1. I’m good at… and I’m going to try and be better at…
Year 2 – Feeling good and being me
I’m good at… and I’m going to try and be better at…
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I can recognise and celebrate my strengths
I can set simple but challenging goals for myself
I can learn from my experiences
I can name something I am good at and why
I can tell others about comfortable and an uncomfortable feelings I have
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? 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. What do we already know? What are your strengths?
What are you good at?
What are you proud of?
Invite children to share their thoughts. There may be some children that find this a challenge so it would be useful to have some ideas in mind for those children that have low self-esteem. 4

5. Let’s get started
Watch the film clip which has a range of talented children in. Explain that children can be good at many different things. What attributes, other than talent, do these children show E.G determination and perseverance
Discuss the idea of a Good Work certificate that recognises different strengths and talents 5

6. Good Work certificate
Write a Good Work certificate for someone in the class.
The certificate could be for a friend or children to choose name out of box etc.
Teacher may choose for the certificates to be anonymous and for the other children to try and guess who it is. 6

7. How do you feel? How do you know you are good at something?
How do you feel when you are/aren’t good at something?
Do you like to tell people about the things you are good at?
Create a list of different feelings associated with the questions asked. Which of these feelings do you feel comfortable/uncomfortable with? Ask children to think about any other feelings that they feel comfortable with. Invite children to share them. Repeat with any feelings that children are uncomfortable with.
Explain that some people feel comfortable talking about what they are good at – proud, happy and how they can improve – motivated, determined. Others may feel uncomfortable – nervous, shy, embarrassed, and how they can improve – ashamed, useless, embarrassed
Explain that we are all good at something and have a right to feel proud of ourselves.
Discuss some strengths that haven’t been mentioned so far. This could be neat handwriting, good reader etc.
How do you know you are good at something? How do you feel when you aren’t good at something? Do you like to tell people about the things you are good at?
Discuss feeling proud and discuss showing off. Explain that it is good to have confidence in yourself and everyone has something to be proud of. Talk about appropriate and inappropriate ways of sharing what you are proud of. Help children understand some of the negative feelings that showing off can create. 7

8. Write your own Good Work certificate
Write your own certificate thinking about what you are good at and why.
I am good at… because…
Discuss some strengths that haven’t been mentioned so far. This could be neat handwriting, good reader etc.
How do you know you are good at something? How do you feel when you aren’t good at something? Discuss uncomfortable feelings – what might they be –name them – embarrassed, ashamed, frustrated. In pairs think of a time in the last few weeks when you have felt one of those feelings and talk to the person next to you about it.
Do you like to tell people about the things you are good at? Discuss feeling proud and discuss showing off. Explain that it is good to have confidence in yourself and everyone has something to be proud of. Talk about appropriate and inappropriate ways of sharing what you are proud of. Help children understand some of the negative feelings that showing off can create. 8

9. Setting Goals Why are goals important?
What goal had Robert the Bruce set? What skills and attitudes does he need to continue to reach his goal?
Build up a bank of key words that children can continue to use, eg. determination, perseverance, courage, self belief. Record these so that they can be referred to.
Ask children to think about why people set themselves goals – discuss. Explain that sometimes things happen that we can’t avoid/help. Robert had worked incredibly hard to achieve his goal and even when he realised he couldn’t reach his goal he didn’t give up.. Explain that there may be some goals that we achieve then and there and be times when we are not able to reach our goals but showing determination, perseverance, courage, self belief etc. will help us to achieve goals in the future.
Why are goals important?
How do we make sure we achieve them? 9

10. What is your goal?
What do you want to get better at? What do you want to achieve/be proud of? Share it with your friend and explain why it is important to you.
Discuss goals that are very easy to achieve. Is there any point setting them? Discuss goals that are unrealistic and the reasons why. Explain to children that it is important to set goals that mean you have to challenge yourself but if they are too challenging you may not reach them. Discuss how it might feel to be unable to reach your goal.
Refer to the word bank and explain that there are some of the things that the children may need in order to achieve their goal. Children write their own goal. These may be displayed or put in their books so that children can refer to them. These can then be celebrated when they are achieved. 10

11. How has our learning progressed?
What are you good at?
What is your goal?
Repeat the activity that was carried out at the start of the lesson. Ask children to think about what has been discussed throughout the lesson. Has anyone changed what they thought/said at the start? Encourage children to discuss why if they have.
Invite children to share their goals. Explain that it can be helpful for other people to know your goals as they may be able to help you. Ask children to think of ideas which could help people achieve their goals. 11

12. Taking the learning away
Ask people at home to think about what they are good at. Tell them what you think they are good at.
Ask other people to share their goals with you. Can you help them achieve their goal? Share your goal with others. Can they help you? 12

13. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
im-a-young-person
Where can I go for help? 13