Working Together

Overview

In this lesson, students practise collaborative problem-solving by working in small groups to come up with a kind, safe solution to a community issue linked to school or local spaces. They learn how to listen, share ideas, and decide together.

Learning intentions

• WALT: Collaborate to solve community problems.
• WALT: Share ideas politely and take turns in a group.
• WALT: Use a simple plan to help our group agree on a solution.
• WALT: Try a solution in our classroom community (or explain how we would do it).

Success criteria

• I can take turns and listen to my group members.
• I can share one idea and build on another person’s idea.
• I can help the group choose one solution using simple steps.
• I can explain our solution clearly to the class.

Curriculum links

• PSHE: Relationships and living in the wider world, including working well with others and caring about others.
• Citizenship-style skills: discussing issues, considering others’ views, and working collaboratively.
• Communication and participation: listening, turn-taking, and making decisions as a group.

Lesson structure (60 minutes)

1. 0–5 mins: Welcome and routines Teacher reminds students of “kind voices, quiet hands” and how we sit in groups. Quick check-in: “What does teamwork look like today?”

2. 5–15 mins: Model the problem-solving steps Teacher introduces a simple community issue age-appropriately (choose one): litter on the playground, a busy doorway, missing classroom rules, or noisy lining up. Use a visual 3-step plan:

• Think: “What is the problem?”
• Talk: “What could we do?”
• Choose: “What will we try and how?”

3. 15–25 mins: Guided practice (whole class) Students help solve a different mini-problem as a class (e.g., “Someone drops crayons—what can we do?”). Teacher writes a short group plan on the board with pictures/icons. Emphasise turn-taking: “One voice at a time” and “We can say ‘I agree because…’ / ‘I have another idea…’”.

4. 25–40 mins: Group problem-solving (mixed ability groups) In groups of about 2–3, students receive an issue card plus a dyslexia-friendly graphic organiser. They work through Think–Talk–Choose to create one solution. Teacher circulates with targeted prompts:

• “What is the problem in our space?”
• “Who could help?”
• “What will we do first?”
• “How will we know it’s working?”

5. 40–50 mins: Create a simple presentation Each group prepares a 30–45 second explanation using sentence starters and pictures:

• “Our problem is…”
• “Our solution is…”
• “We will… (first, next)”
• “This helps because…”

6. 50–58 mins: Extension presentation (if ready) Students present their solution to the class. Teacher reinforces respectful listening and gives specific praise linked to success criteria (e.g., “I noticed you waited your turn”).

7. 58–60 mins: Reflect and exit ticket Students complete a quick reflection: hold up one finger for “listened,” two fingers for “shared,” three fingers for “helped choose.” Teacher thanks groups and connects to next lesson: “Next time we will practise the solution.”

Resources

• Issue cards with simple pictures (choose 1 per group)
• Dyslexia-friendly graphic organiser (Think–Talk–Choose) with icons
• Sentence starters with picture support
• Coloured sticky notes or paper for ideas
• Timer (visual) for group work segments
• Group roles cards (Turn-taker, Idea sharer, Builder/Writer, Checker)
• Mini whiteboards/large paper for group plan
• Presentation props (optional): speech bubble cards
• Adult support available for groups needing more scaffolding

Assessment

• Teacher observation during group work: listening, turn-taking, and contributing an idea.
• Teacher checks the group organiser for a clear chosen solution using the Think–Talk–Choose steps.
• Quick reflection at the end to confirm which success criteria students met.

Differentiation

• Mixed ability groups for inclusive participation; assign roles so every student has a clear job.
• Provide extra adult or peer support for students who need it (e.g., “Start your sentence: Our problem is…”).
• Use visual supports throughout (icons, picture sentence starters, step-by-step plan) to reduce reading load.
• Offer alternative recording methods: drawing instead of writing; a teacher or TA can scribe while the student directs.

Extension (optional)

• Advanced learners present a “two-step improvement” version: include a first action and a longer-term action (e.g., “We will put bins out and make a weekly litter check”).
• Encourage them to add “how we will keep it fair” (who checks, how often, and how we invite others to help).