Check-In and Reflection

Overview

In this final lesson of Mahitahi and Wellbeing, students review evidence from the unit and reflect on growth in hauora, relationships, decision-making and participation. They identify one realistic next step, without needing to disclose personal or sensitive information.

Learning intentions

• Reflect on learning using evidence from across the unit.
• Evaluate the class action and my contribution to mahitahi.
• Set a realistic wellbeing or relationship goal that can transfer beyond this unit.
• Give constructive feedback about safety, belonging and future learning.

Success criteria

• I can use specific evidence to describe my learning.
• I can evaluate our class action and my contribution respectfully.
• I can set a realistic next step and explain how I will review it.
• I can give useful feedback without revealing private information.

Curriculum links

• Health and PE — Years 7–10: understanding how health decisions influence physical, emotional and social wellbeing.
• Health and PE — Years 7–10: evaluating information, considering consequences and making informed decisions.
• Health Education / Sex Education (Years 8–10): critically examining personal values, relationships and influences where relevant to the unit.
• Key competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Private wellbeing check-in. Teacher welcomes students, reminds them that they may pass, and opens the check-in and safety slides; students privately choose a colour, number, symbol or written response to show how ready they feel to reflect, then indicate whether they need a quiet check-in or support. Reinforce that the response is not graded and that students may speak privately with the teacher, use a written response, or access the school’s wellbeing support contacts.

2. 7–15 min · Reconnect with the unit. Teacher displays the initial class agreements and evidence from the class action using the unit recap slides; students silently annotate the reflection portfolio with one agreement, decision, action or piece of feedback that shows change or learning. Prompt: “What evidence shows how our thinking, communication or participation developed?” Revisit whakaaro, whakamātau, ako, hauora, whanaungatanga and mahitahi in age-appropriate language.

3. 15–37 min · Reflection portfolio. Teacher models one neutral example, such as adapting a group plan after listening to feedback, and explains that assessment is about learning processes rather than personal disclosure; students complete the portfolio independently in writing, drawing, or an audio/video recording. Students address four areas:

• physical, mental/emotional, social and spiritual dimensions of hauora, using a learning-based example rather than private health information
• a meaningful learning moment and what it taught them
• a challenge, repair or adaptation, and the decision-making used
• evidence of participation in planning, action or evaluation, plus one sustainable next step Offer sentence starters: “At first I thought…”, “The evidence is…”, “Our group adapted by…”, “This could transfer to…”, and “My next step is…”.

4. 37–47 min · Evaluate and set a goal. Teacher introduces the transparent rubric in the rubric and goal-setting slides and conferences briefly with students who need support; students use the reflection portfolio to self-assess respectful participation, communication, collaborative decision-making, application of hauora concepts and reflective thinking. Students then write a realistic goal using the structure: “I will…”, “I will do this when…”, “Support or strategy…”, and “I will check progress by…”. Encourage tūmanako, agency and transfer: the goal should be achievable, observable and useful beyond this class.

5. 47–54 min · Optional sharing circle. Teacher offers a structured, opt-in sharing round and opens the sharing prompts; students may share a learning insight, a class-action improvement or a goal, or choose silent reflection, partner sharing, a written note or a one-to-one conference. Listeners respond with one constructive phrase, such as “I noticed…”, “That could help because…”, or “A question I have is…”. Do not invite questions about personal experiences.

6. 54–60 min · Student voice and close. Teacher distributes the anonymous final survey from the reflection portfolio or provides a separate anonymous response slip; students respond to prompts about safety, belonging, participation, what supported learning, what should change and what they want to learn next. Close by acknowledging the class’s mah itahi and reminding students how to seek support. Collect portfolios separately from anonymous feedback.

Resources

• the complete unit reflection slide deck
• the reflection portfolio
• Initial class agreements
• Class action planning and evaluation evidence
• Teacher observation records and exit slips
• Transparent reflection rubric
• Anonymous initial and final student voice questions
• School wellbeing support contacts
• Devices and headphones for audio/video responses

Assessment

• Use observation records, scenario responses, group planning, action evaluation and student voice gathered across the unit; do not assess personal disclosure, cultural identity or private health information.
• During the lesson, check that students can select relevant evidence, apply hauora concepts and distinguish reflection from judgement. Conference privately where a response suggests a concern.
• Assess the portfolio and self-assessment against the rubric: respectful participation, communication, collaborative decision-making, application of hauora concepts and reflective thinking. Follow school safeguarding procedures and support referrals if a concern is raised.

Differentiation

• Provide written, drawn, audio or video options, sentence starters, a worked example, a word bank and extra processing time. Students may complete the reflection in a quiet space.
• Offer a private check-in, one-to-one conference and an opt-out alternative for all personal sharing. Students can reflect on a fictional scenario, class process or learning task instead.
• Support EAL learners with visual prompts, partner rehearsal, key words and permission to use home-language planning before responding in English.
• Extend confident students by comparing initial and final evidence, evaluating the fairness or impact of the class action, and identifying how their goal could transfer to another context.