Reflection and Submission

Year Level

Year 12

Duration

100 minutes

Class Size

35 students

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WALT (We Are Learning To)

Reflect critically on our learning journey in planning primary lessons and submit a comprehensive Professional Plan.

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Success Criteria

• Complete a detailed reflection document demonstrating insights into lesson planning.
• Use visual prompts and scaffolds to aid reflection, including dyslexia-friendly resources.
• Participate in group discussions to share and extend reflection insights.
• Submit the final Professional Plan reflecting personal and professional development.

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Alignment to Queensland Curriculum Framework

Learning Area: Other – Professional Practice in Education (aligned with Queensland Senior Curriculum principles)

• Develop metacognitive skills through reflective practice.
• Demonstrate application of professional knowledge and planning in primary education context.
• Engage in collaborative learning to enhance professional growth.
• Use inclusive teaching strategies to accommodate diverse learners and specific learning needs such as dyslexia.

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Curriculum Intent

This lesson finalises the unit "Planning Primary Lessons Effectively", consolidating students’ understanding of lesson planning principles as prescribed by the Queensland Curriculum Assessment Authority (QCAA) general capabilities framework of critical and creative thinking, ethical understanding, and personal and social capability.

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Resources

• Reflection guides (differentiated for varying abilities)
• Visual prompt cards (icons, mind maps, sentence starters)
• Professional Plan submission templates (digital and print)
• Group discussion spaces
• Dyslexia-friendly fonts and coloured overlays for reading materials
• Digital projector/screen for visual support

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Lesson Breakdown

1. Introduction & Lesson Purpose (10 minutes)

• Activity: Teacher explains WALT and success criteria clearly.
• Explain the importance of reflection in professional growth and lesson planning.
• Introduce how to use reflection guides—highlighting that multiple versions are available to support different learning needs, including dyslexia-friendly options.

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2. Individual Reflection (30 minutes)

• Activity: Students complete their individual reflections using the differentiated reflection guides.
• Use visual prompts such as flow charts, icons, and sentence starters to support thinking and writing.
• Encourage students to consider:
• What they have learned about planning primary lessons.
• Challenges they faced and strategies to overcome them.
• How their planning skills have developed over the unit.
• Areas they want to improve further.
• Provide dyslexia-friendly reading/writing supports:
• Coloured overlays, font size adjustment.
• Plain language prompts.
• Allow oral rather than written responses if preferred (recorded by teacher or peer).

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3. Small Group Reflection Sharing (20 minutes)

• Activity: Students form small groups (4-5 students) to share key insights from their reflections.
• Encourage use of visual prompts and note-taking.
• Extension learners prepare a short oral presentation highlighting their reflection insights to share with their group.
• Teacher circulates, facilitating discussions and supporting students with additional scaffolding as needed.

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4. Professional Plan Submission Preparation (15 minutes)

• Activity: Students review their Professional Plan drafts.
• Remind students of submission requirements for their plans aligning with Queensland curriculum expectations for primary teaching lessons.
• Provide checklist to ensure all criteria are met.
• Offer guidance to students requesting further feedback.

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5. Final Submission & Class Wrap-up (15 minutes)

• Activity: Students submit their Professional Plans digitally or in print.
• Teacher leads a brief whole-class discussion reflecting on the unit journey and the value of reflective practice.
• Reinforce how these reflective and planning skills will underpin their future teaching practices.

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Differentiation Strategies

• Reflection Guides: Simple to complex versions to accommodate all learners.
• Visual Supports: Use colour-coded key ideas, pictorial mind maps.
• Oral Responses: Option for verbal reflections recorded by peers or teacher.
• Dyslexia-Friendly Text: Font choice, spacing, background colours.
• Prompt Cards: Sentence starters tailored by writing ability.

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Extension for Advanced Learners

• Prepare and lead a concise group presentation of their reflection analysis, focusing on professional growth and future goals.
• Critique the unit content and suggest modifications for improved lesson planning frameworks.

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Dyslexia-Friendly Teaching Options

• Use clear, sans-serif fonts with adequate spacing.
• Utilize coloured overlays or background colours shown to reduce visual stress.
• Provide audio-recorded versions of reflection prompts.
• Break written tasks into small, manageable steps with visual checklists.
• Use graphic organisers to support sequencing ideas.

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Assessment

• Completed individual reflection document demonstrating metacognitive understanding.
• Active participation in group discussions and presentation (where applicable).
• Submission of comprehensive Professional Plan aligning with Queensland curriculum standards for lesson planning.

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This lesson synthesises core skills in professional reflective practice and planning, fully supporting Queensland Curriculum priorities of student-centred learning, differentiation, and inclusive education for learners with diverse needs. It ensures students are prepared to demonstrate professional competency as they move toward educational careers.