Setting Helpful Goals

WALT:

We Are Learning To understand how setting goals can help us fulfil our responsibilities.

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Curriculum for Excellence Links:

Health and Wellbeing:

• I am developing confidence in making decisions and choices which promote a responsible attitude towards my health and wellbeing. (HWB 2-15a)
• I can identify how to set goals and can work with others to plan and follow through a programme of activities. (HWB 2-20a)

Responsibility & Relationships:

• I understand the nature and consequences of peer pressure and how it can influence my choices. (HWB 2-16a)
• I experience the importance of contributing to the life and work of the community, and gaining an understanding of my wider responsibilities. (HWB 2-17a)

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Success Criteria:

• I can explain what a goal is and why it is helpful.
• I can identify responsibilities I have at school or home.
• I can set a simple, clear goal related to my responsibilities.
• I can describe how setting goals helps me complete my tasks better.

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Resources Needed:

• Large paper or whiteboard
• Goal-Setting Worksheet (with dyslexia-friendly font, short sentences, and visual icons)
• Sticky notes in two colours
• ‘Goal vs Wish’ sorting cards
• Timer or stopwatch
• Colourful markers/pens

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Lesson Structure

1. Introduction (8 minutes)

Activity: Think-Pair-Share

• Teacher introduces the word “goal”: Explain it as something you plan and work towards. Relate to simple examples (e.g., "I want to finish my homework on time," or "I want to help tidy the classroom").
• Students think silently for 1 minute about something they want to achieve at school or home.
• In pairs, they share their goal ideas for 2-3 minutes, discussing how these goals might help with their responsibilities.
• Teacher models one example on the board, connecting goal-setting to responsibility (e.g., “My goal is to complete my reading homework every day so I can improve and do well in class.”).

Differentiation:

• For students with processing difficulties, provide sentence starters or visual cues: "My goal is to..." or "I want to..."

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2. Main Activity (20 minutes)

Activity: Goal-Setting Workshop

• Distribute the goal-setting worksheets. Teacher leads students through the steps:
  1. Identify one responsibility (e.g., school work, chores).
  2. Write a specific goal to help with this responsibility.
  3. Think about what steps are needed to achieve the goal.
• Students complete the worksheet individually, using markers and stickers to personalise.

Goal vs Wish Sorting Game: (group activity)

• Using the cards, students work in small teams to decide if a statement is a goal (specific and actionable) or a wish (general and unlikely to be acted on).
• Discuss why goals help more than wishes when fulfilling responsibilities.

Differentiation:

• For sensory or attention challenges, break the activity into smaller parts with short breaks.
• For English language learners, provide bilingual keywords or visual icons beside words.

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3. Reflection & Sharing (10 minutes)

Activity: Gallery Walk

• Students stick their worksheets around the room.
• In pairs, students walk around and read others’ goals.
• They write one supportive comment or question on a sticky note and place it by the worksheet.

Class Discussion:

• Teacher invites a few volunteers to share their goals and how setting them will help with responsibility.
• Reinforce that goal-setting helps us focus and feel proud when we complete our responsibilities.

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4. Plenary & Assessment (7 minutes)

Activity: Quick Quiz & Self-Assessment

• Using thumbs up/down/middle, ask:
  • What is a goal?
  • How can setting goals help us?
  • Can we set any goal or should it relate to responsibilities?
• Students complete a quick self-assessment smiley-face card:
  • I understand why goal setting is helpful (happy face).
  • I need more practice (neutral).
  • I don’t understand yet (sad face).

Extension for Advanced Learners:

• Challenge them to set a longer-term goal and break it into smaller steps for the week ahead.
• Encourage writing a short plan on how to keep motivated.

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Additional Notes:

• Ensure the classroom environment is calm and free from excessive distractions when students work individually.
• Encourage positive reinforcement by praising effort as well as achievement.
• Use clear, simple language throughout.
• Provide dyslexia-friendly printed materials using sans-serif fonts (e.g., Comic Sans, Open Dyslexic) and plenty of spacing. Include pictures next to key vocabulary for reinforcement.

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This lesson helps Year 3 learners connect goal setting to their responsibilities in an engaging way aligned with Curriculum for Excellence outcomes in Health and Wellbeing, promoting lifelong skills of planning and self-management.