Kids' Cup: Freddy from Brazil

Teacher notes

This lesson plan is one of a series of lesson plans for the storyworld series Kids' Cup, which has teams and stories from young footballers in China, Brazil, Palestine and the host nation Norway. It is adaptable and suitable for KS2 and KS3. This lesson assumes there will be an activity partner to speak with for some activities. This lesson allows students to select their own footballing areas of interest. Teachers can amend the lesson by removing some of the extra rich media articles as follows: 1. Duplicate this lesson plan (top right hand corner or screen)/ 2. Green bars show each activity and task. 3. Click 'x' to remove any content you don't require, for example, remove Lyfta content: History of the foot(ball). 4. Save, and rename if useful. **Lyfta core themes: ** Culture and Identity, Learning and Growth, Health and Wellbeing, Relationships. **Lyfta core skills and values**: Coaching and Mentoring, Coping Methods, Feedback and Critique, Resilience & Perseverance Resourcefulness & Learning from Failure. **SDGs:** 1,3,5. **National Curriculum objectives:** **Depending on which articles are selected by student, additional NC objectives can be covered such as Geography (KS2/3) if Football in Brazil is selected; and maths/ DT, if additional activities are built in for the article History of the Foot(ball).** KS2 and KS3 PE Opportunities to use the Kids’ Cup storyworlds as a stimulus to discuss sports, competition and healthy living in the context of Freddy’s experience. KS2 Geography - locate the world’s countries, including South America, including key physical and human characteristics - understand geographical similarities and differences through the study of human and physical geography of a region of the UK and South America. KS3 Geography - Understand human geography relating to: population and urbanisation; international development and economic activity (Brazil). KS2 PSHE H7. how regular exercise benefits mental and physical health H16. about strategies and behaviours that support mental health H17. to recognise that feelings can change over time and range in intensity 
H18. about everyday things that affect feelings and the importance of expressing feelings H19. a varied vocabulary to use when talking about feelings H20. strategies to respond to feelings, including intense or conflicting feelings H29. about how to manage setbacks/perceived failures R1. to recognise that there are different types of relationships R2. that people may be attracted to someone emotionally, romantically and sexually R8. to recognise other shared characteristics of healthy family life. KS3 PSHE H2. to understand what can affect wellbeing and resilience H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this H6. how to identify and articulate a range of emotions accurately and sensitively H7. the characteristics of mental and emotional health and strategies for managing these H9. strategies to understand and build resilience, as well as how to respond to disappointments and setbacks H10. a range of healthy coping strategies and ways to promote wellbeing and boost mood H5. the characteristics of mental and emotional health; to develop empathy and understanding about how daily actions can affect people’s mental health H12. how to recognise when they or others need help with their mental health and wellbeing H13. the importance of, and strategies for, maintaining balance between school, work, leisure, exercise H14. the benefits of physical activity and exercise for physical and mental health and wellbeing H16. to recognise and manage what influences their choices about physical activity H11. to make informed lifestyle choices regarding sleep, diet and exercise R15. to further develop and rehearse the skills of team working.