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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.3. Social-Emotional Learning Skills, Positive Motivation and Perseverance: Apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope.
The SMART goal setting framework is a tool that helps students develop a concrete plan to pursue a dream or goal they have. Students learn to persevere and increase their motivation to work towards a goal by ensuring that the goal is specific, measurable, achievable, timely and relevant. By breaking down their goal into smaller steps, students also gain a sense of hope and optimism because they’re able to identify a clearer path to success. (Achieved in GO activity)
Health and Physical Education
A1.6. Social-Emotional Learning Skills, Critical and Creative Thinking: Apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making.
Before learning about SMART goals, students analyse current statistics about goal achievement and critically think about barriers to goal achievement. They are then asked to problem-solve by identifying and evaluating strategies which might increase goal achievement, before being introduced to the SMART goal setting framework. This framework gives students a concrete way to evaluate future goals they set and helps them decide which goals are best to pursue.  (Achieved in SET and GO activity)
Language, Media Literacy
1.2. Understanding Media Texts, Making Inferences/Interpreting Messages: Interpret media texts, using overt and implied messages as evidence for their interpretations.
Students learn how to use the acronym SMART to set specific, measurable, achievable, relevant and timely goals. In the future, students will be able to interpret and apply this acronym to assess the strength and probable success of their goals.   (Achieved in GO activity)
Character Development
Not Applicable.
It is as important for students to dream of a better world as it is for them to have the skills to know how they can achieve those dreams. SMART goals teach students to be independent thinkers and problem solvers, helping them achieve dreams as “big” as ending poverty or as “small” as finishing a worksheet for homework. These skills therefore help students become active and engaged citizens in their schools and communities.
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Reflection on goal achievement statistics)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[A1.6]
Uses planning skills to identify a problem and formulate ideas with limited effectiveness
Uses planning skills to identify a problem and formulate ideas with some effectiveness

E.g. Identifies barriers to accomplishing goals and responds to some of the questions
Uses planning skills to identify a problem and formulate ideas with considerable effectiveness

E.g. Identifies barriers to accomplishing goals and responds to all the questions
Uses planning skills to identify a problem and formulate ideas with a high degree of effectiveness

E.g. Identifies many barriers to accomplishing goals and thoughtfully responds to all the questions
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (SMART Goals Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding
[A1.3]
Demonstrates limited understanding of SMART goal framework
Demonstrates some understanding of SMART goal framework

E.g. completes some parts of the SMART goal related to their goal
Demonstrates considerable understanding of SMART goal framework

E.g. completes each part of the SMART goal related to their goal

Demonstrates thorough understanding of SMART goal framework

E.g. completes in detail each part of the SMART goal related to their goal
Thinking
[A1.6]
Use of critical/creative thinking process in goal setting with limited effectiveness
Use of critical/creative thinking process in goal setting with some effectiveness

E.g. can break down their long-term goal into two short-term goals (“Break It Down” section)
Use of critical/creative thinking process in goal setting with considerable effectiveness

E.g. can break down their long-term goal into three short-term goals (“Break It Down” section)
Use of critical/creative thinking process in goal setting with a high degree of effectiveness

E.g. can break down their long-term goal into three concise short-term goals (“Break It Down” section)

Assessment of Language Learning Outcomes, Grade 6 (SMART Goals Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[1.2]
Uses processing skills in analysing their goal with limited effectiveness
Uses processing skills in analysing their goal with some effectiveness

E.g. can analyse if their goal is somewhat specific, measurable, achievable, relevant and timely
Uses processing skills in analysing their goal with considerable effectiveness

E.g. can analyse if their goal is specific, measurable, achievable, relevant and timely
Uses processing skills in analysing their goal with a high degree of effectiveness

E.g. can analyse if their goal is specific, measurable, achievable, relevant and timely, with a high degree of clarity
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