Reflecting on Learning

Overview

Unit: Growing Closer to God
Lesson: 12 of 13
Duration: 30 minutes
Class Size: 25 Year 1 students
Subject: Religious Education
Theme: Reflection on our learning about God

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Learning Intentions

WALT:
We Are Learning To reflect on our learning about God.

Success Criteria:

• Students can share one thing they learned about God during the unit.

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Curriculum Alignment

New Zealand Curriculum Refresh References

• Religious Education Phase 1 (Years 0-3) focus:
  Supporting students to develop understanding of big ideas in relation to spiritual beliefs and how these shape experiences and relationships.
• Key Competencies:
  • Managing self – through reflection and expressing personal understanding.
  • Relating to others – sharing ideas respectfully.
  • Participating and contributing – engaging in group reflection activities.
• Values:
  • Encouraging empathy and respect for diverse views about God and spirituality.
• Social Sciences and English Connection:
  • Using oral language skills to describe experiences and feelings about God.
  • Making personal connections and sharing reflections with peers.
• Metacognition (English curriculum years 0-6):
  • Reflect on what they have learned and express this in their own words.
  • Use sentence stems to scaffold expression (e.g., “I learned that...”) .

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Lesson Plan

Time	Activity	Details	Resources & Supports
0-5 mins	Warm-up and Introduction	Teacher welcomes students and briefly revisits unit theme: “Growing Closer to God”. Ask “What is something special you learned about God?”	Whole class discussion, teacher-led Q & A
5-15 mins	Guided Reflection: Using Reflection Journals	Students are given their reflection journals. Teacher guides them through reflection questions: 1) “What did you learn about God?” 2) “How do you feel about what you learned?” 3) “What made you happy or interested?”	Reflection journals, large print for dyslexia-friendly access, oral prompts, guided question sheet
15-20 mins	Sharing Time in Small Groups	Students share one thing from their journal with a partner or small group. Teacher models respectful listening and language. Use sentence stems such as “I learned...” or “My favourite part was...”	Small groups of 4-5, sentence stem posters for support
20-28 mins	Class Reflection Book Creation (Extension)	Students who finish early or want a challenge can contribute a sentence or drawing to a class book of reflections about God. This book will be displayed in class or school.	Class book, drawing supplies, sentence stem cards
28-30 mins	Wrap-up and Affirmation	Teacher summarises learning, praises effort, and highlights diversity of ideas shared. Reinforce that all opinions are welcome. Introduce positive self-talk for future learning ("I can learn more every day!").	Positive affirmation cards, classroom poster on respect for ideas

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Differentiation Strategies

• Dyslexia-Friendly:
  • Provide guided reflection questions in simple, large font.
  • Use visual supports and sentence stems to assist verbal expression.
  • Allow oral recording of reflections if writing is challenging.
• Support for Diverse Learners:
  • Small group work to build confidence in sharing.
  • Visual cues for sequencing ideas in sentences.
  • Teacher or aide support during reflection journaling as needed.
• Extension for Advanced Learners:
  • Support creation of the class reflection book, encouraging more detailed sentences or illustrations.
  • Invite students to explain why their reflection is important to them.

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Assessment

• Informal formative assessment through observation during sharing time:
  • Can students articulate one thing they have learned?
  • Participation in group reflections demonstrating listening skills and respectful communication.
• Reflection journals provide evidence of understanding and ability to connect personally with spiritual learning.
• Teacher notes on student language use and engagement with the success criteria.

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Notes on Teaching Approach

• This lesson promotes metacognitive and self-regulation skills by encouraging reflection on learning and feelings related to God, aligning with NZ Curriculum English and Social Sciences guidelines for year 1 students.
• Emphasis on oral language development and respectful sharing supports competency in relating to others and managing self.
• Inclusion of a tangible class book fosters a sense of community and belonging, representing diverse student voices as valued and shared outcomes for the unit.
• Positive teacher language models perseverance and self-efficacy, promoting lifelong learning attitudes consistent with curriculum principles.

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This detailed plan meets the teacher instructions closely, adhering to WALT, success criteria, differentiation, extension, and dyslexia-friendly strategies within the framework of the New Zealand Curriculum Refresh for Year 1 students in Religious Education .