Ready to Lead

Overview

This final lesson brings together the skills developed across Lead, Reflect, Grow. Students rehearse a student-led conference (SLC), use feedback to identify their readiness, and complete a personal checklist focused on confidence, support needs and commitments for leading a positive, student-owned SLC in 2027.

Learning intentions

• WALT communicate our learning and goals clearly to whānau or caregivers.
• WALT listen respectfully and respond appropriately during a conference.
• WALT reflect on our values, confidence and readiness to lead.
• WALT identify support and make an intentional commitment for 2027.

Success criteria

• I can explain my learning, progress and next steps using specific examples.
• I can welcome questions, listen carefully and respond respectfully.
• I can identify what I feel confident about and where I need support.
• I can record one realistic commitment for leading my SLC in 2027.

Curriculum links

• Health and PE — Relationships / Self and others: reflecting on how role models and peer influences shape values and behaviours, and making intentional choices aligned with identity and wellbeing.
• Health and PE — Relationships / Self and others: understanding and respecting diverse cultural, religious and ethnic backgrounds to build inclusive and supportive relationships.
• Health and PE — Sex Education: cultural, religious and family values shape attitudes, rights and responsibilities in relationships; applied here through respectful communication and personal boundaries.
• Key competencies: managing self; relating to others; participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and settle. Teacher welcomes students to the final lesson, displays the learning intentions and opens with the opening question and lesson goals: “What makes a conference feel genuinely student-owned?” Students silently consider the question, then share one idea with a partner. Reinforce that students may express values differently and that respectful listening matters.

2. 4–8 min · Model a conference. Teacher uses the conference model and success criteria to briefly demonstrate a strong opening: greeting the visitor, explaining the purpose, sharing one achievement, naming a next step and inviting questions. Model one less-effective response, such as becoming defensive when asked a question, then improve it. Students identify what made the second version more respectful, clear and student-led.

3. 8–19 min · Conference simulation. Teacher places students in groups of three: student leader, whānau/caregiver or guest, and observer. Provide the prompts on the personal readiness checklist and conference rehearsal sheet. Students complete two short rounds of approximately four minutes, rotating roles after each round. The student leader shares a learning highlight, evidence of progress, a challenge or next step, and a 2027 goal. The guest asks one supportive question; the observer records one strength and one useful suggestion. Remind students that the role-play should remain constructive and must not require disclosure of private family or religious beliefs.

4. 19–24 min · Feedback and readiness check. Teacher pauses the class and uses the feedback prompts and readiness check to guide a quick group discussion: “What helped the speaker feel prepared?”, “Which questions were hardest to answer?”, and “What support could make the real conference easier?” Students complete the checklist independently, rating each area as ready, nearly ready or needing support, and add a specific example or action beside one rating.

5. 24–28 min · Personal commitment. Teacher displays the 2027 commitment prompt and asks students to complete the final section of the worksheet: “In 2027, I will help make my SLC positive and student-owned by…” Students write one observable commitment, such as preparing evidence in advance, speaking honestly about a challenge, asking for clarification, or making space for their whānau or caregiver to respond. Students may share commitments with a partner, or pass if they prefer.

6. 28–30 min · Closing reflection. Teacher invites two or three volunteers to share a learning or insight from the unit, then closes by acknowledging growth and reminding students that readiness includes knowing when to seek support. Students hand in the completed checklist or place it in the agreed collection point.

Resources

• the complete Ready to Lead slide deck
• the personal readiness checklist and conference rehearsal sheet
• Pens or pencils
• Timer
• Board or display screen
• Optional conference evidence, learning samples or goal notes from earlier lessons
• A quiet support space or named staff contact for students who need a brief check-in

Assessment

• During the simulations, listen for clear explanations of learning, respectful turn-taking, appropriate responses to questions and evidence of student ownership.
• Use observer notes and the readiness checklist to identify students needing further rehearsal, help selecting evidence or support with confidence.
• Collect the completed commitment and checklist as an exit assessment. Look for a specific reflection, a realistic support need where relevant and an observable 2027 action.

Differentiation

• Provide sentence starters on the worksheet, such as “One thing I am proud of is…”, “The evidence for this is…”, “My next step is…” and “Could you please repeat or rephrase the question?”
• Allow students to use notes, learning samples or a prepared prompt card during the simulation; students may rehearse first with a trusted partner or teacher.
• For EAL learners and students needing additional support, pre-teach the conference sequence, pair them thoughtfully, allow extra processing time and accept spoken, written or visual evidence of learning.
• Extend confident students by asking them to respond to an unexpected but respectful question, explain how their values inform a goal, or coach a peer using precise, strengths-based feedback.