Leading With Purpose

Overview

This first lesson in the 18-lesson unit introduces Student-Led Conferences (SLCs) as a purposeful way for ākonga to communicate their learning, progress and next steps. Students compare SLCs with teacher-led reporting and consider how the roles of ākonga, kaiako and whānau connect with the Christian value of serving others.

Learning intentions

• WALT describe the purpose and process of Student-Led Conferences.
• WALT distinguish between student-led and teacher-led reporting.
• WALT explain the responsibilities of ākonga, kaiako and whānau.
• WALT connect serving others with the purpose of SLCs.

Success criteria

• I can describe what happens during a Student-Led Conference.
• I can explain at least two differences between SLCs and teacher-led reporting.
• I can identify the responsibilities of ākonga, kaiako and whānau.
• I can explain one way an SLC can serve and support others.

Curriculum links

• Religious Studies: demonstrate understanding of a characteristic of religious or spiritual traditions, with a focus on moral and ethical teachings and social organisation.
• Religious Studies: explain how Christian values are applied within a community.
• New Zealand Curriculum values: respect, equity, community and participation, and integrity.
• Key Competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (30 minutes)

1. 0–4 min · Hook: Who should tell the story? Teacher opens with the hook question and conference comparison image and asks: “If your whānau wanted to understand your learning, who should explain it—you, your teacher, or both?” Students make an individual choice, then briefly share their reasoning with a partner. Emphasise that there is no single correct response.

2. 4–9 min · Establish the purpose. Teacher uses the learning intention and purpose slides to explain that an SLC is a planned conversation in which the student presents evidence of learning, reflects on progress and identifies next steps with whānau. Clarify that this is not simply a performance or a report read aloud: it is a student-led opportunity to communicate honestly and respectfully. Students record a one-sentence definition on the SLC comparison and reflection worksheet.

3. 9–15 min · Compare reporting approaches. Teacher displays the teacher-led/SLC comparison table and introduces the three roles: ākonga prepares and presents; kaiako supports, guides and provides accurate information; whānau listens, encourages, asks questions and helps with next steps. Students complete the comparison table on the SLC comparison and reflection worksheet, identifying who leads, what is discussed, and how the conversation can support learning. Invite two pairs to share one difference.

4. 15–22 min · Role and responsibility scenarios. Teacher places students in five groups of four and displays the scenario instructions and role prompts. Give each group one scenario from the worksheet, such as a student who has prepared no evidence, a whānau member who dominates the conversation, or a kaiako who gives unclear feedback. Students decide which role or roles need to respond, explain what a helpful response would look like, and prepare a 30-second explanation. Groups share selected responses; reinforce listening, manaakitanga and respectful communication.

5. 22–27 min · Connect with serving others. Teacher introduces the Christian value of serving others as putting another person’s wellbeing and growth ahead of personal status or convenience. Use the Christian value and reflection prompt to ask: “How might preparing carefully for an SLC serve your whānau? How might listening respectfully serve your ākonga?” Students complete the final reflection on the SLC comparison and reflection worksheet, linking one SLC action to serving others. Acknowledge that students and whānau may hold different beliefs, while the class is examining the Christian value in this unit.

6. 27–30 min · Plenary and check-out. Teacher returns to the hook question using the plenary and exit prompt and asks students to revise or strengthen their initial response. Students share one sentence beginning, “An SLC is purposeful because…” and hand in their completed worksheet. Preview that the next lesson will explore what evidence of learning students could present.

Resources

• the Leading With Purpose introduction deck
• the SLC comparison and reflection worksheet
• Whiteboard and markers
• Projector or interactive display
• Five classroom tables or group work spaces
• Timer
• Pens

Assessment

• Listen to partner responses and group explanations for accurate understanding of the purpose and roles in an SLC.
• Check worksheet comparisons and scenario responses for clear distinctions between student-led and teacher-led reporting.
• Use the final sentence and written Christian-value connection as an exit check for understanding and as a starting point for Lesson 2.

Differentiation

• Provide sentence starters on the worksheet: “An SLC is…”, “Unlike teacher-led reporting…”, and “Preparing can serve others because…”.
• Allow students to explain scenario responses verbally, in writing or through a brief role-play; assign a facilitator, recorder, speaker and timekeeper in each group.
• Support EAL learners with the key terms ākonga, kaiako, whānau, evidence, reflection and next steps displayed with plain-English explanations.
• For students needing additional support, provide a completed example of one comparison row and check understanding privately before group work. Challenge confident students to explain how serving others may involve honesty, accountability as well as encouragement.