01 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Resilience
Autumn 2 · Week 1 · Behaviour focus · Whole-school assembly
Resilience
It is okay to be stuck. You have comeback moves to keep going.
20 minutes
Think, point, speak or watch.
Nobody is put on the spot.
When a new task feels hard, what does that usually mean?
Discussion / choices: You are learning something new · You can never do it · Everyone else finds it effortless
Key idea: Feeling stuck is a normal part of learning something new — it is a middle step, not a final verdict.
Presenter: Frame resilience as having practical tools when work feels frustrating, not pretending everything is easy.
02 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
The power of “…yet”
Watch the scene. Pause at the prediction point and choose what changes after the setback.
Progress is almost never a straight line.
A pupil starts a workshop task confidently, getting the first pieces together. Pause here: the middle piece does not fit and frustration rises. What happens if we add the word '…yet' and pause? Instead of sweeping the work away, the pupil takes three slow breaths, checks the step card, and asks for one pointer. The build comes together. Being stuck was just a middle step, not the end of the story.
Prediction point — what is one calm comeback move the pupil can use instead of quitting?
Captioned · works offline without internet · optional local video slot
Scene summary / still alternative
- Starting a practical build: A pupil starts a workshop task confidently, getting the first pieces together.
- Hitting a setback: Pause here: the middle piece does not fit and frustration rises. What happens if we add the word '…yet' and pause?
- Using a comeback move: Instead of sweeping the work away, the pupil takes three slow breaths, checks the step card, and asks for one pointer.
- Progress is rarely a straight line: The build comes together. Being stuck was just a middle step, not the end of the story.
Discussion / choices: Watch the scene. Pause at the prediction point and choose what changes after the setback.
Key idea: Adding '…yet' and picking one comeback move turns a setback into the next step.
Presenter: Play the offline animation and pause at the prediction point. Highlight that slipping back slightly is normal when learning.
03 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Your four comeback moves
Tap each move in the toolkit to see how it works when you are stuck.
You only need one move to get unstuck.
Discussion / choices: Breathe · Break it down · Try another way · Ask for help
Key idea: Breathe, break it down, try another way, and ask for help are four comeback moves you can use in any lesson.
Presenter: Tap all four options so pupils hear each practical move.
04 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
The bar you cannot empty
Tap “Give up” first to see what happens to the bar, then tap the comeback moves to grow it.
Even when work feels tough, your resilience bar never hits zero.
Discussion / choices: Breathe · Break it down · Try another way · Ask for help
Key idea: Stuck is not stopped. Even after a setback, the bar holds at “…yet” and grows with every comeback move.
Presenter: Demonstrate the 'Try Give up' button first so pupils see the bar stop at 16% ('…yet'), then tap the four comeback buttons to reach 100%.
05 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
From stuck to moving again
Tap the four steps in order to build the comeback routine.
Notice that breathing comes before trying to fix the whole task.
Discussion / choices: KEEP GOING · BREATHE · STUCK · TRY OR ASK
Key idea: STUCK → BREATHE → TRY OR ASK → KEEP GOING.
Presenter: Point out that noticing you are stuck and taking a breath are part of the routine, not a failure.
06 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Everyone fails on the first try
Tap each real-life skill to see what happens before it works smoothly.
People who are good at something were once beginners who got it wrong.
Discussion / choices: Cooking or workshop builds · Games, sport, and music · Writing, maths, and class projects
Key idea: First attempts are meant for learning and adjusting, not for being perfect straight away.
Presenter: Connect to practical lessons in school (kitchen, workshop, art, sport) where testing and adjusting is normal.
07 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Is asking for help giving up?
Many people stay stuck because they worry about asking. Tap the three highlighted phrases.
Let's flip a common myth about asking for help.
Asking for help is — it is one of the to get .
NOT GIVING UP: Giving up means walking away; asking means you are still trying to solve it.
SMART MOVE: Experienced learners and workers ask questions early instead of sitting in silence.
NEXT STEP: You can ask 'Could you show me the first step?' or point to the part that feels unclear.
Discussion / choices: not giving up · smartest comeback moves · unstuck and moving
Key idea: Asking for help is not weak or giving up — it is a smart comeback move that gets you moving again.
Presenter: Give pupils low-pressure ways to ask in class, such as pointing to the question or using a help card.
08 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Quick check: how your brain grows
True or false: “Making mistakes means you are just not clever.”
Point, show thumbs, or watch.
Teenager practising a skill with a visual pathway growing stronger
Photo-style illustration comparing a faint first-attempt pathway with a strong, bright pathway built through practice, mistakes, and trying again, suited to teenagers.
Recorded in IMAGES_NEEDED.md · No matching image in repository
Discussion / choices: TRUE — clever is fixed · FALSE — mistakes and practice grow the brain · NOT SURE — show the science
Key idea: False. Mistakes and practice are how your brain builds stronger connections.
Presenter: Compare brain pathways to a path across grass: the more often you walk it and adjust, the clearer it becomes.
09 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Add the word “yet”
Sort each thought: does it shut the task down, or does it open the next step?
One small word changes what happens next.
Discussion / choices: Sort each thought: does it shut the task down, or does it open the next step?
Key idea: Adding the word 'yet' and choosing one small step keeps the door open when work feels hard.
Presenter: Read each sentence aloud and let the group point or vote before revealing.
10 / 10 · Autumn 2 · Week 1 · Behaviour focus · Resilience
Your comeback move this week
Choose the two ideas that help when you hit a tricky task.
Keep your choice private if you prefer.
Discussion / choices: Take three slow breaths and break the task into one small step · Go quiet, push the work away, and give up · Add the word “yet” and ask a trusted adult for the first step
Key idea: When work gets hard: breathe, break it down, try another way, or ask — and add the word 'yet'.
Presenter: End calmly without requiring a public pledge. Remind staff to notice and praise comeback moves in lessons this week.