Understanding Perspectives

Overview

This 60-minute lesson is the second in a 22-lesson series, Journeys of Refugees, designed for Year 4 students (ages 8-9). Using carefully selected excerpts from Refugees and Migrants, students explore how first-person stories and different perspectives shape understanding and empathy. The activities emphasise reading comprehension, discussion, and reflection aligned with the National Curriculum for England’s English programme of study.

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National Curriculum Links

Reading - Comprehension (Year 4)

• Pupils should be taught to:
  • Develop positive attitudes to reading and understanding of what they read by:
    • Listening to and discussing a wide range of fiction and non-fiction, including stories from our literary heritage and books from other cultures.
  • Understand what they read by:
    • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
    • Predicting what might happen from details stated and implied.
    • Identifying main ideas drawn from more than one paragraph and summarising these.

Spoken Language

• Pupils should be taught to:
  • Participate in discussions, presentations, performances, role play, improvisations and debates.
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others.

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Learning Objectives

By the end of the lesson, pupils will:

1. Read and comprehend descriptive excerpts about refugees and migrants from different viewpoints.
2. Identify and discuss the thoughts, feelings and motives of people in the texts.
3. Recognise how stories can influence and change personal views and develop empathy.
4. Participate respectfully in group discussions, articulating their own ideas and responding to others.

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Resources

• Selected excerpts from Refugees and Migrants (age-appropriate, 2-3 short passages representing diverse viewpoints)
• Whiteboard and markers
• “Perspective Chart” worksheet (sections: Character’s feelings, actions, and what I feel thinking about the story)
• Sticky notes
• Timer
• Optional: short video clip (1-2 mins) for emotional context (if time permits)

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Lesson Structure

Starter (10 minutes)

1. Warm-up discussion:

   • Write the word Perspective on the board. Ask pupils: “What does perspective mean?” Gather ideas (e.g., point of view, way of seeing things).
   • Introduce the phrase: “Everyone has a story.”

2. Engage with prior knowledge:

   • Briefly revisit key points from Lesson 1 (Journeys intro).
   • Prompt pupils to share any thoughts or questions about refugees or people moving to new countries.

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Main Activity (40 minutes)

Part 1: Reading & Annotation (15 minutes)

• Distribute the excerpts.
• Model first read aloud, demonstrating how to think aloud to infer characters’ emotions and motives.
• Pupils read in pairs and discuss their initial impressions.
• Each pair fills in the "Perspective Chart" focusing on:
  • What the character might be feeling/thinking, and
  • What actions they take that show these feelings/motives.

Part 2: Group Discussion (15 minutes)

• Arrange pupils in 3 groups of 5-6.
• Each group chooses one excerpt to focus on, summarising the character’s perspective aloud.
• Groups discuss: “How does hearing this story change the way we think about people who leave their homes?”
• Groups write one changed/viewpoint or feeling they experienced on a sticky note.

Part 3: Share and Reflect (10 minutes)

• Collect sticky notes and place on board under heading: New Perspectives.
• Select 3-4 to read aloud, encouraging the whole class to discuss.
• Conclude by linking how stories help us understand each other better and build empathy — key for thoughtful readers and citizens.

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Differentiation & Inclusion

• Support: Pair stronger readers with those needing help; provide key vocabulary glossary with words like “migrant”, “refugee”, “perspective”, “empathy”. Use visuals for key emotions.
• Challenge: Encourage higher-attaining pupils to identify implied meanings or contrasts between perspectives. Provide additional questions: “Why might this character’s story be different from another's?”
• EAL: Pre-teach essential vocabulary; use images alongside text excerpts.

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Assessment & Feedback

• Formative: Observe discussions for understanding of perspective and empathy.
• Written: Completed Perspective Charts will be collected to assess comprehension and inferential skills.
• Oral: Assess contributions during group discussion against criteria for listening and speaking from the spoken language curriculum (e.g., building on others’ ideas, clear expression).

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Extension/Homework

• Ask pupils to interview a family member or friend about a journey they have made (could be local or further away) and write 3 sentences about the person’s perspective and feelings. This connects reading with real-world understanding.

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Teacher Reflection Points

• Did pupils demonstrate increased empathy and understanding through discussion?
• Were the excerpts pitched well for comprehension and engagement?
• How well did pupils engage in listening and responding to others’ viewpoints?
• Could the visual aids and group structures be improved further to support all learners?

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This lesson encourages pupils not only to comprehend different perspectives through reading but also embeds vital skills of empathy and critical thinking essential to the National Curriculum's vision for a well-rounded education. It also fosters respectful dialogue — fundamental for navigating complex social issues.