Feedback and Reflection

WALT

We Are Learning To give and receive feedback effectively.

Success Criteria

• Provide constructive and respectful feedback to a peer.
• Use feedback templates to structure responses.
• Reflect on feedback received and identify areas for personal growth.

Curriculum Links

This lesson is designed to align with the following NSW Health and Physical Education Curriculum outcomes:

• PH3-IHW-01: Examine and explain factors that influence identity, health and wellbeing of individuals and groups.
• PH3-CWT-01: Creating written texts supports understanding of health, safety and well-being.

These outcomes focus on students understanding factors influencing identity and wellbeing and developing communication skills through written texts, including feedback.

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Duration

45 minutes

Class Profile

• 25 Year 5 students
• Mixed abilities with some needing additional support and some extension opportunities.

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Lesson Overview

This is lesson 10 of 10 in the unit "Emotional Intelligence in Action" focusing on applying emotional intelligence skills through feedback and reflection. The students will engage in guided pair-share activities to give and receive structured, constructive feedback using learner-friendly templates. They will then reflect on their received feedback to set personal goals for emotional development.

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Resources

• Feedback templates (One for giving feedback, one for receiving it)
• Whiteboard or projector for examples
• Paper and pencils/pens for recording reflections
• Emotion word bank posters (to scaffold vocabulary)

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Lesson Breakdown

1. Introduction and Recap (5 minutes)

• Briefly recap the importance of emotional intelligence and previous lessons (recognising emotions, empathy, managing emotions, communication).
• Explain today's focus: Giving and receiving feedback respectfully helps us grow emotionally and socially.
• WALT and Success Criteria displayed and read aloud.

2. Whole-Class Interactive Discussion (10 minutes)

• Discuss What is feedback? and Why is it important?.
• Create a simple anchor chart on the board with students' ideas about constructive feedback (kind, helpful, specific).
• Introduce the feedback template components:
• What I liked...
• One thing to improve...
• A helpful suggestion is...
• Model giving feedback on a sample work or scenario (e.g., a short story or emotional intelligence role-play).
• Discuss how to receive feedback: Listen, don’t interrupt, say thank you, think about it.

3. Paired Practice Giving and Receiving Feedback (15 minutes)

• Pair stronger students with those who benefit from extra guidance for balanced interaction.
• Each student will share a small piece of work relevant to emotional intelligence (e.g., a journal reflection or a role-play scenario they prepared in an earlier lesson).
• Using the feedback template, students take turns giving and receiving feedback.
• Teachers/assistants circulate to support, prompt language, and scaffold feedback where needed.

4. Individual Reflection and Goal Setting (10 minutes)

• After pairs finish, students individually reflect in their journals:
• What feedback did I receive?
• How will I use it to improve?
• One personal goal related to emotional intelligence I want to work on.
• Use simple sentence starters if needed ("I will try to...", "Next time I want to...").

5. Plenary: Sharing and Wrap-Up (5 minutes)

• Invite a few students to share their reflection or feedback experience.
• Emphasise that learning to give and receive feedback well is a lifelong skill.
• Remind them that emotional intelligence grows through practice and reflection.
• Collect feedback templates for teacher review.

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Differentiation

• For stronger students: Encourage them to use more detailed language and examples in their feedback.
• For students needing support: Use sentence starters and visual aids like an emotion word bank and feedback sentence frames.
• For all students: Pairing balanced with peer mentoring encourages social inclusion and skill development.

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Assessment

• Formative assessment through observation of paired feedback sessions.
• Review completed feedback templates for evidence of understanding how to give constructive feedback.
• Reflective journal entries demonstrate ability to process and act on feedback meaningfully.

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This lesson closes the unit by consolidating emotional intelligence skills through a critical communication process, enabling students to articulate emotions and support peer growth in line with NSW curriculum expectations.