Refugees and Empathy

Overview

Duration: 45 minutes
Class size: 10 students
Year Group: Year 7 (ages 11-12)
Unit: Exploring Friendship and Courage (Lesson 1 of 6)
National Curriculum Links:

English - Reading: Comprehension (Word reading and understanding)
English - Writing: Vocabulary, Grammar and Punctuation
English - Spoken Language: Developing confidence and competence in spoken language
Personal, Social, Health and Economic Education (PSHE) links for empathy, inclusion, and diversity

Learning Objectives

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

Define the term refugee and explain the basic reasons why people become refugees (NC English: Reading comprehension, KS3)
Identify and understand key vocabulary related to refugees and migration (NC English: vocabulary development)
Discuss the main character Ahmet from The Boy at the Back of the Class and his experiences (NC English: reading for meaning; spoken language)
Demonstrate empathy and reflect on the importance of inclusion and friendship through group discussion (PSHE link to National Curriculum for England)
Begin to build curiosity and respect for diverse perspectives and backgrounds (linked to SMSC: social and cultural understanding)

National Curriculum Connections

Curriculum Area	Reference	Description of alignment
English (Reading)	KS3 Programme of Study: Reading for Meaning (Years 7-9)	Understanding contextual meaning and character empathy
English (Spoken Language)	Spoken Language KS3: Participate in discussions, considering alternative viewpoints	Group discussion encouraging active listening and reflection
English (Vocabulary)	Develop understanding of new words and phrases, including subject-specific vocabulary	Practice and consolidation of refugee-related terms
PSHE	Health and Wellbeing and Relationships Education KS3	Empathy, inclusion, cultural awareness
SMSC (Spiritual, Moral, Social, Cultural)	Social and cultural understanding	Encouraging respect and understanding of difference

Resources Needed

Whiteboard and markers
Printed vocabulary flashcards or word wall with key terms (e.g. refugee, asylum seeker, migration, empathy, inclusion)
Short reading excerpt about Ahmet from The Boy at the Back of the Class (approx. 150-200 words, prepared and simplified)
Sticky notes or mini-whiteboards for group vocabulary activity
Empathy prompt questions (printed) for group discussion

Lesson Structure

1. Starter (5 minutes)

Activity: Think-Pair-Share on “What is a refugee?”

Write the question on the board.
Ask pupils to think quietly for 1 minute and write a quick definition or description.
Pair up and share their ideas for 2 minutes.
Select 2-3 pairs to share their definitions aloud to the whole group.
Purpose: Activate prior knowledge; assess baseline vocabulary and understanding.

2. Introduction to the Unit and Main Character (10 minutes)

Activity: Teacher-led introduction of The Boy at the Back of the Class and Ahmet

Provide a brief summary of the story’s premise, emphasising Ahmet’s journey as a refugee.
Read aloud or play a recording of a carefully selected short excerpt describing Ahmet’s first day at school.
Discuss: How do you think Ahmet feels? Why is his story important?
Purpose: Build curiosity and begin emotional engagement with the theme of courage and friendship.

3. Vocabulary Exploration (10 minutes)

Activity: Key vocabulary identification, explanation, and practice

Introduce 6-8 key terms related to refugees (e.g., refugee, asylum seeker, migrant, home, safe, border, welcome, belong).
Use flashcards with definitions and images, or simpler explanations.
Students write the words down and pair them with definitions or synonyms on sticky notes or mini-whiteboards.
Conduct a quick matching game or “word detective” challenge where pupils find examples or characters demonstrating the words.
Purpose: Expand subject-specific vocabulary, supporting comprehension and confidence.

4. Group Discussion on Empathy and Inclusion (15 minutes)

Activity: Guided discussion using empathy prompts

Pose open questions:
- What would it feel like to be in Ahmet’s shoes?
- How can we be good friends to someone who feels different or new?
- Why is inclusion important at school and in our community?
Use a talking object or 'discussion ball' to manage turn-taking.
Encourage all students to contribute; the teacher models empathetic language and paraphrasing.
Optionally, students record one action they will take to be more inclusive on sticky notes to post on a class ‘wall of kindness.’
Purpose: Develop social skills and SMSC; promote empathy aligned with PSHE objectives.

5. Plenary and Reflection (5 minutes)

Activity: Exit ticket – quick written reflection

Ask students to write one new word they learned today and one thing they will remember about refugees or friendship.
Collect exit tickets for informal assessment of vocabulary and understanding.
Recap the importance of kindness and courage in friendship through a final teacher summary.

Assessment and Feedback

Formative assessment through observation of participation in discussions and vocabulary activities.
Use exit tickets to gauge individual understanding and vocabulary acquisition.
Provide positive, specific verbal feedback to encourage contributions and develop empathy language.
Note any misconceptions or gaps for review in subsequent lessons.

Differentiation and Inclusion

Provide word cards with pictures for EAL learners or those needing visual support.
Use paired and small-group activities to scaffold understanding and encourage peer support.
Offer sentence starters during discussions for less confident speakers (e.g. “I think Ahmet feels ___ because…”).
Challenge more able learners to explain or illustrate vocabulary words in their own sentences.

Extension Ideas (If Time Permits or For Homework)

Write a short diary entry ‘in character’ as Ahmet on his first day at school.
Research or discuss other stories of refugees or people showing courage from various cultures.
Create a ‘Welcome’ poster or campaign encouraging kindness to new students or migrants in their local area.

Notes for Teachers

This first lesson sets the tone for the whole unit; emphasize emotional connection and respect.
Use your knowledge of pupils’ backgrounds to sensitively manage discussions on displacement and migration.
Keep the atmosphere supportive, encouraging all voices.
The reading excerpt and vocabulary should be age-appropriate and accessible but also thought-provoking.

End of Lesson

Teaching Instructions