Teamwork Reflection Time

Overview

This 30-minute session is the tenth and final lesson in the "Teamwork in Motion" unit for Years 0-2 students. The focus is on reflection and self-assessment of teamwork skills developed during the unit and sharing personal experiences of how teamwork contributes to belonging. Activities are designed to be age-appropriate, engaging, and supportive of the New Zealand Curriculum Refresh expectations in Physical Education (PE).

Curriculum Links

• Health and Physical Education Learning Area (Te Whāriki),
• Key Competencies: Managing self, Relating to others, Participating and contributing,
• Strand: Relationships with other people,
• Achievement Objective: Develop interpersonal skills to work effectively with others in a range of physical activities,
• Values: Respect, Responsibility, Excellence, Community and participation,
• Spirit of the Curriculum: ensuring equity and inclusiveness,
• Metacognitive and reflective practices supporting personal growth in wellbeing.

(Referencing the New Zealand Curriculum Refresh principles for Years 0-2 PE curriculum to focus on social and emotional learning and self-management through physical activity) .

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Learning Objectives

By the end of this lesson, students will be able to:

• Reflect on their teamwork abilities and describe what they learned about working with others.
• Use simple language and gestures to express their feelings about teamwork and belonging.
• Recognise how teamwork influenced their sense of belonging in the class.
• Complete a self-assessment using visual and verbal prompts suited to their developmental level.

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Materials Needed

• Large visual teamwork self-assessment chart with smiley faces or emoticons (e.g., happy face = good teamwork, unsure = sometimes teamwork, sad face = needs practice),
• Markers or stickers for students to indicate their responses,
• A soft ball or “talking object” to pass around during group sharing,
• Reflection prompt cards with simple pictures and keywords (e.g., sharing, helping, listening, working together, feeling happy, belonging).

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Lesson Breakdown

1. Welcome & Introduction (5 minutes)

• Greeting: Warmly welcome the class and briefly remind them about the teamwork activities they have done in this unit.
• Set purpose: Explain that today's lesson is about thinking about what they have learned about teamwork and how it helped them feel like part of a group.
• Safety and respect reminder: Reinforce respectful listening when others are sharing.

2. Self-Assessment Activity (10 minutes)

• Explain Self-Assessment: Show the large visual chart explaining the faces/emotions and what they mean about teamwork (for example, smiling face = "I worked well with others", thinking face = "I sometimes worked well", sad face = "I need to practise").
• Model Completion: Teacher models how to put their sticker or mark on the chart and say why.
• Student Activity: Students come one by one to place their marker/sticker on the chart and say a few words, sentence or point to a reflection card that matches how they feel about their teamwork. Assist as needed.
• Encourage honesty: Emphasise that this is about learning and growing, not about being perfect.

3. Sharing Reflections in Group (10 minutes)

• Talking Object: Use the soft ball or talking object to create a circle sharing time. Only the person with the ball can talk.
• Prompts: Teacher asks reflection questions like:
  • "What was your favourite teamwork activity?"
  • "How did working with others make you feel?"
  • "Can you tell us one way you helped your friends?"
  • "How did being part of a team help you feel included?"
• Support: Encourage short, simple responses—use visuals or cards for support if needed.
• Affirm: Acknowledge all contributions positively, reinforcing the value of everyone’s experience.

4. Closing & Connection (5 minutes)

• Summary: Teacher summarises key ideas shared, highlighting cooperation, sharing, and belonging.
• Positive reinforcement: Praise students for their effort and honesty in reflection.
• Link to wellbeing: Explain how teamwork and belonging help us feel happy and safe at school.
• Look forward: Encourage students to keep using these skills every day.

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Assessment

• Formative Assessment: Observe students’ ability to self-assess and articulate thoughts about teamwork through their choice on the chart and their sharing.
• Criteria for Success:
  • Students select an emotion on the self-assessment chart that reflects their teamwork.
  • Students share at least one idea about teamwork or belonging during the group discussion.
  • Students show understanding of belonging as a positive feeling associated with teamwork.

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Differentiation / Inclusion

• Use visuals and simple language for English language learners and students with additional learning needs.
• Provide one-on-one support if students find expressing thoughts verbally difficult.
• Allow non-verbal responses via pointing or using reflection cards.
• Celebrate cultural diversity by inviting different expressions of team feelings and belonging.

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Teacher Reflection

• Note students’ engagement in reflection and self-assessment.
• Identify students who may need further support in social skills or belonging.
• Reflect on how well the unit built teamwork skills and contributed to class community.

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This final lesson celebrates student voice and promotes metacognitive skills consistent with the New Zealand Curriculum’s focus on holistic development and wellbeing through Physical Education for Years 0-2. The use of visual supports, simple language, and group sharing creates an inclusive and affirming environment to conclude the unit successfully.