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SMART Targets → These can be a crucial part of making sure that pupils progress across an academic year, yet they can also be difficult to write. This prompt is design to help you in the process of thinking around SMART targets that could be used with pupils in a class. It should not be the finished article, but only a tool to help you think. Use in Copilot or ChatGPT.

For this to work you will need to change the information in the first sentence and copy and paste the rest of the information. Please note that the names in the prompt are made up.

Use this guide to come up with some possible smart targets for number bonds to 10.

SMART targets are Specific, Measurable, Achievable, Realistic, and Time-bound. They should also be personal to the child, set as small steps towards long-term outcomes, and developed in consultation with parents and the child.

Key Points to Remember:

	1.	Difference Between Targets and Aims:
	•	Targets are short-term goals that describe what the child can achieve within a given time.
	•	Aims are long-term goals that the child will work towards over an extended period.
	2.	Language Clarity:
	•	Use clear, precise language to describe what the child needs to do to be successful.
	3.	Measurable:
	•	Targets must include measurable factors to show progress.
	•	Success should be quantifiable, often using frequency measures. For example:
	•	Instead of “Mae will catch a large ball,” use “Mae will catch a large ball 3 out of 5 times, thrown to her from a distance of 2 metres.”
	4.	Achievable:
	•	Targets should be attainable within the set timeframe.
	•	Ensure the next step is suitable and realistic for the child’s current abilities.
	5.	Realistic:
	•	Targets should be developmentally appropriate and represent a genuine next step for the child.
	6.	Time-bound:
	•	Each target should have a specific date by which progress will be reviewed.

Examples:

Non-SMART Targets:

	•	Joshua will make a choice.
	•	Arlo will communicate when he wants more.
	•	Kelly will know 2D shapes.

Example SMART Targets:

	•	Joshua will point to his choice of snack when shown a choice of two snacks by his key worker in a distraction-free environment (on 3 out of 5 times offered).
	•	Arlo will request more by using the sign ‘more’ when his key worker blows bubbles to him during 1:1 time (on 2 out of 5 occasions).
	•	Kelly will pick up a 2D square shape when asked by an adult from a group of shapes.