WALT

We are learning to understand how setting specific goals helps us take responsibility for our learning.

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Curriculum for Excellence Links

Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing

• SCN 0-10a / SCN 1-10a: I am developing confidence in skills linked to setting simple personal targets and discussing ways of achieving them.
• SCN 2-10a: I understand that setting realistic personal targets helps me to learn better and take responsibility for my learning.

Capabilities Developed:

• Self-management and organisation
• Reflection on learning
• Planning and goal setting

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Success Criteria

I can:

• Explain why setting a goal is helpful for my learning
• Create my own learning goal related to being a responsible learner
• Identify three clear steps to achieve my goal
• Share my goal and steps confidently with others

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Resources

• Whiteboard and markers
• Goal setting worksheet (dyslexia-friendly format with clear fonts and spacing)
• Visual goal ladder chart / goal journey poster
• Sticky notes or small cards
• Timer or stopwatch
• Colouring pencils

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Lesson Structure (45 Minutes)

Introduction (10 minutes)

• Engage with a story: Tell a short story about a child who wanted to get better at reading but found it tricky at first. Discuss with the class: “How can setting a goal help this child?”
• Whole-class brainstorm: On the whiteboard, list ways setting goals can help us be responsible learners (e.g. makes learning clearer, helps stay focused, feels good to achieve). Use simple language and images/icons for dyslexia support.

Teaching & Modelling (8 minutes)

• Introduce the idea of creating one learning goal connected to their responsibility as learners (for example, “I will listen carefully during lessons” or “I will complete my homework on time”).
• Model creating a goal on the goal ladder poster. Break it into 3 simple, achievable steps needed to reach it (e.g., Step 1: Put homework in my bag every day; Step 2: Set a quiet time after school for homework; Step 3: Ask a teacher if I don’t understand).

Guided Practice (10 minutes)

• Hand out the goal setting worksheets.
• Support learners to write or draw:
  1. Their own learning goal
  2. Three small steps to achieve it
• Circulate to offer help, especially to pupils needing reading/writing support. Use scribing for some learners if necessary.
• Use visual prompts and examples on worksheets to support understanding.

Peer Sharing (8 minutes)

• Pair up pupils to share their goals and steps with a peer.
• Encourage positive feedback (e.g., “I like how your steps are clear!”).
• Invite volunteers to share their goal with the whole class.

Independent Reflection & Extension (7 minutes)

• Pupils jot down or illustrate how they will feel once they have reached their goal.
• Advanced learners: Create a fourth step to sustain their goal or set a second related goal.
• Display some worksheets on classroom goal board for motivation.

Plenary (2 minutes)

• Recap: “Why is making a goal important for being a good learner?”
• Praise effort and encourage pupils to keep their goals visible at their desks or take home.

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Differentiation Strategies

Learner Need	Strategy
Dyslexia / Reading difficulties	Use dyslexia-friendly fonts on worksheets, pair reading with pictures, offer scribing support
EAL learners	Use visual aids, gestures, and sentence starters to scaffold goal explanation
Additional Support Needs	One-to-one adult support during activity, simplified language, use of assistive technology if available
Advanced learners	Challenge to create additional steps or a related goal, peer mentor role during sharing

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Dyslexia-Friendly Reading Support

• Use font such as OpenDyslexic or Arial, minimum size 14pt
• Clearly spaced text with bullet points and simple sentences
• Use visual icons beside key words (goal, steps, learner)
• High contrast colours (dark text on pale background) on worksheets

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Assessment for Learning

• Observe pupils during paired sharing for clear understanding
• Review completed goal setting worksheets for clarity and appropriateness of steps
• Ask individual pupils to articulate why goal setting helps them as learners

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Teacher’s Tip:
Create a “Goal Growth Wall” in the classroom where pupils can update their progress with stickers or marks as they complete each step. This creates motivation and visual pride in their responsible learning journey.