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Support learners to understand the concepts that underpin Presenting Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Problem Solving Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Staying Positive Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Aiming High Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Leadership Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Listening Steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Creativity steps 0 and 1, by reading this short and engaging Skill Story.

Support learners to understand the concepts that underpin Teamwork Steps 0 and 1, by reading this short and engaging Skill Story.

In this video, learners tell someone what 'trying my best' means by studying a picture of people showing different levels of effort.

In this video, learners talk about when they use their imagination by thinking about and drawing a picture of a time they have used their imagination.

In this video, learners describe how they are feeling to their team by working in pairs to explain how they are feeling today and why they feel that way.

In this video, learners ask for help when they need it by looking at the problem of forgetting their sports kit then thinking about who they could ask to help them.

In this video, learners say when things go wrong and why people can get angry or upset by considering 3 situations: falling off a bike, spilling milk on the floor, losing at a video game.

In this video, learners speak clearly and explain their ideas to a group of people by working with a partner to describe their favourite board game ensuring they include lots of description.

In this video, learners explain why it is important to try their best if they're going to get better by copying a drawing of an unfamiliar picture, whilst being aware it may be difficult. They reflect on their efforts to try their best.

In this video, learners explain why giving up when something goes wrong does not help, by thinking of both positive and negative reactions when faced with the problem of limited resources for colouring.

In this video, learners share what they imagine through writing, drawing or acting it out by responding to a "what is it like...?" question which will require them to use their imagination.

In this video, learners describe how their team mates are feeling by identifying ways to tell if someone is upset and then drawing a picture of someone that incorporates these.

In this video, Hannah from the Rural Payments Agency shares how she uses Aiming High step 2 in her day-to-day job as an administrative officer. Key Questions: • What does it mean to work carefully? • How should we prepare and what should we do during the task? • Can you give examples of when you have done this? • When do you pay attention to detail? • Do you find it easy or difficult? • Can you give examples of when you have done this well, and when you have not?

In this video, learners follow a conversation and tell somebody else what it was about by answering questions following a conversation between two people talking about what games they like to play.

In this video, learners try to stay calm when something goes wrong by considering different strategies, then choosing the best ones for two different situations: they lose their favourite jumper, or they miss a goal in football.

In this video, learners find extra information with help from others to help them solve a simple problem by creating a personal profile for a peer.

In this video, learners use their imagination to come up with ideas when they’ve been given success criteria to help them by designing a new form of transport based on given success criteria.

In this video, learners try their best and feel proud when they do by taking part in a circle time discussion to reflect on a time that they have felt proud about something they have achieved.

In this video, learners make points in an order that makes sense when they are speaking by using connecting words to help order and structure their ideas, explaining their routine on returning home from school.

In this video, learners make sure that everyone has a job and can help team mates when they need them by talking in pairs to think of jobs needed to set up a summer fair and how to divide the jobs fairly.

In this Short Project, learners build Steps 3 and 4 in Presenting, Problem Solving and Staying Positive as they consider: How can we create a product that people will love? They research, design and pitch a brand new confectionery product.

In this video, learners get on well with their team and find ways to resolve a disagreement by exploring a scenario where a team is arguing over limited resources to make a rocket.

In this video, learners keep trying when something goes wrong, and think about what happened, by using questioning in a scenario to try to help some of their peers that have given up during regular silent reading.

In this video, learners explain that there are different purposes to speech and how to identify them by listening to a short cooking show clip and identifying the features of talking to instruct.

In this video, learners come up with different ways to solve a simple problem by identifying as many potential causes and solutions as they can think of for the problem: My dog won't sleep in his bed.

In this video, learners use their imagination to come up with ideas linked to a starting point by working in pairs to draw a picture starting from a given stimulus.

In this video, learners look for chances to do something that they might find difficult and ask an adult to set them extra challenges by reflecting on an example of completed work and discussing how the person could improve the work further.

In this video, learners choose an order for their points so that the audience can best understand them by helping a teacher planning for three presentations to three very different audiences.

In this video, learners take responsibility for their team mates completing their jobs on time by working in pairs to write down ways to encourage their team mates, depending on how they are feeling.

In this video, Hannah from the Rural Payments Agency shares how she uses Aiming High step 4 in her day-to-day job as an administrative officer. Key Questions: • Why is it important to be willing to take on new challenges? • What would happen if we avoided new challenges? • Can you give any examples of when you have learnt from a new challenge? • How can you find challenges that work for you? • What does it mean to work in your stretch zone?

In this video, learners keep trying when something goes wrong and help cheer other people up by role-playing support and encouragement in a scenario where the internet is dropping out in their computer game.

In this video, learners listen to extended talk and identify the key information they need by answering focused questions after listening to a historian speak about evacuees during World War II.

In this video, learners help others complete their tasks on time after finishing their own by discussing the possible solutions to a problem with the set-up of a complicated board game.

In this video, learners use pros and cons to pick the best way of solving a simple problem by exploring the problem of lateness due to heavy traffic and its suggested solution, cycling.

In this video, learners choose goals with some help from their teacher or another adult by discussing similar goals with slightly different outcomes and reflecting on both what is achievable and what is unrealistic.

In this video, learners set their own goal that gives them a chance to try something they might find difficult by suggesting achievable goals for three people in three different scenarios.

In this video, learners explain what creativity is and how it is used in different settings by exploring how different professions may use the different aspects of creativity in their jobs.

In this video, learners make decisions to resolve disagreements between team mates by discussing the different factors that need to be considered to resolve a group disagreement when they run out of time to design a logo.

In this video, learners take part and respond in a group discussion by practising holding information in their heads while listening to a group discussion on reading books and then respond.

In this video, learners explain the difference between simple and complex problems by thinking of an example of a complex problem, pairing up and sharing their examples to peer-assess.

In this video, learners help their team make decisions and they make their own suggestions by exploring 3 scenarios in which they identify the best decision-making strategy.

In this video, learners keep trying and encourage others to keep trying, even when things are difficult, by considering different strategies to motivate a friend who's struggling to manage a timetable.

In this video, learners keep trying and encourage others to keep trying, even when things are difficult, by exploring different strategies to motivate a team member who is struggling when their model castle keeps falling down.

In this video, learners explain the difference between simple and complex problems by exploring two different problems before suggesting causes and solutions for each.

In this video, learners explain what creativity is and how it is used in different settings by exploring how people in two very different settings use the different aspects of creativity.

In this video, learners make decisions to resolve disagreements between team mates by working in groups of 3 to decide which people to take to the moon with them.

In this video, learners make decisions to resolve disagreements between team mates by working in groups of 3 to identify the best ways to resolve disagreements on a name for a new youth centre.

In this video, Stephen from LMJV shares how he uses Staying Positive step 6 in his day-to-day job as a project manager. Key Questions: • What is motivation? • How does motivation change when something goes wrong? • How can you remain motivated in the face of setbacks? • How can you encourage others to keep trying too?

In this video, learners structure their language in a way that makes their communication clear and engaging, and use examples for their points by assessing how relevant different examples are to different points, before creating their own example in support of a given point.

In this video, learners look on the bright side in difficult situations and focus on that by exploring 3 different scenarios: staying after school, working alone, or playing in goal.

In this video, learners look on the bright side in difficult situations and focus on that by considering positive outcomes to either of these scenarios: a test for which they haven't revised, or a situation they have personally experienced.

In this video, learners analyse how a speaker uses language and gesture to engage the audience by working in pairs to perform gestures accompanying 2 sentences of their choice on the topic of free school meals for all.

In this video, learners analyse how a speaker uses language and gesture to engage the audience by listening to someone who wants their vote on a new garden design and reflecting on the use of language devices that increase audience engagement.

In this video, learners recognise the value of others’ ideas and make useful contributions themselves by working in pairs to suggest ideas for a new themed restaurant.

In this video, learners carry out research to better understand complex problems by exploring the problem of moving flat.

In this video, learners explain how they use creativity in different areas of their life by reflecting on how they use Creativity in different areas of their everyday life.

In this video, learners explain how they use creativity in different areas of their life by exploring how they use creativity during art, drama and music, as well as during a sports game, exam preparation and extended projects.

In this video, learners order and prioritise different tasks to help them achieve their goal by breaking down a big goal of learning to unicycle into manageable steps.

In this video, learners order and prioritise different tasks to help them achieve their goal by identifying the steps required to keep in touch with a friend who has moved away.

In this video, learners explain their own strengths and weaknesses and how to make their best contribution by identifying their strengths using the group scenario of designing a new football kit for a local football club.

In this video, learners explain their own strengths and weaknesses and how to make their best contribution by working in pairs to assess their own strengths when completing a range of fun activities.

In this video, learners explain their own strengths and weaknesses and how to make their best contribution by reflecting on 3 strengths and 3 weaknesses and how they know that.

In this video, Angela from Argent shares how she uses Teamwork step 7 in her day-to-day job as a community engagement manager. Key Questions: • Why is it not enough just to focus on sharing your own ideas? • If everyone did this, what would be the effect on group decision making? • Why do different people have different ideas? • How can you ensure that you think about others’ ideas and recognise the value in them? • Do you have any experiences of this going badly or well?

In this video, Tracy from Aon shares how she uses Listening step 7 in her day-to-day job as an in-house lawyer. Key Questions: • What is the difference between open and closed questions? • Can you give any examples of the difference? • How can you use open questions to support being a better listener? • Can you come up with examples of open questions?

In this video, learners explain the positive side of a difficult situation to others by exploring a 3-step structure for their choice of language in a couple of hypothetical difficult situations: public speaking, and missing the last bus.

In this video, learners analyse how a speaker adapts language for different purposes by listening to 3 different speakers talking about a new game before identifying the purpose from each speaker.

In this video, learners analyse how a speaker adapts language for different purposes by listening to a teacher talk about a school trip with three different purposes and identify the language features used in each speech.

In this video, learners include all team mates in group discussions and encourage them to contribute by exploring 3 common problems that occur during team discussions, then suggesting the best strategy for each scenario.

In this video, learners include all team mates in group discussions and encourage them to contribute by working in pairs to explore the scenario of choosing a team name when a couple of team members are reluctant.

In this video, learners look at the causes and effects of complex problems, including carrying out research by exploring fishbone diagrams as a tool for solving the problem of a friend's tiredness.

In this video, learners look at the causes and effects of complex problems, including carrying out research by exploring the decline in footfall for a local charity shop caused by building works nearby.

In this video, learners identify and ensure access to appropriate resources to achieve their goals by exploring the example goal of learning to sew.

In this video, learners write a letter, explaining clearly why they need to access the resource to meet their goal. They reflect on why the resource is important and needed for them to achieve their goal effectively.

In this video, learners vary their language and level of detail to make their presentation interesting according to the context by considering the impact of using too much or too little detail as they prepare a short presentation in pairs, reporting on a residential trip.

In this video, learners vary their language and level of detail to make their presentation interesting according to the context by creating a short presentation to persuade other peers to choose their suggested celebrity to visit the local community.

In this video, learners explain their team mates’ strengths and interests by identifying the strengths of someone they know well before explaining them to a partner.

In this video, learners explain their team mates’ strengths and interests by discussing specific questions they could ask team mates to help them identify their strengths, interests and weaknesses.

In this video, learners explain their team mates’ strengths and interests by thinking of ways they could learn team mates’ strengths without using the word 'strengths'.

In this video, learners come up with ideas for changing difficult situations into positive opportunities by exploring a team project scenario where one teammate is not doing their part.

In this video, learners come up with ideas for changing difficult situations into positive opportunities by exploring the scenario of arguing friends.

In this video, learners analyse the tone, emphasis and status of the speaker and their effect by changing their emphasis on different parts of a given statement and the effects this has on meaning.

In this video, learners analyse the tone, emphasis and status of the speaker and their effect by reflecting on a workplace scenario and the impact a speaker’s status has on the way they are listened to.

In this video, learners analyse the tone, emphasis and status of the speaker and their effect by working in pairs to explore reading the same statement in different tones, then thinking about how to identify the tone.

In this video, learners spot when they might be getting into an argument and take steps to avoid it by discussing how a group might react to a set of statements, determining whether they are helpful or likely to cause conflict.

In this video, learners spot when they might be getting into an argument and take steps to avoid it by reflecting individually on their experiences of arguments before sharing with a partner for peer feedback.

In this video, learners spot when they might be getting into an argument and take steps to avoid it by exploring a scenario where one team member does not want to take part in a group presentation.

In this video, learners outline how introducing something seemingly random can support creativity by using a piece of music as a random stimulus.

In this video, learners create a plan to achieve a simple goal, breaking down tasks and securing resources independently by reflecting on a simple goal they have and work through the goal planning process.

In this video, learners create a plan to achieve a simple goal, breaking down tasks and securing resources independently by creating a flow chart as they explore the steps, resources and actions required for the goal of becoming a chef.

In this video, learners adapt their language, structure and gesture to engage their audience by creating and rehearsing a presentation in pairs on a simple set of directions for a familiar journey, where one takes responsibility for the speaking, and one for the body language and gestures.

In this video, learners adapt their language, structure and gesture to engage their audience by watching footage of a presenter on mute to analyse their use of gesture, before suggesting how gestures could improve a presentation script.

In this video, learners use their understanding of team mates’ strengths to help achieve team goals by assigning tasks to hypothetical teammates who are trying to build a tree house with specific criteria.

In this video, learners use their understanding of team mates’ strengths to help achieve team goals by allocating a list of jobs to a team of three who are organising a fundraising cake sale.

In this video, learners choose the best way to move forward instead of giving up in difficult situations by imagining planning a party for a friend but there are some disagreements.