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Target Setting for 16 Plus

Price: £25.00
Age Range: KS4+

Help your students raise their achievement. Ideally used in tutor time or PSE lessons, these resources focus on helping students to develop personal strategies to reach their targets in all areas of Key Stage 5. Resources are geared for advanced level KS5 students.

Worksheets and lesson plans cover: Personal target setting for students with a tutor; Managing time to achieve objectives; Assessing ones own performance and progress; Negotiating roles and responsibilities; Making appropriate use of resources; Working unsupervised; Transferring skills to new situations and contexts.

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Size: 61 Pages
ISBN: 978 1 86025 291 4
Author(s): Martin Horsfall
Code: TSSP
Popularity rank: 112
Average Customer Review:  * * * * *  based on 2 reviews

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Contents List


Section A

  • 7 AGENDA FOR SUCCESS A prioritising activity in which students set their social, academic and financial targets for their 16-18 programme.
  • 9 OVERCOMING OBSTACLES A group activity enabling students to identify strategies for dealing with problems.
  • 11 MANAGING THE INTERVIEW This lesson plan has students practise interview techniques that will help them to reach their targets.
  • 13 SAMI 2 C 3 A planning activity in which students use particular criteria to identify effective methods.

Section B

  • 15 FIRST THING'S FIRST A prioritising activity enabling students to cope with a range of demands.
  • 17 DIVIDING YOUR TIME Students identify how they should divide their time between different commitments.
  • 19 MEET MY DEADLINE! Students devise a pro-forma for planning to meet multiple deadlines.
  • 21 LONG-TERM VIEW This worksheet has students identify the demands on their time in the remainder of their course.

Section C

  • 23 GETTING BETTER A self-assessment activity in which students identify target points for improving their written work.
  • 25 KEY SKILLS SURVEY An activity focusing on students' achievement and progress in the key skills of communication, numeracy and information technology.
  • 27 WHEN I'M 35 A group activity in which students recognise their own and others' personal qualities and potential.
  • 29 ACHIEVING YOUR POTENTIAL Students write a profile of their achievements to date and target areas for development.

Section D

  • 31 SELF-STARTER An activity enabling students to assess how far they take responsibility for their own learning.
  • 33 NIFTY NEGOTIATION An activity focusing on the skills required to discuss with a tutor how a piece of work may be improved.
  • 35 REVISION ROUND-UP Students identify how tutors and peers can contribute to their revision and preparation for exams.
  • 37 NEW RESPONSIBILITIES Students assess how they will cope with the new responsibilities of starting a job or university and discuss how to prepare for these.

Section E

  • 39 WHAT DOES IT MEAN? A reading activity in which students practise techniques for understanding written material.
  • 41 SMART SYSTEMS Students devise systems for storing, recording and indexing information.
  • 43 TECHNO TIME A debate focusing on the use and misuse of technology in post-16 study.
  • 45 HOW TO FIND OUT? Various methods of collecting data are explored and assessed in a discussion activity.

Section F

  • 47 PERFECT PLACE Students assess their arrangements for private study and target any changes that would help them to study more effectively.
  • 49 BEATING BOREDOM Students discuss and present ideas for coping with boredom during study and revision sessions.
  • 51 WHO NEEDS SUPERVISION? A discussion activity leading to an oral report on the role of supervision in post-16 study.
  • 53 GETTING TOGETHER The role of learning groups is explored through a subject-specific activity.

Section G

  • 55 SELL YOUR SKILLS Students prepare and deliver a statement about the skills they can offer an employer.
  • 57 DECISION-MAKING Students prepare a flow chart to help them to make the right decisions as they attempt to reach their targets.
  • 59 MATCHING UP Students identify and put in rank order the skills required for particular areas of work and study.
  • 61 SOLVING PROBLEMS Students use a theoretical model to assess the effectiveness of their approach to problem-solving and set targets for improvement.



A very useful resource. Thanks
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Name and school withheld.

Very useful!
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