Reflecting Growth

Overview

This is Lesson 9 of 9 in the unit Movement Mastery: Feedback Loop. Students reflect on how they used movement concepts and feedback to improve performance, and they practise giving kind, specific feedback to peers.

Learning intentions

• Students will reflect on their movement learning across the unit and identify one improvement they made.
• Students will use a simple feedback “frame” to give a peer specific and actionable advice.
• Students will describe how they used cues/feedback to change their movement strategy.
• Students will practise respectful communication and fair play during peer feedback and game play.

Success criteria

• I can describe one movement skill improvement I made using “Before / Now”.
• I can give a peer feedback comment using the frame: “I noticed… / Next try…”.
• I can listen to feedback and use it to try a change in my next attempt.
• I can follow safety rules and help others fairly during activities.

Curriculum links

• Movement and skills development through practise, feedback and refinement.
• Personal and social learning: teamwork, communication, respectful behaviour and fair play.
• Planning and performing movement sequences or strategies with increasing control and consistency.
• Reflecting on performance using evidence and feedback (student voice and improvement).

Lesson structure (50 minutes)

1. 0–6 Retrieval (Game warm-up + quick feedback)

• Students play “Cue Relay”: in small teams, they run to a cone and perform the unit focus movement (e.g., a controlled change of direction + stable landing, depending on the series taught), then tag the next person.
• Teacher calls a quick cue phrase from last lessons (e.g., “look where you go / soft knees / strong finish”) and students respond before attempting.
• Safety: spaced running, clear boundaries, no pushing. Use Spanish: “¡Mira! / ¡Cuidado! / Buen trabajo”.

2. 6–11 Goals (WALT + success criteria co-constructed)

• Teacher shares WALT: “We Are Learning To reflect on our movement learning and give constructive feedback using a simple frame.”
• Students repeat the “I can” statements and, with teacher prompts, define what “specific” means (not “good”; instead “I noticed your arms helped you balance”).
• Mini-modelling: teacher shows a weak feedback example and a strong feedback example.

3. 11–20 Learning (I Do – short model of reflection + feedback)

• I Do: Teacher shows a simple reflection sheet or board prompts (spoken for CRT ease):
• Before: “I used to…”
• Now: “Now I can…”
• Feedback I used: “A cue/peer told me…”
• Next: “My next goal is…”
• Teacher also models a peer feedback sentence using the frame:
• “I noticed…” (one clear detail)
• “Next try…” (one small change)
• Check understanding: students do “thumbs” for examples that are specific vs vague.

4. 20–32 Learning (We Do – guided peer feedback rounds)

• Students form pairs. Each pair gets a “feedback station” card (three options):
• Station A: describe improvement (Before/Now)
• Station B: use “I noticed / Next try”
• Station C: choose one cue and try it for 2 attempts
• Teacher leads a 2-minute guided round: everyone practises the sentence stems with partner using a recent performance from the warm-up.
• Teacher roams, gives quick corrections (tone, detail, one change only).
• Spanish support: sentence stems include simple bilingual prompts (e.g., “Lo noté… / Próximo intento…”), but CRT can use only English.

5. 32–42 Consolidation (Game-based “Feedback Football/Basket” style)

• Small-sided, low-space game using the movement skill focus (e.g., dribble/pass and change direction; or receiving and turning to face a target—teacher selects the unit’s final skill from earlier lessons).
• Rule: after every 2 attempts, partners must do 30-second feedback then re-try.
• Teacher uses “roving micro-coaching”: identify one common success and one common fix, then brief reteach to whole group if needed.
• Support built in: reduce speed, larger ball, wider targets, or fewer defenders.

6. 42–47 Show Me What You Know (Performance + peer explanation)

• Each group plays one short “challenge round” (60–90 seconds).
• Immediately after, one student per group shares:
• one improvement (“Before / Now”)
• one feedback they received or used (“I noticed / Next try”).
• Teacher listens for the success criteria language and gives quick confirmation.

7. 47–50 Consolidation close (Wellbeing + safety + pack-up)

• Students do a calm “self-check”: What cue helped you most? One word: “equilibrio / control / confianza” (students choose one and say it).
• Quick pack-up routine and reminder: respectful feedback is part of safe learning.

Resources

• Cones for boundaries and stations
• Small balls (varied sizes), beanbags, or soft balls
• Coloured bibs for teams
• Feedback station cards with sentence stems
• Reflection prompt slips or class board for Before/Now
• Stopwatch/phone timer for rounds
• Whistles/hand signals
• First aid kit and water bottles
• Simple cue cue-cards from previous lessons (e.g., “look”, “soft knees”, “strong finish”)

Assessment

• Teacher observation checklist during peer feedback: specific detail, one actionable next step, respectful communication.
• Short student sharing at the end: Before/Now reflection and use of feedback frame.
• Formative checks during game: students applying a chosen cue on the next attempt.

Differentiation

• Support:
• Sentence starters on cards; partner modelling.
• Fewer opponents, larger targets, slower pacing, extra practice attempts before game scoring.
• Visual cue cards with simple icons (eye/foot/finish).
• Extension:
• Students add a “why” sentence: “Next try because… it helps balance/control.”
• Challenge: give feedback to include timing (e.g., “before you turn”).
• SEN:
• Reduce language load: allow feedback with one stem only (“I noticed…” + point).
• Use roles: observer (feedback) / performer (movement) / timer (keeps pace).
• EAL (Spanish bilingual setting):
• Keep feedback frame consistent in English; optionally add the Spanish prompts “Lo noté / Próximo intento”.
• Allow verbal or gesture responses first, then add words gradually.