My Next-Step Plan

Overview

In this tenth lesson of Lead, Reflect, Grow, students move from reflection to action. They draft one or two realistic goals for the next term, considering how their values, beliefs, identity and wellbeing can guide choices. Students identify practical actions, supportive people, useful resources and indicators that will help them monitor progress.

Learning intentions

• We are learning to turn reflection into realistic, measurable goals.
• We are learning to connect our goals with personal values, beliefs and wellbeing.
• We are learning to identify actions, support and evidence of progress.
• We are learning to make intentional choices, even when there is pressure or uncertainty.

Success criteria

• I can write one or two specific goals for next term.
• I can explain how my goal connects with a value, belief or aspect of my identity.
• I can list actions, support people and resources that will help me.
• I can describe how I will know whether I am making progress.

Curriculum links

• Health and PE — Relationships / Self and others: reflecting on how role models and peer influences shape values and behaviours, and practising intentional choices aligned with identity and wellbeing.
• Health and PE — Relationships / Self and others: understanding and respecting diverse cultural, religious and ethnic backgrounds to build inclusive relationships.
• Health and PE — Sex Education: recognising that family, cultural and religious values shape attitudes, choices, rights and responsibilities in relationships.
• NZC key competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Connect and settle. Open with the hook and learning intentions and display the question: “What makes a goal worth pursuing?” Students silently choose two words from the board—such as purpose, courage, service, responsibility, belonging, growth—and briefly explain their choice to a partner. Remind students that they may draw on personal, whānau, cultural or religious values, and that no one has to disclose private information.

2. 4–9 min · Model a strong goal. Use the goal-setting model to compare “I will be better at school” with “By the end of next term, I will complete and check my science homework by Thursday each week.” Teacher identifies what makes the second goal specific, realistic and measurable. Students help name the goal’s purpose, actions, support and indicator of progress. Emphasise that goals should support wellbeing, not create unhealthy pressure or compare students with others.

3. 9–13 min · Generate possibilities. Distribute the next-step planning worksheet. Teacher introduces four possible areas: learning, relationships, wellbeing and contribution/service. Students privately brainstorm two possible goals and note the value, belief or personal quality that could guide each one. They may choose a non-religious or religious value, such as compassion, integrity, manaakitanga, fairness, responsibility or perseverance.

4. 13–22 min · Draft and strengthen goals. Students complete the worksheet independently, drafting one or two goals and adding at least three actions, one support person or group, one resource, and an indicator of progress for each goal. Teacher conferences with students, asking: “What exactly will you do?”, “How often?”, “Who could support you?”, and “What evidence would show progress?” Students may discuss ideas with a trusted partner, while keeping their written goal private if preferred.

5. 22–27 min · Peer check for clarity. Display the peer-check instructions. In pairs, students read only the part they are comfortable sharing. Partners respond using: “Your goal is clear because…” and “A question that could make it more measurable is…” Students revise one goal after the feedback. Teacher reinforces respectful listening and reminds the class that different families, cultures, religions and communities may value different pathways to growth.

6. 27–30 min · Commit and exit. Students complete the success criteria exit ticket or write on the back of their worksheet: “My next step is…”, “The support I will use is…”, and “I will know I am progressing when…” Collect the worksheet or allow students to retain it according to classroom practice. Close by explaining that the next lessons will revisit progress, barriers and helpful adjustments.

Resources

• the complete goal-setting slide deck
• the next-step planning worksheet
• the success criteria exit ticket
• Whiteboard or projector
• Pens or pencils
• Timer
• Optional private reflection books

Assessment

• During modelling, check whether students can identify why a goal is specific, realistic and measurable.
• During independent work and conferencing, check each plan for a clear goal, practical actions, support, resources and an indicator of progress.
• Use the exit ticket to assess whether students can name a purposeful next step and explain how progress will be recognised.

Differentiation

• Provide sentence starters: “By the end of next term, I will…”, “This matters to me because…”, “I will do this by…”, and “I will know I am progressing when…”.
• Offer a goal bank with examples from learning, relationships, wellbeing and contribution, while allowing students to create their own culturally or personally meaningful goals.
• Support students who need help with writing by allowing speech-to-text, a scribe, oral conferencing or a reduced requirement of one fully developed goal.
• Challenge confident students to identify a likely barrier and write a “If…then…” response, such as: “If I miss my planned study time, then I will reschedule it before Friday.”
• Use inclusive language and avoid requiring disclosure of religious beliefs, family circumstances, health information or personal experiences. Pair students carefully and provide a private alternative to peer sharing.