual question cards, explicit turn-taking rules, short time blocks, and a “wait” cue; allow pre-reading or teacher-led reading of question stems.
• Support for questions: provide a “two-question set” tailored to each student’s interests; students can choose from prepared options rather than inventing from scratch.
• Dyslexia-friendly reading options: provide a simplified summary sheet (large font, short sentences, clear pictures) and allow students to use picture-supported sentence frames.
• Extension (advanced learners): students plan additional questions for other local leaders (for example, school governors, community police, NHS staff, local charity leaders) and practise answering “follow-up” questions.

Extension (optional)

• After the visit, advanced learners choose one other local leader and plan two further questions they could ask next time, writing/drawing them on a planning card.