English Lesson: Autism Awareness

An exercise in listening comprehension, discussion and creative writing with a focus on vocabulary related to autism.

Educational Level

Upper Secondary

Student Age


Number of students


Lesson duration

40 min

Students will elicit information from videos, and, following a group discussion, produce their own group subject-related posters.

  • Students answer a listening comprehension exercise through group discussion on a video watched with the class.
  • Students work in groups to express themselves on the subject through a poster outlining ways they can contribute to a better school environment for students on the autism spectrum.
  • Wi-Fi
  • Tablet or PC for each working group and one for the teacher
  • Class projector
  • Remote device for student on TR
  • TR device

A student is not able to be on site and joins the rest of the class using a TR

  • to participate in groupwork/discussions
  • to present assignment as a part of a group

Collaborative Learning, Constructivist Approach, Cooperative Learning, Discussions, Groupwork.

Students work together in a group to watch and react to videos on the topic.  They also collaborate on a listening comprehension exercise and hence embark on a discussion which will lead to the production of a group poster suggesting ways they can contribute towards making the school a more welcoming environment for fellow students on the autism spectrum.

Lesson Plan
Before the Lesson:


  • The teacher identifies suitable videos introducing autism and sensory overload.
  • The teacher creates listening comprehension exercise/s on the introductory video suited to the students’ level/s.


No preparation needed.



  • The teacher elicits what students already know about living with utism.
  • The class watches an introductory video (e.g., What is autism? Linked below)
  • The teacher sets a listening comprehension exercise to each group (e.g., the listening comprehension exercise linked below, although groups of different level might be assigned a different question sheet)
  • The class discusses the answers to the listening comprehension exercise.
  • The teacher makes available a further video related to living with autism and sensory overload (e.g, What being at school feels like for someone with autism linked below).  The teacher asks students to watch this video in their groups to  discuss living with Autism and hence create a simple poster (using software of their choice) explaining how students can help create a better school environment for students on the autism spectrum.
  • During the group exercise the teacher may move around the groups giving support as required.
  • In conclusion the teacher may invite students to briefly discuss the main points student sought to outline in their poster.


  • Students briefly discuss what they know about living with autism.
  • After watching an introductory video, students work in groups to discuss and answer a listening comprehension exercise based on the video just watched.
  • All students join the class discussion on this exercise.
  • Students watch the video on living with autism and sensory overload in groups and hence brainstorm ideas for their poster on how they can help create a better school environment for students on the autism spectrum.
  • Each group produces its own poster.
After Lesson:


  • Student posters are evaluated by the teacher, who may suggest some edits.
  • The teacher uploads the chosen poster on school social media.


  • Students update their posters after the evaluation received from the teacher.
  • The class votes, via their VLE, on the poster to be uploaded on the school social media.
Media and materials:

Author: Marlene Galea (St. Margaret College Verdala Secondary)

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1 Comment
  1. Author

    Teacher’s Reflection: It is possible that this task may be too challenging for groups not used to constructing their own knowledge through peer discussion and online research, hence the teacher may guide some groups by providing further links and by providing more direct support during the group discussion.

    – Why did you decide to use TRs? The group work required in this lesson makes TR a better option for any learners joining this lesson remotely.

    – How did the TRs inform your lesson plan? None particularly

    – What shifts or stretches are you making regarding the TRs? The classroom setup will be such as to ensure that the group/s being joined by a student on TR has sufficient space.


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