Presenting Our Newspaper

Overview

Year group: Year 2
Duration: 30 minutes
Class size: 1 student
Unit: World War II Explorers (Lesson 6 of 6)
National Curriculum focus: History – Understanding the past, historical empathy and communication
Curriculum references:

• Pupils should be taught to:
  • Make simple observations about the past from a range of sources (History, Key Stage 1, Programme of Study)
  • Develop an awareness of the past, using common words and phrases related to the passing of time
  • Talk, draw and write about aspects of the past
  • Understand some of the ways in which we find out about the past and identify different ways in which it is represented

Learning Objectives

By the end of this lesson, the student will be able to:

• Confidently present their own part of the class newspaper about World War II, showing understanding of how the war affected children.
• Demonstrate empathy by explaining how children in the past might have felt during the war.
• Use specific language related to World War II and childhood experiences during the war.
• Reflect on what they have learned across the unit and communicate this clearly to others.

Success Criteria

• The student uses appropriate historical vocabulary related to World War II (e.g., evacuee, rationing, air raid).
• Shows empathy by discussing feelings and experiences of children during WWII.
• Engages their audience (teacher and family) through clear, expressive storytelling.
• Answers questions about their newspaper article with confidence.

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Resources Needed

• Student’s completed newspaper page/article
• Printed class newspaper (if available)
• Soft toy or “talking stick” to use as a presentation prop
• Large paper and coloured pens for reflection activity
• Photographs or images of children during WWII for prompt and empathy-building
• Comfortable seating area for presentation and discussion

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Lesson Structure

1. Introduction (5 minutes)

• Welcome the student warmly and explain that today they will share their newspaper stories and thoughts with you and their family.
• Recap briefly on what they have learnt in previous lessons about children during World War II, using simple questions:
  • Can you remember how children felt during the war?
  • What was it like to be an evacuee?
• Show a few images from the period to set the atmosphere and remind them of key themes.

2. Presentation of Newspaper Article (15 minutes)

• Invite the student to present their part of the class newspaper to the “audience” (teacher and family member).
• Use the “talking stick” or a soft toy as a speaking prop to make the presentation feel special and engaging.
• Encourage the student to:
  • Speak clearly and at a comfortable pace
  • Use historical vocabulary
  • Share one or two facts they found interesting
• After the presentation, invite the audience (teacher and family) to ask simple questions, helping the student to elaborate on their understanding and feelings.

3. Reflecting on Learning & Empathy (7 minutes)

• Ask the student to draw a picture or write a few sentences about how they think children during WWII might have felt during key events (e.g., evacuation, air raids, rationing).
• Use prompts like:
  • How do you think you would feel if you had to leave your home suddenly?
  • What would be hard about living through an air raid?
• Write down or scribe their reflections if they want to verbalise rather than write.
• Discuss their emotions and connect back to the historical facts to deepen their empathy and understanding.

4. Wrap-Up and Praise (3 minutes)

• Summarise the student’s efforts and key learning points, reinforcing how important it is to understand how children experienced history.
• Give positive feedback on their presentation skills, reflecting on how they communicated empathy.
• Celebrate completing the unit with a small certificate or sticker recognising their role as a ‘World War II Explorer’.

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Assessment

• Formative assessment through observation: Teacher notes ability to present information clearly and use historical vocabulary. Observe ability to empathise and reflect on the emotions and experiences of historical children.
• Questioning: Use simple, open-ended questions to assess depth of understanding and empathy during and after the presentation.
• Reflection output: Review drawings and sentences for evidence of emotional understanding linked to historical knowledge.

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Differentiation and Support

• With a single student, tailor questions to their confidence level; use visuals and props to scaffold understanding and vocabulary.
• Encourage expressive storytelling rather than perfect accuracy to build confidence.
• If the student finds writing difficult, scribe their verbal reflections or encourage drawing as a means of expression.

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Teacher Professional Tips

• Use the presentation prop (talking stick or special toy) to boost confidence in speaking and focus attention.
• Invite family members explicitly to ask questions, modelling polite listening and curiosity.
• Connect empathy with historical facts to deepen understanding beyond dates and events—help children ‘walk in the shoes’ of children from the past.
• Consider filming the presentation (with permission) to allow the student to see their own progress and for reflective feedback.

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This lesson not only consolidates the historical knowledge gained through the unit but also powerfully embeds empathy and communication skills in a meaningful context consistent with the National Curriculum expectations for Year 2 History.