Use your reflection on the days learning from throughout the day, where techniques may be used to gather questions, ideas, wonderings, things that the children are struggling with or feel they are making progress in such as:

• Post-it PMI - Children write or put up notes on a board or sheets around the classroom under headings such as: Questions I Have, Things I Need To Improve, Things I Have Improved, My Next Steps
• Stop-n-Q - Stop the children at intervals throughout the lesson and ask them to ask a question about what they are doing, what they are learning. Record these for later.
• We Are Wondering - Children record what they are thinking about what they are learning.
• Questions Board - Bank of questions accumulated, on a board, display or sheet of paper.

Children are to be encouraged to think and talk deeply about what they have learned, using deeper learning questions - what questions do they have about things they don't understand or want to find out more about? What questions do they have leading on from other ideas or questions they have raised earlier? What do they feel better at? What do they need to continue thinking about another time? Why do we need to raise this question? Why is this a good question to ask? What are we trying to find out? Why is that important? Etc.

Children will need to be taught how to think critically, and ask critical and evaluative questions. Support is needed by guiding their discussions from one child to the next, evaluating comments, and encouraging analysis. Use of 'Blooms Higher Order Questioning' or 'Thinking Hats' might be useful to ensure children to use a range of questions throughout the week. Scaffolding might be necessary to ensure the children respond in different ways each time. These sessions may require planning and/or discussion in teams on a weekly basis to ensure breadth and development of questioning, and critical thinking skills. Children are being taught how to think about their thinking, and to develop meta-cognitive skills.

Children are to think and talk about issues from the day, or issues concerning them about any of the areas below. These may be linked to learning, social or personal concerns, or can be simply discussed via a statement selected from the British Values, to act as a stimulus for conversation:

Democracy:

• I can influence the way the school runs through the House Council Team, and by talking to teachers.
• I can influence my lessons through putting my hand up and responding, and thinking carefully about what I am learning and what I want to know more about.
• I understand what is meant by democracy and how everyone is free to make their own choices, but must live with the consequences of their choices.

The rule of law:

• I understand the school rules are used to teach us about the laws in society and how to be a good citizen.
• I recognise that there will be consequences for my actions.
• I understand how laws are used to ensure everyone is happy and safe.

Individual liberty:

• I am free to think as I see fit.
• I have the freedom to make choices that affect me but I recognise that my choices may affect others or myself in a good or bad way.
• I take responsibility for all my actions, good or bad.

Mutual respect:

• I recognise that everyone is entitled to their opinion as long as it does not promote extreme views and ideas that are a danger to others.
• I understand that everyone is entitled to a voice.
• I will listen to others as I would like to be listened to.
• I recognise that I am as equally responsible for my learning as the teacher.

Tolerance:

• We all have a responsibility to promote and protect the wellbeing of others.
• I recognise that it is unacceptable to dismiss the beliefs and opinions of anyone.
• I understand that it is important to express my views in a way that won't upset others.
• I understand that it is important to listen carefully to the views of others, and try to see ideas from different perspectives.
• I understand that society is made up from many different cultures and faiths and that each person should be respected for who they are and what they believe.

At the end of each session, children should be encouraged to think about a message or moral which is important for them to remember. Teachers or children could lead in identifying the message, saying the message and then turning this into a prayer. At times, it may be pertinent to reflect on key successes for the class, or individuals, or think about people who are less fortunate and would appreciate being thought about and considered by others as a way of helping them through their difficulties. At these times, a thought that can be turned into a prayer can be given.

Basic Thought/Prayer Structures:

• Thinking Of Others Thought/Prayer: I think......would appreciate us thinking about them today and wishing them strength and support through their difficulty. Let's hope that things get better for them, and we wish them well. Amen.
• Celebrating Success Thought/Prayer: I think today we need to celebrate the success of...... They have worked hard / supported others / been determined etc. We should learn from them to be the best that we can be ourselves. Amen. 
• Important Message Thought/Prayer: Today we have talked lots about............. . The important message is................... . Let us all try to remember that message to help us be the best that we can be. Amen.