Matrix Education
MATRIX L.E.A.D PROGRAM PART 1
A comprehensive document for students for identifying, prioritizing and setting personal goals to achieve success
Power of Goal Setting
Version 3.1:
September 2013
MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
1. STEP BY STEP PROCESS FOR DEFINING AND TRACKING MY ATAR GOAL
 Step 1: Understand your ATAR goal in terms of your school subject rankings
» Every student should have an ATAR goal and understand what this means in terms of scaled marks, percentiles and school rankings for each subject. The flowchart below outlines this
process.
Step 1: Set an ATAR Goal
Step 2: Use the Matrix ATAR Calculator to convert your ATAR goal into an aggregate of scaled marks out of 500.
Step 3: Calculate the scaled mark you need to obtain for each subject. For 2unit subject, what scaled mark out of 100 do
you need to achieve?
Step 4: Use your scaled mark for each subject to understand what this means in terms of percentiles.
Step 5: Consult your school subject coordinator to find out what this equates to in school rankings.
Step 6: Place your effort in subjects that require higher school rankings and percentiles.
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
 Step 2: Define your ATAR Goal in terms of school rankings
» Table 1 illustrates how to translate my ATAR goal (95) into a more meaningful and achievable goal at my school. Note that the school ranking column has been left empty as this will
depend heavily on the school that a student is attending. Students can determine the school ranking required for each subject by consulting their schools.
ATAR Goal 99 = 450/500
Subjects
HSC Mark
Percentile
Scaled Mark
English ADV
93
94.2
90
Maths Ext 2
87
52.6
90
Maths Ext 1
90
71.1
90
Chemistry
93
94.1
90
Physics
93
94.5
90
Performance Band
6
School Ranking
Required
20
E3
10
E4
15
6
8
6
Table 1: Translating my ATAR goal into school rankings.
» In order to determine a HSC mark and a percentile for a given scaled mark of a subject, please use Matrix ATAR calculator. Students can access the calculator at our website,
www.matrix.edu.au or download Matrix ATAR Calculator on the App Store.
 Step 3: Track your progress quarterly
» The table below can be used to track your school ranking required to achieve the corresponding percentile in each subject.
Current School
Ranking
School Ranking
Required
English ADV
45
20
Maths Ext 2
15
10
Maths Ext 1
10
15
Subjects
Chemistry
Physics
25
20
Term 1
Term 2
Term 3
Term 4
8
5
» Students should consult your teacher at the end of each assessment to gain an understanding of your progressive rank for each course within your school.
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
2. Translate ATAR Goal into HSC Mark, Percentile and Scaled marks required
Subjects
HSC Mark*
Percentile*
Scaled Mark*
Performance
Band**
School Ranking
Required
Subject Name
Subject Name
Subject Name
Subject Name
Subject Name
Subject Name
Subject Name
* HSC Mark, Percentile and Scaled Marks are determined from the Matrix ATAR Calculator.
**Performance band
Student performance in each HSC course is measured against defined standards. HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a
student within that mark range. The performance bands and descriptions give meaning to the HSC mark. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard
expected is 50.

Band 6 = 90 - 100 marks

Band 5 = 80 - 89 marks

Band 4 = 70 - 79 marks

Band 3 = 60 - 69 marks

Band 2 = 50 - 59 marks

Band 1 = 0 - 49 marks
Each band is aligned to what a student at that level of performance typically knows, understands and can do. The 'average' performance in most courses is usually a mark in the mid-70s (Band 4). Band 1
indicates that a student has not met enough of the course outcomes for a report to be made. Band 1 includes marks ranging from 0 to 49. For an Extension course, the bands are E4 (highest level of
performance) to E1.
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
3. DEFINE MY GOALS
Use the table below to establish your goals.
Measures
Goal
ATAR:
Emotional Intelligence
Physical Health
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Current School
Ranking

Subject 1
School Rankings

Subject 2
School Rankings

Subject 3
School Rankings

Subject 4
School Rankings

Subject 5
School Rankings

Subject 6
School Rankings

Subject 7
School Rankings

Self-Awareness

Needs Improvement OR

Developing OR

Competent OR

Highly Competent

Self-Regulation

Motivation

Empathy

Social Skill

Frequency of morning run
Number of days per week

Duration of morning run
Time in minues
Required School
Ranking
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Progress
Term 1
Term 2
Term 3
Term 4
[Oct-Dec]
[Jan-Mar]
[Apr-Jun]
[Sep-Dec]
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
4. EVALUATE MY STREGNTHS AND WEAKNESSES
Identify your strengths and weaknesses. The areas of weakness are ‘rocks in your shoes’ and need to be resolved as soon as possible to improve your chance of achieving your goals.
Category
Strength
How will I amplify my strengths
Weakness
How will I manage my
further?
weakness?
Academic









Physical/Emotional

































Health
Relationship with
parents/friends
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
5. QUARTERLY ACTION PLAN
Define weekly action items that will help you achieve your target school rankings for each term.
PERIOD: DD/MM/YY - DD/MM/YY
Subject
Topic
Action Items
URGENCY
Frequency
Additional
When?
Support/Assistance
IMPORTANCE
Required?
[IMPORTANT/
[URGENT OR
NOT IMPORTANT]
NOT URGENT]
[dd/mm/yyyy]
[dd/mm/yyyy]
Subject
Subject
Subject
Subject
Subject
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
6. Sample: A past student’s Goal Setting Template
Goal
ATAR: 99.85+
Measures
Target
Current
Term 1
Term 2
Term 3
Term 4
[December]
[March]
[June]
[September]
English Advanced
28
Top 20
Top 15
Top 10
Top 5
English Extension 1
30
Top 30
Top 20
Top 10
Top 10
Maths Extension 1
24
Top 20
Top 10
Top 5
Top 5
Maths Extension 2
N/A
Top 20
Top 15
Top 10
Top 10
Physics
13
Top 15
Top 15
Top 10
Top 5
Chemistry
14
Top 15
Top 15
Top 10
Top 5
Umat
Section I- 44/48
Section II- 36/40
Section III-
Emotional Intelligence
Self awareness
Developing
C
C
HC
HC
Self regulation
Competent
C
HC
HC
HC
Motivation
Developing
C
C
HC
HC
Empathy
Highly Competent
HC
HC
HC
HC
Competent
C
HC
HC
HC
15 min
15min
20min
30min
30min
2.3km
2.5km
3.5km
4km
4+km
Social skill
Physical Health
36/42
How long I can run for in the
mornings?
What distance can I run in the
mornings?
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
Category
Academic
Strength

Once I am focused, I can absorb and remember
How will I amplify my strengths further?

a lot of information in a short amount of time.
Doing constant revision on topics, particularly for
Weakness

the theory parts of Chemistry and Physics (shown
in actions table)

I can get easily distracted by anything, so it is
How will I manage my weakness?

only in times of extreme pressure I am
turned off the Wi-fi and I only turn it on when I
extremely focused.
absolutely need to.
Try to remain focused by getting rid of any

unnecessary distractions in my room i.e.. Turning
I do not like to give up. When I do poorly in an

exam, I push myself to improve substantially in
Set goals, and place these goals in a place where

I can regularly see them (Mirror)
the next assessments.
I am a bit of a perfectionist, so writing essays

Set a time limit as to when I need to finish that
can be very time consuming because I am
piece of work. Even If I am not fully content with
never satisfied with my work.
it, I must force myself to move onto another bit


I may leave the house and get away from all the
distractions by going to the library instead.
off the wifi in the house

The Internet is my main distraction, so I have
of homework when time is up.
I am not afraid of hard work. No matter how

tiring or difficult, I am willing to put in the effort in
order to achieve the end result.



Manage my time effectively by using the priority

My time management needs improvement. In

Use the priority matrix to determine what order I
matrix
my mind I plan out what needs to done but in
should do my work, to ensure everything gets
Dedicate certain days of the week to focus on
the end, I am nowhere near completing
done at the right time
certain subjects
everything.

Set deadlines for work to be completed and
reward myself when I meet those deadlines
Sleep earlier (i.e before midnight)so I have more
energy to tackle the workload

I am quick in learning and understanding new

Reading a little bit of the textbook for Physics and
concepts, which is useful in subjects like maths,
Chemistry 2-3 times a week and completing parts
physics and chemistry.
of exercises from textbooks of topics not taught at
school yet to keep ahead.

I have gotten into the habit of underlining key

Due to the stress in exams, I tend to be quite

negligent.
Do plenty of practice papers under exam
conditions to try to get used to it.

Read the questions carefully and do not rush
through it.

Continue this.

Consistently do past papers( a questions relating
words in questions, to ensure that I answer
them correctly.

I take in criticism well. I allow for time to reflect
upon my mistakes and learn from them.
to a topic once a week for each subject)

Go to teachers to confirm that I have learnt from
my mistakes (hand in essay for correction every
week)
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
Physical/Emotional

I maintain a healthy, well-balanced diet.

Buying less junk food so I am less tempted


Discipline myself to go running in the mornings
I have low self-esteem, and this sometimes

Go to my parents and friends for moral support
leads to self-doubt in my abilities and strengths.

Remind myself of my strengths
Because of my poor time management, I

Try to sleep before midnight

Understand that my parents and I have the
I put off exercising. My exercise for the week
tends to only be Wednesday sport, which is
Health
ending soon.


I generally remain quite positive. I choose to

feel grateful and hopeful, rather than just
complain endlessly.
Keep up communication with my parents and

friends

Balance leisure with study (spend time outside and

still do all the extracurricular activities I am
currently doing)

I do not allow stress to get the better of me.


Balance leisure with study (as above)

Regularly exercise (go running every morning)

sometimes compromise my sleep.

Relationship with

My parents and I share a happy, healthy

relationship. I talk to them often and still go out
parents/friends
Dedicate times during the week to talking with my

parents (at the moment it is Saturday nights)
with them when I can.
My parents and I tend to have different views
regarding my studies, and the stress of senior
same goal, we just have different views of the
years compounds on my frustration at times.
path to achieving that goal


I am honest with all my friends, and I value

every single one of them.
When there is spare time, go out to places with

them and spend some quality time with them
Being a naturally shy person, when under

pressure or when meeting a new person, I get
Improve my communication skills (take on
volunteering)
really nervous and find myself lost for words.

Practice interviews
I sometimes let the conflicts I have with my

Exercise regularly to release my self


I have been able to maintain friendships with
people from other grades.

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
Keep participating in the extracurricular activities I

currently do so I can regularly keep in touch with
family or friends get in the way of my studies.
this negative energy

them
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from
MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
Subject
Topics
Action Items
Frequency
IMPORTANCE
URGENCY
Additional
When?
Support/Assistance
Required?
English
Navigating the global
Extension 1
creative
From the stimulus booklet, choose a stimulus.
Twice a week
[IMPORTANT/
[URGENT OR
NOT IMPORTANT]
NOT URGENT]
IMPORTANT
URGENT
Brainstorm possible ideas, linking it to navigating the
Someone to mark short
[dd/mm/yyyy]
[dd/mm/yyyy]
16/12/12
01/02/13
stories
global. Finish writing a short story by the end of two
weeks and give to teacher for feedback.
Critics/ Global thinkers
Read articles given and books suggested and gather
Once a week
NOT IMPORTANT
NOT URGENT
none
Once a week
IMPORTANT
URGENT
Someone to mark
Once a week
IMPORTANT
NOT URGENT
Someone to mark short
Throughout the year
quotes
English
Belonging Essay
Get past HSC papers [2012, 2011, 2010, 2009, 2008,
11/12/12
01/02/12
2007] and scaffold essays to answer those questions.
Advanced
Be selective on what examples to use from each text
and how to structure essay.
Creative Writing
Edit current written creatives. Practice trying to link
them with the stimulus in the booklet given. Hand in
Throughout the year
stories
for marking to get feedback
Module A Essay
Read more- variety of short stories, novels, etc.
Once a week
NOT IMPORTANT
URGENT
None
Throughout the year
Context research- going over notes on context of the
Once a week
NOT IMPORTANT
NOT URGENT
None
16/12/12
Once a week,
IMPORTANT
NOT URGENT
Someone to mark
13/01/13
IMPORTANT
NOT URGENT
none
29/01/13
time for both texts
Write one paragraph on Pride and prejudice and one
on Letters to Alice and link them
but once it
edges closer to
exam period, 12 essays per
week
Chemistry
Production of Materials
Revision- do all multiple choices from one past HSC
Once a week
paper [2012, 2011, 2010, 2009, 2008, 2007]
Revision- do one short answer question from one past
Summer holidays +first two weeks of
school
Once a week
IMPORTANT
NOT URGENT
none
HSC paper [2012, 2011, 2010, 2009, 2008, 2007]
Summer holidays +first two weeks of
school
relating to this topic
Secondary sources/
Data processing
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Do one question from one HSC past paper [2012,
Once a fortnight
NOT IMPORTANT
2011, 2010, 2009]
NOT URGENT
none
Summer holidays +first two weeks of
school
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MATRIX L.E.A.D PROGRAM PART 1
POWER OF GOAL SETTING
Maths Ext 2
Complex numbers
Revision- do two challenging questions from past
Once a week
IMPORTANT
URGENT
HSC papers [preferably last question Q7]
Graphs
REVISION- select three questions from past papers
Additional challenging
16/12/12
01/03/13
questions
Once a week
IMPORTANT
NOT URGENT
none
16/12/12
29/01/13
Twice a week
NOT IMPORTANT
NOT URGENT
none
16/12/12
29/01/13
Once a week
IMPORTANT
URGENT
none
16/12/12
15/02/13
Weekly
High
Not urgent
Yes
21/01/13
24/01/13
Weekly
High
Not urgent
Yes
01/02/13
07/07/13
[trials and HSC] and complete them, focusing on
setting out
Integration
Complete one (or half if long) exercise in cambridge
textbook, keeping ahead of school
Multiple choice (all three
topics listed above)
UMAT
UMAT Theory
Do all multiple choice questions from HSC paper
[2012, 2011, 2010, 2009, 2008, 2007].
Attend matrix UMAT course (4 day course) during the
January school holidays
UMAT Practice Papers
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Complete 1 practice paper per week
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