Learning Goals Start

Overview

In this first lesson of “Exploring My Learning Journey,” students reflect on their term so far (including Cooper’s successes and struggles) and learn how to set clear, personal learning goals. They practise writing goals for communication, reading comprehension, and writing, using respectful self-talk and actionable next steps.

Learning intentions

• WALT reflect on what is going well and what needs more practice in my learning journey.
• WALT explain a learning goal in a clear, specific way.
• WALT choose one goal each for communication, reading comprehension, and writing.
• WALT describe a small next step I can try soon to move my learning forward.
• WALT use respectful self-talk to stay motivated when something is challenging.

Success criteria

• I can name one thing I’m proud of and one challenge I want to improve.
• I can write a goal that is specific (what I’ll do) and measurable (how I’ll know it’s working).
• I can identify one helpful next step and when I will try it.
• I can use positive, realistic self-talk (e.g., “I can practise this step” rather than “I can’t do it”).

Curriculum links

• Health and PE (Self-care): setting helpful goals and using positive self-talk to support emotional wellbeing.
• Self-care (connections between wellbeing and learning): recognising that communication, confidence, and coping strategies help students keep learning even when it feels difficult.
• Self-care: exploring respectful classroom environments and constructive ways to manage emotions when learning is challenging.
• (Whole-school learning context) Using reflective thinking and goal-setting to support students’ ongoing progress across learning areas.

Lesson structure (45 minutes)

1. 0–5 min · Hook & purpose

• Teacher displays three headings: Communication, Reading comprehension, Writing, and says today we are beginning our learning journey with personal goal-setting.
• Students do a quick think: “Which one is my easiest area right now, and which one is my hardest?”

2. 5–12 min · Story example (Cooper)

• Teacher reads or recounts a short scenario about Cooper: one success (e.g., strong discussions or improved paragraphs) and one struggle (e.g., staying on topic, understanding questions, revising writing).
• Students turn-and-talk: “What might Cooper be doing well? What might be making it hard?” Students share one idea.

3. 12–20 min · Guided reflection

• Teacher models a reflection using prompt questions:
• “What happened that showed success?”
• “What part was tricky? What did I do then?”
• “What emotion showed up (e.g., frustration, worry, confidence)? What helped?”
• “What is one small change I can try next?”
• Students complete a brief reflection sheet (or notebook page) for each area: Communication, Reading comprehension, Writing.
• Sentence starters provided: “I noticed I…”, “When it was hard, I…”, “Next time I will…”

4. 20–30 min · Teach: make goals clear

• Teacher gives a simple structure for a strong goal:
• Goal = action + focus + measure
• Examples (adapt to class):
• Communication: “In group work, I will share one idea and ask one question so I can show active listening in discussions.”
• Reading comprehension: “After reading, I will answer the question using evidence from the text (find 1 sentence) so I can explain my thinking.”
• Writing: “I will revise my writing by adding one improvement (stronger sentence or clearer detail) and reread for meaning.”
• Students highlight each goal’s action and measure using teacher-provided colour coding or symbols.

5. 30–38 min · Goal drafting (individual)

• Teacher circulates using prompts: “Is it specific? How will you know? What is your next small step?”
• Students write one goal for each area (or choose two if your class needs more support with workload), including:
• A next step (what they will do in the next week)
• A time (e.g., “during our next reading session,” “tomorrow during writing,” “this week in group work”)

6. 38–43 min · Positive self-talk check

• Teacher introduces a quick self-talk strategy: “Catch it, reframe it, choose the next step.”
• Catch it: “I’m stuck…”
• Reframe: “I can practise one step.”
• Choose: “I’ll try my next step.”
• Students practise by writing one replacement line for each goal challenge (one sentence each).

7. 43–45 min · Exit ticket

• Teacher asks students to respond to two prompts on an exit ticket:
• “My next step is…”
• “One self-talk line that will help me is…”
• Students submit tickets at the door (teacher reviews quickly for planning Lesson 2).

Resources

• Cooper scenario (teacher script or printed card)
• Reflection sheet or notebook template (Communication, Reading comprehension, Writing)
• Goal-setting template: Goal / What I’ll do / How I’ll know / Next step / When
• Highlighters or pens (3 colours for identifying action and measure)
• Exit ticket slips or a small paper template
• Anchor chart: “Strong goal = action + focus + measure” and “Catch–Reframe–Choose”

Assessment

• Teacher checks understanding during guided reflection (prompt quality and specificity of student responses).
• Teacher listens for appropriate goal language during goal drafting and provides immediate feedback where goals are too vague.
• Exit ticket: assesses clarity of next steps and ability to use positive, realistic self-talk.

Differentiation

• Support: provide sentence starters for reflection and goal writing; offer an “example goal bank” on the board.
• Support: allow students to choose one or two goals if writing volume is a barrier, ensuring still one clear next step.
• Extension: students add a “possible obstacle + plan” (e.g., “If I get stuck, I will underline key words and ask a question”).
• EAL/SEN: reduce cognitive load by using the goal template and offering spoken rehearsal before writing; allow teacher check-in during drafting.