You already have a list of transferable skills you can back with evidence. Today you turn to the ones that still need work, and you go back to SMARTER Goal 1 to see what the evidence says about it now.

A plan with no date is a wish. By the end you will hold two skills, each tied to a dated practice occasion in the next six weeks, plus a keep, adjust, or replace call on Goal 1 with real evidence.

Before you write a development plan, rate six transferable skills on a five-point scale and back each rating with one specific moment (where, when, what happened). Be honest, not modest and not boastful.

Your lowest ratings are the shortlist for the two skills you will lock to dated practice occasions later today. Do not spend the time defending the strengths you have already banked.

Work the three scenario cards first. For each student, read the evidence, choose keep, adjust, or replace, and note what drove the call.

Quick model for Case A: keep is the fair call if the logged count is real; a possible adjust would narrow the setting (for example larger groups only) without throwing away progress.

Then open your own SMARTER Goal 1 from your Strand 1.1 folder, where you saved it when you first wrote the goal, and make the same three-way call using the evidence you have gathered since. If you cannot open Goal 1, write the original goal in two lines from memory, note what is missing, then still make keep, adjust, or replace with whatever evidence you have. Your teacher has a paper sheet with the same prompts if you need one.

After that, name two transferable skills that still need work, using your lowest ratings from the audit rather than the skills you can already evidence. For each skill, lock a dated practice occasion inside the next six weeks and say what you will notice on the day. Copy the full write-up into your Skills Development Plan document in the Strand 1.1 folder: the two dated skill plans plus the Goal 1 keep, adjust, or replace decision with evidence.

You should already have your Skills Development Plan open from the last step, with two dated skills and the Goal 1 decision. If Goal 1 was missing, keep the two-line reconstruct and the review call in that document.

Now read Sam's plan on screen. It almost works. Label each marked stretch as a solid commitment, a missing date, vague noticing, or a wish disguised as a plan, then reveal the model annotation and see where you differ.

Use what you learn to tighten your own Skills Development Plan before you leave: every skill line must carry a real date inside the next six weeks and something you could actually observe on the day.

Today you applied honest judgement to growth, not only to strengths.

• You rated six transferable skills with evidence and shortlisted weaker areas.
• You practised keep, adjust, or replace on three evidence-based goal cases.
• You made the keep, adjust or replace call on your own SMARTER Goal 1.
• You chose two transferable skills that need work and locked each to a dated practice occasion in the next six weeks.
• You annotated a near-miss development plan and tightened your own Skills Development Plan in the Strand 1.1 folder.

Now meet those dates for real. A plan you never keep on the calendar is still only a wish.