Reflection and Action

Overview

Duration: 45 minutes
Class size: 10 students
Unit: Understanding Refugees Through Literature (Lesson 6 of 6)
Curriculum focus: English - Reading, Writing, Spoken Language (National Curriculum for England)
Age group: Year 7 (11-12 years old)

Learning Objectives

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

Identify and reflect upon key themes of family and courage as presented in refugee literature (National Curriculum: English - Reading, KS3, Years 7-9, Objective: 1a, 1b).
Express personal connections to these themes thoughtfully and respectfully using spoken language (National Curriculum: Spoken Language, KS3, Years 7-9, Objectives: 1b, 2a).
Develop a personal action plan inspired by empathy to promote kindness in their school and community (National Curriculum: Writing - Composition, KS3, Years 7-9 Objective: 5a, 5c).
Collaborate and give constructive feedback on peers’ personal action plans, demonstrating listening and speaking skills (National Curriculum: Spoken Language, KS3, Years 7-9 Objective: 2b).

Curriculum Links and Competencies

Reading: Understand and evaluate themes, ideas, and perspectives in texts, including stories of refugees; make connections between the text and their own experiences.
Writing: Organise ideas effectively, using paragraphs to structure a personal action plan; use clear and appropriate vocabulary.
Spoken Language: Participate in discussions with active listening; present ideas clearly and respond to others respectfully; collaborate in small groups.
Social and Emotional Learning (beyond NC): Reflect on empathy, kindness, and courage; encourage social responsibility.

Resources

Selected extracts/quotations from refugee literature studied earlier in the unit (printed)
Personal Action Plan Template (one-page worksheet)
Flipchart or whiteboard and markers
Pens and notebooks
Sticky notes for wall display

Lesson Breakdown

1. Starter Activity: Theme Snapshot (8 minutes)

Goal: Activate prior knowledge and prepare for reflective discussion.
Students each write one sentence on a sticky note that connects the themes of family or courage to something they have learned or felt during the unit.
Sticky notes are posted on the wall under two headings: Family | Courage.
Teacher briefly highlights common threads without extended discussion—sets a tone of reflection.

2. Group Reflection and Personal Connections (10 minutes)

Goal: Articulate personal reflections linked to themes from the unit.
In pairs, students share aloud one personal connection or feeling about either the theme of family or courage as it relates to refugees’ experiences or their own lives.
Teacher encourages use of sentence stems to scaffold sensitive sharing, e.g.:
- “One thing I admired about the courage shown was…”
- “I can relate to the theme of family because…”
After pairs discuss, one or two students volunteer to share a summary with the whole class.

3. Introducing the Personal Action Plan (7 minutes)

Goal: Guide students to think practically about kindness inspired by learning.
Teacher explains: “Based on what we’ve learned about kindness, bravery, and family, you will create a personal action plan to promote kindness in our school or community.”
Show the Personal Action Plan Template (divided into: Goal, Actions I Will Take, People Who Can Help, How I Will Know I Made a Difference).
Give a brief example, e.g., "I will say hello to new students every day to make them feel welcome."
Clarify vocabulary and expectations, linking to writing objectives (structured paragraphing, clear vocabulary).

4. Independent Writing: Action Plan Creation (12 minutes)

Students independently write their personal action plan using the template.
Teacher circulates to support vocabulary, encourage ambitious but realistic goals, and prompt deeper thinking—e.g., "How can your action help someone feel brave or part of a family?"

5. Peer Review in Small Groups (6 minutes)

Students share their action plans in groups of 3-4.
Each student presents their plan briefly; peers give one positive comment and one question or suggestion (using sentence starters).
Teacher models constructive and kind feedback before groups start.
Optional: Students can jot feedback notes on each other’s templates.

6. Plenary and Wall Display (2 minutes)

Students place their final plans on a classroom kindness wall/table.
Teacher summarises: “You have all created powerful ways to show courage and kindness—remember these are not just ideas but promises to yourself and others.”
End with a short collective phrase students say aloud together, e.g., “Kindness starts with me.”

Assessment

Formative assessment through observation of pair and group discussions, checking student engagement with themes.
Review of written action plans against criteria: clarity of goal, connection to unit themes, structured writing, and thoughtfulness.
Peer feedback ability monitored during small group activity.

Differentiation

Support: Sentence stems to scaffold reflection and writing. Access to vocabulary lists related to emotions, courage, family, kindness.
Extension: Challenge more able students to include how their action plan might impact wider community or suggest ways to measure impact more precisely.
Sensory: Visual aids and templates to reduce cognitive overload.

Reflection for Teacher

Consider student emotional responses—this unit can be sensitive. Provide space for follow-up pastoral support as needed.
Note which students engage deeply and those who need more confidence in sharing personal reflections.
Evaluate how effectively students connect literature themes with real-world empathy and action.

This final lesson transforms literary learning into lived values, empowering Year 7 pupils to build a more compassionate school environment—a true embodiment of the National Curriculum’s ambition for purposeful literacy learning.

Teaching Instructions