1. Note for Teachers
● See notes on each slide for further
instructions
● Yellow highlight =
You may remove or adapt depending on
your class’ interests and the time you
have available
3. Class 1: Introduction to Taqaddam and My Life
TIME ACTIVITY NOTES SLIDES
0:00 - 0:10 Introduction to Taqaddam Teacher-led explanation 4-17
MODULE 1:What is self-awareness?
0:10 - 0:15 What is self-awareness? Open question group discussion 18-23
0:15 - 0:25 Activity 1: 6 Sentences Individual reflection (5 mins)
Pair Sharing (5 mins)
24-26
0:25 - 0:30 The Importance of Reflection Teacher-led explanation 27-28
0:30 - 0:45 The Three Zones Video (4 mins)
Poll + Reflection (6 mins)
Reflections + Optional Homework (5 mins)
29-40
OPTIONA
L
Life Begins… Video If you have extra time/ homework activity 41
SKIP SLIDE - FOR TEACHERS ONLY
7. What is Taqaddam?
Our vision is a world where all young people
lead happy and fulfilling lives, are fully prepared
for the world of work and are inspired to take an
active role in society.
8. What is Taqaddam?
Our mission is to deliver high quality life skills
education that supports young people like you, to
move forward with confidence into the future, with the
skills you need to flourish in life, work and society.
9. Life skills are also referred to
as “soft skills” or
“21st century skills” or
“transferable skills”
They are vital skills that can help you in all areas of your life
What Are Life Skills?
12. Why Taqaddam?
We want young people to be fully
prepared for the world of work.
Employers rate life skills as a top
priority, yet schools do not teach
these skills. Developing your life
skills can improve employment
opportunities and career fulfilment.
13. Why Taqaddam?
We want young people to be fully
prepared for the world of work.
Employers rate life skills as a top
priority, yet schools do not teach
these skills. Developing your life
skills can improve employment
opportunities and career fulfilment.
We want young people to lead
happy and fulfilling lives.
Wellbeing, self-awareness, build positive
relationships with friends and family, explore
passions and purpose, develop resilience
and control over your life and future.
14. We want young people to lead
happy and fulfilling lives.
We want young people to be fully
prepared for the world of work.
Young people are innovators
and changemakers.
Wellbeing, self-awareness, build positive
relationships with friends and family, explore
passions and purpose, develop resilience
and control over your life and future.
Employers rate life skills as a top
priority, yet schools do not teach
these skills. Developing your life
skills can improve employment
opportunities and career fulfilment.
Young people are a powerful force for
positive change, yet there aren’t many
opportunities to develop these skills
and take action. Taqaddam
encourages young people to be active
and engaged in the world, and to use
your skills to make a real difference.
Why Taqaddam?
21. ● being aware of what emotions you are feeling and why
you might be feeling them
● understanding your behaviour and why you do things
or avoid things
● being honest and realistic with yourself about your
strengths and limitations
● knowing what your needs are
● knowing what motivates you and what kind of life you
want to live and how...
Self-awareness is about:
25. 1. The wisest decision I made…
2. The biggest lesson I learned…
3. The biggest risk I took…
4. The biggest surprise...
5. The most important thing I did for others…
6. The biggest thing I completed...
6 Sentences
26. In pairs or small
groups, share one of
your answers
6 Sentences
27. REFLECT & REVIEW
“We do not learn from
experience… we learn
from reflecting on
experience”
“The more
reflective you are,
the more effective
you are”
28. What did you learn about yourself from the
6 Sentences activity?
What skills have you used?
REFLECT & REVIEW
66. Critical Thinking
What does this iceberg tell us about critical thinking?
There is a
lot hiding
beneath the
surface!
If we want to
think critically,
we should ask
questions and
keep an open
mind.
67. Critical Thinking
There is a
lot hiding
beneath the
surface!
If we want to
think critically,
we should ask
questions and
keep an open
mind.
What does this iceberg tell us about critical thinking?
68. So let’s apply our Critical Thinking skills...
what might be hidden?
what’s visible?
Critical Thinking
Someone is always
late for school
69. So let’s apply our Critical Thinking skills...
what might be hidden?
what’s visible?
A friend stops replying
to your messages
Critical Thinking
70. So let’s apply our Critical Thinking skills...
what might be hidden?
what’s visible?
You do not get
accepted for a job you
applied for
Critical Thinking
71. How can you use critical thinking in your life?
Where else could you apply the ‘what’s
beneath the surface?’ question in your life?
Critical Thinking
78. Class 3: Make It Happen
TIME ACTIVITY NOTES SLIDES
0:00 - 0:15 Let’s Talk About
Change
Teacher-led explanation and group discussion 78-87
0:15 - 0:25 Power of Small Steps Teacher-led explanation 88-94
0:25 - 0:30 Small Steps
Scenarios
Group activity/ discussion 95-98
0:30 - 0:40 “Your Turn” - Group
Support
Small groups of 3-4 students 98
0:40 - 0:45 Sharing Small Steps Group discussion 99
80. The Make it Happen module is about putting your life skills into
practice and taking action. You will think about how you can live
your values and make a positive difference in the world. You’ll
look at practical skills and tools for social action and leadership.
90. The power of
small steps
This tool helps us to
actually do something,
rather than waiting, being
afraid or getting
demotivated for a big step
which we may never take
91. The journey of a thousand
miles starts with a first step.
~ Lao Tzu
92. SMALL STEPS
Taking the first step is
often the hardest bit.
So let’s keep it small and simple.
Ask yourself, is it something:
● You can do immediately?
● You don’t need permission for?
● You don’t need loads of resources for?
93. SMALL STEPS
Greta Thunberg
Greta believed the government should take the climate crisis seriously.
What do you think her small step was?
94. SMALL STEPS
Nicholas Lowinger
When he was 10 years old, Nicholas noticed a
problem that children in homeless shelters don’t
have adequate footwear. So he gave away his
shoes to a local shelter.
For a school project, he encouraged his friends
and family to do the same and founded ‘Gotta
Have Sole’, a foundation that gives away shoes
to kids and teens in homeless shelters.
Now at 17-years-old, he runs his foundation just
out of his family’s garage, and his efforts have
provided new shoes to over 45,000 children.
95. SMALL STEPS
Marley Dias
Marley is the 15 year old activist behind the
#1000BlackGirlBooks twitter phenomenon.
The hashtag was born out of her
frustration that she couldn't find any
stories where the main characters looked
like her.
The hashtag campaign resulted in more
than 11,000 books catalogued with black
female protagonists, and counting.
97. Kareem wants to help elderly people
who are often lonely and forgotten
What’s the smallest step he can take?
Can do immediately
Doesn’t need permission
Doesn’t need loads of resources
98. SMALL STEPS
Salma wants change how addicted
people are to social media
What’s the smallest step she can take?
Can do immediately
Doesn’t need permission
Doesn’t need loads of resources
99. YOUR TURN
Get into groups and share the issue you want to
change. As a team, help each other find the
smallest step towards making change.
Can do immediately
Doesn’t need permission
Doesn’t need loads of resources
100. SHARE
What small step will you take to
achieve your goal?
Can do immediately
Doesn’t need permission
Doesn’t need loads of resources
113. LEADERSHIP
A true leader can be in any style,
and have these main qualities:
● aware of the world around them
● takes responsibility
● inspires others
● supports others
● not afraid to fail while trying
AND REMEMBER… SMALL STEPS!
114. Think of something in your
life or community that you
would like to change, help,
improve, lead or just do?
💭
115. 1. Draw an outline of
your hand.
1. Write that goal in
the middle of your
hand.
1. Then label each
finger with the
qualities of a leader
Your goal
116. Now add in each finger
one SMALL STEP you
could do towards your
goal for each quality
E.g. what is one small step
you could take towards
your goal if: you weren’t
afraid to fail, to inspire
others, to support others,
to take responsibility and
to raise your awareness?
Your goal
117. Now add in each finger
one SMALL STEP you
could do towards your
goal for each quality
E.g. what is one small step
you could take towards
your goal if: you weren’t
afraid to fail, to inspire
others, to support others,
to take responsibility and
to raise your awareness?
Write a book
about mental
health
118. REFLECT & REVIEW
How did it feel writing these small
steps down?
Would anyone like to share their
leadership actions?
119. One way to look at leadership is how
we can embody it in our:
● Head: What you know and think
● Heart: What you feel and care about
● Hands: What you do and your skills
Leadership in Life
123. Hands: How should a
leader act, what do
they do, what actions
do they take?
Leadership in Life
124. Share and discuss your drawings and your ideas
on embodying leadership
Are there similarities?
Are their differences?
Why do you believe these things?
REFLECT & REVIEW
125. ● Of these life skills and attributes, which do you think you have,
which will you commit to developing?
● What kind of leader do you want to be?
● What will your leadership in everyday life look like?
Your Taqaddam Commitment
Life Skills Map: Here are some examples of the life skills you will be developing through Taqaddam. (No need to go into detail here, we will explore this in more depth in Class 2)
These are all interconnected!
How will you learn all of this? The Taqaddam programme is split into four modules, taking you through a journey:
My Life (which is all about YOU. We will go deeper into exploring who you are and develop a greater sense of self-awareness of you and the world around you)
My Life Skills - once you have looked at yourself, it’s then time to look at your life skills, understand what they are, how to use them, know your strengths and weaknesses, and how to grow these important life skills
Make It Happen - this is all about putting your life skills into action! There’s no point just learning and talking about these skills, we learn best by putting things into practice out in the real world, which is exactly what this module is all about.
Moving Forward - Finally, as we come to the end of our Taqaddam journey, we will look at how to move into the future with confidence as we prepare to take the next steps in life.
And that’s it! Any questions?...
An open space for students to ask any questions about the programme, content, classes etc
Let’s get started! The first module is My Life.
Brief open question/ group discussion. Once you have a few responses, show next slide with some suggested answers
Read through these suggested answers and find links with what students already shared in the previous slide.
Now we know what self-awareness is… Why is it actually important? E.g. why is it important to know your emotions? Or to know your needs? Or to know what motivates you?
Open question/ group discussion. Ask for 3-5 shares and encourage students to share ideas, there is no right or wrong answer.
Elaborate: Knowing yourself means you are aware of your strengths and weaknesses, what brings you to life and what bores you, what you are passionate about, what you are fearful of, your dreams and desires and how you can be in control of and have fun with your thoughts and feelings.
Self-awareness is a skill. And like all skills, you only get better at them by practicing. So let’s do that now with this first activity called “6 Sentences”.
This is a quiet individual written activity. Ask students to reflect on these 6 sentences and finish them off. (Play music in the background to help students focus)
You may ask students to think of a specific time frame for these questions, e.g. in the last month, or the last year, or look back at their entire lives.
This activity should not be rushed and it may be difficult for students to answer immediately, so encourage them to think of a few options before choosing just one, or think of, for example “a wise” decision if not “the wisest”.
Put students into pairs or small groups, and invite them to share one of their 6 sentences with their partner/ group (make sure it is an answer they feel comfortable sharing). Depending on time, you may want to have a few rounds of sharing different questions or with different partners.
It’s now time to reflect and review. At the end of each Taqaddam activity, we will always look back at what we have done and what we can learn from that experience/ activity. WHY? Because we learn not by simply doing, but by reflecting on what we have done. If we just keep taking action and moving on to the next thing, then we can’t learn from our mistakes or recognise our strengths. For example, if you did a test without looking at the score and feedback, how will you know what you’ve done well and what you need to improve? That’s why we always need to reflect! And so the more reflective you are, the more effective you are.
So let’s reflect! Think back to the 6 Sentences Activity. What did you learn about yourself from the 6 Sentences activity? What skills have you used?
Group Reflection.
Watch this video together and ask students to take note of what they find interesting. Once you have watched the video, open a quick feedback discussion about the video (e.g. what was the video about? What are the 3 zones? Can anyone relate to the scenarios in the video?)
https://taqaddam.britishcouncil.org/the3zones/
Instructions: In this activity, I will ask you to imagine a few different scenarios. For each scenario, reflect on whether you would be in your comfort, stretch or panic zone if you were in that scenario. (e.g. thumbs up for comfort, middle for stretch or down for panic). You will only have 15 seconds for each scenario, so go with your instinct!
Teachers, you may change or add scenarios to fit your group.
Collect a quick poll of answers (e.g. verbal call-out, hands up, type in the chat, thumbs up etc). Note the variety of responses, and if there is time, hear back from a few different perspectives.
Teachers, you may change or add scenarios to fit your group.
Collect a quick poll of answers (e.g. verbal call-out, hands up, type in the chat, thumbs up etc). Note the variety of responses, and if there is time, hear back from a few different perspectives.
Teachers, you may change or add scenarios to fit your group.
Collect a quick poll of answers (e.g. verbal call-out, hands up, type in the chat, thumbs up etc). Note the variety of responses, and if there is time, hear back from a few different perspectives.
Teachers, you may change or add scenarios to fit your group.
Collect a quick poll of answers (e.g. verbal call-out, hands up, type in the chat, thumbs up etc). Note the variety of responses, and if there is time, hear back from a few different perspectives.
Open discussion.
Example discussion questions:
How can the same situation be in one person’s comfort zone and one person’s panic zone?
How can we be in different zones in different situations, even if we are the same person?
Can a person move from one zone into another? If so, how?
So make sure you use these classes to speak up, try new things, and step out of your comfort zone!
A final question to leave students to think about. Either create a few minutes of quiet reflection time for students to write down their answers now to close the class, or can set as a homework assignment.
Today’s key message
https://www.youtube.com/watch?v=cmN4xOGkxGo
SKIP SLIDE - FOR TEACHERS ONLY
Open question to gather any immediate answers from students
Key message: Life skills are used in all areas of your life, no matter what career you choose to go into. They are also known as “soft skills” or “21st century skills” or “social and emotional skills”. They are different to technical skills we learn at school or university, such as maths, languages, law or medicine. Life skills are the skills that can help you in society, with friends and family, and in all careers - skills like teamwork, communication and creativity. They are what employers are looking for most. Like all skills, the more we PRACTICE them, the stronger we get at them, and that’s what Taqaddam is all about - giving you the opportunity to practice and grow these vital life skills. Life skills are interconnected - so the more you grow one, the strong you can get in another. Ask for some examples of life skills before showing the next slide.
Life Skills Map: Use this slide to reinforce learning about Life Skills.
Here are some examples of Life Skills we will be exploring and developing in Taqaddam, e.g. public speaking, confidence, leadership - these are skills that help you in ALL aspects of life, not just in one particular area.
Life skills are different to technical skills, which have a specific use and are usually taught at school. Have a look at the skills in blue, are these “life skills”? (Answer, no. These are more technical skills. Explain why e.g. though painting and swimming are useful to have in life, they are more technical, you don’t need them to do well in your job (unless you are a painter or swimmer) or to help you build good relationships or to make a positive impact in your community, whereas skills like leadership or resilience would help you in all parts of your life and are useful no matter what career you go into.
“So now we know more about what life skills are, what life skills have you used this week and when?” Gather a few quick answers. Note how we use so many life skills in our daily lives without even noticing, and remember, the more we use them, the more we grow them.
If delivering online, you can invite students to use the “annotate” function to mark on the slide which skills they have used this week. You can then open up the discussion to ask for particular examples of “how?” and “when?”.
As you may have noticed, a lot of these life skills are interconnected, or as we say in Taqaddam, “they rise together!”. What do we mean by that? Let’s have a look. Let’s start with…
Responsibility. When we first get given or take on a responsibility, it usually means we’ll be faced with some challenges and…
and have to make some decisions, and so we build our decision-making skills……
and have to make some decisions, and so we build our decision-making skills……
To make really effective decisions, we need to know what impact they’ll have on others. This means we will start to think compassionately
Once we are comfortable with making decisions and balancing compassion for people’s needs, we’ll be showing leadership qualities
The more we see ourselves as a leader, others see us as a competent leader, and the more leadership roles we take on, the more confident in our abilities we will become
The more confident we are, the more comfortable we will be with taking responsibility!
So as you can see, life skills are all interconnected and mutually reinforcing, the great news is that when you work on one, you automatically start growing in another area, and so they RISE TOGETHER!
“So there are lots of interconnected Life Skills within all of us. And in Taqaddam, we want you to get to know them and get to grow them all. To do that, we focus on three core life skills, which we call The 3 Cs: Creativity, Critical Thinking and Collaboration. By working on these three, you will find that all of your other life skills will start to grow as well.”
The 3Cs are also among the top skills employers are looking for in today’s job market, demonstrated here in this report from the World Economic Forum. As you can see, the top skills employers are looking for are not technical skills like computing or finance or maths, but LIFE skills more and more, employers are saying they have enough applicants with good grades and technical skills, what they are looking for is applicants with LIFE skills - teamwork, critical thinking, creativity, leadership! And that is what Taqaddam will equip you to do - develop core life skills! You will notice the 3C are connected to all of the skills on the list.
“We are going to do an activity around each of The 3Cs to start understanding and practicing them - because remember, the more we explore the skill, the stronger we get.
Let’s start with creativity.”
Invite a student to read out the definition of creativity on the slide
Play the video below, instructing students to pick out points they found interesting to discuss at the end of the video. After you have shown the video, hold a short group discussion around what they have learned / what was interesting/ what the agreed with/ what they disagreed with etc.
“Based on what we have discussed therefore, what is one thing you could do to develop your creativity? Let’s commit to one simple action”. Ask students to share their answers/ actions. You could gather the answers on Padlet, Menti or Jamboard etc., and get students to commit to one action.
Invite a student to read out the definition of critical thinking on the slide.
“What does this iceberg tell us about critical thinking?”
This image should encourage ideas like ‘you can’t always see what people are thinking’, ‘you never know the whole story’. The key message here is: there is a lot hiding beneath the surface of things, much more than we can see. And we need to think critically by asking questions and keeping an open mind to discover what we might be missing.
“So, let’s practice exercising our critical thinking skills. We are going to look at a few real-life scenarios - for each scenario, your challenge is to dig deeper and think about what may be going on under the surface - what else might be happening, what questions would we need to ask to find out more? This is practicing and developing the skill of critical thinking.”
(You may change the scenarios on the slides so they are more relevant to your students)
What is visible: someone is always late for school - e.g. we may think they are bad at time-keeping or lazy
What might be hidden: they may have other duties like looking after their family members or dropping their sibling to school, or working a job in the morning. What questions could you ask to find out more and think critically?
Add your own scenarios here
Add your own scenarios here
Activity debrief - ask these questions to start a group discussion about critical thinking
E.g. when looking at the media / fake news, when talking to different people and understanding their perspectives, when trying to solve a problem at work etc.
Invite a student to read out the definition of critical thinking on the slide.
Open question to get students thinking about collaboration.
Once you have heard and discussed some answers from the group, show the next slide which breaks down what collaboration can mean.
“As you can see here, collaboration is actually made up of LOTS of different life skills! Rather than saying “I need to build my collaboration skill” or “I am a good collaborator”, get more specific. You can build your collaboration skills by focusing on the component skills - which ones are your strengths? Which areas do you need to develop?”
Ask students to reflect critically on themselves; which areas of collaboration are they good at, and which do they need to develop. E.g. someone may be great at active listening, but not at contributing ideas.
Instruct students to reflect on this question independently for a minute, and write down their thoughts. If they are comfortable, invite them to share.
SKIP SLIDE - FOR TEACHERS ONLY
We are now moving into Module 3 of the Taqaddam journey, which is all about putting the life skills we have learnt from Module 1 and 2 into practice
Group discussion.
You may want to collect answers using online tools like a wordcloud on menti.com, jamboard or Padlet.
Quick open question to the group, collect a couple of answers
ALL of these are important, we need all angles/ strategies to create change, they all build on each other (not in competition).
Change can happen from top down...
“But also bottom up - YOU can influence change. The world needs more changemakers. The world needs YOU.”
“It’s all well and good talking about change, and we all know change needs to happen in the world, but in reality, what stops you?” This is an opportunity for “real talk” - invite students to share an in open, non-judgemental space what sorts of things stop them from creating change
e.g. fear of failure, laziness, lack of resources, judgement
“We’ve talked about what stops up, but what can help you to make a start?”
Collect some answers from students, then introduce the main task of today’s… “Today, we are going to focus on one of the most powerful tools that can help us make a start, and overcome many of the challenges you named earlier that stop us from making a change.”
“Before we introduce our tool for change, I have a question for you… “ Collect a few answers from the group.
Explain the power of taking small steps.
Often, we set huge goals for ourselves which mean we often end up getting overwhelmed, the fear of failure kicks in or it requires a lot of resources that we don’t have like money and time. And so we end up losing motivation or backing away, rather than actually taking action towards the goal. Many people underestimate the power of small steps, and that’s the tool we want to share with you today!
These 3 Golden Questions are the fundamentals to identifying a small step and the key to using this tool effectively.
“Let’s look at some real-world examples of change-makers who made a huge difference all by starting with small step.”
After sharing Greta’s story (either teacher or student volunteer), ask students to identify what was Greta’s small step (that meet The 3 Golden Questions)
Greta Thunberg, a teenage activist from Sweden who has become the face of the youth climate movement at 17. In the summer of 2018, Thunberg started sitting outside the Swedish parliament every Friday as part of a climate strike. On September 20, 2019, Thunberg led the largest climate strike in history.
Small step: deciding not to go to school for one day as a form of protest. It was something she could do immediately, without any resources or legal permission. Look how that one small step, repeated again and and again, grew into a HUGE MOVEMENT!
After reading Nichola’s story, ask student to identify what was Nicholas’ first small step (that meet The 3 Golden Questions)
Small step: Gave away his own shoes. At the age of just 10 years old, he set up a foundation just by encouraging friends, family and classmates to donate any old shoes - something small he could do immediately without permission or many resources. At age 17, he continues to run the foundation out of his family garage (so still has limited resources) and has managed to help over 45,000 children by taking small steps again and again over the years.
After reading Marley’s story, ask student to identify what was her first small step (that meet The 3 Golden Questions)
Marley also wrote the book Marley Dias Gets It Done: And So Can You as a guide to positive change through activism.
Small step: simply creating a hashtag - no permission needed, little resources and very quick first step. And by taking more small steps using the power of social media and just tweeting, she has created a huge impact!
“Taking small steps isn’t always easy - it’s a skill, so like all skills, let’s practice!”
Group discussion, collect answers from the group (here are some suggestions below to prompt if needed). Make sure students are actually given SMALL steps by checking they meet the 3 Golden Questions criteria - they may need help breaking down their suggestions into even smaller steps.
Research initiatives that already exist to help elderly people - global and local - for inspiration
Go out on a walk and say hello to anyone he meets
Encourage his friends to speak to their elderly relatives
Encourage his social media followers to connect with their elderly relatives
Call an old person’s home and ask what you can do to help
Group discussion, collect answers from the group (here are some suggestions below to prompt if needed). Make sure students are actually giving SMALL steps by checking they meet the 3 Golden Questions criteria - they may need help breaking down their suggestions into even smaller steps.
Speak to her friends - see what they think about it
Create “a challenge” - online or with your friends
Research - WHY are people addicted to social media?
Go out and do her own research/ survey by asking people
Start with YOU - try it yourself, not using social media for X time
“That is other people’s first steps. What about yours?”
Put students into groups of 3-4. Taking turns one at a time, ask them to share a goal on an issue they want to change, e.g. from the discussion at the beginning of the class. The rest of the team can offer suggestions on the first small steps they can take that fit the 3 Golden Questions.
After the small group work, come back together as a whole class and collect a few answers from students, and point out if/how it meets the 3 Golden Questions. End the class by encouraging students to take the first small step before the next class, perhaps sharing with an accountability partner to “make it happen”
SKIP SLIDE - FOR TEACHERS ONLY
Can use online tools such as wordcloud on menti.com.
Then explore this question through an open group discussion/ debate with the students.
(The purpose of this activity is to explore different opinions and stereotypes about what it means to be a leader, and challenge why we may have these beliefs.)
Read out the statement on each slide and collect responses from the students - how far do they agree with the statement? After each question take 2 (or more) comments from people with different opinions
It’s important, as the teacher, to remain neutral about these questions, but prompt the class to think critically
Key message: We can see that anyone can be a leader. It’s not about being the strongest, loudest, richest or smartest person in the room, but someone who takes initiative, supports others and inspires others - we ALL have the potential in us. We do it in our daily lives - at home with siblings, supporting parents, friends, classmates - even today a lot of you have shown leadership in this class! You influence people without even knowing, imagine what you could do if you harness that influence more consciously? And if you develop your leadership through other Life Skills e.g. being a more critical leader, creativity, collaborative, confident, resilient etc.
Watch this video and ask students to look out for any qualities of leadership:
After the video, ask: “What does this video show about leadership?” and hold a group discussion.
After the discussion, show the slides which lists 5 key qualities of leadership shown in the video. Try to connect their answers with the ones here on the slide.
Key message: There is no one type of leadership. It’s not always the loudest or most confident person in the room, it’s the small actions we take. It’s about taking responsibility
The purpose of this activity to get students thinking about how they can apply leadership to their everyday lives, realising they are all leaders and start taking action. Ask students the question on the slide, and then instruct students on the next steps by reading out the instructions on the next slides.
Give students 5 minutes to complete their hand
Group refelction
OPTIONAL (extra time): can share reflections in small groups or as a whole group
To close, ask participants to think about the key life skills and attributes that have been identified and each share an answer to any one of these questions.
“This your final Taqaddam statement, so make it powerful and say it with confidence! e.g. . Teachers, it would be really inspiring if you could start with your own commitment statement, e.g. “My name is Asif and the kind of leader I want to be is…”, or “My name is Saima and to be a stronger leader I will develop my resilience and not be afraid to step outside of my comfort zone any more!”
