Take three hands-up answers, not open call-outs. Give twenty seconds of quiet page-flicking before any hands go up.

Set the room to a calm, unhurried tone from the start — this is a reflective lesson, not a race.

Hold up (or display) one real early piece and one late piece — anonymised past-class work or your own. No samples? Use the spoken before/after example below.

Early piece: placing a decimal like 0.085 on a number line felt tricky. Later piece: a ratio share felt steady.

Ratio share = splitting an amount into fair parts, e.g. sharing €120 into 2 parts and 3 parts.

Point to the concrete difference: working laid out step by step in the late piece, rushed in the early one.

Name the three review lenses once — hard, surprising, still-useful — as a hook for their own search.

Don't turn it into a checklist they copy; it's a way of looking.

There is no sample piece on screen to point at — this shared review is a spoken walkthrough. Describe the class-shop plan aloud and think through the three questions with the class; pupils take turns naming a review question and the class agrees or adds to it out loud.

Model the reasoning aloud for two or three minutes only, then release pupils to their own journals. Circulate and prompt individuals: which piece are you proudest of, and can you say why in one sentence? Keep the room quiet and focused; this is individual reviewing, not group chatter.

This is a real-world-problem beat because the task is genuinely open — every pupil's journal is different and there is no single right choice. Eleven minutes covers the short modelled review plus the start of the journal hunt; the writing itself is the next step.

This is the writing round: every pupil produces their own reflection, so there is no single right answer to check. Move quietly around the room confirming each pupil's three choices make sense and their reasons are becoming specific, rather than marking anything. Keep the room calm; this is quiet writing, not board work.

Push for specific sentences: I am proud of the garden-bed plan because it was the first time I worked out perimeter, area and volume for the same shape beats I liked shapes. If a pupil is stuck on 'why', ask them what was hard about it at the time.

For pupils who need it, hand out the printable Maths Year Reflection Frame: I am proud of ___ because ___ and I used to ___ but now I ___. Fast finishers take the stretch prompt: pick a piece they would improve and write what they would change. There are no devices in this lesson — this is journal and pencil throughout.