English · Year 2

Active learning ideas

Giving and Receiving Feedback

Active learning works because Year 2 students need repeated, low-pressure practice to turn feedback into a natural part of their speaking routines. When feedback is structured in short, structured exchanges, students build confidence in both giving and receiving comments without fear of criticism.

• ACARA Content Descriptions
• AC9E2LY08

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 20 min · Pairs

Pairs: Feedback Sandwich Swap

Each pair prepares a 1-minute oral story retell. Partner one presents, then the listener gives feedback: positive comment, one suggestion, positive close. Switch roles and discuss what helped most. Pairs share one key takeaway with the class.

What does helpful feedback sound like?

Facilitation Tip

During Feedback Sandwich Swap, model the sandwich structure (positive, suggestion, positive) twice before partners begin their first round.

What to look for

After a short presentation, students use a simple sentence starter: 'I liked how you...' and 'Next time, you could try...' They share their feedback with their partner. Teacher observes for kindness and specificity.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 30 min · Small Groups

Small Groups: Feedback Carousel

Form groups of four. Each student presents a short story excerpt while others listen. After, group members write one positive and one helpful note on sticky notes and attach to the presenter's paper. Rotate presenters and review feedback received.

How can feedback help you improve your speaking?

Facilitation Tip

During Feedback Carousel, assign each group a different colored pen so you can track whose feedback each student receives.

What to look for

Students write down one piece of feedback they received from a peer. Then, they write one sentence explaining how they might use that feedback in their next presentation.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 25 min · Whole Class

Whole Class: Guided Feedback Model

Teacher or volunteer models a story presentation. Class uses sentence starters on board ('I liked...', 'You could try...') to offer feedback aloud. Students then pair up briefly to practice the same on each other before whole-class share.

Can you give a partner one kind and helpful comment about their presentation?

Facilitation Tip

During Guided Feedback Model, choose a volunteer whose presentation has one clear strength and one clear stretch, so the whole class sees a realistic example.

What to look for

Teacher asks students to give a thumbs up if they can name one thing they did well in their presentation, and a thumbs sideways if they can name one thing they could improve. This checks for self-awareness after receiving feedback.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 15 min · Individual

Individual: Reflection Journal

After a presentation and peer feedback, each student draws or writes one strength and one goal in their journal. Review journals in pairs to plan improvements for next talk. Share select reflections class-wide.

What does helpful feedback sound like?

Facilitation Tip

In Reflection Journals, provide sentence starters on the first page so students focus on growth rather than length.

What to look for

After a short presentation, students use a simple sentence starter: 'I liked how you...' and 'Next time, you could try...' They share their feedback with their partner. Teacher observes for kindness and specificity.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Start with clear, simple sentence frames and model them with enthusiasm so students see feedback as a tool for celebration and gentle growth. Avoid letting any student dominate the conversation by using timers for each speaker during pair and small-group work. Research shows that immediate, specific feedback after a short performance strengthens retention, so keep lessons tight and connected to the presentation just delivered.

Successful learning looks like students using specific language, listening actively, and trying out at least one new idea from peer feedback. Lessons succeed when students leave feeling both valued and ready to improve their next presentation with clear, kind guidance.

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Watch Out for These Misconceptions

• During Feedback Sandwich Swap, watch for students who give only criticism or only praise.

  Model the sandwich structure twice and have students underline the positive and suggestion in their partner’s feedback before they share it aloud.

• During Feedback Carousel, watch for students who assume every comment must be followed exactly.

  After reading all comments, ask each student to circle the one idea they will try and explain why to their group.

• During Guided Feedback Model, watch for students who believe only teachers know what good feedback sounds like.

  Invite the class to vote on which modeled feedback comment was most helpful and justify their choice in one sentence.

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Methods used in this brief

• Numbered Heads Together