Reflection and Feedback

Overview

This 45-minute lesson marks the culmination of the unit "Celebrating UK Sports Stars" for Year 5 students, aligned with the Curriculum for Wales. It focuses on consolidating students’ understanding through reflective practice and peer feedback, nurturing their communication, critical thinking, and social skills in a supportive learning environment.

Curriculum for Wales Alignment

Area of Learning and Experience:

Health & Well-being
Languages, Literacy and Communication

Statements of What Matters:

“The importance of balancing different aspects of life to maintain health and well-being.”
“The role of discussion, negotiation and collaboration in shaping ideas and actions.”

Curriculum Organisers:

Communicating (using discussion and collaboration to express ideas and listen actively)
Identity and Well-being (understanding and expressing emotions, developing empathy)

Progression Steps:

Step 3 (typical for Year 5):
- Reflect confidently on experiences, identify feelings and areas for development.
- Give and receive constructive feedback effectively in peer settings.

Learning Objectives

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

Reflect on their learning journey about UK sports stars, identifying what they have enjoyed and what was challenging (HWB 3.4).
Provide constructive, respectful feedback to peers about their work (LLC 3.1, HWB 3.3).
Collaborate in group discussions to share ideas for improvement and celebrate achievements (HWB 3.2).

Success Criteria

I can describe something new I have learned about UK sports stars.
I can explain one thing I found difficult and one I enjoyed during this unit.
I can listen carefully when others share feedback.
I can give one positive comment and one suggestion to help my peer improve their work.
I can contribute respectfully to a group discussion.

Resources

Student portfolios or notebooks from previous lessons
Feedback forms/worksheets with sentence starters for peer feedback
Whiteboard or flipchart for summarising points
Timer or stopwatch
“Talking tokens” or small object to support turn-taking

Lesson Structure

1. Starter: Warm-up Reflection (10 minutes)

Activity: Silent 5-minute reflection on the unit. Students write down:
- One thing they enjoyed most about learning UK sports stars.
- One thing they found challenging.
Teacher prompts with examples:
- “I loved learning about [sports star] because…”
- “The trickiest part was…”
Differentiation:
- Provide word banks and sentence starters for learners needing language support.
- For advanced learners, invite elaboration or personal connections to sports or role models.

2. Peer Feedback (15 minutes)

Activity: Students form small groups of 5. Each student shares their favourite piece of work from the unit (e.g. poster, fact sheet or presentation).
Feedback task: Peers use structured feedback forms with prompts:
- “Something I liked…”, “One thing to improve…”
Role of teacher: Circulate, support respectful communication, encourage detailed and positive feedback.
Differentiation:
- Support some learners with scribing or sentence frames like: “I liked how you…”, “Maybe you could…”
- Challenge advanced students to ask questions that provoke deeper thinking or connections.

3. Group Discussion and Whole-Class Sharing (15 minutes)

Activity: Groups discuss common themes from feedback: What did people do well? What could we all work on next time?
Whole-class: Each group shares one highlight and one suggestion with the class.
Teacher facilitation: Use a whiteboard to map ideas and create a visual summary. Highlight growth mindset language and empathy.

4. Plenary: Personal Goal Setting (5 minutes)

Activity: Students write or draw one learning goal based on today’s reflections and feedback (e.g. “Next time, I want to speak more clearly,” or “I will try to learn more facts about sports stars”).
Differentiation: Provide example goals and visual supports.

Differentiation Summary

Learner Type	Strategies	Extension Activities
SEN/Additional Needs	Word banks, sentence starters, pairing with supportive peer, adult scaffolding during discussion	Create a personal fact sheet on a UK sports star not covered in unit
EAL Learners	Use visuals, gestures, bilingual glossaries, simplified language	Lead a short oral summary/presentation on their favourite sports star
Advanced Learners	Use open-ended questions, lead feedback sessions, or create a quiz for peers	Research and present on lesser-known UK sports figures or sports history

Assessment

Formative: Teacher observes peer discussion and feedback interactions, noting respectful language and ability to give constructive comments.
Self-Assessment: Reflection and personal goal sheets collected to review understanding and personal growth.
Peer Assessment: Quality of feedback given on peers’ work documented via feedback forms.

Teacher Tips

Emphasise the value of positive feedback and “growth mindset” language, modelling this throughout.
Use “talking tokens” to ensure all voices are heard and conversations stay focussed.
Celebrate the effort and diversity of work to build motivation for future learning journeys.

This lesson not only consolidates content knowledge about UK sports stars but builds crucial lifelong skills in reflection, collaboration, and communication, empowering pupils in line with the holistic ambitions of the Curriculum for Wales.

Teaching Instructions