Reflecting on Integrity

Overview

This 30-minute lesson is tailored for preschool students in New Zealand, focusing on reflecting on integrity through their completed collages (unit: "Collage of Integrity"). The lesson aligns with the New Zealand Curriculum Refresh and addresses the diverse learning needs of autistic and sensory learners, with appropriate differentiation, extension, and dyslexia-friendly strategies.

Learning Objectives (WALT - We Are Learning To)

WALT: Reflect on our work and understand what integrity means to us.
Develop oral communication and expressive skills by sharing personal connections.
Use symbols and drawing as alternative modes of expression where speaking is challenging.
Extend writing skills by composing a simple sentence about integrity (optional extension).

Curriculum Alignment

The Arts / Visual Arts (Level 1, Preschool-Kindergarten equivalent):
- Communicate ideas, thoughts, and feelings about their collography and artwork.
- Make connections between artwork and personal values, including integrity.
English / Oral Language & Metacognition (Early Learning Years):
- Use simple language to describe feelings and experiences.
- Reflect on learning with assistance, relating to personal experiences.
Key Competencies
- Thinking: Reflect on values and personal work.
- Using Language, Symbols, and Texts: Communicate through verbal and non-verbal forms.
- Managing Self: Express needs and preferences.
- Relating to Others: Listen and respond sensitively to peers.

Success Criteria

Each student is able to share (verbally, symbolically, or through drawing) one personal connection to the concept of integrity as represented in their collage.
Students who prefer not to speak can show their ideas through a drawing or a symbol.
Advanced learners write a short sentence about integrity using provided sentence starters.

Resources Needed

Completed collages from previous lessons.
Drawing paper, coloured pencils, markers.
Pre-prepared sentence starters on cards (e.g., “Integrity means...”, “I show integrity when I...").
Quiet corner or sensory-friendly space for students needing individual reflection time.
Visual supports: picture icons representing “integrity,” “sharing,” “honesty,” and emotions.

Lesson Structure

Time	Activity	Details	Differentiation & Support
0–5 mins	Welcome and Orientation	Gather students in circle time. Briefly remind students about the collages they made and the word “integrity”. Use a simple visual symbol to reinforce the word.	Use clear, slow speech with visual and gesture support.
5–15 mins	Reflection Sharing Circle	Each student is encouraged to talk about their collage and share what integrity means to them or shows in their work. Teacher models sharing first with simple language and reinforces listening skills.	For non-verbal students, allow them to point to or draw a symbol that expresses their thoughts. Use supports like picture cards or sentence starters if needed.
15–25 mins	Drawing / Symbol Creation	Students who choose not to speak create a drawing or symbol representing integrity or their feelings about their collage.	Provide a sensory-friendly space and materials. Offer one-on-one support if needed.
25–30 mins	Extension – Writing a Sentence	Advanced learners write a short sentence about integrity using sentence starters provided. Teacher helps with spelling and sentence formation as needed.	Dyslexia-friendly sentence starters with clear font and spacing. Encourage dictation if needed.

Differentiation Strategies

For Autistic and Sensory Learners: Sensory breaks, quiet corners, using natural light or weighted lap pads if helpful.
Communication Supports: Use of visual prompts, picture cards representing key ideas (integrity, sharing, honesty).
Non-verbal Expression: Drawing, symbols, and gestures as valid means of expressing ideas.
Small Group or One-on-One Support: Optional for students needing extra assistance sharing or writing.

Extension Activity

Write a short sentence about what integrity means to them, using sentence starters.
Encourage using descriptive words they are comfortable with and praising any attempt at writing or dictating their thoughts.

Assessment

Observe verbal and non-verbal sharing during the circle time.
Review drawings or symbols created to understand the student's grasp of integrity.
For extended learners, review sentences to assess emerging writing and conceptual understanding.

Reflection for Teachers

Note students’ responsiveness to sharing and reflecting.
Consider which supports were most effective and adjust future lessons accordingly.
Foster a classroom culture that values all communication forms and personal expression.

This lesson plan embraces the principles of the New Zealand Curriculum Refresh by ensuring cultural responsiveness, differentiation, and a holistic approach to learning reflective thinking and values through accessible art practices. It supports the development of expressive vocabulary, metacognitive awareness, and respects diverse learning paths, crucial for preschool autistic and sensory learners.

If required, further adaptation for students with more complex needs might include the use of assistive communication devices or tailored sensory supports, following health and education guidance.

Key Curriculum Documents Referenced

The Arts: Visual Arts (Levels 1-2)
English: Oral Language and Communication for Learning
Key Competencies: Thinking, Using Language, Symbols and Texts, Managing Self, Relating to Others
Teaching considerations for diverse and sensory learners in preschool settings