To achieve Step 5, individuals will show that they can set goals for themselves.
Earlier steps focused on building up to this by introducing the notion of what success looks like through success criteria, then the importance of both taking pride in that success but also the importance of seeking out new challenges to support learning. This step combines those elements by introducing the setting of goals.
In the context of the classroom, learners should be able to:
The building blocks of this step are learning:
In education there are lots of opportunities for setting goals in our studies, such as improving our spelling and grammar, improving our grades or passing an exam. However, there are other ways we can set goals for ourselves too like arriving on time for class, working with different people, asking a question if we don’t understand, not giving up if we find something challenging, or attending a weekly club. When our goals include SMART targets, it is easier to stay focused, see progress and know when we have been successful. Setting goals inside and outside of the classroom helps us learn and achieve.
This step builds on from positively approaching challenges and recognising our stretch zone to proactively setting our own goals and SMART targets. In the workplace we can use these skills to set goals for our everyday work, like making sure all emails are replied to by the end of the day or simplifying a process for your customers. We can also plan longer-term goals for our own personal development and consider what we would like to achieve in 1 year, 5year or 10 years’ time. Working towards clear goals and knowing what success looks motivates us to keep trying, work hard and improve.
It is sometimes common to set goals for ourselves at the start of a new year, like a resolution to walk or cycle more and use less public transport or to eat more healthily. It is difficult to make changes without setting clear goals and targets to help us see what we want to achieve and how we will know when we have met that goal. We could set a goal to explore one new place in our local area each weekend, to plan a monthly meal with friends or relatives or to set aside 15 minutes a day to read a newspaper, book or magazine.
To best practise this step of Aiming High, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
This step lends itself well to being reinforced in learning. For example, learners could be encouraged to take responsibility for coming up with their own learning goals and the measures of whether they have been successful – or perhaps in collaboration with a teacher. Learners should review whether they have been successful and to reflect on their progress using these targets over time.
This step can be assessed through an exercise where learners have to create a series of short-, mid- and long-term targets for themselves and turn these into SMART targets. They could alternatively do this by being given a broad goal and having to think about how this can be turned in to SMART targets.
This step is relevant to individuals who can help themselves succeed by attempting new, stretching challenges.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through discussion and observation. For instance:
During the recruitment process, this step could be assessed for by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: