Overview

This 45-minute session supports Year 5 students returning to a special school environment after summer break. It emphasises emotional security and social cohesion through spoken and written English activities aligned with the National Curriculum (English Key Stage 2). The lesson uses a carefully scaffolded format: whole-class work, paired/individual work, group reflection, and a lighthearted finisher.

National Curriculum Links

• English - Spoken Language (Years 5 & 6):

  • Use relevant strategies to build their vocabulary (Engage in discussions, clarify meaning, and ask questions)
  • Participate in discussions, presentations, performances, role play, improvisations and debates
  • Listen and respond appropriately to adults and peers

• English - Writing:

  • Pupils should be taught to plan their writing by discussing writing similar to that which they are planning to write, and writing down ideas and/or key words
  • Draft and write by composing and rehearsing sentences orally
  • Evaluate their writing with peers

• PSHE (Personal, Social, Health and Economic education) links (not statutory but essential for inclusion):

  • Recognising feelings and learning strategies to manage them effectively
  • Building positive relationships and a sense of belonging

---

Learning Objectives (WALT)

• WALT use spoken language skills to express feelings and build positive social connections.
• WALT write short personal sentences describing ways they feel safe and secure.
• WALT work collaboratively and independently using differentiating resources to support understanding and engagement.

---

Resources

• Presentation slides with visuals and dyslexia-friendly fonts (Sassoon Primary or Comic Sans, spacing 1.5)
• Visual emotions flashcards (happy, nervous, safe, worried, excited)
• Sentence stems and vocabulary banks at three differentiated levels
• Colour-coded worksheets for individual written tasks
• Mini whiteboards and markers for paired activities
• Sticky notes for exit task
• Prizes for quiz finisher (stickers, certificates)

---

Lesson Structure

1. Recap & Settling In (Whole Class) – 8 mins

• Activity: Presentation slide introduction titled “Feel Safe, Be Safe.”
• Teacher models greeting students warmly and invites all to place one sticky note on a large “Feelings Tree” poster, selecting an emotion from flashcards.
• Brief discussion prompted by the question: “What makes us feel safe and happy at school?”
• Differentiation: Visual prompts, sentence starters ("I feel... when...") for less confident speakers.

---

2. Group Starter - Paired Work – 10 mins

• Activity: Paired Emotion Role-Play
  • Pupil A shares a time they felt safe at school. Pupil B listens and reflects back one positive feeling.
  • Swap roles.
• Provide sentence stems for all abilities, e.g:
  • “I feel safe when…” (L1)
  • “One thing that makes me feel happy at school is…” (L2)
  • “I enjoy feeling safe because it helps me to…” (L3, extension)
• Differentiation: Teacher and TA support lower-level language learners.
• Extension: Higher ability pupils challenge themselves by linking the emotion to how this helps them learn ("I feel safe, so I can focus better").

---

3. Individual Written Task – 15 mins

• Activity: My Safe Space – Short Writing Task
  • Pupils write 3-5 sentences on a worksheet about a place or activity in school where they feel secure.
• Differentiated worksheets:
  • Level 1: Sentence starters and word bank with pictures.
  • Level 2: Sentence stems with some open lines to write.
  • Level 3: Blank lined paper with higher vocabulary prompts.
• Dyslexia-friendly options: coloured paper worksheets, uncluttered layout.
• Teacher and TA support with scribing or spelling assistance as needed.

---

4. Whole Class Sharing and Reflection – 7 mins

• Volunteers share one sentence or idea about their ‘safe space.’
• Teacher highlights positive language and empathy.
• Use a colourful feelings thermometer visual to link emotions with safe behaviours and places.

---

5. Short Fun Finisher – Quiz Game – 5 mins

• Quick "Feel Safe" quiz using mini whiteboards.
• Sample questions:
  1. What is one thing we can do to help our friends feel safe? (Answer: Listen carefully)
  2. Name a place at school where you feel calm.
• Praise and stickers for participation.

---

6. Exit Routine – 5 mins

• Each pupil writes one positive word about school today on sticky note and places it on “Class Mood Board.”
• Teacher reiterates the safe and caring classroom message.

---

Differentiation Strategies

Learner Group	Strategies
Struggling readers/writers	Use picture prompts, sentence starters, audio support, adult scribing
EAL learners	Visual aids, realia, bilingual key words
Advanced learners	Encourage elaboration, connection to learning skills, extension question prompts
Anxiety or sensory needs	Provide quiet space option, sensory aids, predictable routine visual

---

Assessment & Feedback

• Formative assessment through observation during paired and whole class discussion.
• Written outputs assessed for clarity of expression and understanding of safe environments.
• Verbal feedback given during sharing and quiz.

---

Presentation Outline

Slide 1: Title - Feel Safe, Be Safe

• Warm welcome slide with illustrated safe spaces.

Slide 2: Learning Intentions (WALT)

• Clear student-friendly objectives.

Slide 3: Emotions Vocabulary

• Flashcards/ pictures with words and definitions.

Slide 4: Role-Play Instructions

• Visual sentence stems and example dialogues.

Slide 5: Writing Prompt

• My Safe Space – question with example sentence starters, vocabulary bank.

Slide 6: Feelings Thermometer

• Visual linking emotions to school contexts.

Slide 7: Quiz Questions

• Interactive prompts for whiteboard responses.

Slide 8: Exit Routine

• Reminder of safe, friendly classroom message, instructions for sticky notes.

---

Final Notes for Teachers

• Encourage a warm, calm tone to reaffirm emotional safety.
• Use multi-modal teaching: visual, oral, kinaesthetic.
• Maintain the routine so students know what to expect, reducing anxiety.
• Use praise to foster positive class atmosphere.
• Store written work as evidence of baseline social-emotional language skills for tracking progress across terms.

---

This structure can be easily adapted for other year groups by adjusting vocabulary complexity and writing demands, maintaining a consistent and inclusive approach to safe reintegration after holidays.