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KS1 · Year 2 · Lesson plan

Wants and needs — telling them apart

A classroom-ready 45 minutes lesson plan with starter, main, plenary, differentiation, SEND adaptations, EAL support and assessment criteria. Free to use, no login.

Key Stage
KS1
Year group
Year 2
Age range
6–7
Duration
45 minutes
Subject
Maths / PSHE
Cost
Free

Learning aim

Pupils can distinguish between things they want and things they need, and explain that needs come first.

CURRICULUM National Curriculum links

RESOURCES What you'll need

LESSON Lesson structure (45 minutes)

0–5 min
HOOK
Hold up an empty backpack. Tell the class: "We're going on a class trip tomorrow and we can only take 5 things in this backpack. What should we take?" Collect 8–10 suggestions on the board. Don't comment on whether they're right.
5–15 min
TEACH
Introduce two key words: "need" (something we can't live well without) and "want" (something we'd like to have). Use 4 quick examples: water (need), a toy car (want), warm clothes in winter (need), a chocolate bar (want). For each, ask pupils to thumbs-up "need" or thumbs-down "want".
15–30 min
GUIDED
Pairs sort 20 cards into Need or Want columns. Cards include: food, water, clothes, a TV, sweets, a phone, a bed, a sofa, a games console, a bike, school books, a bath, a holiday, a pet. After sorting, pairs choose three cards they argued about and explain why.
30–40 min
CHALLENGE
Show the trickier cards: "a TV", "a phone", "shoes that look cool". Ask: "Is this a need or a want? Why?" Highlight that shoes are a need, but a particular brand of cool shoes is a want. This is the most important idea of the lesson.
40–45 min
PLENARY
Each pupil draws or writes: 3 things you need, and 3 things you want. Volunteers share. Final question: "If you only had a little money, what would you spend it on first — needs or wants? Why?"

DIFFERENTIATION Adapting for all learners

Support (working below ARE)

Use 10 cards instead of 20. Use picture-only cards. Provide a sentence stem: "This is a ___ because ___".

Stretch (working above ARE)

Pupils add their own 3 cards to the deck, deciding which column they go in. Stretch question: "Can a want become a need? When?"

SEND SEND adaptations

For visually impaired pupils: use tactile objects (e.g. a real water bottle alongside an object that represents a toy) rather than picture cards. For pupils with autism: provide a clear written rule "things you can't live without = NEEDS".

EAL EAL support

Pre-teach vocabulary with images: "need", "want", "essential", "extra". Use a sentence frame: "A ___ is a need because ___". "A ___ is a want because ___."

ASSESSMENT Assessment criteria

Pupils can: (1) sort 15 of 20 cards correctly into need or want; (2) explain in their own words what a "need" is and what a "want" is; (3) give one example of each from their own life.

HOME Homework pack

Three short activities exploring the difference between wants and needs. 10-15 minutes.

Sort it out

What pupils do: Look at this list: a coat, sweets, water, a tablet, food, a holiday, books for school, a toy car. Sort each into WANT or NEED.

Expected output: Two columns labeled WANT and NEED with all 8 items placed.

Marking guidance: 1 mark per correctly placed item. 8 marks total. (Some have valid arguments both ways — accept reasoned answers.)

My week

What pupils do: Draw 3 things you needed today and 3 things you wanted. Notice if any items belong in both.

Expected output: A page with 3 needs and 3 wants drawn or listed.

Marking guidance: 1 mark per item. 6 marks total.

Same item, different person

What pupils do: Think of one thing that is a need for one person but a want for another. For example: a school uniform is a need for a school child but a want for a grown-up.

Expected output: One sentence explaining a same-item-different-person example.

Marking guidance: 2 marks for a clear, accurate example.

Extension (optional)

What pupils do: Pretend you have a £20 budget. Draw what you would spend it on. How much went to needs? How much to wants?

Expected output: A picture showing items with amounts, plus the needs/wants split.

Marking guidance: Open-ended. Up to 4 marks for a sensible budget split.

Family discussion prompt (safeguarding-aware)

Ask a grown-up: "What is one thing that used to be a want when you were younger but became a need later?" Listen to their story.

SAFEGUARDING Classroom safeguarding

Note for teachers: Be aware that some pupils may have unmet needs at home. Discuss "needs" in general terms only — do not ask pupils whether they have all their needs met. If concerns arise, follow safeguarding procedure.

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