Understanding Our Community

Overview

Duration: 40 minutes
Class size: 9 pupils
Unit: Building Inclusive Communities (Lesson 1 of 4)
Key Stage: KS1 and KS2 (age specific activities and differentiation included)
Subject Area: Other (PSHE with cross-curricular links to Citizenship and English)

---

National Curriculum Links

This lesson aligns primarily with the Personal, Social, Health and Economic (PSHE) Education Programme of Study, Citizenship, and aspects of English in the National Curriculum for England:

KS1 (Ages 5-7)

• PSHE Education:
  • Pupils should learn to recognise what makes themselves and others special
  • To recognise that everyone has different strengths
  • To identify and respect differences and similarities between people
• Citizenship (Key Stage 1 objectives):
  • To identify roles and responsibilities in the classroom and community
• English:
  • Listening and responding appropriately to adults and peers

KS2 (Ages 7-11)

• PSHE Education:
  • Recognise and respect similarities and differences between people
  • Understand how communities are made up of diverse members
  • Discuss ways to support inclusion and challenge discrimination
• Citizenship (Key Stage 2 objectives):
  • Understand the diverse roles people play in the community
  • Recognise the importance of inclusion and equal opportunity
• English:
  • Develop discussion skills: listening, expressing ideas, and asking questions

---

Learning Objectives

Age Group	Learning Objectives
KS1	- Understand the concept of community and belonging
	- Identify different roles in their local community
	- Recognise that people have different abilities and needs
KS2	- Explore the diversity within communities
	- Recognise the importance of inclusion, including for those with SEN
	- Develop respect and empathy towards others in the community

---

Resources Needed

• Visual aids: photos/posters of community helpers, people of various abilities, and diverse groups
• Large paper and coloured markers
• Printed “Community Role” cards (examples: teacher, nurse, bus driver, person with visual impairment, wheelchair user)
• "My Community" worksheet tailored for KS1 / Reflective journal sheet for KS2
• Whiteboard and pens
• Optional: short video clip (1-2 mins) showing community diversity (ensure accessibility and suitability)

---

Lesson Structure

1. Starter: What is a Community? (5 minutes)

• Activity: Circle Time Discussion
• Ask pupils: What does ‘community’ mean to you?
• Encourage simple ideas (neighbours, school, town) for KS1; extend to broader concepts for KS2 (local, digital, global communities)
• Use a mind map on the whiteboard noting pupils' responses
• Emphasise the idea of belonging

2. Introduction: Roles in Our Community (10 minutes)

• Visual aid activity: Show images/posters of community members (varying roles and abilities)
• Invite pupils to name the role and describe what they do
• Differentiate by asking KS1 pupils to sort cards into job categories; KS2 pupils discuss the impact of each role on community wellbeing
• Highlight people with special educational needs and disabilities (e.g. teacher supporting a child with hearing difficulties) to normalise inclusion

3. Main Activity: Community Role Play and Discussion (15 minutes)

• Pupils work in small mixed-ability groups (3 groups of 3)
• Give each group a set of “Community Role” cards including characters with SEN or disabilities
• Groups discuss and then role-play how different roles help the community and why inclusion matters
• Pose questions, e.g.: How would it feel if someone wasn’t included? How can we make sure everyone belongs?
• Encourage use of respectful language and empathy

4. Plenary: Reflecting on Diversity and Belonging (7 minutes)

• KS1 pupils complete a simple worksheet: Draw your community and one person who helps you feel included
• KS2 pupils write a short reflective sentence in their journals answering: What does it mean to belong? How can you help others feel part of the community?
• Share reflections in pairs or with the whole class to reinforce learning

5. Assessment (3 minutes)

• Formative assessment through observation:
  • Participation in discussions and role-play
  • Understanding demonstrated in worksheets/journals
• Use professional judgement to identify pupils needing further support in understanding inclusion and belonging

---

Differentiation & Inclusion

Group	Adaptations
SEN Pupils	Use visual supports, simplified language, one-to-one adult support if needed, peer buddies during role-play
KS1	More concrete examples, simple sentence stems on worksheets
KS2	Encourage deeper thinking and use of vocabulary about diversity, inclusion, and empathy

---

Cross-Curricular Links

• English: Speaking and listening skills in group discussions and role-play
• Art: Drawing and visual expression in KS1 activity
• Citizenship: Understanding rights, responsibilities and community participation

---

Follow-up Suggestions for Next Lessons in the Unit

• Lesson 2: Celebrating Diversity in Our Community (focus on cultures, languages, traditions)
• Lesson 3: Recognising and Supporting Special Educational Needs
• Lesson 4: Creating Inclusive Class and School Rules to Promote Belonging

---

Teacher’s Reflection Points

• Were all pupils able to identify community roles and show understanding of inclusion?
• Which pupils might need more support or extension activities?
• How effective were visual aids and group activities in engaging the children?

---

End of Lesson Plan