Sharing Garden Plans

Overview

This is Lesson 7 in the “Exploring Garden Wonders” unit, designed for Entry Level 3 students (typically ages 16–19 with learning difficulties and disabilities). This 50-minute lesson facilitates the sharing and reflection stage, where students present their individual or group garden plans developed in previous lessons. The session aims to build speaking and listening skills, encourage collaboration, and strengthen understanding of design choices linked to environmental awareness and wellbeing, fully aligned with the National Curriculum (England) framework for Entry Level 3 Functional Skills and Personal, Social and Emotional Development.

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National Curriculum Links

English – Speaking & Listening (Entry Level 3):

• Respond appropriately to others; take turns in discussions (EL3SL1).
• Make short speeches or presentations, using simple and clear language (EL3SL2).
• Listen with understanding and respond to questions or prompts (EL3SL3).

Personal, Social, Health and Economic Education (PSHE):

• Develop confidence and responsibility, making positive contributions to group activities (PSHE Unit: Building Relationships).

Science – Understanding Plants and Environment (Entry Level 3):

• Recognise how living things grow and depend on each other (related to garden ecosystems) (EL3Science5).

Art & Design:

• Express ideas about natural forms through communication and design (EL3Art2).

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Learning Objectives

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

1. Clearly present their garden plan to their peers, describing key features and choices made.
2. Explain reasons behind plant or design selections, demonstrating understanding of environmental and personal factors.
3. Listen respectfully to others' presentations, asking at least one relevant question or offering positive feedback.
4. Collaborate to identify common themes or innovative ideas in the garden designs.

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Resources Needed

• Students’ completed garden plans (poster, digital slides, collage, or model)
• Question prompt cards to support presentations
• Large paper or whiteboard for note-taking and collective idea-mapping
• Stickers or tokens for ‘Positive Presenter’ rewards
• Audio recorder or tablet (optional) to capture presentations for reflection

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Lesson Structure

0-5 mins | Welcome & Recap

• Briefly recap the unit journey: exploring gardens, plant life, design ideas, and creating plans.
• Set positive expectations: respectful listening, encouraging peers, and having fun sharing.

5-25 mins | Student Presentations

• Each student or small group presents their garden plan (about 2 mins each).
• Use prompt cards with simple questions to support fluency and confidence, e.g.:
  • What plants or features did you choose?
  • Why did you include these?
  • How will your garden help people/animals?
• Teacher and peers listen carefully, offering applause or ‘thumbs up’ after each presentation.

25-35 mins | Question & Feedback Session

• Open floor for short questions from classmates (supported by teacher as needed).
• Use sentence starters on the board to help students frame questions or feedback, e.g.:
  • “I like how you... because...”
  • “Can you tell me more about...?”
• Teacher models respectful listening and builds on positive classroom culture.

35-45 mins | Collaborative Reflection Activity

• Gather collective feedback on common themes (e.g., favourite plants, accessibility features, wildlife-friendly ideas).
• Create a ‘Community Garden Vision’ on the board or large paper, synthesising student ideas as a shared future project concept.
• Encourage students to identify one thing they’d like to try from a peer’s design.

45-50 mins | Plenary & Celebration

• Reflect on the skills practised: speaking clearly, listening well, working as a community.
• Provide positive certificates/stickers acknowledging effort in presentation and collaboration.
• Play a short, cheerful garden-related song (optional) or show a quick nature video to end on a high note.

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Assessment and Differentiation

Formative Assessment:

• Observe students’ ability to communicate ideas clearly during presentations.
• Note use of simple explanations linked to plants, design choices, and environmental understanding.
• Monitor listening skills through engagement in Q&A and respectful feedback.

Differentiation:

• Provide visual prompt cards and sentence starters for those needing communication support.
• Allow use of alternative communication aids, e.g., symbols, Makaton signs, or assistive technology.
• Pair more confident speakers with peers who need encouragement for peer support.
• Teacher to scaffold or rephrase questions where needed to make them accessible.

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Extension Ideas for Outstanding Engagement

• Record presentations and create a ‘digital garden tour’ video montage to share with families or school website.
• Organise a small class or school garden exhibition day where students showcase their plans and models.
• Introduce a follow-up project to implement simple garden features identified during this lesson, promoting practical skills.

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By carefully integrating National Curriculum functional skills and PSHE elements, this lesson consolidates students’ learning, builds confidence in communication, and fosters an inclusive classroom community through the rich, sensory theme of gardens.