Lesson at a Glance | He Tirohanga Whakamua
Ngā Whāinga Ako | Learning Intentions
Students will know
- That Year 9 is three terms away, and that Section 5 is where you decide what you want to be true by then.
- How to write a goal so that a stranger could tell whether you met it, and how to pick one you actually control.
- How to test someone else's goal by asking, over and over, "How would I know if you had done it?"
Students will demonstrate
- By completing Section 5 and finishing all five sections of their Y7–8 Leadership Portfolio.
- By auditing their own Section 1 charter against what they actually did, with evidence.
Do Now | Tīmatanga Whakaaro (10 min)
The High School Horizon Prompt:
"Intermediate school is the bridge between primary and secondary education. What habits of mind, study skills, and leadership qualities will make you thrive in Year 9?"
Unpack: Taking ownership (Rangatiratanga), managing your time, standing up for your values, and being a dependable Tuakana leader!
One Transition Goal & Peer Audit (15 min)
• Cannot be checked: "Get better at maths."
• Can be checked: "Finish every maths homework for a whole term."
• Pick something you control. "Get picked for the team" is somebody else's decision.
Swap portfolios and ask one question about your partner's goal: "How would I know if you had done it?" Keep asking until the answer is something a stranger could check. You are not marking anything, and you do not read any other section.
Goal Setting That Survives Contact (15 min)
On your own (4 min). Write one goal for next term in Section 5 of your portfolio. Pick something you control — not "get picked for the team".
In pairs (6 min). Swap portfolios. Your only job is to ask, over and over: "How would I know if you had done it?" Keep asking until the answer is something a stranger could check. "Get better at maths" fails. "Finish every maths homework for a whole term" passes.
On your own (5 min). Work backwards from the deadline and find the week it will most likely fall over — the week with the trip, the tournament, the assessment. Write what you will do that week. A goal that has not been tested against a bad week is a wish.
Kaiako note. Then send them back to Section 1. Auditing their own tuakana charter against what they actually did is the point of this unit, and the honest "I forgot every week" is worth more than a tidy success.
📁 Y7–8 Leadership Portfolio — Section 5: My Transition Goals
Students open Section 5 of their Y7–8 Leadership Portfolio.
Section 5 Requirements:
1. One transition goal: Write one goal so you would know if you met it, a by-when, and the week it will most likely fall over along with what you will do that week.
2. Peer leadership audit: Look back at your Section 1 charter, note what you actually did with evidence, then write two stars and a wish for yourself and say whether you ran your mentorship initiative.
3. All five sections: Check every section is finished, then hand the booklet in.
Exit Verification | Ka Mutu Hoki (5 min)
Exit Check:
"All five sections of my Y7–8 Leadership Portfolio are finished, and I have checked my Section 1 charter against what I actually did."
Teacher Planning & NZ Curriculum Alignment
Curriculum anchoring. This lesson has no Phase 3 statement of its own. Phase 3 goal-setting statements are tied to physiological data and training, not to learning transitions. The unit anchors at overview level instead — see the verified statements on the Y7–8 Starter Pack overview. Claiming a nearby statement this lesson does not actually teach would be worse than claiming none.
Vocabulary: Transition, checkable goal, peer audit, evidence, Rangatiratanga, high school readiness.