Reflecting on Improvements

Lesson Overview

• Unit: Tech Task Mastery (Lesson 7 of 7)
• Duration: 45 minutes
• Class size: 8 students
• Level: Entry Level 1 (Ages 16-18, students with learning difficulties or very early IT learners)
• Subject: Technology
• Curriculum Links:
  • National Curriculum for England – Computing Programmes of Study - Key Stage 4 (adapted for Entry Level 1)
  • Functional Skills IT (Entry Level 1)
  • Employability and personal development skills embedded in IT studies

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Learning Objectives

By the end of this lesson, students will:

1. Understand the purpose of reflecting on completed tasks. (Computing KS4: “understand how to recognise computer components and use technology safely and responsibly” – adapted for reflection)
2. Identify and describe what worked well in their previous IT tasks.
3. Recognise areas needing improvement or possible changes for future tasks.
4. Communicate their findings and proposed improvements clearly using simple IT tools (e.g., word processor, simple presentation).
5. Develop confidence in presenting ideas to peers using technology, supporting communication skills.

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National Curriculum Links

• Computing programmes of study (Key Stage 4), adapted for Entry Level 1:
  • "Use technology purposefully to create, organise, store, manipulate and retrieve digital content."
  • "Recognise ways technology is used in the wider world."
  • "Develop simple communication skills using ICT."
• Functional Skills IT (Entry Level 1):
  • Use ICT tools to communicate simple information and ideas.
  • Review and improve own use of ICT in everyday situations.

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Resources Needed

• Computers or tablets with word processing or simple presentation software.
• Projector or interactive whiteboard.
• Template worksheet with sentence starters for reflection (e.g., “I did well when...”, “Next time I could...”, “I found it difficult to...”).
• Printed copies of the completed tasks from previous lessons (if applicable).
• Simple voice recorder or audio notes app (optional, for students who prefer oral reflection).

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Lesson Structure

1. Starter (5 minutes)

• Set the scene: Briefly recap the unit "Tech Task Mastery" and remind students about their completed tasks.
• Discussion prompt: Ask, "Why do you think it is important to think about what worked well and what didn’t, when we use technology?"
• Collect a few simple answers.
• Show a visual poster on the board titled “Why Reflect?” with keywords: Improve, Learn, Fix, Try Again.

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2. Main Activities

Activity 1: Guided Reflection (15 minutes)

• Each student accesses their previous task file or printed work.
• Using the worksheet template, students complete sentences with scaffolded support. Example prompts:
  • "One thing I did well was…"
  • "One thing I found tricky was…"
  • "If I did this task again, I could…"
• Teacher circulates, supports reading and writing as needed, encourages oral answers logged by the teacher or voice recorder if literacy is a barrier.

Activity 2: Sharing Reflections (15 minutes)

• Students pair-share their reflections.
• Each pair then selects one improvement idea and one success to share with the whole class using the interactive whiteboard.
• For those able, students create a simple slide or digital poster with one point of success and one improvement suggestion using icons and simple text.
• The teacher facilitates using questioning to scaffold contributions: “Can you explain why you think this was good? What could be better next time?”

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3. Plenary (10 minutes)

• Class group reflect on what they have learned about reflecting and improving in technology tasks.
• Teacher records key points from students’ suggestions on the board under “Our Top Tips for Tech Task Success.”
• Reinforce the value of reflection as part of learning and growing with technology.
• Introduce the idea that reflecting on work will help students in many areas beyond technology, including future education and jobs.

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Assessment and Feedback

• Formative assessment: Ongoing through observation of student participation, support given during reflection worksheet completion, and responses in pair-sharing and class discussions.
• Checklist: Teacher ticks off whether each student:
  • Identified at least one success and one improvement.
  • Used IT tools to communicate ideas (verbally, written, or digitally).
  • Showed understanding of why reflecting on tasks is important.
• Peer feedback: Encouraged through pair-sharing activity to build confidence and communication skills.

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Differentiation and SEND Support

• Use sentence starters and visual aids for students with literacy challenges.
• Offer voice recording or oral responses as alternatives to writing.
• Provide additional one-to-one support to students struggling to articulate reflections.
• Allow more time or pair stronger students with peers who need help during activities.

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Extension Ideas (if time allows)

• Create a simple "Improvement Plan" poster with drawings and bullet points.
• Record short videos where students talk about their task and what they learned.
• Use a mind-mapping app to visually chart what worked and what can be improved.

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Teacher Reflection

• Was every student able to communicate one success and one improvement?
• Could students engage with the IT tools to express their ideas?
• Did peer sharing promote confidence and reinforce learning objectives?
• Next steps: Build opportunities for reflection into future units with more advanced digital tools.

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This final lesson consolidates learning from the "Tech Task Mastery" unit by embedding reflective practice within technology work, fully aligned with national curriculum expectations for Entry Level learners and emphasising progress in IT use, communication, and personal development.