Goal Setting Success

Overview

In this lesson (6 of 9) students practise setting personal and academic goals linked to resilience values. They identify specific steps, resources, and check-in points, using a growth mindset approach to emotional challenges and learning.

Learning intentions

• WALT set a short-term personal or academic goal that is meaningful and achievable.
• WALT break the goal into clear steps and identify what support/resources are needed.
• WALT use problem-solving and self-talk to stay motivated when setbacks happen.
• WALT plan how to check progress and adjust strategies respectfully.

Success criteria

• I can write a goal using clear language (what I will do, by when, and how I will know it’s working).
• I can list 3–5 steps and name resources/support I can use.
• I can describe how I will respond if I feel stressed or stuck (a strategy + who I can seek help from).
• I can share my plan respectfully and use feedback to improve it.

Curriculum links

• Self-care: strategies for healthy routines, problem-solving, and seeking support to manage emotional challenges.
• Self-care: acknowledging stress responses (fight, flight, freeze) and using strategies to regulate and build resilience.
• Self-care: positive self-talk to reframe negative thoughts and respond constructively to challenges.
• Health and PE: hygiene and wellbeing connections through respectful classroom environments (linked to routines used for goals).

Lesson structure (45 minutes)

1. 0–5 min · Hook (value connection). Teacher writes on the board: “What helps us keep going when it’s hard?” and shows a brief scenario (e.g., maths task feels too difficult). Students quick-write one strategy they already use.

2. 5–12 min · Mini-teach (goal quality + growth mindset). Teacher models a “good goal” vs “too vague” example, highlighting: specific, time-bound, and measurable “how I’ll know”. Students help refine one goal sentence using teacher prompts.

3. 12–20 min · Goal setting (individual planning). Teacher gives a Goal Planner sheet with these prompts:

• Goal (personal or academic)
• By when
• How I will know I’m making progress
• Steps (3–5) Students choose one goal and draft it, then write steps and one resource/support (teacher, buddy, website/books, practice routine, checklist).

4. 20–28 min · Strategy choice (when stuck/stressed). Teacher introduces a simple regulation plan: “Notice → Choose a strategy → Seek support if needed.” Students complete a box on their planner:

• A “when I’m stuck” strategy (e.g., break it down, take a short breath break, ask a question, practise the next step)
• Positive self-talk sentence (reframe) Teacher circulates and prompts students to use respectful help-seeking language.

5. 28–36 min · Partner feedback (respectful communication). Teacher explains “Feedback Starters”: “One strength is…”, “One suggestion is…”, “A question I have is…”. Students pair up and exchange planners, giving one strength and one suggestion each. Partners ask a question about the next step or resource.

6. 36–43 min · Share-out + commit (class momentum). Teacher selects 3–4 volunteers to share their goal, one step, and their self-talk. Students listen for clarity and adjust their planner if prompted by feedback.

7. 43–45 min · Exit ticket (check for understanding). Students complete: “My goal is… / My first step is… / If I feel stuck I will…” to demonstrate readiness for the next lesson in the unit.

Resources

• Goal Planner sheet (one per student)
• Scenario cards for the hook (2–3 short examples)
• “Feedback Starters” sentence cards
• Timer for partner and independent work
• Pencils, pens, and highlighters
• Class board or chart paper for goal-quality examples

Assessment

• Teacher checks planners for goal quality (specific/time-bound/measurable) and presence of steps + support.
• During partner feedback, listen for respectful communication and targeted suggestions (not just praise).
• Exit ticket: verify each student can state their goal, first step, and a strategy for when they feel stuck.

Differentiation

• Support: provide sentence starters for goals and steps (e.g., “I will practise ___ for ___ minutes, by ___.”) and a bank of self-talk examples.
• Support: offer a scaffolded checklist for “How I will know” and “Resource/support”.
• Extension (advanced learners): students write an “If–Then” plan (e.g., “If I don’t understand the first attempt, then I will ask for an example and practise step 2 first.”) and include an extra progress check date.
• EAL/SEN: allow students to draw or use simple symbols for steps (e.g., 1–2–3 icons) alongside written text; keep partner roles clear (reader, responder, questioner).
• Emotional safety: remind students they can choose a goal that feels safe and personal, not one that links to shared personal circumstances.

Extension (optional)

• Students add a second mini-goal connected to wellbeing routines (e.g., “I will start homework with a 5-minute reset and positive self-talk”).