Goals and Aspirations
£freeAbout this course
It can be daunting for many to try and pick their GCSE or A level choices, or which career path they want to follow. Our engaging workshop will help your students clarify their goals and aspirations across a number of areas, helping them to identify their strengths and prioritise their efforts. Within just an hour, MADE will make the ambitions of your students an achievable reality!
Rationale
The setting of educational goals in academia ensures learners have an unequivocal understanding of what is expected, which in turn aids concentration on the attainment of their goals (Hattie & Timperly, 2007).
Reis and McCoach (2000) suggest that specific characteristics are commonly associated with academic underachievement. These include low motivation, low self-regulation, and low goal valuation. For children, self-regulation and motivation are affected by perceived goal and achievement values. When a goal is valued, children are more likely to engage in, expend more effort on, and perform better on the task.
Further research by McCoach and Siegle (2003) found that valuing a goal was a necessary prerequisite to one’s motivation to self-regulate and to achieve in a scholastic environment. Additionally, students’ beliefs in their efficacy for self-regulated learning influenced the academic goals they set for themselves and their final academic achievement (Zimmerman, 2008).
Goal setting is critical to success. Goals give us direction by focusing attention on relevant behaviour and away from irrelevant tasks.
Zimmerman, Bandura, & Martinez-Pons (1992)
Objectives
- To clarify academic, personal and professional aspirations.
- To set achievable goals.
- To decide on actions to take to achieve said goals.
- To build resilience in overcoming obstacles and setbacks.
- To build confidence in the ability to progress.
Skills taught and their Benefits
Clarifying aspirations is a critical starting point for determining in which direction we want our efforts to move us in. Our aspirations are closely linked to our values, so having a clear understanding of what you want enables us to live a meaningful and successful life.
Goal setting is an essential component for growth and development in our students for several reasons: It personalises the learning process based on their needs. It creates intention and motivation that empowers students. It establishes accountability to shift responsibility to students.
Identifying obstacles and distractions can help us to reduce anxiety, become more productive and feel more prepared to deal with challenges as they arise.
Action planning is an approach which helps to generate and then focus ideas and tasks and then decide what steps you need to take to achieve your goals.
Identifying those that can help to achieve your goals is a great way for students to realise that they don’t have to do this alone. Discussing things with a friend, parent or teacher, enables us to maintain momentum and apply useful advice.
Outcomes
By the end of the workshop, your students will have:
- Clarified their aspirations and ambitions.
- Set realistic and achievable goals.
- Created an action plan.
- Identified obstacles and potential setbacks.
- Identified specific people to ask for help and advice.
- Been inspired and motivated to begin taking action
“Students taking part in MADE workshops had a Higher Education application rate 22 percentage points higher than a matched control group – a statistically significant difference”.
Survey from 499 students taking part in MADE Workshops, conducted by Make Happen Essex, part of the National Collaborative Outreach Programme.
Statutory Guidance, Curriculum and Frameworks
GATSBY Benchmarks: 3,5,8
NERUPI Framework: Choose, Become, Understand
PSHE Core: Living in the wider world
- PH: Goals and Aspirations contains strategies that are also featured in The Lighthouse
- If students are taking part in PH: Goals and Aspirations they should not also take part in The Lighthouse in the same school term
- Many schools that book PH: Goals and Aspirations find that these additional workshops work well in combination: PH: Marginal Gains, PH: Rapid Revision, PH: Independent Learning, PH: Mind Mapping, PH: Advanced Note-Taking
- Recommended add-ons: All Power Hours, Parent Workshop, Staff 1hr CPD
Note to parents
The strategies within this course are designed to help your child plan, structure and conduct their revision in the most effective manner.
It is important to note that each child has individual strengths and preferences and will therefore benefit from a tailored and personalised approach to revision. There is no ‘one-size-fits-all’ magic rabbit foot for passing exams. There are, however, a range of techniques that have been proven to assist in increasing focused attention, understanding and recall. We encourage students to experiment with a variety of these techniques so they might develop an approach that works for them. A good time for trying out different revision methods is in the lead up to the mock exams. Help them to analyse which techniques work for them, so that when they are revising for their main exams – they know how to revise in a confident and effective manner.
Discuss revision with your child and encourage them to discuss it with their friends and siblings. Encourage your child to attend any additional revision sessions organised by the school; these will be focused on the key topics that will come up in the exam. Your child will also get the feeling that they’re not alone in this; all their friends are going through it too. Attend any parents’ evenings put on by the school. It’s useful to be reminded of things you might not have thought of or forgotten. Also, it’s a great time to hear from other parents and how they’re all experiencing similar issues or challenges.
We wish you all the best in supporting your child through the intensive and often stressful time leading up to exams. The act of you reading this text, infers that you have your child’s best interests in mind. I’m sure they will benefit massively from your help, support and encouragement.
Best,
Sander de Groot
Head of Training
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