Unique Learners Project

Overview

• Duration: 50 minutes
• Class size: 9 students
• School setting: Special school for Moderate Learning Difficulties (MLD)
• Subject: PSHE
• Age group: Year 7 (11-12 years old)
• National Curriculum Focus:
  • PSHE Association Programme of Study for Key Stage 3 (ages 11-14)
  • Particularly addressing Self-identity and understanding personal qualities
  • Meeting statutory requirements to develop personal, social, and emotional skills
  • Supports outcomes in personal development and wellbeing

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Learning Objectives (WILF)

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

• I can say what I am good at.
• I can say how I learn best.
• I can say how I am different from others.

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Curriculum Links

• PSHE Association Framework (Key Stage 3):
  • Self-identity (KS3): "Recognise their personal qualities, attitudes, skills, achievements and interests and how these contribute to their self-confidence and self-esteem."
  • Learning skills: Developing awareness of diverse learning styles and abilities.
• Personal, Social, Health and Economic Education (DfE guidelines): Encourages recognition of individual uniqueness and fostering respect and self-esteem.

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Resources

• Large plain paper or card (one per student)
• Colourful markers, crayons, coloured pencils
• Magazines or printed pictures for collage (optional)
• Glue sticks and scissors
• Stickers or decorative craft materials
• “All About Me” template worksheet with sections for: Skills, Learning style, Unique traits
• Visual aid posters showing different learning styles (e.g., Visual, Auditory, Kinaesthetic)
• Comfortable seating arranged in a circle to encourage sharing

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Lesson Structure

Time	Activity Description	Outcome
0 - 5 mins	Welcome & Warm-up
Brief discussion: "What makes you special?"
Teacher models by sharing their own example of a skill and a way they learn best.	Build rapport and set a positive tone. Students begin thinking about personal strengths.
5 - 15 mins	Brainstorming Session
Using the whiteboard, teacher guides students to list things they are good at (e.g., drawing, listening, sports).
Use simple prompts and repetition.	Encourages reflection and verbalisation of skills. Confidence-building.
15 - 25 mins	Learning Style Exploration
Show simple visuals of learning styles. Teacher asks: "Do you like to see, listen, or move to learn?"
Group discussion to help pupils identify their preferred learning method, with examples.	Pupils gain awareness of their individual learning preferences.
25 - 40 mins	Creative Art Activity: “My Unique Learner Portrait”
Each pupil creates a self-portrait/artwork including:

• Their skills written or drawn
• Representation of their learning style (symbols, colours, simple words)
• A fun or special trait that makes them unique (e.g. favourite hobby, character trait)
  Use mixed media: drawing, collage, stickers. Teacher supports individual needs. | Consolidates understanding of self-identity creatively. Personal expression celebrated. | | 40 - 48 mins | Sharing Circle & Positive Feedback
  Each student presents their "Unique Learner Portrait" to peers, explaining what makes them special.
  Teacher and peers offer positive affirmations. | Reinforces esteem and respect for differences. Promotes listening and social skills. | | 48 - 50 mins | Reflection & Plenary
  Quick verbal reflection: "What did you learn about yourself today?"
  Teacher summarises key points linking back to objectives. | Checks understanding and consolidates learning. |

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Assessment and Differentiation

• Formative Assessment:

  • Observations during group discussions and sharing.
  • Listening for students articulating what they are good at and how they learn.
  • Review of “Unique Learner Portraits” to see reflection of learning in their artwork.

• Differentiation:

  • Use of visuals and simple language to support comprehension.
  • One-on-one teacher support for pupils who need help expressing ideas.
  • Multi-sensory activities to engage different learners (visual, auditory, kinesthetic).
  • Provide alternative communication methods (speech, symbols, assistive technology) as needed.

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Teacher’s Notes

• Celebrate all contributions, emphasising there is no “right” or “wrong” — everyone is unique.
• Scaffold language as needed, modelling sentence starters (“I am good at…”, “I learn best when…”).
• Encourage peer respect and empathy during sharing.
• Keep atmosphere relaxed and supportive. Use positive reinforcement consistently.
• Consider displaying students’ artworks in the classroom to reinforce identity and inclusivity.

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Extension Ideas

• Follow-up lessons on recognising others’ strengths and respect for differences.
• Creating “Learning Passports” documenting individual learning styles and skills for use across subjects.
• Family involvement: sending home a similar creative activity to share personal uniqueness with parents/carers.

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This lesson plan adheres closely to the National Curriculum for PSHE in England, supporting key objectives focused on self-awareness, self-esteem, and understanding diverse learning needs for Year 7 students with MLD through interactive and creative engagement.