Reflection and Growth

Overview

Students reflect on what they have learned about community connections and responsibilities, and recognise how they have grown and how they can help others next. This is lesson 17 of 20 in the unit “Community Connections and Responsibilities”.

Learning intentions

• WALT: Reflect on personal and community growth.
• Students will talk about what they learned and how it helps them in the community.
• Students will identify one thing they will do differently or continue doing to be a kind, responsible community member.
• Students will use sentence starters to express ideas clearly.

Success criteria

• I can discuss in pairs what I learned about community.
• I can share one way I have changed or grown.
• I can explain one responsibility I can take part in at school or in the community.
• I can use sentence starters to help my talking or writing.

Curriculum links

• Personal wellbeing and relationships: recognising feelings, managing behaviour, and building positive relationships.
• Living in the wider world: understanding community roles, responsibilities, and how choices affect others.
• PSHE skills: communication, listening, and reflecting on personal growth.
• Safeguarding and healthy relationships: respectful ways to talk about ourselves and others.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and lesson purpose

• Teacher explains: “Today we will reflect on our learning about community and responsibilities.”
• Remind students of kind listening: “We take turns and we speak respectfully.”

2. 5–15 min | Community learning recap (shared visuals)

• Use a simple class mind-map or picture cards (e.g., helping others, rules, being safe, caring for people, recycling, volunteering).
• Students identify 1–2 things they remember from previous lessons by pointing or choosing from options.

3. 15–25 min | Guided reflection questions (teacher-led)

• Use guided questions appropriate for Year 1 & 2 language:
• “What did you learn about community?”
• “Who helps us in the community?”
• “How did you help others?”
• “How did you feel when you helped?”
• “What will you do next time?”
• Students answer using brief prompts (verbal, or with picture/word cards for non-verbal or emerging speakers).

4. 25–40 min | Pair discussion with sentence starters

• In pairs, students complete a short discussion using sentence starters:
• “I learned that…”
• “I helped by…”
• “I am proud of…”
• “Next time I will…”
• Teacher circulates, modelling sentence starters and using calm, predictable prompts.

5. 40–47 min | Whole-class sharing (voluntary)

• Invite a few pairs to share using one sentence each.
• Teacher affirms effort and links back to community roles: “Your ideas help our community.”

6. 47–58 min | Personal reflection writing (or alternative)

• Students complete a reflection template with sentence starters (dyslexia-friendly option built in).
• If writing is hard, allow them to draw a picture and add 1–2 starter sentences with teacher scribe support.

7. 58–60 min | Exit reflection

• Students choose a “Grow” card: “I can help,” “I can be kind,” or “I can take responsibility.”
• Teacher quickly records responses to inform next steps in the unit.

Resources

• Picture cards/word cards for community learning (help, safe, kind, rules, volunteering, recycling).
• Sentence starter template for pairs and writing (large font, clear lines).
• “Community learning recap” display (class mind-map or poster).
• Guided question cards (simple, one per line).
• Reflection “Grow” cards (3 options).
• Quiet work area option for sensory regulation.
• Timer with visible cues.
• Coloured pencils or crayons for drawing.
• (Optional) Simple buddy system cards for support pairs.

Assessment

• Informal: listen during pair discussion to check understanding (“I learned…”, “I helped…”, “Next time I…”).
• Template review: look for evidence of reflection and one clear next step.
• Exit card check: confirm students can select a responsibility they can take.

Differentiation

• Support (SEND/communication needs, including Autism/ADHD approaches): provide sentence starter templates, picture prompts, and allow pointing/choosing options instead of full sentences.
• Structured participation: offer turn-taking routines and paired roles (Speaker 1 / Speaker 2) to reduce anxiety and improve attention.
• Sensory and regulation: allow a brief quiet pause or movement break before writing; provide a quiet corner for overstimulation.
• Extension (advanced learners): ask students to add a “Why” sentence (e.g., “Next time I will help because it makes people feel…”), or write two responsibilities they could take in the wider community.
• EAL: use visual supports and pre-teach key words in advance (help, community, responsible, kind) with gestures and examples; accept bilingual responses for non-critical words.

Extension (optional)

• Write a short personal reflection piece using the template, adding one “Why” and one “How” (e.g., “I will help by…”, “This helps because…”).