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

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 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

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

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 https://youtu.be/2MGMvEnoD6U ©TED Watch the video clip then move to the next slide 5

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

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

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

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

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

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