Reflect and Showcase

Year Level

Year 2 (ages 6-7)

Duration

45 minutes

Class Size

9 students

---

Unit Context

This is the 10th and final lesson in the unit: "Denim Dreams: Upcycling Fashion."

---

Curriculum Alignment

This lesson aligns with the New Zealand Curriculum Technology learning area for Level 1, focusing on Technological Practice, Technological Knowledge, and Nature of Technology strands.

Specific Learning Objectives (from NZC Technology Level 1)

• Technological Practice: Students develop beginning capabilities to plan, develop, and communicate design ideas.
• Technological Knowledge: Understand and use simple materials in a practical context — in this case, recycled denim.
• Nature of Technology: Recognise that technology development involves creativity, innovation, and thinking about the environment (upcycling).

Key Competencies Addressed

• Managing Self: Reflecting on their own learning, sharing their work.
• Relating to Others: Collaborating in group presentations.
• Thinking: Reflecting on design processes, problem-solving.
• Using Language, Symbols, and Texts: Sharing ideas verbally, writing reflections.

---

Learning Intentions

WALT (We Are Learning To)

• Reflect on our learning journey in creating upcycled denim waistcoats.
• Showcase and share our waistcoat designs with others.
• Discuss the design and making process.

Success Criteria

• Present their waistcoat to the class, explaining their design choices and steps.
• Use clear, simple language to describe their upcycling journey.
• Participate in group presentations to support peers if needed.
• Extension learners: Compose a written reflection that describes their experiences and learning during the upcycling project.
• All students will be supported to express their ideas with dyslexia-friendly materials, such as pictorial prompts or sentence starters.

---

Differentiation

• Pair or small group presentations for students who benefit from peer support.
• Use of visual aids and sentence frameworks for students with language or literacy challenges, including dyslexia.
• Provide extra adult support during sharing time if needed.
• Extension activity: Write or draw a reflection journal entry about their upcycling experience.
• Use multi-sensory approaches: props, photographs of the making stages, or physical waistcoats for demonstration.

---

Materials Needed

• Completed waistcoats produced over the unit.
• Display area or boards for showcasing.
• Reflection sheets with sentence starters and pictures.
• Visual timers to aid time management.
• Optional digital devices for recording presentations or reflections.
• Comfortable seating arranged for group sharing.

---

Lesson Breakdown

Time	Activity	Detail
0-5 min	Introduction and WALT reminder	Gather students on the mat. Revisit the learning focus: reflecting and sharing. Briefly overview the success criteria. Use pictorial prompts about “Reflect” and “Showcase.”
5-25 min	Presentation Preparation & Practice	In small groups (3 students each), prepare a short presentation. Use scaffolded sentence starters: "My waistcoat is...", "I used...", "I liked...", "It was tricky when...". Teacher/TA circulate providing support and encouragement.
25-40 min	Group Presentations	Each group presents their waistcoats to the class. Encourage active listening and positive feedback from peers. Use simple praise and a question or two to prompt depth, e.g., "What was your favourite part of making it?"
40-45 min	Reflection and Extension	As a class, discuss what they have learned about upcycling and designing. Students who want or can, begin writing or drawing a reflection on their upcycling journey using reflection sheets. Use dyslexia-friendly font and layout. Optionally record reflections digitally.

---

Assessment for Learning

• Formative Assessment through observation of presentations: Listen for understanding of the design process, ability to communicate ideas, and awareness of upcycling principles.
• Self-Assessment: Students use reflection sheets to recognize what they enjoyed or found challenging.
• Peer Feedback: Encourage simple verbal feedback focusing on positive recognition.

---

Teacher Notes

• Create a warm, encouraging environment where students feel safe to present.
• Use positive body language to support hesitant speakers.
• Model the reflection language at the start.
• Encourage connections to personal experiences and the environment (why upcycling matters).
• Keep pace brisk to match attention spans.
• Use digital recording where possible to allow students to see their presentations later and support self-reflection.

---

Sample Reflection Sentence Starters

• "I designed my waistcoat to look like..."
• "I used old denim because..."
• "My favourite part was..."
• "The hardest part was..."
• "I learned that..."
• "Upcycling helps because..."

---

Links to The New Zealand Curriculum

This lesson supports Technology Level 1 achievement aims:

• Technological Practice: "Develop plans to construct technological outcomes."
• Technological Knowledge: "Understand materials and their properties."
• Nature of Technology: "Recognise how technological outcomes reflect cultural values and consider sustainability."

By reflecting on and sharing their waistcoats, students engage in critical technological practice and begin appreciating sustainability through upcycling. Group presentations strengthen oral language and collaboration skills linked across the curriculum competencies.

---

This detailed, engaging plan brings together practical skills, reflection, and communication — aligned perfectly to New Zealand’s technology curriculum and suited to the Year 2 learners’ abilities and needs.