Future Goals Dreamwork

Overview

This lesson helps students explore future aspirations through a goals survey, then turns their ideas into a structured “dream planning” analysis using visual, step-by-step templates. It builds directly from earlier unit work on self-awareness and supports the later “Owner’s Manual” phase by collecting evidence for strengths, supports, and next steps.

Learning intentions

• I can complete a future goals survey and talk about my answers.
• I can identify what I want, why I want it, and what might get in my way.
• I can plan one small, realistic next step toward a goal.
• I can use criteria (such as feasibility and impact) to choose the best next-step plan.

Success criteria

• I can give clear answers in my own way (circle, draw, record audio, or short words).
• I can list at least one “helpful factor” and one “barrier” for each goal.
• I can create a plan with: goal → reasons → steps → support I need → how I’ll check progress.
• I can explain why my plan choice is a good one using simple criteria.

Curriculum links

• HASS — Students propose actions or responses to issues or challenges and use criteria to assess the possible effects through planning responses and selecting a preferred option.
• English — Students plan, create, edit and publish spoken and multimodal presentations by organising ideas, using topic-specific vocabulary, and rehearsing delivery.
• Auslan (optional supports) — Students participate in planning and negotiating with others, using language to express preferences and responsibilities (used here for structured conversation prompts).
• SEL / cross-curriculum capability in practice — Students practise goal-setting, reflection, and respectful discussion with family.

Lesson structure (45 minutes)

1. 0–5 min · Dopamine warm-up (Visual choices). Teacher shows a “Choose your adventure” slide/poster with 4 icons: Career, Learning, Community, Health/Wellbeing; student points and briefly names one category. Student answers verbally or by pointing; teacher records a one-sentence note.

2. 5–15 min · Future Goals Survey (low-text, high visual). Teacher introduces a short survey with 10 questions using mostly icons and 1-sentence prompts (e.g., “I want to learn…”, “People I can ask for help are…”, “I feel proud when…”). Student can answer by: circling, drawing, or dictating audio. Student completes the survey using the “pause, think, answer” routine; teacher helps only with wording, not with content.

3. 15–25 min · Family interview (parent-led, short bursts). Teacher gives an “Interview Quest Sheet” with 4 questions and visual supports (e.g., “What did you hope for when you were my age?”, “What skills help you now?”, “What advice would you give me?”, “What opportunities made a difference?”). Student listens first, then records 1–2 answers (audio) with parent support; teacher prompts for one follow-up: “Why do you think that helped?”

4. 25–35 min · Dream Planning Analysis (template build). Teacher models the template using storybook-style example: “Dream → Why → Steps → Support → Check.” The student selects ONE goal from the survey and fills it in using:

• Dream (draw + short words)
• Why it matters (3 dot points)
• Barrier (choose from a visual list: time, confidence, money, transport, sensory load, other)
• Support needed (choose from a list: routines, reminders, quiet space, someone to practise with, assistive tech)
• Next step (one small action, done within 1 week) Student completes the template with minimal writing: draw, circle, and dictate.

5. 35–42 min · Criteria check (choose best next-step). Teacher introduces simple criteria cards: “Feasible?”, “Helps me practise the skill?”, “Likely to reduce barriers?”, “I can do it in my real week.” Student compares two possible next steps (teacher provides an alternative option as a second card) and chooses the better one by stating which criteria it meets.

6. 42–45 min · Quick share + exit ticket (record evidence). Teacher asks: “What is your goal?” and “What is your next step?” Student records a 30–60 second audio reflection. Student completes the exit ticket by selecting: Colour card for confidence (red/amber/green) and one sentence starter: “Next time I will…”

Resources

• Printed or digital Future Goals Survey (icon-based, low text)
• Interview Quest Sheet (4 questions with visuals)
• Dream Planning Template (Dream/Why/Barrier/Support/Next Step)
• Criteria cards (Feasible, Barrier-reducing, Skill practise, Real-week do-able)
• Audio recorder or phone/tablet dictation tool
• Coloured pencils/markers, sticky notes
• Visual barrier/support selection cards
• Storybook illustration-style example sheet (teacher-made)

Assessment

• Formative: teacher checks survey completion and whether the student can state at least one goal reason, one barrier, and one support needed.
• Formative: template check—student’s plan includes a small next step and matches simple feasibility criteria.
• Exit ticket: audio reflection + colour confidence card to see readiness for the next lesson.

Differentiation

• Support: sentence starters, icon choice boards, and “choose not write” options (audio/draw/circle).
• Support: parent/family interview can be conducted as a think-aloud with the student selecting answers after listening.
• Extension: student can add a “backup step” if the first next step fails, plus an extra support strategy.
• Neuroaffirming pacing: short bursts (10 minutes max) with a sensory regulation option (quiet corner or fidget) between tasks.
• Dyslexia-friendly: minimal reading, large fonts if any text is used, and all instructions repeated verbally with visual examples.

Extra teacher notes (for today’s PBL flow)

• Keep written workload near-zero: the template can be completed with drawings, circles, and dictated phrases.
• Use “high-dopamine” momentum: quick choices first, then analysis, then a concrete action step that the student can actually do this week.