Our Learning Journey

Overview

In this final lesson of Empowered English: Tuarere Tahi, students look back on their learning, celebrate progress, and identify one next step. Through kōrero, drawing, shared writing and a simple reflection, students practise communicating ideas, listening respectfully and recognising themselves as capable, developing learners.

Learning intentions

• WALT talk about something we have learned in English.
• WALT describe a challenge and how we managed it.
• WALT listen to others and respond kindly.
• WALT choose one next step for our learning.

Success criteria

• I can share one thing I learned or improved.
• I can explain a challenge using words, drawings or actions.
• I can listen while someone else is speaking.
• I can choose a next step and say how I will practise it.

Curriculum links

• Oral language: participating in conversations, listening actively and sharing ideas clearly.
• Reading and writing: making meaning from texts and communicating personal ideas through drawing, labels, words or sentences.
• Learning through English: reflecting on learning, responding to feedback and setting achievable goals.
• Hauora and belonging: recognising strengths, perseverance and the value of learning with others.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and remember Gather students in a circle. Open with the welcome and memory-jogging slides and explain that this is the final lesson in our learning journey. Briefly revisit the unit title and invite students to show with their fingers how they feel about their English learning today: 1 = unsure, 5 = proud.

2. 5–15 minutes – Learning journey kōrero Display the simple journey path in the learning journey slides. Prompt: “What did we learn to do?”, “What was tricky?”, “What helped us?” and “What are we proud of?” Think aloud first, modelling a response such as, “At the beginning I found sharing ideas difficult. I practised, listened and had another go.” Invite partner talk. Students may speak, point, gesture or use a home language before sharing in English. Select several students to contribute to a class discussion, recording key ideas with quick sketches and words.

3. 15–25 minutes – Class reflection model Use the reflection model slide to introduce three reflection prompts: “I learned…”, “I worked hard when…”, and “Next I will…” Model a response suitable for the class, including a drawing and one short sentence. Emphasise that reflection is not about being perfect; it is about noticing change and deciding what to try next. Co-construct a few possible next steps, such as speaking in a full sentence, adding detail to writing, checking letter sounds, or listening for key information.

4. 25–42 minutes – Individual reflection Distribute the learning journey reflection sheet. Read each prompt aloud and complete the first section together. Students draw, label or write about one learning success, one challenge and one next step. Encourage Year 0–1 students to use pictures, copied sentence starters or dictated ideas; Year 2–3 students should add a reason or example where they can. Circulate, scribe student words when needed, and ask: “What changed for you?” or “What helped you keep going?”

5. 42–52 minutes – Share and celebrate Return to the sharing and celebration slides. In groups of three, students take turns sharing one part of their reflection. Listeners respond with a sentence stem: “I noticed…”, “That sounds like…”, or “You kept trying when…” Students may pass or share their drawing instead of reading aloud. Invite a few volunteers to share with the class and acknowledge specific learning behaviours, such as practising, asking for help, taking risks or encouraging others.

6. 52–60 minutes – Next-step circle and closing Ask students to choose one word or phrase that describes their learning journey: “proud”, “brave”, “growing”, “helpful”, “creative” or another suitable word. Use the closing reflection slide to revisit the message: good learners keep noticing, practising and trying. Students complete the sentence, orally or with a gesture: “My next step is…” Finish with a class celebration and thank students for their contributions across all 16 lessons.

Resources

• the unit reflection slide deck
• the learning journey reflection sheet
• Whiteboard or large paper
• Markers and pencils
• Crayons or coloured pencils
• Optional word and picture prompts for “learned”, “challenge”, “helped” and “next”
• A quiet space for students who need to reflect privately

Assessment

• Listen during partner and group kōrero for students’ ability to recall learning, explain an experience and respond to others.
• Review reflection sheets for evidence of a learning success, a challenge or strategy, and an achievable next step. Accept drawings, labels, dictated responses and oral explanations.
• Note students who need further support with oral language, confidence, handwriting, sentence formation or goal-setting when planning the next English unit.

Differentiation

• Support Year 0–1 students with picture prompts, oral rehearsal, sentence frames and adult scribing. Accept pointing, drawing, gesture or home-language planning before an English response.
• Support students with communication, attention or sensory needs by offering a quieter reflection space, extra processing time, a choice of sharing privately or with a partner, and frequent movement breaks.
• Extend Year 2–3 students to explain how a strategy helped them, give a specific example of growth, or identify a measurable next step.
• Pair students thoughtfully so confident speakers model respectful listening without speaking for others. Provide challenge words and model sentences while valuing students’ varied language backgrounds.