People who inspire us: Part 1

Teacher notes

This lesson is the first of two on 'People who inspire us' and is most suitable for Upper KS2 and above. Learners will watch Freddy and Afnan's films from the Kids' Cup series and find out who inspires and motivates them. You may also want to watch Anna from Norway's film, where we meet Anna's dad/ coach who encourages her to believe in herself. https://teacher.lyfta.com/resource/preview/1330 Remember: the short documentary stories on Lyfta are only a small part of a much wider and complex human story. No story that we read or see is ever fully representative of a human being or any group they are part of. Link to International Teacher's Day (5th October) **Lyfta core themes:** Health and Wellbeing, Learning and Growth, Relationships. **Lyfta core skills and values:** Coaching and Mentoring, Collaboration and Teamwork, Coping Methods, Courage and Self-Confidence, Feedback and Critique, Growth Mindset, Healthy Living, Positive Attitude, Resilience and Perseverance, Resourcefulness and Learning from Failure, Respect **SDGs**: 3 and 4 **National Curriculum Objectives:** KS2 PSHE H16. about strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking L25. to recognise positive things about themselves and their achievements; set goals to help achieve personal outcome KS3 PSHE H1. how we are all unique; that recognising and demonstrating personal strengths, build self-confidence, self-esteem and good health and wellbeing. KS2 Citizenship 1c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action 5a. take responsibility (for example, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils) 5b. feel positive about themselves (for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take)