Inspire empathy, celebrate diversity, and explore unique perspectives with this ready-to-teach PSHE lesson bundle based on Nindy Dhaliwal’s picture book, In Their Shoes. Designed for primary teachers across EYFS, KS1, and KS2 (Ages 3–11), this comprehensive resource helps students understand what it truly means to “walk in someone else’s shoes” before making assumptions. Whether you are teaching basic emotion recognition in Early Years or tackling complex social perspectives, stereotyping, and anti-bullying in Key Stage 2, this bundle provides everything you need for an engaging, curriculum-aligned lesson. What’s Included: Complete Differentiated Lesson Plan (PDF): Step-by-step timed outline covering starter activities, shared reading prompts, main tasks, and circle-time plenary reflections. Key Stage Differentiation Grid: Clear guidance on adapting discussion points and tasks for EYFS, KS1, and KS2 classrooms. 3 Differentiated Student Worksheets: Worksheet 1 (EYFS/Lower KS1): Creative drawing and early writing activity exploring different shoes and feelings. Worksheet 2 (KS1/Lower KS2): Empathy scenario prompt focused on kindness, inclusion, and standing up for others. Worksheet 3 (KS2): “Personal Footprint” identity map for writing extended reflections on personal values, strengths, and future aspirations. Curriculum Alignment (UK National Curriculum PSHE): Relationships: Respecting differences, understanding empathy, and challenging stereotypes. Living in the Wider World: Recognizing diverse roles in society, community values, and inclusion. Why Teachers Love It: Zero Prep Required: Print-and-go worksheets paired with a structured, step-by-step guide. Fully Inclusive: Thoughtfully scaffolded activities ensure every learner from Nursery to Year 6 can access the core themes. Versatile Use: Ideal for whole-class PSHE lessons, Anti-Bullying Week, Empathy Day, or circle-time discussions.

The lesson plan focuses on teaching students how to approach and structure a 12-mark GCSE-style question about a fiction extract. It covers understanding the question, planning quickly, and writing a strong, organised answer. Students learn to focus on language, structure, and the writer’s methods, using embedded quotes and precise analysis. The planning stages include identifying 3–4 key points, finding evidence, and deciding how the writer creates effects. The lesson highlights the importance of linking back to the question throughout and ending with a brief conclusion. The overall aim is to help students write detailed, thoughtful responses with clear structure and critical engagement. The 12-marker GCSE writing task focuses on crafting a well-structured and thoughtful response to a question, often analysing how writers use language, structure, and form for effect. Students should begin with a clear introduction, directly addressing the question and outlining their main ideas. Each body paragraph must focus on one main point, supported by embedded quotations, detailed analysis, and exploration of the writer’s techniques (like figurative language, tone, and structure). Linking ideas back to the question is essential throughout. Students should use analytical verbs (e.g., suggests, emphasises, portrays) and consider alternative interpretations where appropriate. A short conclusion should summarise key points and offer an overall judgement. Planning before writing is crucial: identify 3–4 main ideas, relevant evidence, and key techniques. High-quality responses are detailed, perceptive, and well-organised, showing clear engagement with the text and question.