Reviewing Our Action Plans

Overview

In this penultimate lesson of Building Hauora: Goal Setting & Wellbeing, students evaluate the progress of their personal wellbeing action plans. They use evidence, identify successes and barriers, and decide on realistic adjustments before completing a final review in the next lesson.

Learning intentions

• WALT evaluate progress towards a personal wellbeing goal using evidence.
• WALT identify factors that have supported or challenged our action plans.
• WALT give and receive constructive, respectful feedback.
• WALT adjust an action plan so it remains realistic, relevant and achievable.

Success criteria

• I can describe what I have tried and what evidence shows about my progress.
• I can identify at least one success and one challenge without judging myself or others.
• I can suggest a practical adjustment to improve my action plan.
• I can give feedback that is specific, respectful and useful.

Curriculum links

• Setting SMART goals based on baseline data.
• Conducting fitness testing and reflecting on progress.
• Implementing pacing, efficient movement techniques and mental strategies to sustain performance.
• Developing hauora through goal setting, self-management, reflection and responsible decision-making.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and emotional check-in. Display the learning intentions using the opening and learning intentions slides and remind students that evaluation is about learning, not judging success or failure. Students privately rate their current readiness from 1–5 using fingers or a discreet written response.

2. 5–13 min · Revisit the action-plan cycle. Use the action-plan cycle and evaluation prompts to revisit the sequence: goal, plan, action, checking progress, reflection and adjustment. Clarify that evidence may include frequency records, observations, feelings, energy levels, completed steps, feedback or changes in confidence; students do not need to share private health information. Students annotate their own action plan with one type of evidence they can use.

3. 13–28 min · Individual midpoint evaluation. Distribute the midpoint action-plan evaluation worksheet. Students complete the sections independently: original SMART goal, actions attempted, evidence of progress, what is working, barriers encountered, and impact on taha tinana, taha hinengaro, taha whānau or taha whenua. Encourage honest responses, including “not yet” or “I need more information”. Circulate and conference briefly with students, using prompts such as “What did you notice?” and “What makes that evidence useful?”

4. 28–40 min · Successes and challenges discussion. Model a non-judgemental example on the worked example and discussion slides: a student planned three wellbeing activities each week, completed two, and found that reminders and a friend helped while homework was a barrier. In groups of three, students discuss a success and a challenge they are comfortable sharing. Each group identifies common supports and barriers, such as time, motivation, environment, whānau support, competing responsibilities or unclear steps. Students may pass or share a fictional example instead.

5. 40–52 min · Feedback and action-plan adjustment. Students exchange only the relevant section of their worksheet with a partner, or explain it orally if preferred. Partners use the prompts “I notice…”, “A strength is…” and “A possible next step is…”. Students then revise one part of their plan, making the action more specific, achievable or measurable. They add an implementation intention: “If ___ happens, then I will ___.” Students underline the adjustment they will trial before the next lesson.

6. 52–60 min · Plenary and exit reflection. Return to the plenary and exit-reflection slides. Students complete the final section of the midpoint action-plan evaluation worksheet: one piece of evidence, one adjustment, and one support they will use. Invite volunteers to share general strategies rather than personal details. Collect worksheets or check them privately as students leave.

Resources

• the opening, teaching, activity and plenary slide deck
• the midpoint action-plan evaluation worksheet
• Students’ existing personal action plans and progress records
• Pens or pencils
• Timer
• Board or display screen
• Optional private reflection cards or digital form
• Clearly identified quiet space for students who do not wish to share

Assessment

• During individual work, check whether students can distinguish an action from evidence of progress and conference with students who need prompting.
• Listen during group and partner discussion for respectful language, recognition of barriers and use of specific evidence.
• Review the completed adjustment and implementation intention. Look for a realistic, measurable next step linked to the student’s original goal.
• Use the exit reflection to identify students needing support before the final lesson; follow up privately where a response indicates distress, unsafe circumstances or a need for pastoral support.

Differentiation

• Provide sentence starters, a completed model and a word bank including evidence, barrier, support, progress, adjust and next step. Allow students to dictate responses or use speech-to-text.
• Students may evaluate a fictional action plan, share only general information, or complete the reflection privately. Never require disclosure of medical, mental health or family details.
• For students needing extension, ask them to compare two possible adjustments and justify which is more achievable using evidence from their monitoring.
• Support EAL learners with visual sequencing on the slides, paired rehearsal before writing and opportunities to respond orally. Offer chunked instructions, extra processing time and a quiet workspace for students with attention, anxiety or literacy needs.