Attendance Goals

Overview

In this lesson (lesson 4 of 9) you will learn how to set a personal attendance goal and make a simple plan to help you reach it. We will connect your goal to our school values: Excellence, Respect, Responsibility and Honesty.

Learning intentions

• WALT set personal attendance goals for this term.
• WALT describe actions that can help improve my attendance.
• WALT check my plan is realistic and fair to me.

Success criteria

• I can write one clear attendance goal in my own words.
• I can name 2–3 actions that will help me attend more regularly.
• I can explain how I will monitor my progress each week.
• I can share my plan respectfully with my teacher (and, for extension, a partner).

Curriculum links

• Health: building safe, healthy, and active communities by setting goals and taking action.
• Learner focus: planning and reflecting on personal actions that improve wellbeing.
• Key competencies: managing self, relating to others, and participating and contributing.

Lesson structure (30 minutes)

1. 0–3 min | Hook and WALT

• Teacher shows a simple “attendance matters” prompt: “Being at school helps you learn, make friends, and feel part of your class.”
• State WALT: “Set personal attendance goals.”

2. 3–8 min | I do (model a goal)

• Teacher models thinking aloud: choose an attendance goal that is realistic (for example, “Be at school 4 days out of 5 this week” or “Arrive on time every day for one week”).
• Use a quick example plan with three parts: Goal → Actions → Check-in.

3. 8–13 min | We do (create with class)

• On the board, sort possible “actions” into categories:
• Morning routine (sleep earlier, pack bag the night before)
• Getting help (talk to an adult if I feel unwell or worried)
• Respect and responsibility (being ready, trying even when it’s hard)
• Class chooses 2–3 actions together and repeats them in student-friendly language.

4. 13–20 min | You do (personal planning)

• Students complete an “Attendance Goal Plan” sheet:
• My goal (one sentence)
• My actions (2–3 bullets)
• How I will check progress (e.g., weekly smiley/not-yet chart, teacher tick)
• One value connection (Excellence/Respect/Responsibility/Honesty)
• Dyslexia-friendly option: students can choose between writing, highlighting, or using a pre-printed sentence starter strip (e.g., “My attendance goal is…”).

5. 20–24 min | Check-in and feedback

• Teacher circulates and uses two prompts: “Is your goal specific?” “What will you do to make it happen?”
• For the student who rarely joins in and is a low learner (ASD), offer a concrete choice: select from picture cards (sleep, pack bag, ask adult, get to school) and place them in order on the plan.

6. 24–29 min | Whole-class sharing (respectful)

• Students share in pairs or with a small group: “My goal is… My actions are…”
• Teacher reminds of communication expectations: honesty (say what you can do), respect (listen), responsibility (try), excellence (do your best).

7. 29–30 min | Exit reflection

• Students answer one quick question orally or on a mini card: “One action I will try is…”
• Collect for teacher review.

Resources

• Attendance Goal Plan worksheet (with sentence starters and picture supports)
• Visual schedule cards for the morning routine (wake up, pack bag, breakfast, get dressed, travel, arrive)
• Simple class tracking chart for weekly check-ins (teacher-made, non-judgemental)
• Value posters: Excellence, Respect, Responsibility, Honesty
• Picture choice cards for students who need support (especially for ASD/low participation)
• Dyslexia-friendly reading support: short model sentences, high-contrast prompts, option to use audio recording device to record oral answers (if available)
• Timer and board markers

Assessment

• Formative: teacher reviews each student’s Attendance Goal Plan for clarity (specific goal, 2–3 actions, check-in method).
• Oral/written: students state one action they will try, showing understanding of responsibility and self-management.
• Use descriptive feedback (not grades): “Your goal is clear. Next, make sure your action is something you can do daily.”

Differentiation

• Support:
• Sentence starters and word bank (arrive on time, pack bag, talk to an adult, try my best)
• Visual schedule cards to map routines that support attendance
• Choice-based planning: students select actions from picture options before writing
• Short, teacher-guided check-ins during “You do”
• Extension (advanced learners):
• Add a “If–then” strategy (e.g., “If I feel worried in the morning, then I will tell my teacher or a trusted adult before school starts.”)
• Include a second goal option (arrival on time + being present) and explain why both match their values.
• EAL:
• Provide bilingual support where possible (key phrases: “My goal is…”, “I will…”, “Each week I will check…”)
• Allow oral explanation while the teacher records key words for the student’s plan.
• SEN/ASD/low participation:
• Use a structured, minimal-demand plan sheet (goal + two picture actions)
• Provide a “first–then” support: “First choose two pictures, then complete one sentence starter.”
• Offer a calm role in sharing (e.g., show their pictures to the teacher rather than speaking).

Extension (optional)

• Partner peer review: students swap plans and use a simple prompt: “Your goal is… Your actions are… One helpful suggestion is…” Teacher circulates to ensure respectful, kind feedback aligned to values.