Celebrating Successes

Overview

This lesson is the final build-up in the unit “Building Resilience Through Values”. Students reflect on personal achievements, connect them to resilience strategies, and build confidence by sharing goals and successes with the class.

Learning intentions

• WALT reflect on a personal achievement and identify the resilience strategies that helped them.
• WALT use positive self-talk to strengthen confidence when facing challenges.
• WALT present a short, respectful sharing to the class, showing readiness to listen and support others.
• WALT plan one next step that supports their wellbeing and helps them manage future stress.

Success criteria

• I can describe one achievement and explain what I did that showed resilience.
• I can match my strategy to a situation (e.g., nervous system stress, problem-solving, seeking support).
• I can use positive self-talk with a “before / after” example.
• I can present clearly (voice, pace, content) and respond respectfully to others.

Curriculum links

• Self-care: Te Mātaiaho Health and PE—Self-care (resilience strategies, managing emotional challenges, seeking support, problem-solving).
• Self-care: recognising stress responses and selecting strategies that help you cope.
• Health Education: positive self-talk to reframe negative thoughts and respond constructively to challenges.
• Health and PE—Health and PE values focus: students contribute to a respectful classroom environment through supportive sharing.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and focus prompt. Teacher displays a question: “What’s one thing you’re proud of that helped you be resilient?” Students do a quick silent write, then share one sentence with a partner.

2. 5–12 min · Mini-lesson: Celebrating + coping link. Teacher reminds students that stress can trigger fight/flight/freeze reactions, and resilience grows when we use helpful strategies (healthy routines, problem-solving, seeking support, and positive self-talk). Students watch/think through a short example and note one strategy that could apply to them.

3. 12–25 min · Planning time: My resilience story. Teacher hands out a one-page “Success Share” scaffold with three prompts:

• Achievement: What did I do?
• Resilience: What did I do to cope? (routine/problem-solving/support)
• Self-talk: What did I tell myself “before”, and what did I change it to “after”? Students plan independently, then do a 2-minute “shoulder check” with a partner to improve clarity and add a specific detail.

4. 25–38 min · Student presentations (short shares). Teacher arranges 6–7 presenters (approx. 2 minutes each including one minute for feedback). Students present using the scaffold: achievement → resilience strategy → positive self-talk → next step goal. Class practice: listeners use the “Two Stars and a Wish” format—two strengths and one helpful suggestion (e.g., “Your example was clear”, “Your self-talk was powerful”, “Next time, you could slow down a little at the end”). Teacher prompts quiet support rather than praise-only.

5. 38–45 min · Exit ticket: One next step. Teacher gives a short exit slip:

• My next step for resilience/ wellbeing is…
• When I feel stressed, I will use… (strategy)
• My positive self-talk sentence is… Students complete and submit as they leave.

Resources

• “Success Share” scaffold sheet (Achievement, Resilience, Self-talk, Next step)
• Pens/pencils
• Timer for presentation time
• Listener feedback sentence stems (e.g., “One strength was…”, “A suggestion is…”)
• Teacher model example (short, age-appropriate)
• Seating arrangement plan for group presentations
• Exit ticket slips

Assessment

• Observations during planning: checks for specific details (achievement + resilience strategy + self-talk).
• Formative feedback during presentations: listener responses using two stars and a wish.
• Exit ticket review: verifies students can name a next step and a coping strategy, and include a positive self-talk sentence.

Differentiation

• Support: provide sentence starters for each scaffold section (e.g., “I am proud of… because…”, “I coped by…”, “At first I thought… then I told myself…”).
• Support: allow students to draft their self-talk in simpler language or choose from a provided word bank (calm, capable, try, learn, ask).
• Challenge/extension for advanced learners: require an “if–then plan” that links the strategy to a likely future stressor (e.g., “If I feel nervous before a test, then I will…”).
• EAL/SEN: offer visual cues (icons for routine, problem-solving, support, self-talk) and allow pre-rehearsal with the teacher before presenting.
• Classroom wellbeing: remind students that sharing is voluntary within limits; offer a “pass” option for students who are not ready and instead submit a private version to the teacher.

Extension (optional)

• Advanced learners create a one-slide “Resilience Card” summary: 1 achievement, 2 strategies, 1 self-talk sentence, 1 next goal, then present it in under 30 seconds to a partner or small group.