Sharing Our Growth

Overview

This opening lesson in the 18-lesson unit Lead, Reflect, Grow introduces Student-Led Conferences (SLCs) as a respectful conversation where ākonga share evidence of their learning and development with whānau. Students distinguish student-led conversations from teacher-led reporting and identify ways to speak about learning, character, service, and spiritual growth.

Learning intentions

• WALT explain the purpose and structure of a Student-Led Conference.
• WALT compare student-led conversations with teacher-led reporting.
• WALT select examples that show our learning, character, service, and spiritual growth.
• WALT practise speaking about personal growth respectfully and honestly.

Success criteria

• I can explain what an SLC is and why it matters.
• I can identify at least two differences between an SLC and a teacher-led report.
• I can name suitable evidence for learning, character, service, and spiritual growth.
• I can use respectful language to share growth with whānau.

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 that support identity and wellbeing.
• Health and PE — Relationships / Self and others: recognising that diverse cultural, religious, and ethnic communities contribute to inclusive and supportive relationships.
• English — Text Studies / Response to texts: using personal responses to communicate information about ourselves and others.
• Key competencies: managing self, relating to others, participating and contributing, and using language, symbols, and texts.

Lesson structure (30 minutes)

1. 0–4 min · Hook: Who knows your growth? Teacher opens the SLC introduction deck with the question, “If your whānau wanted to know how you are growing at school, who should tell them—and what should they hear?” Students think silently, then share one idea with a partner. Invite two or three responses, affirming that students are important owners of their learning story.

2. 4–9 min · What is an SLC? Teacher uses the SLC introduction deck to explain that an SLC is a planned conversation led by the student, usually with whānau and a teacher present. Clarify that the student welcomes whānau, shares selected evidence, explains progress and challenges, identifies values and next steps, and invites questions. Students record a one-sentence definition on the Student-Led Conference planning sheet.

3. 9–14 min · Compare the conversations. Teacher displays the student-led and teacher-led reporting examples in the SLC introduction deck. In pairs, students complete the comparison section of the Student-Led Conference planning sheet, considering who speaks most, who chooses the evidence, who explains progress, and how the next step is decided. Take brief whole-class feedback and correct the misconception that student-led means “the student does all the talking” or “the teacher is not involved”.

4. 14–22 min · Four areas of growth. Teacher introduces the four headings in the SLC introduction deck: learning, character, service, and spiritual growth. Explain that spiritual growth may include developing meaning, purpose, prayer or reflection, moral decision-making, connection, gratitude, or living out faith; students should share only what is appropriate and comfortable. In groups of four or five, students sort possible evidence listed on the Student-Led Conference planning sheet under the four headings, recognising that some examples may fit more than one area. Groups choose one example and justify their placement.

5. 22–27 min · Practise a conference opening. Teacher models a brief, age-appropriate opening using the structure on the SLC introduction deck: welcome, focus, evidence, reflection, and next step. Students rehearse in pairs using one selected example from the Student-Led Conference planning sheet. Partner A speaks for 45 seconds; Partner B listens for clarity and respectful language, then gives one warm feedback comment. Swap roles. Students may choose a general example rather than disclose private beliefs or experiences.

6. 27–30 min · Plenary and exit check. Teacher returns to the opening question through the SLC introduction deck and asks students to complete the final three prompts on the Student-Led Conference planning sheet: “An SLC is…”, “One difference from teacher-led reporting is…”, and “One piece of growth I could share is…”. Collect worksheets or scan responses as an initial diagnostic for the unit.

Resources

• the SLC introduction deck
• the Student-Led Conference planning sheet
• Whiteboard or display screen
• Pens or pencils
• Timer
• Copies of the worksheet for 23 students

Assessment

• Listen during pair and group discussion for accurate understanding of the purpose and structure of SLCs.
• Check comparison responses and group explanations for the distinction between student-led conversation and teacher-led reporting.
• Use the final worksheet prompts to identify students’ ability to describe growth and select appropriate evidence; note students who need support with confidence, vocabulary, or privacy boundaries.

Differentiation

• Provide sentence starters on the worksheet: “An SLC is…”, “I am proud of… because…”, “This shows growth in…”, and “My next step could be…”.
• Allow students to speak from notes, rehearse with the teacher, or record a response privately rather than disclose personal spiritual experiences publicly.
• Support EAL learners with paired rehearsal, clear examples, visuals, and permission to use familiar words before developing subject-specific language.
• Extend confident students by asking them to explain how one piece of evidence could demonstrate more than one area of growth, or to formulate a thoughtful question for whānau.