Writing Conclusions Effectively

Overview

Unit: Reflective Writing Journey
Lesson: 8 of 10
Duration: 50 minutes
Class Size: 28 students
Age Group: Year 7 (ages 11-12)
National Curriculum Links:

• English – Writing (Years 7 and 8):
  • Pupils should be taught to: “Plan, draft, write, edit and proofread through sustained and focused teaching and modelling.”
  • Pupils develop their writing by: “Selecting vocabulary and grammatical structures that reflect the level of formality required.”
  • *Use a range of devices to build cohesion within and across paragraphs.”
• Spoken Language: “Articulate and justify answers, arguments and opinions.”

Learning Objectives

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

• Identify the key components of an effective conclusion in reflective writing (NC link: Writing, Composition).
• Write a conclusion that thoughtfully reflects on their primary school experience and connects these reflections to their thoughts and feelings about starting senior school (NC link: Writing, Composition, Vocabulary and Grammar).
• Use cohesive devices and varied sentence structures to provide a sense of closure (NC link: Writing, Vocabulary, Grammar & Punctuation).
• Begin to self-assess their conclusion writing for clarity, coherence, and emotional impact (NC link: Writing, Editing and Proofreading).

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Resources Needed

• Whiteboard and markers
• Projector for modelling examples
• Student reflective writing drafts (from previous lessons)
• Writing frames / conclusion starters handout (prepared)
• Sticky notes
• Self-assessment checklist (printed)

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Lesson Structure

1. Starter Activity (5 minutes)

Title: “Where Are You Now?”

• Pose a quick reflective question on the board: “Think about your primary school years. What is one thing you learned or experienced that you feel ready to bring into senior school?”
• Students write their responses anonymously on sticky notes and place them on the board under two headings: Primary School and Senior School Ready.
• Briefly discuss patterns and feelings shown by the class responses to prompt curiosity about connecting the past with the future in writing.

2. Introduction to Writing Conclusions (10 minutes)

• Teacher models a conclusion paragraph on the board/projector using an example from a fictional Year 7 student.
• Unpack the example by identifying:
  • Reflection on primary school experiences
  • Connection forward to senior school
  • Use of cohesive devices (e.g., “Looking back...”, “Because of these experiences...”, “I now feel ready...” )
  • Emotional tone that looks both backward and forward
• Highlight the importance of providing closure while opening a window to future possibilities.
• Link directly to NC requirements: modelling vocabulary choice and sentence variety, and cohesion.

3. Guided Writing (15 minutes)

• Distribute conclusion starters and writing frames designed to scaffold reflections and connections, such as:
  • “One unforgettable experience from primary school that I will carry forward is…”
  • “Because of this, as I enter senior school, I feel…”
  • “I believe that these memories will help me because…”
• Students work individually to draft a conclusion for their reflective piece. They refer to their earlier drafts and the sticky note ideas from the starter.
• Teacher circulates to provide targeted feedback and encouragement, prompting use of cohesive devices and varied sentence openers.

4. Peer Review and Discussion (12 minutes)

• Students exchange conclusions with a partner.
• Using a simple self/peer-assessment checklist, pupils check for:
  • Has the author reflected on a primary school experience?
  • Is there a clear connection made to starting senior school?
  • Are there varied sentences and cohesive devices?
  • Does the conclusion give a sense of closure and optimism?
• Prompt discussion with sentence starters for feedback, e.g., “I really liked how your conclusion...”, “You could improve this part by...”, etc.
• A few volunteers share examples of effective conclusion phrases or insights to the whole class.

5. Plenary: Reflect and Look Forward (8 minutes)

• Students write a quick, informal answer to the prompt on mini whiteboards or in books:
  “How can a good conclusion in reflective writing help readers understand your journey?”
• Invite 3–4 students to share responses aloud, facilitating a brief whole-class reflection on the power of writing to connect past learning and future aspirations.
• Highlight how these skills support confident communication, a key NC Speaking and Listening outcome.

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Assessment Opportunities

• Formative: Observation and feedback during guided writing and peer review.
• Peer-assessment via checklist focused on specific NC writing criteria (reflection, cohesion, vocabulary).
• Teacher use of exit reflection to assess understanding of conclusion’s purpose.

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Differentiation

• Support: Writing frames and sentence starters provided; adult or TA support during drafting.
• Challenge: Encourage more ambitious vocabulary and complex sentence structures; invite some pupils to verbally share an extended conclusion with explanation of their choices.

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Extension Activity (Homework / Optional)

• Students write a short letter or email to their future selves, summarising their reflections and hopes as they start senior school, using the conclusion writing techniques learned.

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Notes for Teachers

• Emphasise emotional authenticity balanced with formal writing tone.
• Encourage students to see reflective conclusions not just as an ending, but as a bridge to future growth.
• Use students’ own experiences to foster engagement and personal investment in writing.

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This lesson firmly embeds national curriculum expectations while using interactive, student-centred strategies to develop a nuanced skill: writing a reflective conclusion that links past and future. It combines modelling, scaffolding, peer collaboration, and self-assessment ideally suited to Year 7 students embarking on their reflective writing journey.