ALTDAP LaunchPad · facilitator sheet
Track 07: Life Skills, Identity, Purpose & Self-Leadership
8 modules. In an emergency call 112.
Allow 30 to 45 minutes for each module, including the quiz.
Before the session
- Read the module yourself first, and do the quiz.
- Know who your school's safeguarding lead is, and how to reach them today.
- Have the emergency page ready. In an emergency the only number to call is 112.
- Decide where a learner can go if they need to step out. Never leave them alone if they are upset.
During the session
- Say at the start: nobody has to share anything personal, and anyone can pass on any question.
- Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
- Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
- The private tasks are the learner's own. Do not collect, mark or read them.
- Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.
If a learner tells you something serious
- Stay calm and listen. Do not interrupt, and do not show shock.
- Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
- Tell them it is not their fault, and that they were right to tell.
- Do not question them for details, do not ask leading questions, and do not confront anyone.
- Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
- Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
- If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
- Do not discuss it with colleagues or learners who do not need to know.
After the session
- Note anything that worried you, and tell your safeguarding lead, even if it seems small.
- Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.
Never
- Never promise secrecy.
- Never blame a learner, or suggest they did something to cause it.
- Never ask a learner to share personal experiences, in front of the group or alone.
- Never investigate, confront the person, or contact the family yourself before your lead decides.
- Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.
The modules
Module 1Knowing Yourself and Your Worth
Covers
- Many parts make up you
- Your worth is not your results
- Strengths and growth areas
- Comparing yourself
The one thing to leave them with: You are more than your marks, your looks or your popularity. You are still growing, and that is allowed.
Private task: Write three strengths and one growth area. Next to each strength, write a time you used it. (The learner keeps it. Do not collect or read it.)
Module 2Knowing What Matters to You
Covers
- What are values?
- Where values come from
- Values guide hard choices
- Living your values
The one thing to leave them with: Your values are your compass. Choosing by them makes decisions easier, and helps you say no to things that do not fit.
Private task: Pick your top three values. For each, write one thing you could do this week that shows it. (The learner keeps it. Do not collect or read it.)
Module 3Confidence and the Way You Talk to Yourself
Covers
- What confidence is
- Self-talk
- Turning a harsh thought around
- Mistakes and "not yet"
- Body language and voice
The one thing to leave them with: Talk to yourself the way you would talk to a good friend: honest, and kind.
Private task: Write one harsh thought you have about yourself, and rewrite it so it is true and kind. (The learner keeps it. Do not collect or read it.)
Module 4Listening and Saying What You Mean
Covers
- Listening well
- Saying what you mean
- Three styles
- Disagreeing well
- Asking for help
The one thing to leave them with: Listen first, speak clearly, and stay respectful, even when you disagree.
Private task: Rewrite one thing you wish you could say to someone as an "I" statement. (The learner keeps it. Do not collect or read it.)
Module 5Big Feelings, Setbacks and Bouncing Back
Sensitive topic: be ready for a learner to tell you something
Covers
- Feelings are information
- When feelings get too big
- Setbacks
- Things that do not help
- When to get help
The one thing to leave them with: You cannot always choose your feelings, but you can choose your next step. And you do not have to cope alone.
Private task: List three healthy things you can do when a feeling is too big, and one person you could tell. (The learner keeps it. Do not collect or read it.)
Module 6Setting Goals and Taking Small Steps
Covers
- Why goals help
- Make a goal clear
- Break it down
- When it does not go to plan
- Honest about results
The one thing to leave them with: A goal is a direction plus a next step. You control your effort, not every result.
Private task: Write one goal for the next month and the first three small steps toward it. (The learner keeps it. Do not collect or read it.)
Module 7Time, Habits and Responsibility
Covers
- Habits shape you
- Building a good habit
- Breaking a bad habit
- Managing your time
- Responsibility
The one thing to leave them with: Small habits repeated daily matter more than big plans you do not keep.
Private task: Choose one tiny habit to start this week and say when and where you will do it. (The learner keeps it. Do not collect or read it.)
Module 8Purpose and Your Next Steps
Covers
- What is purpose?
- You do not need all the answers
- Purpose includes other people
- Be honest about the road
- Your next steps
The one thing to leave them with: You do not have to know your whole future. Take the next honest step, and keep learning who you are becoming.
Private task: Write your four next steps. Look at them again in a month and adjust. (The learner keeps it. Do not collect or read it.)