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Personal identity and self-worth: STAR staircase - setting goals

Possible Learning Activities

  • Introduce the term “goal” to students. Brainstorm ideas of what goals are and the difference between long-and short-term goals. Emphasise that goals can be achieved if they are specific, time-related, achievable, and realistic (STAR) goals. Provide examples of people who have achieved their goals, such as Daniel in “A Flying Fruit Fly” (School Journal, Part 2 Number 4, 1998) and Christoph in “The Ancient and Gentle Art of Horse Vaulting” (School Journal, Part 3 Number 3, 1998).
  • Identify with students the different types of school goals that they have already achieved.
  • Students can select two or three new goals, some of which may be identified from learning activities in Me – Right Now! (things they would like to be better at) or Guidelines for Our Class as a Whānau/Family (roles that they could improve on). They should explain why these goals are important to them and how they relate to their values and beliefs.
  • Students display one or more of these goals on a “staircase”, each step of which represents an action that the student will need to take to achieve the goal. In doing this, students should consider what or who might help them and what or who might hinder them in achieving their goal.
  • Students can put stars on the steps of the staircase as they achieve them.

Suggested Learning Outcome

Students will set realistic and achievable goals using their own skills and resources (2A1).

Hauora

(particularly taha wairua)

Strengthening personal identity.

Teachers' Note

Reaching Forward contains a useful section on values and belief, particularly Sorting Out Where I Stand on pages 29-50 and information on setting goals on pages 99-103.


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