I’m good at… and I’d like to be better at… Year 7 – Feeling good and being me I’m good at… and I’d like to be better at… © Leeds South and East CCG

Learning outcomes Knowledge Skills I can evaluate my own personal strengths and areas for development and use this to inform goal setting I can name something I am good at and why I can describe how it feels physically and mentally I can talk about something I find difficult and set a target 2

How we will work together Can you remember the group agreement we have already talked about, let’s take a minute to think about them. Teacher notes Read these through with the children. Hopefully the group agreement will be displayed in the classroom already. 3

What do we already know? What links the 3 pictures? How might the pictures relate to our lesson? Whole class activity. Generate thinking about being unique. Could be done as a pair and then whole class share. 4

Let’s get started I am… I can do… I can be… I am good at… Everyone has strengths, talents, positive qualities Be kind about yourself – it’s just as important as being kind to other people Draw around your hand. Fill it with your own strengths and qualities I am… I can do… I can be… I am good at… Initiate pairs work for pupils to come up with a diverse range of strengths and qualities they have noticed in themselves or others. Give pupils a sheet of paper each and ask them to first draw around their hand and then write their strengths and qualities around it. Prompt pupils to share how it feels with other pupils. Extension task: some students could prioritise their strengths and qualities in importance to them. Reflection element: how does it feel when they do something they can do or are good at? Look at partner’s hand - how are they the same or different?                                                                                                                                   How does it feel when you do something you are good at? 5

‘I can’t’ versus ‘I can’t yet!’ This video explains the concept of a Growth Mindset in a simple way. It is 3min 50 sec long. It relates the concept to the story of the Tortoise and Hare. It also explains how we need to fail in order to learn. https://youtu.be/-_oqghnxBmY Source: YouTube Cameron Lisney We all have strengths and gifts. We also all have things we find more tricky! 6

Adding the power of yet Share your thinking with your partner How is it helpful to add the word ‘yet’ to ‘I can’t’. What difference does it make? Choose at least 1 situation coming up this week where you know you might have previously used ‘I can’t’ Make a pledge to yourself to swap it for ‘I can’t… yet’. Write your pledge underneath your hand outline This activity is to encourage students to separate things they achieve and do from their personal qualities and to understand that we need to develop inherent self worth - we are unique in the world and just “being” is enough This is what we mean when we talk about inherent worth Card sort questions to ask as going round the room: What is the difference between things we do and things we are? Which is more important? What happens if we pin our self worth on our skills and achievements? 7

Understanding talent Watch the video clip ©Sport Scotland This video explains how to become an athlete by finding a sport you like and practising it. Top athletes believe their ability comes from working hard rather than innate talent. It is 2 min 12 sec long. What are the pupils initial thoughts about this video. Does it surprise them? https://youtu.be/LfUvchfrcS0 ©Sport Scotland Watch the video clip 8

Goal! Use your learning! Choose a strength or skill from your hand outline that you want to become even better at What would you like to improve about it? This is your goal Who can help you? What can you do to get started? Share your thinking with your partner. Actively listen to them share their goal. Pupils work their way through the slide in pairs using their hand outline from above 9

Silent Check In. Which step have you reached today? Use Growth Mindset picture - Silent Check-in. Invite students to get used to thinking on their own, not always having to share their thinking. This can be private, with no need to say, just think:  How far have I met each of the learning outcomes? Is there anything I need to think more about? 10

Taking the learning away Remember to use ‘I can’t yet’ instead of ‘I can’t’ for the next week and see what difference Listen out for others doing this! Put your goal plan into action! Hard work beats talent when talent doesn’t work hard! 11

Want to know more or get help? www.mindmate.org.uk/ im-a-young-person www.childline.org.uk/ get-support Contact: Call, email or go online 12