Refugee Vocabulary

Overview

This 60-minute lesson is designed for Year 4 students as part of the "Journeys of Refugees" unit (Lesson 3 of 22). It focuses on introducing and consolidating key vocabulary related to refugees. Students will explore these terms through interactive, context-rich activities to deepen understanding and promote empathy, closely aligned with the National Curriculum for England (English – Years 3 & 4, Reading Comprehension and Speaking & Listening).

National Curriculum Links

English – Key Stage 2 (Years 3 & 4)
Reading - Comprehension

Understand and discuss words and phrases that capture the reader’s interest and imagination.
Ask relevant questions to improve understanding of a text.
Identify how language, structure and presentation contribute to meaning.

Spoken Language

Participate in discussions, presentations, performances, role play, improvisations and debates.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Learning Objectives

By the end of the lesson, all pupils will be able to:

Accurately define and use key vocabulary related to refugees.
Demonstrate understanding of words through contextual activities and discussions.
Show empathy and awareness about the experiences of refugees through language.

Curriculum Competencies Addressed

Vocabulary development linked to specific texts and themes (NC Year 4 Reading Comprehension).
Clear and coherent spoken communication in small group discussions (NC Spoken Language).
Use of imagination and empathy within role play (NC Speaking & Listening).
Development of historical and social understanding through cross-curricular vocabulary (links with Citizenship and History themes in KS2).

Resources Needed

Vocabulary flashcards (words + child-friendly definitions + images)
Whiteboard and markers
Printed worksheet with vocabulary matching and short sentence writing tasks
“Journey of a Refugee” short story excerpt (age-appropriate)
Large paper sheets and coloured pens for group mind-mapping
Soft ball or talking object for discussion turns

Key Vocabulary

Word	Definition (child-friendly)
Refugee	A person who has to leave their home to be safe.
Asylum seeker	Someone who asks a country to protect them.
Migration	Moving from one place to another to live or work.
Conflict	A serious fight or war between groups or countries.
Journey	The trip someone takes from one place to another.
Shelter	A safe place where people can live or hide from danger.
Border	The line dividing two countries or areas.

Lesson Structure

1. Warm-up (10 minutes)

Activity: “Word Association Ball Toss”
- Stand or sit in a circle. Teacher says the word “Refugee.” Toss a soft ball to a student; they say the first word they think of related to refugees or journeys then toss it to another. Continue briefly to activate prior knowledge and spark curiosity, noting words on the whiteboard.

National Curriculum Focus: Speaking & Listening – participate in discussions and listen carefully.

2. Introduction of Vocabulary (15 minutes)

Show each vocabulary flashcard, read the word aloud, then discuss the child-friendly definition in class.
Use images to support understanding, e.g., picture of someone crossing a border, a shelter, or a map for migration.
Model putting words in simple sentences (e.g., “A refugee leaves home to find safety.”)

National Curriculum Focus: Reading Comprehension – understanding new words and phrases.

3. Contextual Reading & Discussion (15 minutes)

Read aloud a short, age-appropriate story excerpt about a refugee’s journey.
Stop to highlight the vocabulary words when they appear.
Ask short questions: "What does this word mean in the story?" "How do you think the person feels during their journey?"
Use the talking object method to ensure every student shares a thought or question.

National Curriculum Focus: Reading comprehension – discuss words and empathy developing through texts.

4. Group Vocabulary Mind-Map (10 minutes)

Split students into small groups (4-5). Give each group a large sheet and coloured pens.
Assign 2-3 vocabulary words per group, ask them to write the word, draw related pictures, and use the word in a sentence.
Each group shares their mind-map with the class.

National Curriculum Focus: Speaking & Listening and Writing – collaborative learning and sentence construction.

5. Independent Vocabulary Exercise (8 minutes)

Provide a worksheet where students match words to definitions and write 2 sentences using different vocabulary words.
Circulate to support and assess understanding.

National Curriculum Focus: Written comprehension and vocabulary application.

6. Plenary & Reflection (2 minutes)

Quick round: each student says one new word they remember and what it means.
Teacher recaps the importance of understanding these words to better empathise with refugees.

National Curriculum Focus: Speaking & Listening – summarising and clarifying understanding.

Assessment

Informal formative assessment throughout: observe contributions during discussions, check understanding during reading and flashcard activities.
Review sentences on worksheets for vocabulary use and sentence structure.
Use group mind-maps to assess collaboration and comprehension.

Differentiation

Support: Provide vocabulary sheets with picture clues; work with an adult for sentence writing.
Challenge: Prompt advanced students to create their own sentences linking 2 or more vocabulary words meaningfully.

Reflection (Post-Lesson Notes for Teacher)

Did students show empathy when discussing the refugee journey?
Were children able to incorporate new words into sentences confidently?
Adjustments needed for pacing or vocabulary complexity for next lessons.

This highly structured yet interactive approach ensures vocabulary is learned meaningfully and with sensitivity, fostering both linguistic skills and social understanding as required by the National Curriculum for Year 4.

Teaching Instructions