1. I am self aware enough to be able to set goals for improvement
Year 10 – Feeling good and being me
I am self aware enough to be able to set goals for improvement
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I can evaluate my own personal strengths and areas for development and use this to inform goal setting
I can talk about things I would like to improve and identify simple goals in relation to these development areas
Ask children to identify the different feelings/emotions. Were they the same as the ones in the baseline activity? Do we need a new sheet for any feelings we didn’t include?
Stop video at 1 minute. 2

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

4. Pair and Share I want to win the lottery
I want to get the grades I need for college
Pick out key differences in pairs between the 2 statements and share as a class. Looking for difference between levels of control over outcome, timeframes and size of goal. Make sure by end of class share students are clear on difference between a wish and a goal. 4

5. Let’s get started Watch the video clip then move to the next slide
Preframe the video by getting students to think about the GROW model (see lesson plan, background information)
What are the boys goals/his reality/options and what WILL he have to do to achieve his goal. Discuss
Watch the video clip then move to the next slide 5

6. Over to you! Identify 2 key strengths and abilities you have
Identify 2 areas for development
Choose 1 that you want to get better at
Identify any obstacles in your way
Can be done as pair work or independently 6

7. Be SMART!
Check they understand each element and what the word means. Get them to check the area for development they want to work on against this – run it into a SMART goal. Can all be done verbally. 7

8. Learning to coach each other; using active listening skills
Eye contact?
Body language?
Letting them talk or interrupting?
Reflecting back what has been said?
Allocate A & B to students in pairs.
A talks about something they find easy to chat about for one minute (nothing too heavy or serious).
B begins by actively listening until from a signal from the teacher they STOP /turn away fiddle etc.)
Then on a second signal they being listening again. Ensure the timing of the second signal is long enough for the exercise to make the point that when we are not heard we can not talk.
Swap pairs over and run the exercise again. Now students discuss & feedback how that felt, pulling out the elements of active listening 8

9. The GROW Model Goal: What do you want? Reality: Current situation?
Options: What could you do?
Will: What will you do?
Recycle to achieve your goal
Use the coaching cards to coach somebody else through the GROW model – firstly get all students to a personal goal. Then in pairs get each student to use the questions in the GROW model to explore how they can achieve or at least move towards that goal. They should end up with a concrete what will you do action. 9

10. What stuck?
On the sticky note write the main thing that will stick with you from this lesson
Can be done as pair work or independently 10

11. Taking the learning away
Put your W from GROW action into practice
Believe in yourself section 11

12. Want to know more or get help?
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get-support
Contact:
Call, or go online 12