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End of Year Reflection Lesson for Years 3 to 6: My Year in Review
3 4 5 6 Standard Membership Presentations End Of Year Creating Texts Health and Physical Education Personal, Social & Community Health 14 Pages

End of Year Reflection Lesson for Years 3 to 6: My Year in Review

My Year in Review is an end of year reflection lesson for Years 3 to 6 from Teach This, aligned to the Australian Curriculum. The 14-slide PowerPoint guides students to reflect on the experiences that shaped their year, recognise their achievements, think about challenges and set goals for next year. Slides include Think and Reflect, Let's Jog Our Memories, Moments I'll Remember, Then and Now, I Did It, A Challenge I Overcame, This Is Me, My Year, My People, Looking Forward and A Message for Next Year. A Remember, Reflect, Look Forward model shows students that good reflection explains what they learnt, not just what happened.

Teachers can run it as one lesson or across the final week of term. It suits class discussion, reflective writing and goal setting, and it saves planning time in the busiest weeks of the year.

Learning goals

  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to identify how success, challenge, setbacks and failure help to strengthen our resilience, our capabilities and who we are.
  • We are learning to explain how identities can be influenced by people and places and how we can create positive self-identities.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to explore how experiencing success, challenges and failure can help strengthen our identities by reflecting.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to examine how our identities are influenced by the people and places around us.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9HP4P01 9 Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts AC9HP6P01 9 Explain how identities can be influenced by people and places, and how we can create positive self-identities ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACPPS051 8.4

Examine how identities are influenced by people and places

 ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACPPS033 8.4

Explore how success, challenge and failure strengthen identities

 ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
PD2-9 old Demonstrates self- management skills to respond to their own and others’ actions PD3-9 old Applies and adapts self- management skills to respond to personal and group situations EN2-3A old Uses effective handwriting and publishes texts using digital technologies PD3-10 old Selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections PD3-3 old Evaluates the impact of empathy, inclusion and respect on themselves and others PD3-2 old Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others PD3-1 old Identifies and applies strengths and strategies to manage life changes and transitions EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language PD2-1 old Explores strategies to manage physical, social and emotional change PD2-2 old Explains and uses strategies to develop resilience and to make them feel comfortable and safe PD2-3 old Explains how empathy, inclusion and respect can positively influence relationships PD2-10 old Demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCHPEP105 Explore how identities are influenced by people and places VCHPEP088 Examine how success, challenge and failure strengthen personal identities VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

Provide a word bank of feelings and achievement words to support students as they write. Let students choose four slides to complete rather than the full set.

Extensions

Ask students to write a full reflective paragraph using the Remember, Reflect, Look Forward model. Challenge students to set one measurable goal for next year and explain the steps they will take to reach it.

Teach it your way

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