• I can sequence my learning goals against a time frame, explain this time management plan in terms of my overall learning outcome AND look at this time management plan in a different way.
• I can explain the different effort needed to achieve my different learning goals across the time frame AND look at the effort needed in a different way.

Different way: make predictions, generalise, create, evaluate.
Student exemplar:
“I am learning to ...... . Before I can do this I will need to .... because ....Then I will need to learn ... because etc ..... I predict I may need to go back and learn how to ..... before I can understand ..... 
I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal because ..... I predict I may need less time to achieve my second learning goal because... 
I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... because.” I predict I will need to pace myself to achieve my overall learning outcome because ... 

• I can sequence my learning goals against a time frame AND explain this time management plan in terms of my overall learning outcome.
• I can explain the different effort needed to achieve my different learning goals across the time frame.

Explain: comparison, classification, causal explanation,
Student exemplar:
“I am learning to ...... . Before I can do this I will need to .... because ....Then I will need to learn ... because etc .... 
I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal because ..... 
I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... because.” 

• I can sequence my learning goals
• I can match my learning goals to a time frame. [e.g. calendar, daily planner, GANTT Chart etc]
• I can identify the different effort needed to achieve my learning goals.

Through: Listing
Student exemplar:
“I am learning to ...... . Before I can do this I will need to .... then I will need to learn ... etc .... 
I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal. 
I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... .” 

• I can identify my learning goals.
• I can identify my learning timeframe
• I can identify the effort needed to achieve my learning goals

Student exemplar:
“I am learning to ...... 
I have ....... days to achieve this. 
I will need to work hard to stay on task.” 

• I need help to identify my learning goals
• I need help with time management
• I need help with effort management

Student exemplar:
“I don’t know what I am doing, how long I have to do it, or how hard it will be.” 

• I can plan, monitor and evaluate my progress intuitively in response to changes in my learning environment.
• I can personalise my learning behaviours/ strategies to help me achieve my learning goals

• I can plan and prioritise what I need to do in the rich task (planning)
• I can monitor my own progress and know when I need to ask for help (monitoring)
• I can judge how well I am doing, and change things to better manage my time. (evaluate)

• I can plan what to do in the rich task if someone helps me (planning)
• I can check on my progress in the rich task if someone helps me (monitoring)
• I can tell how well I am managing my time in the rich task if someone helps me (evaluating)

• I can plan what to do next if someone helps me (planning)
• I can check on what I am doing if someone helps me (monitoring)
• I can tell how well I am managing my time on this step if someone helps me (evaluating)

• I need someone to tell me what to do (planning)
• I need someone to check on what I am doing (monitoring)
• I need someone to tell me how well I am managing my time (evaluating)