To achieve Step 1, individuals will be able to explain what doing well looks like for them.
In the previous step, the focus was on individuals identifying when they were finding something too difficult. This step takes a different angle, which is encouraging individuals to identify what doing well looks like for them.
The building blocks of this step are learning:
At any stage in education, it’s important to recognise when we are doing good work and how this helps us learn. We might feel personal satisfaction when we understand a new topic or improve something we have been working hard at. We might also receive positive feedback and signs that we are doing well from teachers or peers, either formally at the end of a project or term, or while working. Sometimes, we also need to recognise when we are doing good work by helping others and contributing to a bigger project – like sharing ideas in your student council – and not necessarily getting direct credit for this.
Recognising our own good work helps us stay motivated at work because we can see our skills and knowledge developing. We should take satisfaction in our work and not only rely on other colleagues, managers, clients or customers to tell us when we are doing well. When working for an organisation, we might also feel satisfaction in contributing to its wider goals and projects, as we may not always receive direct recognition. Playing a part in the bigger picture helps creates a positive culture in the workplace.
Knowing when we are doing something well helps us to feel positive; we might be calm, enthusiastic and motivated because the effort we make pays off. Everybody has unique strengths and things that they do well. Sometimes when we do something well, it can be easy not to realise it! It can be helpful to think about skills that friends and family have complimented or asked for your advice on. Realising what we do well in our everyday life for our own enjoyment can help us understand what we might like to do in education and work.
To best practise this step of Aiming High, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
This step lends itself to easy reinforcement in the class, by putting the focus on when learners have been pushing themselves to try something that stretches them and which achieves a good result. Learners can be encouraged to take satisfaction in their own immediate achievements, and when they have supported others to achieve something too.
This step is best assessed through observation of learner behaviour and whether they are able to take satisfaction in their achievements. This can be explored further through reflective conversation with learners.
This step is relevant to everyone with responsibility for their work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through discussion and observation. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: