Goal Setting

Overview

In this lesson, students set personal and community health goals for being active and staying healthy. They use clear steps to support physical, mental and social wellbeing, then plan how goals can be shared and supported in the community.

Learning intentions

• Students will set achievable health and fitness goals that include physical, mental and social health.
• Students will identify steps, timeframes and supports needed to reach their goals.
• Students will explain how personal health goals connect to community health needs.
• Students will reflect on risks, barriers and adjustments to keep goals realistic.

Success criteria

• I can write a personal goal using clear wording, measurable indicators and a realistic timeframe.
• I can list specific actions I will take and supports/resources I will use.
• I can describe at least one community health goal and how students can contribute.
• I can explain how I will monitor progress and adjust my plan.

Curriculum links

• Focus on healthy choices and developing health literacy through planning and goal-setting
• Understanding the factors that influence health (individual, social, environmental)
• Using evidence-informed strategies to promote wellbeing and safe participation
• Communicating health information appropriately for individuals and groups

Lesson structure (50 minutes)

1. 5 min – WALT hook and model

• Display the WALT statement and ask: “What makes a health goal achievable for teenagers?”
• Teacher briefly models one example (e.g., “I will walk 20 minutes, 4 times a week for four weeks”) and highlights physical, mental and social elements.

2. 10 min – Goal-setting framework mini-lesson

• Teach a simple structure: Goal → Why it matters (mental/social) → Actions (physical) → Supports → Tracking → Review.
• Emphasise realistic timeframes, safety, and how goals can be adjusted if barriers arise (time, motivation, injuries, stress, access).

3. 15 min – Personal goal drafting (worksheets)

• Students complete the goal-setting worksheet for two goals:
• One personal physical activity/fitness goal
• One personal mental or social wellbeing goal connected to being active (e.g., reducing stress through activity, improving connection through group sport/walking clubs)
• Students include: measurable indicator, timeframe, weekly actions, and a “barrier and solution” line.

4. 5 min – Peer feedback (structured)

• Pair students and use a quick checklist to give feedback on clarity, realism, and whether the goal addresses physical, mental and social health.
• Students respond with one “strongest point” and one “next step to improve.”

5. 10 min – Community goal planning

• Students choose one community health goal linked to being active (e.g., participation for students, inclusive sport, active transport initiatives, peer-led wellbeing sessions).
• They write: who it benefits, what actions students can take, and what support is needed (school clubs, local organisations, peers, families).

6. 3 min – Exit ticket: commitment and monitor

• Students submit a short exit ticket: their next action for the coming week and how they will track progress (e.g., log, check-in, reflections).

7. 2 min – Transition

• Teacher previews the next lesson in the unit: reviewing and refining goals based on progress.

Resources

• Student goal-setting worksheet (personal goal + community goal sections)
• Peer feedback checklist (clarity, achievable, physical/mental/social link, tracking plan)
• Timer and sample goal cards (1–2 examples showing measurable indicators)
• Pens and highlighters
• Progress tracking templates (simple weekly log or reflection prompts)
• Optional small sticky notes for “barrier and solution” ideas
• Projector/board for the goal framework

Assessment

• Formative: teacher circulates during drafting to check that goals are specific, measurable, and realistic, and that students include mental/social components.
• Peer feedback review: assess whether students can give constructive, actionable suggestions aligned to success criteria.
• Exit ticket: evaluate student understanding of how to track progress and make adjustments.

Differentiation

• Provide sentence starters and goal examples for students needing support (e.g., “My goal is…”, “I will track…”, “If I miss a week, I will…”).
• Offer alternative tracking methods (short check-ins, photo log, or reflection journal entries) for students with different literacy needs.
• Extension for students ready for a more detailed plan: include two action levels (Plan A and Plan B) and identify at least one safety consideration and adjustment.
• For EAL/SEN: allow visual supports (icons for physical/mental/social), small-group check-ins, and clarification of measurable terms (frequency, duration, consistency).

Extension (optional)

• Create a vision board for personal health goals:
• Students select 6–10 images/phrases representing their personal goals across physical, mental and social wellbeing.
• They write a caption under each item explaining the connection to their goal and one action they will take this week.