Target Setting

Target Setting

In Scottish education, effective target setting with pupils requires careful planning and meaningful learner conversations to ensure personalised and achievable goals.

• Teachers begin by reviewing assessment data, previous progress, and individual learning needs to establish realistic and challenging targets aligned with Curriculum for Excellence benchmarks or course content.

• During learner conversations, teachers create a supportive environment where pupils reflect on their strengths, identify areas for improvement, and set specific, measurable, and time-bound goals.

• Discussions should be learner-centred, encouraging ownership of learning and fostering a growth mindset.

• Regular check-ins and ongoing feedback ensure targets remain relevant and provide opportunities for learners to adapt their strategies with teacher support.

By embedding target setting within everyday learning, teachers empower learners to take responsibility for their progress, promoting confidence and motivation in their educational journey.

Practical ideas for successful target setting with meaningful learner conversations across different educational stages in Scotland:

Secondary (S1 – S6)

• Goal-Setting Templates: Use structured templates to guide students in setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets, linking them to their coursework and personal development.

• Learner Profiles & Digital Portfolios: Encourage students to track their progress using digital platforms reflecting on achievements and next steps.

• Coaching Conversations: Use a mentoring approach where teachers or senior pupils support students in setting and reviewing their targets, helping them take ownership of their learning.

• Classroom Learning Walls: Display subject-specific progress trackers where students can mark their progress in key areas, fostering a sense of responsibility for their learning.

• Engage pupils in reflective discussions before and after tracking assessments: Enables promotion of self-awareness and accountability. For S1-S3, ask pupils to rate themselves on effort, behaviour, and homework, while also reflecting on whether they feel on track, off track, or excelling in their learning. Tools like Microsoft Reflect can support this. For S4-S6, encourage deeper reflection by having pupils assess their current working grade and compare it to their target grade, discussing strategies to bridge any gaps. These conversations help pupils take ownership of their progress and allow teachers to provide targeted support and guidance.

• Parental Engagement: Share targets through progress reports, parents’ evenings, or online platforms, ensuring a collaborative approach between school and home.