101 Games for Self-Esteem by Jenny Mosley and Helen Sonnet AYabuaniey? nequos spug Burysrew ‘AyQquap! dnoab e Burpying saquanze sayy 594035 121 Aaqe ploypuna Suyriays 31095 ie} aignog s3090y abesnes ‘auoy aw pea spiom puesnoyy e squied aimpid y aunpeay 2p put ‘0 40 59, Burm puey, sous “so. 4yBne} au axew no, saLioys payquieins sued BuwreW sanuagpe saypuny SUeOU 49d iy amhog ayy uids lwyead ayy Jo uoieuoy, jonuor a10way sim suepiBew ayy 'n9j pue spueY YA — 901 ‘SlosspDs “odeg mesic sy pue syeys saweu AG]aAON Aaanyap yerads sonue yewiuy (op ue> [ ye4M 400] sobessaw auiqon apap Tiny Buywoy uoranponur $}U3}U09 dnoiB e uiyjim sued ut BupoM “RSINOA anjer 0} Buses am 952 rN we “yey song 3699 HG apn nu pn 10 one “oe “00 varone e002 2002 pm 200 pasa pasa 8 uso ue pu 69 yoy fi sue {N05 uma Bu Ko Re 9 1S C0558 BLESE-NEST ‘ss001N ons seo tat Koysow Kuve ‘Gjeshw Bupmpuy Kenuyep) srayDee pue susied few ueyp waxed alow ey are aidoed Sunok sau “saueD nau saddnd fuss au sy Buse Aqueysuo> ae out saps pu spunciAed uy yaaus uaipup ap pe 0} nof yuey, saweu yuaiayin aney ysnf Ray esiaqun ave saweb je exp Buea, day 1 :Rysianun jo3sug 2 semnpou pa Au UO SioyDe=R ‘auioy pue seasiano ful je 03 003 nof yuu, yDune} Y2%>0y 405 JAMaNg eFOH PU awe6 auoyd aygou soy sy ssn aauUy 04 Suey se}Maquey seaps WEN} SuySueyoxo pe ate an asunoo ypea Jo pua ayy Kg s9sin0> 1TeNaS AySveALUN lwopuoy Rep uanas fu papuarte ancy oye ajdoad aun je 04 no yun Big 15908 aiay 05 vaquloue 1 2243 Sjenpuaipul 1eoAAeG ‘3u0s pue ‘sieak ain Jeno sdnau6 fu Jo ye YUeYR 0} a4) pINoM 1 95 “ajdoad Auow woy saweb wes} 1 Ajuanbasuo> pue ‘ye33 | sdnouB ayy Ne YUM SAweB asn ssapoid Suuwiea pue Suyre—3 249 Jo eau auf 3e aq 0} paau pue uaspTY> 20} 9) KepLaNa Jo wYRKy pUe asind aya ave Raul “uny aney 0} Moy pue SS JeD05 ‘Samer jesow Bulusea, jo fem e uaaq sfeme sey soweb Buyiey jay Aue SoweB pafeyd aney 1 - nok a1 ‘SwuauaBpaymouyy "BR6r Py SWayeg pue sUEISaG 3yBuAdo ‘aif Jo 82 pue Z¢ suonaas yy eauepsoace ut wa4 0} paLasse Useq aAey LOM ‘iyi Jo Sio\gne se payguapt aq oy yauuos uaTeH pue Kayso AUUAE Jo SyYBu ay ‘ouaby Bulsuaan siaysngng ‘243 fq pareiodo saidoaoyoyd jo Bupjew uy 10} auayps Bulsuady ay ngnd sip 04 aouaiajax noyWA siaqSew aup Woy apew aq Kew sa\d0> -yBusdoo ulewas uaquo> te pue 4009 SIUL “aseYpund aa Jo -wauysngese jeuoreanpa aig Ugur pasn aq TWA saidoo asaya eip BuupuERsiopuN 213 uo paques 51 uoISsiuuad suy aseypund ay jo 9sn ayy Joy sueoUL sao 10 saydenooyd fq paanpordas aq feu yDIYM STEUEW SUIEWD Yoo9 swap ‘aonou WBuAde)‘Around of applause Happy families Alibis ‘Shake a word Question time A friendly bunch The global village Our gifts to you Treasured words Follow the thread Sticky treats Hidden treasure Further activities Myselt, my feelings Clockwork toys ‘Actions speak louder than words Guess the venue Living legends The wrong job Back to the start Puzaling looks You choose Pavement reporter Plus points Further activities Thinking and concentrating Birthday game Time capsules Who am 12 Animated alphabets Free thoughts First one back A hundred-year sleep Machines Guess what I am Where will it all end? Shopping list The truth will out Further activities Developing attention skills In the driving seat The toyshop 4 Ahelping hand Rabbit ears Body language Greetings My object Walking a tightrope Guess what I'm saying The hat I'm wearing Snap shots Product puzzles The rule of the game Eyewitness account Six of the best Further activities Motivating through music Rhythmic-cool Jump to the beat Orchestral soundtrack Musical dreams Voice orchestras Tricky tempos, Action songs: Music and poetry Further activities Taking action Make a move Wiggle and shake Ice sculptures Shake your body Clap and call AAlU change ‘Queue for action Action orchestra Altered images All change in the circle Ball bearings Rocket launch Musical islands Further activities Photocopiable materials Training and resources 108 it 112 113, 114 115 116 117 118 119 120 121 122 123 124 125 14341943 adeys djay qm sauauadxa pooypy> asaug yey abpaynouy angisod ayy yay ‘sseuareme-sjas pue aduapyuiod uL mosB Aaya se uaipyy> anasqg “vonedisaued pue uoNDayar ‘uoissnasip “nowny “ung ayp ut 3849603 aeUs “y00q sawed ain fofua pue Aejd os “figesapisuod ayinb sawe6 jo aitouadas snok aoueyua 0} alge 2q Aigeqoud yu NOK punoie yse nok 41 “sways ‘Aeprioy pue awioy ye saue6 yuieay aney oym uaspjyp pue “suossa} 104 UL SOWeB azeLodJoDUI oyM sia\De—} aq TUM atau “YUM Hom nof eu UaupUYD pue SyNpe atp aq Aigeqoid qm aBpayMoUy Jo puny ysay2a16 ayy ang ‘yoog suyp UL soweS so KaUeA apm 2 st A124) “suaujo padsar 03 wieay waspyyp ued 419s J04 ypadsa1 ques} aney fayg ay Aju pu “padsal-yas Buyuteb jo ued quevioduu ue st 03 pauaysy Bu! 43 uyBUM Aes 11943 03 YB! 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Jo api e ut aneyd ayey some aug jo AueW “sun a}qeabeuew aiow pue sayjews ot wanof soy jeapy osje ave saweb asay “saBaaud TeDads 104 10 saweb puncsbAeyd se ‘3g ut sdn-uuem se ‘aut apurg yo ped se ‘Rep ayy pua pue 3123s 0} hem anuisod e se yooyas e pasn ag ueD Kay) “Ow seyMoqUed e ye dnoub e soy aygezuns ysow ‘aie ypIym apiap ued nos os ‘ye2qeWaYy pasiuebio ale sawes ayy “suonensis uan6 ut 79801 0} sfem ayeudoidde pue anqray9 “}xo]U0 aes e UL ‘wiea} ue aiojdxe 0} uaIpyD a4 ue diyspuaty sajoword saweb Butfeyd ui paxjonut quawfolua pue ysavaqut ayy jaea Jo YOM pue ssauanbiun ayy anyen 0} wea] Aat Jeuosiadiaqut Bunowold uo sn2o} sia4iQ “siaad 1194p, Jo uoUBODe 34} ofua pue ssaoans jeuosiad aouauiadxe 0} Ayunyoddo au3 RUM uaLpILYD aplroid yoo siyp UL papniauy saUleB atp Jo awos “ysniq 0} aouapyuon ayy pue uorresadoo> ‘Kyzeduua ‘ssauaieme-sjas se yans ‘sqiys aigemen {yea} 0} pasn aq osje ue samen “sanjaswayy ynoge aAgusod axow 1284 pue siayjo0 03 yam azja1 0} moy Use] 03 aIPILYD 40) Kem ye—L6 ® aie Aayy “uaipyyp aBeunooua pue yea} 0} yDIYM ul UALIUONAUE ayqeXofua ue Buiproid “BuiGeBua pue uny are sawen “siyy analyse dye 03 poyraw ajgenjen e aq 03 umouy st sawed Surkeyd pue ‘sia qua2ai UL systjeuorjeanpa Jo sno9} e uaaq sey waarse-sJ9S BusUeyUR 1) Jo sabuayjeyp 843 a}y9e} 0 UOeANOW pue adUapyUOd Jayeai6 pue sdiysuoueia: Aygqeay “STAs 121905 anqoaya 0} pea} Uue> aBewi-sj3s anisod y “siayyo 0} ayeI=! pue sary] slay any aydoad ‘Moy Ut 20798) queYodu Ue se pastuBoDa1 uaaq Guo] sey Wi92IS9-H195 uoljanpol}uy omarLearning to value yourself The games in this section allow each child a central role, where they have the opportunity to appreciate their own uniqueness, feel they have something valuable to offer and receive positive reinforcement. Each child will be able to proclaim ‘This is who I am: and feel a sense of value. L | Coming full circle This simple inclusive game helps children feel that they belong to a group. Resources None What to do Taking turns round the circle, each child completes the sentence, -. and Tam sitting next to ... and ...’ The child names ing on either side of them. Comments You might like to use a ‘talking object’ for this game; a small toy or painted egg is ideal. A child speaks only when they are holding the object and they pass it on when their sentence is completed. You could mix the children up before the activity starts so that they are not sitting next to their best friends. Ask the children to gather in the centre of the circle and quietly sit on the nearest chair at a given signal. A similar game involves placing an extra chai sitting to the right of this chair says, T would like ... to come and sit next to me because ...” The sentence ends with a positive statement; the child named moves, creating a different empty chair, and the game continues. the circle. The child Lesring tovale outsnes ap 2 aes, “doa 04 waspyyp 4ayyo aug Joy 2ISnuH ayy 0} aw UL YORDE UE wioiad faug paqjed st aweu s.pyp e au “WiMy UY saweU s,uasp ‘43 3no 129 pue aIsnw Ajany) awios Aeyd 0} st uoNeUEA Y “SuoIssas jeranas sano 1 Aeyd 03 qUeM few NOK os awie6 Guo} e ayinb si Siu squaulul0) “spaaooid aweb aug pue wore qualayip @ sasooys pyp Jaugouy “uoNDe arp Adoo way WaIPILY? Jayjo aul Zou! je NOK jy, ‘shes uayy pue wore ‘ayy sayensuowap py ayy ,** ued T pue ** st aweu A, ‘dnouB aif 0} ses pue wioyiad 03 uoNse ue sasooys wing UL pyD yea -yBiy dn Buyyyans 10 spuey stay Guide ‘umop pue dn Buidwnt “Buiddoy se yons ‘op pynoa uaipyy aug JeUp SuONIe awOs a10}dx3 op 0} 324M. 2u0N ‘sa2anosay e ue Bulwuoysad ut dnoub ays pea} 1) yoea uo snd9y anniisod e sapinoid awed Sy. aug se pi Op ued | }eYM 4007 oO “yno yoid Aayy aweu asoym uosiad au TED UALR WaIPHYD "Jey e OUI Wayp and pue UMP soweU suaypLYD 43 814M UeD NOK ‘tayo yDee BuTeD spuaLy ysaq aBeinoDsip o “win e s}@6 auofvana auns axeu 0} Isyppayd e daay “aweB Jed xIs Jnoge 0} sj}e ayy 71uIN pue sau may e Siu asKIeId 0} padL TM NO, ‘SqUBWIWOD awn, pea dnos6 aug punove Buyow souoyd aig yum sanuRUOD sues ays “Res 03 Buy} a2tu e sem ey) “au Bure 104 “[awou sy puyo] nok yueys -g py) Buy “Bury :dnov6 ajoyy “Rep poo6 e nok ysim 0} Busje> [awou sy puyo] sa. fowou sg puya] o Buy “Bury -dnov6 ayoyy, :smonoy se spaaooid awed ayy “ySly seuoyd ayp asn 03 ‘Si@aqUN|OA 10} ySe 40 “uarpl.yD on as004) op 07 324M sauoyd agow Koy omy sapunosay -sawoo wing stay uy payEpLUIAUL J2ay JOU TM OS Pue LORINAENUOD 2124 oge yULY} 03 Brey you op ayy pue ayedionued oj uaipj.y> ayy saBemoouo awe siyy sabessaw a]1Qo/| seh amen BugsyLearning to vale gout Animal antics This game provides an enjoyable way for children to think about their personal qualities, Resources The children choose an animal that they think has qualities to their own. Half the group remains seated while the other half moves around in the centre of the circle, pretending to be their animal. The seated children can get up and tap an animal on the shoulcer to guess its identity. IF the guess is correct, the animal sits down. This continues until all the animals are sitting down. The children then swap roles, ilar Call the children back to their places and play a game of changing seats according to categories; for example, animals that live i trees, animals covered in fur, animals that are predators. Finish the game with the round ‘If I were an animal I would be ... because ...’ Comments As chi dren become more experienced at this game they will be able to consider character traits in greater depth. It may be a good idea to prompt the children with the sort of qualities they could consider; for exemple, are they timid or bold, are they solitary or sociable, are they very energetic? 2 i i | 1 | Soe’ ne VE. Special delivery This game provides a positive focus for each child in a setting that is fun. Resources None What to do One child stands in the middle of the circle. The chairs are numbered. The child in the middle says, ‘Hello Tam a postman/ woman, My name is... and I have letters for number ... and number These two children stand and attempt to swap seats. At the same time the child in the middle tries to sit in one of the vacant seats. The child left without a seat goes into the middle. Comments Make sure that they take the number of their chair when they sit down, 3 Leaning to vale yousetpaseo eno es “woewioyut 24 40} 4Se 0} UAIPYLYD J8UYO ayLAUl 0} ayy yBIU NOK awe siyg Jo uoneuen Guxgsaraqut so yensnun Ayeynoqued e sey pluyD e JT Syusuiu0) “AUAgae sip 105 9aLqo Buvy7ey, e asn ueD NO, “a2LOYD sWa4} 104 UOseaL ‘uo Bu ';* asneaaq ou Buyteyd Aofua 1 yey, ‘2ouayuas aun ayayduuod 0} suiny ay@3 uaplyD ays “Buyield Aofue Kauy eu} SOWeB JayNO Jo YULUA 0} WALA ASy “aWeB sw Jnoge pakofua ayy ey wey ¥Se pue apDID e OU! UANPHLYD a4R TED Pua BUA IY -paimdeo uaeg aney usy auf Te 1gUN punos prOU ALA UL HeYS e sawODaq IYBNED st FEU YSY Y “eq 424 Busyon0y Aq ysy e yoqeo Aayy “ynoge uns Aatp Se WALA JO quoy uy sue 1249 BuIso}2 pue Buyuado Aq smef jnyamod sayy aww SUEYS AU, “WALA YPIED o} IdwONe speYs axy ay awoy 326 07 Ain SMW Ysy ayy ‘S[eYS, NOYS 40 aT|SIYM e Mo\q NOK UaY “apis ayy fq Wem seus aul “sino s1ayp BuIsop pue Buyuado ysyym ‘sTLB se spuey 11943 Bulddey pue sapis ww2yy Aq sure sayy Burpjoy woo aun, PUNOLE WMS YSY B4y “eWOY S| Uy WOO! aXA yo eaLe UE HEH “YSy jes aq 0} uaspliyD omy aso04) op 03 324M “ut punoue uns 0} Wood 40 Aquayd yun eave aie} e ut pakeld aq 0} spaau aueb styl “UON ‘Sanun0sey “seoualaytp pue saquewus aig ayepaidde 0} pue Jayjoue auo ynoge alow wea} 0} uaIpHYD a4) SMO}E 4 “Buiop Kofua Ajeas Kaug sGuyua ayy anoge 52} ual aun se dnoib aig uuygum Guyjaay ancusod e saqeao aweb Stuy Ys pue S4eYS | n “waty 0} auop aiam 1 129} PINOM uaIPLYD ayy MOY auIBeEW 0} pue aq UeD sw JRAUNY MOY ‘aiojdxa 0} Buses aweu ynoge UoIssnasip e aney 0} Bap! poob e aq few 41 21} ayy UL pamoye a1e SuauuioD angeBau ou yeuy dnoub ay) puywar “uasoyp aney Aaya aweu axg eanel VaIpYD ayy a1ojag ‘squawuo) “dnouB ayy yo seu 243 yum se010Yp 1943 areYs oy Si@EUMJOA Joy ySe pu “SanjasuIDYy aAL6 0} a4) Pinom faip aweu e asooy 0} uaipuy> aun Burjse fq aweb aug ystuLy “fyoeui09 ssanB fay} yun ‘PUY qualayyip e 0} UO Sanow y pue sanuEUOD ‘aueB aya pauioous st 31 Jf “saae|d abueYD ayy “JaL109 st ssanb aud 31 St @ OY ssanB 0} sey y pue aweu sy shes g gaweu Aw szeyyy ‘sse pue ‘g “PAP Jauoue Yano} 04 yno saypeas Atryave> aquaD a4) UI PUD aup “TES pues uayPLYD aya Te ,do4s, Te> NOK vay “aBpa ayy punos jem uaupy.yD saUO ayy a]LUM apDID ayp yo anUad up ut spues (¥y) PUD SLL “PoypUNg ayy 1eaM 0} pUYD e asoo4y *Sauo} ]e19AAS 104 SUZ All “@D10A Jo uo} Jeu UL punos ayp yeadau 0} wa4p ¥Se pue ISH] AMOK Wo} 22!0n JO uo} & asooy> Uay) “219119 a4 punoe ayqissod se Apyoinb se ssweU aug Aes 0} uaupjyp ayy BuLyse ‘dn-uwem e yun aweé ayy uiBog op 04 324M “papaau ose si pjoypung y “o3e,0d 304 Jo ynyyynow pey nok yt se 10 ‘azeds jews Aian e oyu paysenbs a1am nok 431 58 ood fox ue oyut padwinf pey nok 41 se ‘spunod uomquu e UaALB 'uaaq pey no 41 se “ayduiexe 10} !9D10A Jo saucy paysablins Jo 3s1) y ‘senunosay “uoneptien-yias st anqen SurAyepun S37 “awe siya Jo ssauysay, ayy Aolua uaipyD soweu A}JIAON sto ame BoerLearn to vale yout rand Jigsaws This game encourages every child to develop a sense of value within the group. Resouces Postcards — you need one for every five children in the group. Cut each irto five pieces and write A on the back of the pieces in the first se, B on the second, and so on, What to do Shuffle the pieces and give one to each child. Explain that every piece has a letter on the back. Without talking, they must find the other caildren with the same letter and then put the pieces together to mak? the postcard. The first team to finish is the winner. Comments This is a fun and frantic game as the teams of children try to complete their jigsaws first. This type of activity is a good way of obtaining random groupings. You can continue with more team games or drama activities, or play the game again. Paper, scissors, rock — with hands and feet! This game gives each chi an equal start. Resources None What to do Choose one child to begin the game. This child plays with the child on their left. All the children count to 3, and then the two children make paper (flat hand), scissors (index and middle finger held like open scissors) or rock (clenched fist). One is declared the winner; the rules are that paper wraps rock, scissors cut paper and rock blunts scissors. If they make the same action, they have another tur. The eventual winner moves on to the next child on their left, The play continues around the circle until it arrives back at the start. Comments Make this game even more fun by asking the children to stand and do the actions with their legs instead ~ paper (legs together), scissors (legs apart) and rock (crouched down). On the count of 3 the children jump into the air and take up their positions on landing. 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Resources A paper or plastic crown and a blank scroll What to do preposterous as they wish; the object is to use th and heve fun. You might imaginations to give a few examples, such as: T.am Queen of the realm and I decree that all my subjects must wear pink woolly hats every Thursday. Lam King of the realm and I decree that all my subjects must eat pilchatds and marmalade for breakfast. Each caild says their decree when the crown and scroll are passed to thein, Comments This is a good activity for enjoynient into a dull day. You can, if you wish, continue the game into a more serious area by discussing the real responsi monarchs, and then exploring respon: how they deal with them, its and injecting a little ities of ities the children have and 20 ont Spin the bottle This game encourages children to focus on their positive aspects. Saying good things about oneself is often difficult. However, it is important for sound self-esteem to be able to recognise your positive qualities and have others acknowledge them too. Resources ‘An empty plastic bottle What to do The children take turns to spin the bottle. Whoever the neck of the bottle is pointing at when it stops says one thing they really enjoy doing that they are good at. Comments Ifyou feel the game would take too long and you have a teaching assistant or other adult helper, you can divide the class into two.rab aes on Soe ee “suad 334 Buysn sjeutue Kuuny ows squudquinyg steuy win, 0 uaupLYD 243 Sy “anblun pue a1aytp S| auo YDeE Moy aas Op squud 11943 a1edwio3 Aoy) saded uo suudquinyg ayew uaipl.y> ays swuudquinys 7 Aeydsip tuaig pue yemod ayy punoie sanasuauy ynoge squawiayeys anxisod UM 0} watp ay.AUT “pled Jo aoaud abie} e oyuo ypUs Aayg Y>1yML ‘ydesBonoye e apiroid 10 ywerod-yas e mexp JeyR.a UAIpIYD a4 Raaneb yweniog “punosBy2eq y2e1g e uo sieys ayy Jo Aejdsip B ayeW unoineyaq 10 Ayagse yeDIshyd e WOM 0 apeyaL Aew Si4y “yam 349 Buunp panaiuze aney Kaun zeuy Buty auo UMOP aqUM Op Ualpyiyp au ay,uT “Uo aouaquas e pue aweU JtO4 AIM 0} UaIp|LUD a4} 40} yBnous a61e} aq pynoys Kays “pYD yDea 205 129s e NO 4n9 Ays qyBiu ayy ut sieys, “uoqas pes UL aIUM pue meID 0 uapHYD au ySy “Teaw aqUMOAEY Au! “7e pooB we y sGuiya ‘Gusop Aofua 7 2eym ‘wey Au :axe soydwerg “aney WW woq9s yoea awayy IeyM aproap pue suONaS Ino} oyUL sGeY ap apiaip pynoo fay, “sanjaswayp 3noge sBey ayew 0} Gujo6 ase faup 3ey3 waup 193 pue yee iaded jo evaid aGue] e uaspy.yo ava ant5 Bey Aw “Reydsup e se Jem e 40 asnoy e pring 03 syauq aun asn “72e puby e 40 wins 0} Buywed) ayy) quawianary>e yenIsfyd e “Joos 3B Hom Jo apaid poob e aq pino> si) “yo poud aie Aaup yeUN auOP aney Aayy BuLYzawOS PUR PUG s1a4N, UO aUeU JLaUR ALM 07 PLY? u9e9 Sy “PLYD Y>e— 03 aUO ani6 pue pleD Jo Ino SyDUq JeNPLAIpUL IND J pnoid we 7 Buyyauios SIPANIE JIYNY ~dnowb woy Aeme Gunaaw ayeruid e abueue ued nof ‘uoissnosip ye1aua6 40} APeOYEP 003 SL UIA NOK Jeu pastes st GuLyJaws Jf “panjonul ajdoad 4 Jou nq ‘pauwaoued sanssi ay 3noge ye} ued Fay. hem angeBiou ‘s194J0 awWeU 0} Jou payonqjsu! ae uaIPLUD 243 Jey qUeLOd uaddey siyp JT “wayg spaye Jey aNssi Ue asiel 0} ual 43 BAU 20 “Butfijng se yans ‘dnouB nok 04 quenayas st 3eys 21d03 e SonponUt 0} qUeM few no, “auNdosip-sjas 10 Aysauoy ‘aBeN02 peau yuop Kaun yeup sGusun unm Bueap Jo ‘fem yeas sapisuo> 03 dnouG auy Buyjse Aq aweb stu dojanap uea no, ‘squaUIWO) “UeOU! SSepD a1N St YDIYM aas 0} ‘paysabbns Aaya ‘uO a4 JOU Ing ‘UO! BuO 104 a}0A 0} dno1B Buy SE URI NO, “UeBIO asadaap 249 out wauy doup ‘punosB ayy ut dap wayy Aung ‘Keme way mouyg pue Beq uig e ul waup 3nd “Bjdwexe 103 :wy3 Jo Te AM BUM “siapids se yons syaalgo 10 saxqaRDe ‘spooy apny> soul “arETsIp Aaup eI SBuLyy aug Te woysuLesq oy UAL op 07 324m uad pue yeypdey y saounosay sdnoub ayy 40 Kyunqew ayy uo puadap yy Auuauze aun dojanap 04 Ysum nok 1ey MOH “Sa/ 244] quop Aayy yeyy sBuryy Jeap 0} Moy wea} UAIpILYD djay 03 suLBaq sWeB Siwy) sueow jad Aj ses ao GeyWorking in pairs within a group Wiorking with a partner can be less intimidating the focus of the whole group. Away from the limelight, shyer children can relax and cain confidence ability to contribute effectively. They can also share any group focus vith another for all children to share ideas and be volved. Try to ensure that the children h as many different partners as Fossible, so that they begin to feel comfortable with everyone in the croup. Use some of the games in this ren up in enjoyable Pa Matching pairs This game introduces the idea of si differences between peopl larities and useful for introducing Resources Pairs of matched cards, enough for each child to have one, You could use picture cards (see page 126) for younger children and playing cards for older children. What to do Shuffle the cards and give them out. If you have an uneven number of children, take a card yourself too, Tell the children that they must find their partner, who will have a matching card, When they have must discover one meal they both ke. AS soon as they have done this, they sit down together and fold their arms to show that they are ready. Collect the cards, give them another shuffle and then redistribute them. Tell the children to find their new partners and discover an animal they both tike, Comments You can choose categories that are age-related, such as films, pop stars or books. Ey erkng in ae within a groupra wn Rd Bap -saqunoney Alay] BLeYS VED VaIP|LYD ayy VAY aw ayof e aBueUE ose Pino2 no, -YyBne} waypy.yD ayy ayes yeip sGuUA axp Te JO ISy] e AUM “uoguane s1eug pene 0} sau sauted {1947 ISWM peed pInoo Aaxp ayeRUADUED 0} prey 3 Puy UAILYD JT squawiwo) ‘aug ypea siauyied BuyGueyp ‘sauy yeranas aes siyy Aeld ue> Kay, “aygyssod se Guo} se soy snouas uyewias 0} An ysnus soured 494 “peuod yerisfyd asn you sn Kay 3nq “sayol ya} 40 sees Kyun ind we fay “yBney sauysed sayy ayeu! 04 Ax 03 aney Kaya Jeu uaspyD ayp yal “Swed oyUL Uay ‘op 03 324M ‘UON ‘se0un0s3y “Rep yynp @ uo squids ayy Sutster 104 poo8 pue uny si 31 “sa Ut aauapyuod ureb 0} uaspyyp sayqeua awed si4y ybn eB] JW aye NO, cu AYA “003 awed siya 404 asn 07 saouanbas umo siaug dn ayew 0} 249 Aew uaIPTLYD syuauiw05 03 Ayumpoddo ue sized Op 0 724M B aneY 0} Ned yDe—A 104 asaLp Jo Sado YyBnou padU TM NOK - (Zt pue (21 saBed 298) {103s e apidap yeya suotexjsm xis Jo saouanbas ‘sapunosay “uonenuasuos pue worjeuibeus ‘aBenBuey asn 03 paat uasply> ayy veuned e YM UoNeledooD s1ayS03 S30}S pajquiesss ro ews aed Bayonorigin pe thin up Mirror, mirror Tris game promotes cooperation by requiring children to focus carefully on their partners. Resources What <0 do Tell the children to stand close together, with each child facing their Partner. Each child will take a turn at leading the actions while their Partner tries to mirror them exactly, Tell the children to begin their Movements slowly, then speed up a bit once their partners have become more confident. Comments With exoerience children can introduce subtle movements, such as a change of expression or moving one finger. Discuss with the children how they found the game and what was the most difficult aspect of it, You could let the children work out a short mirroring routine with their partners to see how exactly they can match their movements, 28 Hand writing This game develops close paired work involving concentration and touch, Resources None What to do The children take it in tums to close their eyes; their partner then slowly writes a word on their palm with one finger. Tell the children to begin with simple three-letter words and to make the finger writing very clear and exact. The child with their eyes closed has to guess the word. They can ask for it to be repeated if they did not understand it the first time. Comments A variation on this game is to have a child wearing a blindfold sitting in the centre of the circle. Someone is quietly chosen to write their name on the child's palm. If the child correctly guesses the identity of the writer from their name they swap places; if not another writer is chosen. 20 Working in ae thin a oupa6 «wa sa Ho “uno siayy Buu vay puIW UL Stuy Jeaq ysnUH Kau MOY pUe UOUANE s29pea1 auf qe4B 0} Jueaul aie saUpeay Moy Wat} ULM SsNDsig “SOUNIpeDY UMO J1OU2 azLMM 0} UBIPLYD ays YSe Pue SuORENSMHL ani6 osje pyno2 no, “uoreRsnp) JaLI09 a4y Puy oy wa BUY{se pUe auypeay au uaipuyD ayy BuYN6 Aq asianas ul aweb aug Aejd wea no, | ‘syuaWUO) Auoys ax) yno 10M 0} Ay vay pUe UORENSMIE 1ay 405 BUNp jpauioD ayy puy Isnw Kau UAIPTAYD auA Tal “@}DUID ayy yo aNUED ayy ul saurpeay aup ye aDeyd pue uogens -ayeiedas way) daay pue saunpeay aug yo 3nd ‘uossa] aug 02 10d ‘op 03 24M. “ed yoea soy sauspeay Plog \alM suonensn aurzeGeu! 10 sadedsmau ayeudoidde paau MW NO ‘saounosay wed yea oN) “sano yensi Buyssasse pue sys aGenBue] ‘uoneisdood 10 pos s1 aweb anneutBeuy siyL aul|peay ayy puly 0 “amp e paau wn tf dyey Ty 3eu9 suonsanb: 142 UBaq 0} eapt poo e si 3p ‘wos “sassan6 yaLi09 ayews vant 40 40s aig YBnouu Burjer Aq ow ‘Squauiu0) “pasianai aie sajou ayy ue payaid st pies mau e ‘Aj2auoa passané aney Kaya vay “siamsue (ou 40 SaK anyanau Auo Aaya anq “3 anoge suorssanb Bulyse Aq pied aun uo 32a(qo ayp ssanb 0} An asm soured stay “aas saucUed s1019 32] Jou Ysnw fays YoY “pied e SJ>aT]OD sed Yea WY PUY? auQ op 03 324m (621 pue 921 saGed aas) SUORERSMM 40 spioMm ul UMOYS 5]39[40 UoMLUOD UUM SPIED Jo 325 Y ‘saounosay “uonewoyut astio6aq20 03 pue suoysenb queAa}a1 UO snd0j 03 uaupLY> aya sdjay 3 “WYyBNO4z aageuBewL pue syrys aGenBuey sa6einosua aweb siyy. OU 10 Sd, ro ns S04ening in pis within ove A picture paints a thousand words This game develops language skills and imaginative thought. The children have great fun playing it. Resources A selection of nouns written on slips of paper; you will need three for each pair in the group (see page 130). Also a flipchart and pen. What to do Invite each pair to take three slips of paper. Tell the children that "y must make up an interesting sentence using their three words. they have all completed this task, invite the children back to le. The pairs take turns to draw on the flipchart and mime ‘their sentences for the others to guess. Commen' Make sure that the children realise they must include all their words st one sentence. You can also use the slips to see which pair can make the longest or funniest sentence. Lead me home This game develops a sense of peer support and confidence in a group. The children need to listen carefully, Resources Three blindfolds What to do ‘Ask the children in pairs, to think of a sound that they can practise and recognise. Ask for three sets of pairs who would like to go into the centre of the circle. One child in each pair puts on a blindfold. Their partners then move away and stand in a gap in the circle, On a signal, these children call to their partner using the sound they have chosen. The children wearing the blindfolds partner's call and move ca If you feel brave, can stand the noise and know that your children will be sensible, you could try this with the whole class. 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These can be cut out and displayed, Special occasion cards The ctildren work in pairs to produce a card for a special occasion of therr choice. Ask them to pay particular attention to the message they write inside, Posters Each child makes a poster d ities. Encourage the ch n the poster. ren to think of catchy slogans to inclu Dilemmas ist a selection of moral dilemmas on a flipchart. These could clud: you see a friend stealing something from a shop, you s a bullying incident in the playground, a friend has run awey from home and you know where she is, a friend has cheated in a test. Make the situations age appropriate. The children choose rma to explore in their pairs. They can share their decisions tre rest of the group at the end, Comts strips Collect a selection of comics for pairs to look through. Ask them to pay attention to the characters and the language. Let them devise a comic strip of their own. They can either invent their characters or | Use themselves in the story. Tell them to produce about six pictures for their story. | ® Tv Building a group identity The games in this section encourage the individual child to become an integrated member of the group. They enhance group dynamics, creating positive responses for each child in the group.yp doe pyre spadoyanap jam Jou are spPIS Buyypieo pue Guynowig asoym uaspjyp yam q]eq ayp qJo1 UeD nO, sjuauui0) “eapy ue 40j yoms axe Aaup gt sseq, Aes ueo fay. “awarg 749 0} paxUL) Suyyyawos Kes fayy leq 249 santaoa1 ply yea sy “Sdnou6 dod yo SOUL 10 D1uUDId @ Joy sway! se Yons ‘AWAY e y>ld “aZIs IYBU au st ‘By DUD ayy aINS axeU! 0} P}IYD 0} PILYD Woy Teq ayy BuIMOLYy asiyreLg op oy 32um leq aBuods y ‘saounosay “fqayoe au oyu umeup st dnosB ajoym ayy “uomeAasgo pue uoHequasUOD sanjonul awe sty) abuayjeyp |}eqQjJ0S a “Ug s12Yp uuNaL ayy uy Kem uaxayp e UL anow 0} dnoiB Upea Buyyse Aq uny a1ow sy9Uq Jo uoNDaT|OD yeUy ayy axewW Ue? NO, squaWWo) “ujeBe feyd pue ayeys © Beq ayy ani6 “us sypug aug 329N109 ‘Suu UMOp aIs a3 dnouB ys:y AY, “UMop 315 pue a]DN19 e UI spueY PIoY ‘suNojO> BUIy>xew Jo sdnosB 1843960} 796 snus Aayp way) Wed YOUg e aneY UAIPLYD aun Te uaym “Bupjoo] ynoypia Geq aug jo no youg e aye} 04 pILY y>~a xsy op 0 224m ‘ug paunojo-quarayip Jo syas xs 10 any BuLuLeWUOD Geq Y sapunosay “ua Aipuaty kpeynonyed quate Aay uaipjyp aM UaAa ‘anKeiadood aq 0} uaIpILYD ai a esno2us 0} anquaout ue st quawoya anqgieduioa UL "395 s10Up Jo SiaquraU! 1840 a4 J04 YD1eas UaUPRLYD se dnos6 ayy uyjum diyspuaLy pue TUMpoob sazoword aweb siyy syouug Buiyazey| An do 6upreultng group entity ~ A round of applause i good to receive the positive affirmation of one’s peers nd this game provides an opportunity for this, For some children such chances may not occur very often, Resources will need to have a diferent rehearsed sentence to say It could relate to a topic that you are studying or be a sentence from their work, Younger children could show a piece of work they are proud of. What to do Each child stands up in turn and says their sentence, At the end of each contribution everyone shows their appreciation by clapping enthusiastically. Comments other ways and opportunities for the children to applaud e's. This is often much more meaningful to a child than adult praise and can have a very positive impact, 44 | Happy families This enjoyable game creates a sense of belonging as the children claim membership of a particular group. It is also good for observation and concentration. Resources A set of cards consisting of family groups, such as animal groups, mathematical shapes, colours or leaf shapes (see page 131). You could also use playing cards, matching the numbers, or a set of Happy Families. What to do Show the cards to the children so that they are familiar with the different family groups. Give each child a card, Tell them that when you give the signal they are to move around the centre of the circle, exchanging their cards as many times as possible. When you say ‘Stop’ they must find the other members of their family group as quickly and silently as possibi Comments This game can provide a suitable starting point for looking at different groups in society, especi different ethnic backgrounds. It provides a positive experience for any child who feels isolated because of cultural differences. 45 Bulging 2 grou entityyp ons pen wy “ypteul e puy ue> auoKiana yey os siauyed dems 03 aney jm Aaya 2eyA uLe\dx@ Inq ‘pioMm 32a1109 e Bunpoid 104 way puawwod ‘suaddey siuy JF “papuayL NOK yey aUO aYQ 30U Ing “POM age e ape aney OYN sled e aneY NOK yey puy Kew NO, spiom punodwod 41243 3no pea 0} sited Jayyo ayy se “eULLed aiqeuns e puy ouue> oym uaspjy> yum dn pua nok Jt “puaqut you PIP nok sfem uy paynrew aq pyno> yeyy spom Bulsooy> plone 03 Ai squauiWi0) “plom punodwod e ayeu 03 way sayqeua pue Salou Sty EU POM au YAMA PLLYD aU PUY 0} AR 0} st BEB ax Jo ‘algo ayy ey) warp 18} pue Juasaidas spied auy YM UaIP]LYD aur 0} wueydx “PILY? y>e— 0} auO “Ino way a6 pue spies ayy dn xi op 03 24M ‘unoj0> quaiayip e uo puoDas ays pue snoj09 auo Uo pom ys1y ayy and sKemy “apad/quaD “ypqons/doy ‘Rem/.es ‘puey/poom ‘ase2/ooq ‘aulys/uns “jaq/i00p ‘ayBry/Aep ‘pua/yaam ‘preog/dn> ‘ayesq/puey ‘aloys/eas ‘aael/a0ys “ysrug/43003 ‘woos/ypeq ‘ayduexa 104 ‘sjas on yu dn pus nof Uf 0s spieo painojo> quaiayip uo waya uUd pue sandua syeredas Uf, OJUL STUAUOdWIOD OM YRLM spuoM punodwoD UMO ye—I seDun0soy “uonjeniasgo pue uoyzexad009 uo sn2oj 03 syp}s abenBuey sasn aweb siys Piom e ayxeys a ” “spadsns Buluewal aug 07 sjeubis jensia Aue aai6 ou ang “uaysty ueo Aaug yeyy Os aU! ay, WOM AEMe 3D0y ©} watp 40) 29pt poof e si ‘pauonsanb uaeq sey yadsns \pee a2u9 sqyuawwo) “18n0 st auie6 ayy pue uosuid 03 06 Aaya ‘squtod 02 1104) 80] sqaadsns ayq JT "yno siaadsns ayy. yoe> 07 saqtunpioddo aiow ‘3y8819 0} suoKsanb mau Jo AuNyN 02 aney sannza,ap ayy “syadsns uno, pue pun aug YAM squtod alow 109s 0} pasn aq youUeD WeIap siua “Buoum aug aug 406 2 saquinu qoadsns 4 “a}dwiexs 104 “aouiy ‘fouaystsuoou ue se payunod aq youued jeep aues aug soAaMOH “peyadaY BUR 440 passox9 st quLOd e ‘qunoave sazadsns asiy aun, 4yeiew jou seop somsue 41943 aw YyDe9 “PauoNsenb pue UL payAUt st padsns puosas ayy “uaA,6 axe Aaty siomsue aug Jaquiowas ysru AaLQ ‘2ouayo at 03 Bugeya suonsend se sannyoaiap ayy “a}DuD aug oat ‘padsns siy ayy BuN.AUL Aq uiGag “Buuoysanb jyeMe 0 saadsns 249 404 woos ayy apisino aneyd ayes e puy ‘awe ayy BuluuLBaq auoyag “Sjunoose 11949 UL saisuaysisuooUt puy 0} {a 0} s}2adsns ino) ya uoRsanb TWA oyM sangrazap 4o wea} e St SSE aUp Jo Ysa OY “peay ss04sea ayy uo sey oye 34} Y2UY OS “oop alp anoge JayeM Jo yayONg e BuLnd ‘ajdulexa 404 ‘944] MOA se ysipuepjno se aq ueD awuD ayy jo aumyeu ayy “woo! 94} 40 s2ui09 Jain e ut Aioys s1aup axedaud 03 saruIW SE WANA AID “BWLD ayp Jo aw ayR 10} stay payteap 3no Jom ysnw Kaul “OWLD 2 Jo pasnane aq 0} Bu1o6 are Aayg yey waup ja) pue 10429603 10m ‘ATJeWHOU 3,up]noM oYm “apise uaypHYD ano, ayey ‘awe ayy a1ojog op oF 324M uad e pue ‘sjuiod oz quasardas 0} "31 uo sauy) oz YUM WeUDdry y sanunosay 7206 @ anatyse 03 49432603 >10m 03 uaip).yp au sabeunosua aweb siys SIQIY ‘039 dre bapaBeing oun ety Question time This is a useful game for making sure that every child is incuided in the circle activity. It is a good one to use when you want shyer children to gain confidence in speaking in front of their peers. Resources A flipchart and pen, and some slips of paper with the children’s names on them, What 1 do Ask the children to brainstorm a list of general questions, such as: Woat is your favourite meal/TV programme/ op star/hobby? Where would you ike to visit? What famous person would you like to meet? What would you ree to buy? Write these questions on the flipchart. Give out the slips of paper so that each child has someone else's name. The children take turns around “he circle to choose a question from the list to ask the child named 4pe—a 104 j.Duad e pue saded yo anaid y ‘saounosay “TeMp.ALpuUL y>ea uo snd0y aniaisod e pue dnoub ayy wLyLM araydsowje poos e sayeaio awed siy) -weu3 03 yreoidde angisod e Bupjew ‘siaad 11947 Japisuos uaipiy> ays noA 0} sy16 1ng “woos awes ayy ul are syaieuow aug 41 Aqainb ‘aan siuy op ysnuw aut pue AuNoD aig uo BuIproap Uad Jabunof inn Aepadsa ‘aweb sup Aejd Nok asoyaq sa ]GeUNS pue seUJUNDD awOs Jo yULY] 0} Bap! poo e aq 7 Squauiui0) “ayBne> ave uaupyy> aup qe yUN sanuquoD aweB ayy fem ‘wes alp Ul awIOY 104 UNL PUR auIeU sy noYs YaIPHYD ayy AgUNOD yOu ay 3e ante yoUUeD YAS AauA JT “sassen6 aauuy ayeW AeuL uuaanb 10 Buby 84 ‘punos 3x@u ay UL suaanb 10 sGury auio2aq pa66e} uaip.y> Aue pue ways sasey> uasnb 10 Bury au “awoY 40} un pue |52A, NOUS UaIp|UD au “@peU St ssanB 2a1I09 e UaYA “AqUNOD 343 sassan6 yoieuow ayy pue au 494 wioped UaspuYD ay zwoly ‘2w09 noK op Anquno> yoiuyyy, ‘s4Se uaanb 10 Buy ayy ;Aasafew sno, 285 0} aui0a anam, ‘Aes pue “way sade) mou oyM “uBanb 10 BuLy 243 0} dn 06 uayy uaspjyp ayy +iafeyd yJeqaseq e - eouewy ‘“eyyByTIng & = ureds ‘oreBuey e - eyensny ‘ajduex 10, *1 quasaidar 03 aut e ue Agunoo e uo api2ap uapjy> ayy Jo 3Sa1 a4 “UaIpYD JaUyO ayy woy Keme Buey spueys oym ‘uaanb 40 Bupy e ym suiBeq aweB ay, op 03 324M Auessa2au st ut uns 0} woos Jo Ayuayd yng “@uon senunosay “s]e08 wayy anaiyre 0} s049603 510m 03 uaspjy> ayy saBeunosua owes siyL abeyjia eqoj6 ayy age doa «0aukog a goup identity WT Treasured words in this game each child has a turn at receiving positive attention from the group, Resources Paper, pens and a box or bag What to do Write the children’s names on slips of paper and place them in a box Take the names out one at a time and ask the children to put inds up and say something positive about that person. The Positive statements might mention such things as: being helpful, being friendly, having a nice smile, something that cl Choos2 three volunteers for each child, Comments Tf you think there are children in your group whom the others might have difficulty finding positive statements for, make an effort to praise those children in front of the rest of the group prior to this game, With some groups it might also be a good idea to brainstorm the positive qualities that we look for in people before you begin, 52 Follow the thread ulin aun entity Using a ball of ribbon around the circle helps to group together, practically and psychologically. All the children are involved and encouraged to feel a sense of belonging. | Resources A ball of ribbon or string What to do Tell the children to imagine they are going on a journey together, They are going to travel to somewhere warm and sunny by the sea. ‘Ask them to think of one thing that they would like to take with ‘them; it may be something for the journey or for their destination, someting to use or wear, or for leisure. They must wait their turn to speak to say it aloud. Give the ball of string to one child, Ask them to say what they would take. This child then holds onto the end of the string, passing the ball on to the next child. The ball is passed around the circle. As each child passes it on they continue to hold the string itself. When the ball has travelled round the circle all the children should be holding the string. The frst child then winds the string back onto the ball. Younger children can sing a song wi this is happening. Older children can play a word association game, Comments This process can be used for all sorts of activities, such as rounds, storytelling and brainstorming, It helps children to concentrate and anticipate their turn. You can also pass the string randomly across the circle, asking children to raise their hands to answer, creating an interesting web effect. Take care where you step as the web gets more complex. 33a 05 dose apa “uasoys st puen6 mau 2 panded s| ainsean ayy JI “uasoy> st PuluD JoyRoue pue yeas 4aIA 0} suIMaL PIUD yeUN ‘BuIyDeOAdde PILY> ‘243 0} squlod Ajryssaoans pue asiou e sieay PULYD papTOIpUNG aLA JT “aunseary ays 242} pue dn daaio 0} sauy PUD uBsoYD y “BUD ayy Jo ‘@quan ayy ut ‘shay Jo Young 2 se yons ‘ainseaxy auios BulpienB swey> 2 Uo BUES puYD PaprOypUNG AYR SaxTonUY aWeB siya UO UORELEA y “003 suonpnnsut uno weyy dn Bupuiyy Kofua TW waIpLYD "3994 4124p dweys 10 dey pynoo Aayp 10 Aipno} 10 fy} wny pyno2 uaipjy> aug “193Se4 BuLwoIaq “Moys aq pinoo Buiddey> ip :suOHINAASUL yuaLaYP Jo spuLy Te ya awe s\UA Aeyd UE NOA ‘squawuio) “rareau sj26 pup aup se sapno) sya6 ang "ppalgo ayy woy Kem Suo) e st pyyD uy uayr aInb st YOIyM op 07 324m apiy 03 algo TeUS & pue pjospuyG ¥ 500an058y ‘yayga60} Bupyom dnos6 ajoym ayy sanjoaut pue uny st aweb siyy 34NsedJ} USppIH “fuysoiauaB jo quids e ut yno pawueo aq uays jy aweb au. “dnoi6 ayy unpun araydsoune Addey e Busdojanap 10) poob ‘St SIU} Se UaUPUYD ay TTe 40} Busey anngisod e ayea19 0} st 31 32U) ‘MOU UAIP|LYD ayy 327 “BuAIEYS 07 sud eweB ay) jo WHE ayy Inoqe 12} 03 asim aq Aew 31 ‘03 siayaus pieme o Buyjmun aq Aew uapyLy> Jayjo B43 YULUY NOK yeu dnoub anof ut UaIpyLYyD Aue aney NOK JT squauiwo) “uaspyp sauno Aq papieme siaxpas aay Yau dn pud 03 spaau PUYD Yea “PUY YDRE noge annisod Buryawos Aes pue asooyp Kay) uaup.y> aaiuy Aue Jo spuey ayy uo asayy reid Kays ‘sjop opus aaiyy uaAi6 st py yDeT op oy 324M piluo yoea 40} syop Axpxs painojoo sayy Sanun0say sdnouB ay3 unin sBuyjaay anqisod ayoword 0} uonewye sasn aweb siyy syeau} AYN ay do «SupineBulg» grou enty , ; vv Further activities Myself, my feelings Achievement board _ Use this board to display special things to do with a particular child, The games in this section look at various aspects such as pieces of work, photos and positive comments from other of emotional well-being. They encourage the childen, children to think about body language and the Wheel of fortune value of being able to read that of others. They ailhes ~ also focus on the similarities and differences between individuals and help the children develop empathy. Finally, they celebrate the value and uniqueness of each child. Let the children make wheels out of card. The wheels should have eight spokes on them, Ask the children to write eight good things ‘that rave happened to them along the spokes, Display the wheels. A perfect afternoon Ask tye children to plan their perfect afternoon, including where they would be, what they would do and whom they would be with, They can then choose a partner to share their plans with, Get the children to brainstorm all the things that make them feel good. These may include concrete things such as new clothes or ggoinc to the cinema, and abstract ones such as someone praising them or their doing something well. Make a wall display with all the things listed.6 “asi 104 souads pauls uHoJad pue SuoROWA quaLayIp Jo 4u1U3 0} uaspLYD aug Buyyse Aq aueB susp dojanap pjno> no, ‘Squawiu0) “Fanuos oy Buyin aia sdnou6 quaryp au uonowa Yai4m pare2xpul 3eUy san aly aloydxe spiemuayy “sia4IO ay) 0} saUaDs Jay moys 03 sdnoub ayy se UAUA PUR sitf 40} SANE ST 02 OT Moy “uani6 uaaq sey dnoss w8y uonOW ays YALA aneyaq ‘Auvo ued Kayp ang ‘Red s,uosiad eup ye Te axe Kay ataya auans Hoys e no om ysnul dnosG yoe3 “dnoub s12uq ut uosiad auo Jo Aepuyig au9 sit puazsid 0} uaupyyp 249 Tal “pauarybuy ‘ubue ‘pes ‘Kddey se yons ~ uoowe Ue UaIpTLYD XIS 10 any Jo dnoiB yDea ani9 op 03 724M auoy, ‘saoanosoy -sbuyjoay yo aBenBue) yeoishyd pue uayods aug ayeBysonut uarpyy> aug aueB S143 ut spiom uey} Japno] yeads suonoy sy ha a0 “umop Buynoys 10 ABxaua Jo yy ave saipo aya ySy “as_iaKa snonuayS sae “IL aie Aayg vay ‘Rep oy & St 31 uayM ‘apdurex Joy ‘uMop lund y2ay saypog 41943 uaYym saw 1940 ynoge UapILYD aUp 03 >]e) squaWW0) ~161eu39} J29j Kaun, ay astoiara ‘pain ate Aaya vaya doays ‘AuSuny ave fay uaym yeaw e yea “ajdwexs 103 ‘uMop uns Jaay oun, vay op Aaya Jeym a1oydx “saw yons ye 79} Kay Moy pue A uaym $ep ay BuuNp Saul JO >ULYT 0} WALA ASY “BIPIPD alp 02 y>eq aUIOD UAL SoU ‘auy3 40 ony sutp yeadas LaypUD aug 327 “dys Loy pun Awo}s a1ow pue aow arow Ajenpei6 Wm Adu “uMop uns swisiueyDauE 4y94 19UN punose snow Ue fayy pue dn punom uaaq asnf aney ous ‘shox dn-puym aq 0} puaraid 03 axe Kau uaupr.yD aya Tal op 07 324M auoy seninosoy “wiaup 03 payejai sBurjaay pue swyrkys Apog 3 Buyjoo} 07 uoyanpoxquy aygefofua ue sapioid aweB siyy Sk0} 440MYIOI[D - SAO Vie i yu ghpt yee Guess the venue This game enables the children to look at how we convey our feelings through our actions, Resources Write ¢ selection of events and associated feelings on a fiipchart, for example: Watching a football match - show enjoyment and appreciation Entering a dark house ~ show nervousness and fear ‘A war dance - show anger and bravado Waiting for a pop star to arrive ~ show excitement and anticipation Finding a lost child ~ show care and concer What <0 do lldren into groups of five. Explain to them that they quietly be given one event. They are to devise a mime for this that the other groups will try to guess. They must pay particular attention to miming the appropriate emotions and gestures. Spread the groups out and tell them to work quietly to avoid other groups overhecring. After 10 minutes, return to the circle and ask each group t> perform their mime. Explore what each mime was and the clues that helped. ust for fun, ask the children to work out a new mime for their event in which one or two of the children act with inappropriate emotions; for example, being sad at a party or being scared at a pop star's arrival. Ask them how this felt. 60. TT Living legends This game provides a positive focus for each child as part of the whole. Resources None What to do Each child chooses an alliterative adjective to preface their name. Explain that the description should be positive; for example, friendly Fiona, kind Karl, marvellous Mary, wonderful Wayne. Ask for volunteers to begin the game, so that the more confident children show the others what to do. Each child is then asked to introduce themselves with an accompanying symbolic gesture. For example, Joyful John might open his arms and jump with joy. The other children say the child's name in the same tone of voice and copy their gesture, Comments Make sure all the children are able to think of a suitable word; if they are stuck ask the other children for suggestions. ék ys etnsays oh 9 “s0}22) OMg asa4} WOY UAPIDUt ayy Jnoge ssanB pyno> ‘fou 3eyM aioydyg “swuaprout siayp sanodsip way, padjay suoissaidxe Tee} pue 22100 Jo auo a4} YM MOY YAYPILYD ayy YIM ssnosig. squaui0) ‘veued 11943 yun sajo1 abuey> Aaya ‘AA20UI09 passan6 SY plyp ® 20UQ “saMsue OU 10 Saf anlaas UeD Uaup_yD JaBunNo, “ysuaqqi6 ut aq ysnw saqdas ye 3ng ‘sued s1943 Jo suogsanb se ued Aaya ‘quap!out way3 ssanB 03 aney uapyp a4) “yDaads se sueqay6 asn 03 waup se ‘siya op 0} ayge st dnosB Anof yuLyR NOK JT “uossaidya yeioey pue suiw YySnosyp soured s1947 0} 38 aquosap ©} suany ut 31 2ye} Kay) “Apuays quaprout sJoued tau peas UuaIpYD aup sited UT eq s12y) 0} YAMS qUaPIDUL Ue SeY P]LYD yDeI op 07 324m ade} 9x3 awos ue (€€1 pue ZET saBed as) spueo yenpiaiput uo syuapiout Jo 359 saoun0sey “suoyae sauzied 1243 Aq uen\6 are Aaya sabessau 94} peal 03 Bney UaLp)IYD a4 “UoLeWUOJUL fanuOD 0} a240r 40 au0} pue uoissasdxa e198) Bulsn saxjonut aweé si4, He}s dy} 0} yoeg 2 aun Te jo pa.apisuod you aygendanse aq Kew e1sua6 ut a}geydanne ayy asaym aweb e ut 514M *S2q] Buypan ynoge uaupyD 243 0} ye, squauiwo) “2y02 0 Buyyou soupy “aye e Bupyey Wop nok axe 1eyM oof ayy Burgqnuas sauuty « “sooy aug Burqqnuas eBulop no axe yum :z PHYO “dn Buysom sou 2 pug 9 9 9 0 2 :ydwexe 104 “Uo 0s pue py axau ayy ‘Aq pawtu aq vaya snus ypu ‘uoNDe quavaffip e Kes yum Kaus Bulop are aug Jey payse axe Kayy uayN Ing ‘uoRDe Ue owLU! 03 BUlOB axe Aoup JeUD UaIPLYD ay9 07 WlE}d> “aUIeB a43 uLB9q 0} pyiyD e asooy, op 03 324M. 2u0N seaunosay “aGenBue} Apoq suo}dxe 0} aut pue uorjeusGew sasn aweb siyy gof Buoim au sense 54yey eons Puzzling looks This game encourages concentration ski Resources None What to do Number the children around the circle. Explain to the children that wher you call their number they must answer ‘Yes’ No other child is allowed to speak. Each time you call a number you look at a diffe'ent child; for example, you call 2, but look at child 12; or you call £3, but look at child 17. The children must remain alert and refrain from speaking. They will find it hard not to say something wher you look at the wrong child. Once the children have practised the came, speed up the action. If a child does not respond to their number, the children either side can gently whisper to them. Comments Talk to the children about their feelings during this game. We of them nervous about missing their number? How did they fee miss their number? Lead the children to respond with 1 felt emberrassed when ...” Discuss any situations when they have not respcnded correctly. Talk about being considerate to others by promoting or showing them how to respond. -lannle You choose This game explores the concept of tolerance. It also focuses on, and celebrates, the differences between individuals. Resources AA questionnaire with tick boxes for each child (see pages 134 and 135) and pencils What to do Give out the questionnaire and ask the children to tick their responses to each question. You might want to read through the ‘questions together beforehand. In a circle compare and discuss their responses. Explore why some people have made different choices. Talk about how such things as family background, peer pressure and fashion have an influence on people's choices. Comments Talk to the children about the importance of accepting and valuing the differences between people. Tolerance leads to harmony and peace, whilst intolerance leads to conflict. ty etesan fa 564 “is "wuBy] suya ut tuay3 25 0} abueyp pyno> fayy Moy pue suABUANS se Wayy 29s 3YBIMI siaigo moy aiojdxa “sassaunjeam se Jo yuNuy Aauy Swen sayDeIeYD 1249 Jo Y>typn 19pIsu09 0} UaIpIYD aya ¥SY “SIOMIO UeYA 3 50] 9g Aew Aayy yBnoyy van ‘sinBuans awos sey Apoqfang “sey 34 pue asloyO} aun YIOg J04 AyarDOs UL aDe}d e S| axa, ‘ajduiere 10} ‘syjBuaNs qUaLaysD Jo anyea ayy Inoge UAIPLYD axp 02 HEL sqyuauui0) “apulD 849 UL siNoqyBiaU 41ay] YIM sasuodsal sreyy aiedwoo uaipyyp 2 337 sued ayy Ut plom uo yur saysuapL Wp 4>ea Jey Moy BYEDIPUL THM UON'SOd ayy “sWEN sePeIeYD Jo sited aug uaangag aug atp Buoye ew @ ayew uasp.y> ayy op 03 24M, (get abed aas) pyr ypea 10} syen Jey>eeYD BuyseNuod jo ys1] e yo AdoD e pue y!Duad y sananosay vaigenyen ne ae Aaya 3ey3 pue syaBuargs quaiayip aney ajdoad yeyy ajernaidde 0} warp Buiday ‘sassauyeam pue sipBuarys s,uaypyy> ayy uo sasnaoy awe siyy, sjuiod snjq 99 “eouei9}03 Jo auerodu ay ue sBusjaay pue smatn quarayp aney aqdoad Aym 3noge wau 0} y}eL “2s00y9 03 saquinu Yo. ynoge Jea}9 aLe uaypLYD aya eM ans aye squaWiui0) Ya 10} uaipYD ayy Jo BaILy 410 ong Se 0} quawayeys e peas nof auiy yee Jaui0das & asoou quowayers YM saibesip A\Gu0ys qUOWae}s YUE aauBesig quawiarers YM saibesip sou aaiBe JayiaN quows}e}s UUs 9ai6y quawayeys yam aaibe ABuong 7 ‘auasaidat saquinu ay ays * aa vs do sayy squasaudas yey) sequin aun Aq pues 0 uaspuup aya yse quawayeys @ Buipeas Jouy aur) siya Buoje Ajuana spieo paraquinu any aug aeig “quawaned e quas ~ardau 0} wooussey2 ayy yo yyBua] a1p Buoqe aur AueU\Gews ue saiBy op 03 34M anny Lupynoys ay, fouow yanus os prod aq 3,upmnoys siaj}0q}004 seuoyd aiqow Pamojyo 2q 1,upjnoys gf fo abo ay3 spun vaspuiy9 eystjogo aq pinoys yuomawoy ‘nuau ysuny 243 Uo sdiyo ou aq pynoys arayy 2/0 uo suaanb puo st 45 Yons squawazeys snovquaqu0> 40 UORDaTRS e pue ’s 0} 1 siaquiMU aya YRUM payeW spIE] senunosay “dnoi e uiyzun ans, ue gnoge sGuxjaay 40 aBuer ay3 uo uoQUANIe suaipEYD ayy sasno0} aweB siyy 4a}4odau JuaWaAeg AO oe e sons ahysl my ets Further activities ‘Mood doodles Ask the children to draw abstract lines, circles and squiggles to represent different moods; for example, happy, sad, angry, nervous. ‘Ask the children to draw bar charts to represent different surveys d out about the group; for example, appearance (hair colour, it, shoe size), favourite subject/meal, what pets they have. Mood weather charts Ask the children to draw weather symbols and link them to different ‘mooils; for example, sun ~ happy, storm ~ temper, rain ~ sad, wind ~ restless, Make a large display of a set of goalposts. Cut out paper circles for balls. Give one to each child and ask them to write a goal they would Like to achieve in school on their ball. Line up the balls in front of the goal. When @ child has achieved their target let them place their ballin the goal. Brainstorm all the things that hurt the children’s feelings. Ask them how they react when their feelings are hurt. Ask them to think of ‘the best way to react. Tonigs ‘Ask the children to think up amusing tonics to give to someone who is feeling sad. Tell them to be really imaginative about their If necessary, give examples such as a ray of sunshine, cool sea breeze, birdsong, 6s Thinking and concentrating The games in this section focus on thinking and concentration skills, which aid success and Positive self-esteem. The group games also provide a focus on cooperation and the sharing of knowledge and experience, asaeuanon po Burm, u “ssep 2]oym ayy 10} way! seIndod ysow ayy sem YM 3N0 puy pue saynsded s1aY9 axedwod osye ue> Kays feydsip e 4g saynsdea auig staup Jo Syuauos ayy mesp 03 ay] qyBuu sdnosB ayy Squaui0) ssdnoi6 JayZO auy Jo asoy YUM sBuLpUY 214g AedwWoD 0} aA ayy OF uumar uayy pynoys Kay “eAgequasaidas ysow az Japisuos Kayy 3eUy 1a} 249 104 aon ued Kay, “swiant ayqissod uuoysuLeiq 07 uaIPLYD aLp Sy “9 ‘oy 1eIndod e “ay000s e ‘aweB oapln e ‘iabinqwey e se Uns ‘aynsdea ayy out swiant ua} and ue> Aatp, way) aL “suonereuab aangry 104 paung aq yy etn aynsdeo awn e Buuedaid axe Kay auyBeut 0} wayy ySY “any 10 snoy yo sdnoJB OyUL ALF op 03 324M sypuad pue sadeg senin0sey “snsuasuod ayy Uo 39e pue jannyeiadooo om snus ayy, “501435934) 4184p quasaidas sj22[qo JeyM pue sani uy quewodwi S| Jeym Uo 32aya1 UAIpUYD ayy aweB siYy UT sajnsded au ou “sfept ‘ayeiqayeo am Kym suoseau 343 uaNP)LyD ayy YUM ssnasIp osye p]no> Fo, “Yiomaay @ - JaqaAoN ‘Jea] UMM UE ~ 1840399 ‘axEyMOUS — uenuer ‘adwiexa 1oy ‘yzuow yoea quasaida: 03 joquiAS aieudaudde ue asooy> 0} 249 qySiw Kay. 1e—K ayy sano peads aie sfepyig s12ip moy 28s 0} ydei6 901g e ayew pynoo uapLYD ay, ‘syuaWiU0) “Ryagoe yyy wioyad uasp)y> asoun pue saurequos Ayagoe ayy Woy pied e Saxe luau s3aqumon y “dn pues yuoW Jeu UL AepyNIG e YAM UasPLYD 249 TY NO 3! spear pue saute UOD YUOW a4y WON peD e S2>e} PILYD V “Yulg 11949 Jo YjuoU! a4 MOU UaN)YD au TYe auns axeUL ySILy op oF 324M “S1@UteUOD Omg OBUL SpUeD Jo S}95 ayA INg “T}eq e Oyu! dn ND ‘apUD ayy punoie doy ‘ot woy sprempeg yunoD ‘syeas abueyp ‘ajdwexo 404 435 puoDas aif UL pied Yea UO AWALDe qWalOYIp e SIUM "79S IS1y, 1p ut pied yoea uo seas ayy Jo yuo! @ ALM “SpLeD Zt Jo S}as omy saounosay uowjequazu09 pue Bupyuiyy sdojenap aweb siys web Aepyyig Sanerens pm BovaWinking ar concreting Who am I? game helps to develop questioning skills as the children seek to guess their mysterious identities. Resources Sticky labels (one for each child in the group) Brainstorm famous people that the children know well and write each name on a sticky label. Ask the children to stand facing away from you whilst you put a label on each back, The children take it in turns to guess who they are by asking the other children questions about themselves. You might like to limit them to ten questions to ensun: everyone has a turn at guessing. Comr nts, If you think your group may find this game difficult, spend some time lheforehand discussing a range of famous people and write their name: on a fiipchart. Then help the children to consider the ‘questions they could ask to find out who they are, In this game the children need to use their imagination and cooperate with their group. Resources None What to do Divide the children into groups of five or six. Explain that you will call out a letter of the alphabet and they are to make a body sculpture of it in their groups. They can race to see which group can do this first. Comments You could give each group a different letter to make up a class word or try this with numerals, combining groups to make bigger amounts.Sugeno pu Sagas s op 07 126 jy Kaup 324M SmoUy au0 ou se ‘yusWKoLUD aY3 0} “woy yoid 0} uaipjiyp ayy 10} xog @ ut asaug aeyd pue aded Jo sdyjs uo Buynow Jo sfem sym UeD NOK ‘iayaud piniom nok 3 Squaulu0) “payse ase Kat 4} SuoKseBBns sayo UeD UaIpILYD 1240 au “aAOW 0} AEM qUAL_YLD Jo Yuulp ysrw pue Japea} mau ayy sauodag BuIpUEYS Y=) PUY ayL “seas queden aun 03 ajgissod se Apypinb se Aem stoyp ayew! UaspyyD au sveas 0} 9peg, ‘Sinoys J8pe9) ay UayyA “JuWAnoW a4 BuLAdoD yjem © ueU 199524 aAOW 0} Way MOTE 340g “BuypMeID 10 BuLdwnt ‘Gulddoy se yons ‘auuew uasoy e UL aPU!D ayy Jo apisIno ayy punoie Burow Aq aweb atp suiBaq pa aug “uaupy.y> Jo equTU ayy ueU 4veyD sama} duo aq ISMUL ataYy “SpHEMUL YEU LaYReL ‘3PHI9 ‘yp Jo abpa xp, punoie Guguiod aq 0} paau sileyD aug aweb siya 404 op 03 224M aUON Sanunosey yeuBts uani6 e 0} puodsai 03 Apeai aq pue Buyyaddey 51 JY uo ayeNUAIUOD 0} pasu UAIpYYD ayy aweB siya UT ypeq auo jsil4 n “WY 10} spuom s9aquMjon ued Sraquiow dnosB J8yj0 ynayyip 003 AWANDe SLY puy UAIp|LYD awos JT syusuiu0) “wiebe Ay ysnu Kay uoReDosse ayy Jo uoeue|dxa AuoyeJsKES © ang6 Jouues sakeyd ay; JT “plen st uoNeWDosse Ue ULL Jou Op KeuR 3 abuayeyy, Aes 04 uaypqyp morte oste pinaD no4 “punos yee Bu, ‘fq sButpaaooid aya 0} ury ppe ued noA “joo4>s 10 Jews “eas aug. Se Yans ‘suoetsosse 4o Aauayd ym spOM VAIpLYD ayy aAig “wLeBE ‘P49 a4p punos Aeyd pue p1om sayjoue asooyy “puna aaqaead e Kel “aD ayR-UL uur AL2YA Sta UaYPN a Aes pue aL YUM ParBLDOSSe prom Jo uuy ysnu Kau “p1oM e waYA ani6 TIL NOK yeu UaIp|ED ayy TAL op 07 24M auoy ‘saounosay “awed siyy 0} uny a1ow pe 03 pasnpaxqut 2q ued quawaja angnadwiod ¥y ‘spp}s uogenua2ue ue Bupjuiya doyenap 03 dnosB ajoum e se 10m uaspy> ayy s}y6nou} 3214 feremaen pe aeThinking nt concetating re, A hund red-year sleep This game requires the children to use their knowledge and experience to make predictions. Resources None What to do Divide the children into small groups. Tell them to imagine they have just woken from a hundred-year sleep. They are to discuss the changes that have occurred since they fell asleep, deciding on the things they would be amazed, delighted or alarmed by. Ask the chilcren to vote, in their groups, on the one thing they think would hhave the biggest impact on them. Call the groups back to the circle and ask each of them to mime one of the things they discussed for the ot ers to guess, You can develop this game by asking the iren to imagine they will sleep for a hundred years from now. Ask them to discuss the world ‘hey think they would wake up to. Machines In this game the children work cooperatively in small groups, pooling their knowledge and ideas. This game requires planning so that each group member has an equal part to play. Resources None What to do Explain that in groups of four or five, the become parts of a machine. They must decide what their machine does; for example, it could be a machine to make ice cream or a ‘machine that collects dead leaves from the garden. If you think some groups may have difficulty in thinking of a machine, you could brainstorm ideas with the chi When they have decided what their machine will be, they must decide on its individual parts. They then have to coordinate these working parts into the whole machine. This can involve sounds, actions and parts working simultaneously or in sequence. When the children have practised their routine they can demonstrate and explain their machine to the other groups. Comments You can continue this theme of group work by asking the children to create group sculptures. Each member of the group becomes a part of the sculpture; for example, a tree, a bridge, a house, a park bench, king and concenatiogSugensrue pu uo, “003 sBujuuBaq aruayuas umo 1104p ayeiau—s 0} ayy] yb Aayy “yo yunyy ued uaupyuD 243 sBulpue qwarayID ayy Suyuoysutesq ury aney pue aauaquas ayajdwoout ue asooy, ‘syuawuo) -syinsau UeTLY ayeAL9 UeD styl “aU ayy punoie saduazUAS 11949 peal Uuau3 UBIP).YD au “SLYA, UO 510% 04 waYR JO} SaINULWH May e MOTTY -Burpua Buygsasaqut ue Jo uLyp 0} Ay 0} ways se pue aouaqUAS 2 wayy anig “Siled UL 10 ATeNpIAIPUL Hom 19UAKS UEIPTLYD ay op oF 324M “ Buypung aun pareque I wayst “+ pup punou pauung wosiad ayy “+ os puo Buog pnoy o puvay 1 “+ way soo ayp ut Busup arom apt “> pu soop 243 pasansuo 1 = way youm Bus aren ayn ++ asudins yoau6 0 poy 1 Aopimos up saydwexe soy “yeypdiy @ uo uaRUM saouaquas paysiuyun Jo asm] V sapunosay ‘BenBue) uo sasnooy aweb siyL épua |je 3 1M 394M | "003 aquosap 03 sjaa{qo Aephiana uMmo 41243 250049 01 24) “Buynoy aweb ay) daay 0} ‘sassanB yo saquinu ued nog -spueo quaiayyp aye} 40 susued mau puy 1ayg1@ UeD fay} ‘s}>afqo ayy Passan6 ancy uaxpuyD ay uayyy “sited UL pated aq ueD aweb siyy squaWu0) ey BuissanB uaspyyp s8yzo ayy pue yoalqo sayy BuLqUDsap p) Yee YUM a}au19 ay puna of Jo siaaUMjOA 10) ySe UAL UE NO “41 Buqweu rowan “pate sayp aquosa 0} SoqMUWW aay pamone are ay op 03 384m (cet abed aas) way3 uo uapUM sy>alqo Aepalana yyM spied Jo 32s Y semosay “suoeyaidiaqut azeinaoe ayew wayp diay 0} Ayjeotewarshs SwyBnowy 1ay9 asiuesio 0} pasu uaipjiys ayy awed siy3 uy we | JeEYM Ssany Sugeest"hikng and cocetating Shopping list This game involves observation and concentration skills. Resources None What to do Tell the children to think of an item that they would like to buy. If they need ideas, say it could be something to eat, a toy, a CD or some clothes. They must think of a suitable mime to demonstrate their choice to the circle. Ask for volunteers to perform their mimes for the others to guess. The children can say where they would buy their tem if they need to give a clue. If nobody can guess it after three attempts, they must reveal what it was. Cominents Play fast rounds going through the alphabet. Choose some items and ask the children to guess how much they think they cost. The truth will out This game encourages thinking skills, group discussion and -making, It also provides an opportunity to introduce new vocabulary. Resources A selection of words with three definitions, only one of whi correct (see pages 138 and 139) What to do Ask for three volunteers to start the game. Each child reads a ‘ definition of the same word. The other children decide which they the true version and stand in front of that child. Once all the children have made their choices the volunteers reveal which of the three was the true definition. Repeat with a new word and three different children. Comments It is a good idea to say each word first, so that the children know the correct pronounciation. Prior to playing the game talk to the children about being careful to read all three definitions in the same ‘manner; they must not give away the true definition by their tone of voice or facial expression. The children might enjoy making up some word cards of their own with the aid of a dictionary. Bicy “ouapyuos uM ayy Jo sabuaTjeyD ayy Jaa op apy dinba qu Bupjuyyp annjeai yang sem aatjeusGeu uy aouayadxe pue abpaynouy asn 0} qe au] pue sasuas stay yo asn ayy doyanap “1219p 09 uoquane pue uoHeniasqo uo sn20y uoNaas S14} u! saweB ayy s|[pIs uolua}e buidojancq “uonysod e yans Ty 0} paxinbas saxqenb jeuosiad ayy ue panjonut s¥se3 ay qunoD2e oUt BuLye} “If 10} uorndudsap qof e BAUM 07 WAY ¥SY “AXE] PROM Kayp Gof e Jo ULY 0} UaIPTLYD AyD TAL suonduasap gor “ayna queyodut ysou 249 104 330A 0} Uuaspyyp aun yse pue ajauD e ut asa4y Inoge ye] “siauModUIOY atom au. dn mesp pjnom ayy saya uaa Jo unt 04 uauplyD aun ¥Sy ‘sym asnoq “suiayy 32eNSGe pue By2:0U09 YJOq Bulpmpput ‘axa punoy aq ue> 2eu9 sGuLYp pos ayy je ut ayLuM 07 wa4y Tal vaded 40 18aYs ase] e Uo swOY J1943 Jo aulPNO ayy mesp 04 pIIyD Yea sy awoy Kw “squsuuuod s12y3 ssnosip pue aredwiod 19 ® uy “abe yeup Guiaq 3noge Guy poo6 auo pue peq auo umop sum pue aur) au Buoye sabe quaiayip any asooyo 04 warp Jal “si uy Jo sieaK 243 Buiquasaidas aur yeyuozuoy e merp 03 uaIPLYD Up ¥sy aun ayn “yam 35e] aup s0N0 afqns ;2U BUD UMOD ARUN 0} WALA TAL mop aq 0} UBIPHUD au SY {ypea ut quieay aney Kays Bul “Jooyps ut Apnys Aauy syafqns ayy ‘mau BuLyyaW0S “yybiey uy aseaiout pynoa 127707 Jo sana} ayy pue apsp> UL UaTUM aq pynoD UooHDg Jo SLBA] atp “ajdwere 104 ‘suIUeDWL wou} Jo adeys ayy UL spiom Burjua uny aney UaIpLYD ay 397 Spiom jo adeys oy SaI}Aoe Jayyan4 Sugenszon pe EoDeron atenton sis In the driving seat This game develops observational skills and creative thinking. Resources Ach in the centre of the circle and a list of different seats (see sage 140) What to do fen might enjoy thinking up their own list of seats. You could e the chair in a miming game in which children pretend it is a different object; for example, a guitar, an umbrella, a lawnmower, 3t of the group try to guess the object. The toyshop This exciting game develops concentration and listening skills. Resources ‘A music CD or a whistle, and a torch What to do Each child pretends to be a toy in a toyshop ~ for example, a teddy, a doll, an animal, a vehicle, a ball. They take up a position as their toy. When they hear the music or the whistle, they come to life and ‘move around appropriately. When the music stops or the blown, they return to their start torch on a child, who must come to several children. in the spotlight. Do this with Comments You could finish this game by playing musical statues. Discuss why the children have toys, and what they can learn from playing with them. Can they think of any toys that adults have? You could think of other shops containing objects that could come to li 85 Develop ste silss vane Baso7H09 “ano e sstu Aew Aayy astwuayjo ‘uonuanye Ked onuy Aayy uaipyyD yy wie9, “2}210 ayy punove BuLnoW uog>e 243 326 ued nok 3sey moy aas ‘awe ayy pueysiepun uaipy.y> ayy a2uQ squauui0) “Jdwoid squab e way ani6 ued warg 0} asoy uaupyy> aug ‘size a4 ay2w 0} Apeai jou axe sunoquBiau saiqqer aun JT ‘puodsa1 0} Apeal axe fayy eu 05 BuReqUaDUOD aq 0} pasu Wp @yy UaSOYD St juqqed Mau e aw Y>e9 “payeadar st auIeB au) pue tugged mau aig sawioDag aK PILYD styl “PILYD JEU 32 siea ayy qulod aauy3 ye pue PYLYD JayzoUR Jo aweU a43 SHED jGqeI ay. *siaBUy X@PUL OMY Jo apeUI mou Si sie SALqqe 242 430 4>eq “yea 3481 s1aug Aq saBuy xeput auo dn synd 33} a4 UO au pue ‘ea 32) 4124p Aq Je6uy xepuy auo dn sind yb ax uo 4p ~ Svebuy xeput sto4R yo auo dn Bugand Aq ut uLof sinog SPILYD UL “s1eD jqqes uasardar 0} peay s1@43 Jo apis ay Aq svaBuy xeput stata dn 3nd Aayy “3.qqe4 ayy 9q 03 puiy> @ asooyy op 07 784M auon Saoanosay “uoyjesquasu0 pue sppjs jeuoneniasgo sajowoud owes sty vaue Kay ualayip Moy 2a5 03 sued aredwod uaypyLYD ayy 227 “Op 03 WAY ayqeua Aaup yey pue spuey staua Jo saqenb ayy ynoqe waipuys aya 0} ype, *asoy> aiow spuey Burxpms Aq Anne siyp dojanap ueD no, squawiuo) “7H ssan6 0} Buk, St pUyD e aUYM IDafgo Ue Jo AyUAPL au ynO Teo 02 JOU VAIPLYD 4p Sy "3SAIEIUL LUEIULEWL 03 suOISSas Jo JaquUTU e J8A0 aWeB suyp Aeyd pjnoa no, “wna e aney uaupyYD ayy Te IY Os “Si4y 40} AWD. 795 e mony “SLL yuLIR Aayp yey ssanB uaLA Kay) “oq ay UL LappIY algo ys1y 243 }99} pu PlOYPUNG ayR 4e—M 03 JBBNUMIOA e 10} 4S ‘op 03 24M “xoq ® pue pjoypunig e paau osje ym no) “ainseaw adey ayqepengar 2 ‘au09 1y @ ‘dno-B6a Ayanou e “iaysruo a1peb e ‘ajdwexe 10y ~ adeys ut yensnun Aaysrys aie yeuy spalqo Aepuana Jo uoy9I9s y sanunosay “sjaa{qo Aepfuana Jo ssauaseme ‘843 pue Yano} Jo asuas ayy uo sasnooy awes siyy puey buidjay v ‘ays vonue BeaDevon tention kits Body language This game develops a calm, concentrated mind, The children try to shu: out all sensations around them and think carefully about what they are doing, Make: sure the children have sufficient space to lie down without toucring one another. Whet to do ‘Ask “he children to lie down, close their eyes and concentrate on what: you say. Talk them through various body parts, starting at their feet. For example: Concentrate on your right foot. Feel the weight of it. Think of each toe. Think of your sole and now your heel, Concentrate on the bones in your ankle, Repeat this with your left foot. Draw an imaginary line from your left foot up to your knee. Think of the shape of your knee. Repeat this with your right leg. Now focus on your pelvis and feel the wide oF it. Think of your spine, Imagine its strength and flexibility. Sense all the vertebrae. Now feel your shoulders, wide and strong inc of your right arm from your shoulder to your elbow. Imagine the shape of your elbow and think of it bending and flexing, Imagine your wrist, think how it bends and swivels. Now concentrate on your 1s. Think of how useful and flexible they are. Repeat this for left arm 1, concentrate on your head. Feel how heavy it Tink about its size and shape. Now lie quietly and enjoy the peace of the moment before I ask you to come back to the circle, Comments Make the language and the length of time you spend on this activity ble for the age of the group. You could ask groups of four or five to think up an exercise programme that focuses on each body part in a cifferent order. 88 ine Greetings In this enjoyable game children use imagination and language skills to greet each othe Resources None What to do Go round the circle, allowing each child to greet another in the group. They can use their imagination to think of as many different ways as possible. It may be useful to brainstorm some ideas prior to starting the game. The greetings could include shaking hands, a high five, elbow to elbow. The children need to give a verbal. greeting using the child's name too, for example: Good morning ... Hi there ... He Comments Make sure that all the children have decided on their chosen form of greeting before you begin. This will avoid wasting time and interrupting the flow of the game. Talk to the children about the importance of greeting people and wity it isa ritual. You might even find some interesting greetings used in other countries. This could be something for the children to research, 8 Developing attention sasais von Baton 1s “2g ued vaspy.yD aya aquanuL Moy 38g “OLUEU! AyYS e UL y}eM YsMUU BUOKDAD WIN SHEN AUS 40 Anstuyw 343 woyy aaIDap e YUM UNy aIOW aAeY pINOD No, ‘SqUaUIMO) ssbib jo, peau y pnoj> ¥ woop) ayy abuods youyy jainb aq 0} Busty aso nok uaym sooyf ayquow Asjou y adonybn y $9009 10H pnw Spas “aM :ale asn pjnon nok sayduexe awog “1 03 qoeas jm Aauy Moy pue 30 TTe2 nok aneyns aya ynoge Aynyase> Aron ULNA 09 WO4R YSY “s=deLNs qualayjip uo Bupyjem aww 0} Buso6 axe Fora ey vaIp.YD yp TAL ‘op 03 324M uy Ajaay) punore anow 0} uasp.42 aun 404 papaau st areds yBnoua Ing “@UON senmnoseu “way 0} asuodsal je21sKyd s18y3 pue suomesuas Jo Ayauen e auiBewt 0} paau uaipiya ay “syusuianow 40 aGues e arojdxa 03 Aem Burjoxe ue st aweb siys adoi} yb} e Bune 06 “suonduasop uapum yaya ‘si>—fqo ay3 Jo Aeydsip BuNsasazuL Ue ayew pine no, 1332) aouaiapaH Joy aay asn UeD UAIPTLYD ayy eM 0s pueyiojag suonduosap ayqenns wuoysuseiq 0 e@p1 poob aq qyBw I “suoissas Jo Jaquinu e Jano pakeyd aq pinos aweb siyL ‘syuauiu0) “51 3, 324M ssanB siayno aug 39] pue “} BuIWeU WOYRIM “algo 4194} AqUDSAP 0} PILY> ayy ySy “xoq a4} UL payeaDUCD 2. Burdaay asym 39a(q0 ue yaaj pue “ze 00} 0} PUD @ aaLAUT ‘op 03 324M mays 2 ‘peaq pauayed e “jea) padeys Ajensnun ue ‘auo9 uid e se yons ~ sainyxa} pue sadeys Bunsazaqut yum s3>—fqo 10} Yoo) ‘uoNduosap ynoge St awe siyy sy “Swart jo UoIDaR—s e BuULeWuoD og y ‘sananosay “We19p 0} uoquane pue sp{s abenBuey astyeid 0} uaipjyp 10} Ayunzioddo ue sapiaoid aweb stys palgo Aw 9 woop BaseGuess what I'm saying This game explores the use of tone of voice, facial expression and posture in communication. Rescurces tof sentences (see page 141) What to do Divide the children into two groups, A and B. Give each child a sentence from the list for their group and tell them they can only say, ‘la ~ da ~ dat. Explain that they need to use tone of voice, ‘mime and body language to convey meaning. Ask them to imagine how :hey would say their sentence before they start. Put the child-en into pairs, with one child from A and one child from B in each. The children take it in tums to say their nonsense sentence for their partner to guess. Comments Tell the children that their guess doesw’t have to be exactly right. Wher it is fairly close the player can give the correct version. If a ly stuck, their partner can give a clue. The children can clarify details by asking their partner questions, which are answered using normal language. Thi activity is a good starting point for discussing non-verbal ge, which is an important factor in how people respond to each other, You can discuss how the children may get better respcnses from others if they consider the non-verbal content of what they do. 92 The hat I'm wearing This game develops children’s knowledge and experience of other people in society. Resources ‘Some music and five or six different hats ~ such as a police officers helmet, a hard hat, a fire-fighters helmet, a magician’s hat, a school cap. ist todo) Decide on one sentence and action to go with each hat. For the police officer's helmet you could say, ‘The park is that way’ and mime someone giving directions. Try to avoid stereotypical responses. The game begins with the music playing and one hat being passed around the circle. When the music stops, the child left holding the hat says the appropriate sentence and performs the action. The game then continues. More hats can be introduced during the game, depending on the experience of the group. Comments This game provides an opportunity to look at why the children will or won't wear certain items of clothing. The children can explore the pressures of needing to belong to, and be accepted by, certain groups. 9356 eBuysizranpo 0} Aayp aio ayqadaosns Moy Zqanpo uo fo aauamyfus ayy fo asnovaq Ayaind -pnpoid ayBinog Aaya uaym suoiso220 Jo yuiys Aaya uD gsdnoiB Syunuwos 40 saBo afivads 30 pawyo syaapo uiovian aay, cBursryanpo sojwis asn syanpoud soquus pig :5e \pns ‘Suorsanb Jato ssnosip 0} a4 146i NO, ‘squaUIWO) “Bu.uoseai s1ay3 ureydxa 03 way) se pue Aiqauo> paramsue aney Aayg jt 22s 0} 3S1)92aY> anf asf “ay>u19 auf 0} ypeq suoysap 1943 BuLlq ued sdnosb ayy “pascuanpe Buraq yanpod ayy uo apioap pue Aryaie> uanpe aug Apnas o} warp sy “HaApe auo Burrey dnoi6 yoea ’sdnouB Tews us yuom aL tue> uaipyup ayy “pnpoid ayy ssanB 0} way yse pUE san yensia aU} Jnoge y]e} “WoApe Ue UAIP|LYD ay) Moys ‘pUNos a2qzeId e SY op 03 324M “sie pue spaq ‘yarja! led ‘seamsqiods se yons ‘sanj9 yensia Buons yaa syianpe as0oy) “pnpoud ayy 4o piodai e daay pue abe yoea saquunu “onpod au 0 sayeyes yeUy 3x8} ue snoway “yyUM JeN.UHEyUN aq TY UAIPYYD au kU SauO asOOYD 0 Ay “SaULZeBeW WoY 3nd SWaApe Jo UOD—T—S ¥ Sa0an0say “Bupjeui-uoisivap sno uo aouanyut ue aney ued zeun Si0322j salojdxe awe sty s3jzznd yanpoidg 6 “suodaouonaid ano Jaye UeD auoaWOS MOLY 0} BuNHaG Moy pue ‘Guo aq. ayo ued asayy Moy aioydh “saoueseadde 11943 uo paseg ajdoad ynoge squawaBpnt deus ayew je aM MOY UaIp|YD ayy YALM ssnosig ‘SyUaUIUIO) “sBurpuy s1aup a1eys pue sydesBozoud st91p yo auo ‘50049 0} dnouB y>ea sy “9>H!D ax 03 992q sdnosB aUp TIED UAL ue *RAgDe sip 40} SayMULU! Oz MOT]Y ‘SUISN}DUOD asa¥y paypeaL ‘au, Ay pue ‘aie spunoiBy2eq atau yey pue op ajdoad ay 2quyya Aaya Ym ssnosip pue asauy Apms 07 waLg ¥sy “sudesBoroyd ‘149 10 019 dnouB ypea ang “sdnouB Jews oyUL sseyp ayy pug ‘op 07 324M “300d 5400) oym auoawios “you S400) oym auoawos ‘iauies e ‘angnoaxe ue ‘a|qeuoiysey pue Bunok auosuios ‘ajdwiexe 104 ‘sadfq yo Ayauen e Aenuod aoueieadde pue ssaup esoym sre2e1ey> asooy> peaysuy ‘mouy UaIPLYD ayy Jey) sainBy snowy sn 3,uog “sautzebew woy yno ajdoad Jo sydesBoz0yd jo uonaaq—s y seDunosay doad soyjo ynoge sjuawabpnt 1 suoydasuoraid moy saiojdxe owes siyy sjoys deus sys vague Seg "Deven atetin ss The rule of the game This game develops the skills of observation and deduction. Resources Nore One child leaves the room briefly while the others decide on a rule for the game, such as they have to put their hand on their right hip when they answer, or they have to speak in a low voice. Once a rule {is decided the child is invited back in, They ask children questions tha: have to be answered according to the rule. They continue until the rule is guessed. The game is repeated with a different rule and child, Comments It is a good idea to brainstorm ideas for rules before the game staits, so that the children have an idea of what to look for. Set a tim2 limit to keep the game moving, 96 Eyewitness account This game encourages children to pay attention to detail. They work together in small groups, each child taking an equal role to achieve a result. Resources A list of events collected on a flipchart, such as: a road accident, the opening of a new shop, a robbery, a burst water pipe in a restaurant. What to do Divide the class into groups of four or five. Give each group an event to prepare. One child in each group is a reporter. The ather children are to pretend they have witnessed the event. Each child must give an eyewitness account of what they saw. Ask them to concentrate on tthe details, such as who was present, how they reacted and what they said. The reporter interviews the others about the event. After 20 minutes return to the circle and allow each group to perform their role play. Comments You can develop this game by collecting different newspaper articles about the same story. Ask the children to compare these to see if there are discrepancies in the details reported. Discuss with the ni why eyewitness reports differ when everyone has seen the same incident. You could ask the children to study a picture for several minutes, then question them about it to see what they have noted.ye wane co109 “alam Siomsue sau ayeino9e moy as ued Kaya yey) Os ydiaoxe ayy UNL-ay “splemuaye 31 Inoge suonsanb waua ¥Se pue oapia e yo anaid yoYs & UaIpLYD ay MOUS, ssouymang “Buyuaddey st yeym apioap 0 samp yensir suooyes ayy Buisn ‘sieqDe1eY9 ayy 10} siup Adds 0} uaIPYD Lp 48 “(Aue 41) 3} 843 yno y90]q pue sudoUeD Jo UONDaTAS e aT]0) suooye) “seiqgoy pue Aywey ‘awoy s12y9 ‘sanfaswiaug Bulquosap way 03 apa} e aM 0} weug ¥s¥ “puaLy-uad e aney Kay auiBew 0} vayp}Y> 249 TAL puayy-ued ‘aimpud @ oqut wiauy win pue wat Apms 0} ways 4se “paysiuy aney Kauy uayyy “iaded Jo anaid ® uo saj66inbs wopuel mexp pue saa s.aug aso} 03 VAIPLYD atp »Sy say65\nbs “AuewiBeut 10 yeas JaLLa ‘sjeutue ou sqoyg ayy ny oj sued sdiy-ajay asn 0} wiayp se ‘Si4 auOp aney ay LOY viaded awios uo qured jo sqoyq wopuer axew 03 uasplyD a4 TAL Sqorg yu1ed “ypea ut way ueyodui sow a43 Uo ayOA e aye] ‘sANUEWUNS pue SAdUaI—BIP ‘ay3 885 03 5951] omg a4 aredwoy “sbeqpueY suswOM pue sare ‘,uau Ut punoy ag 7yBiw JeUy sway wUOYSULEIG OF UAIP}YD B42 ASV sBeqpuey pue s3a71e SdIPIAIIE AaYyyAN4 iiaeabcne alee ise 86 “sanieoai py.yp yoea AioBayeo ayy 1aA0 yonuoD 4938016 ay!) pynow nof 4x pied ayLoads @ pyiYD ayy ani6 ued no, squauW0) Hou SOYSLUY PHYP ayy a1o}aq, Suu aya }dwo> 0} BuLAsy ‘a}D119 ayy puncie adalqo BuLyer, ayy sassed age auofiana ayymueay Kobaze9 au] 74 IeU swaRL xis Aes 03 aL PUB pied e Saye? pULYD sty “awWeB aug uLBaq 0} 129]UNIOA e 104 ysy Op 03 324M 7Palqo Buyer, e pue (zyt aBed 295) spreo Auosayey sapunosay “Reyd 03 uny st pue erp ©} uouaaze saBeunooua rey aweB Bunyuiyy-pinb e st sup, 4S3Q 34} JO XIS sigs wossane SuseMotivating : Rhythmic-cool through music This game uses rhythm and tempo to develop concentration skills. | Heating tough ic Music can deepen emotions, raise energy levels | and provide inspiration. The games in this | section use rhythm and music to energise, Resources release tension, relax, focus concentration and stimulate imagery. A steady, regular rhythm can be used to aid children’s movements. Above all, music can be used ‘Nimrod from Enigma Variations by Elgar to create a warm, positive atmosphere, in | Current pop music which self-esteem can flourish. | What to do instruments, such as wood blocks or claves, or short extracts of music with varying tempos, such as: ‘Fossiles’ from Le Camaval Des Animaux by Saint-Saéns | Ask the children to listen carefully to a simple rhythm made by using | a percussion instrument or a recording. When it is played a second | time they must try to clap in time to it. | Comments | | Some children may find this game quite difficult, and you may need | to lead the clapping. Ask them to watch very closely and try to keep in time with you. With experience, children can try to establish the You can develop this theme by asking them to | lead clapping rhythms unaccompanied, They could also find some clapping rhymes to perform. 100. 10t2p yb Suneano cor Sap UeD Kau EU 38S 03 swed ut Bupyuom ‘uoneusGew! stain asn way) 397 “swmup pue siayeys -65a aysewrsaided ‘seaeiew se yans ‘squawnnsut uo|ssnosad uMo aif axew Osje UeD a4 “X{S 10 aay Jo SdnouB UL op ueD Kayy Y>LyM ‘Buos umo sau azeNysays10 02 AyuNpoddo ayy Aofua TM UAIPLYD syuauu0) “sjujod quauidoyanap Aue ssnasip pue y2eq 31 Aejd “soueuoped {o\p pl084 u2uy UD No, “qUaDYyoId awoD—q UAIpILYD 24, UN sawiy jeianas avaid a4 asieayay “Way JINpUOD 0} SjUaWaAoW puey Sulsn pue suoyzas oyu! uarpliy> ayy Burpiaip Aq slug asiueBio ued NoA *suaUNASUL 4t9uy Ae|d TJM AAU MOY pUe UAYM smd ‘WEB Stuy 104 Buss ym Kauy Buos aug uo wouy yim api29q “way) ax0}dxe 0} AUX) AOS UaNP}LUD a4} MOTTE pue sJuAWNASUL a3 eanpoNUT op 07 324M sakeyd qp/adey e pue sGu0s seruiey 30 Buypiodai e - sanep pue s¥901q poom ‘severe ‘say6ueLy ‘sauunoquie3 se yons ~ squewinsqsut uoissnouad yo uoNDaTas ¥ sanunosey “Ayaagaaya ayenquaduos pue uansy 0} paau TM ay “21snw Buryeu! ‘ued ange ue aye} 0} uaipyy> sabeinooue aweB sty ypesypunos |e4}S34yd10 zor “aygefofiua os sy 21 Kym pue yaay wayy saxeW! 31 moy “21snUL ayy Faup Ay way yun ssnasiq “arow 03 sfem Umo 1194p 3s—B6ns 0} uaupyy> yp Se UeD NOK paouauadxe a1ow auioraq Kays Sy squauiul0) -aoxday “dunt ‘doy “deys “ysrew “y}eM ‘aydusex 10) ‘2nou 03 shem ysaB6ns ued nok yawn uiB9q OL “aISnUl ay Jo 1894 aX 0} squawanow sto4 Yarew 0} Aig ysnw Aoyy “WYAAWL sz 03 asuodsas UL anow pue 2ISMW Jo adaId B 07 AjryareD UaySH 0} UaIpNLYD auR ASy op 03 324M TepUeH Aq uowoJos Woy ,eqaYs Jo UaaND Alf Jo JeAUIY aL, isn dod quauin, suaes-quies Aq xnowuy sag joanuio) 37 Woy uot] nq ayeKoy ayD.eWy, se yons ‘yeaq auUyap ‘Suons e yayn 2isnw pue aferd qp/adey y sanunosay Uny sta] “siipfs Bulwaasy suapuya uo sasna0j awed sy). 3e3Q 94} 0} dung 2 you Boneextn tugh ne Musical dreams The children are asked to use their imagination to think of scenes suggested by pieces of music. This game is good for relaxation and focusing attention, Resources A tap2/CD player and music that reflects different moods, such as: ‘An American in Paris by Gershwin Shepherd Moons by Enya ‘Golliwogg’s Cake-walk’ from Children’s Comer Suite by Debussy ‘Troika Song’ from Lieutenant Kije Suite by Prokofiev Wha: to do ‘Ask the children to listen to a piece of music and decide what sort of scene it suggests to them. A lively piece may suggest a circus, fairground or carnival; whilst a quieter scene may suggest a deser-ed beach or tranquil woodland. Agree on a scene and play the music again, asking the children to sit, relax and close their eyes. Be prepared to talk the children through the scene, telling them the details to imagine. Comments Discuss with the children what they imagined as they listened to the music and how easy they found it. How similar or different were their scenes? Explore what the children think it is about music that suggests different scenes. 104 r Voice orchestras This game is great fun and develops concentration skills. Resources A tape/CD player What to do You may want to base this activity on a familiar tune, or have an ‘dea of how you would like the completed work to sound. Divide the children into groups of four or five. Give each group a different sound to make - for example, boom-boom, cha-cha-cha or ting-ting -and a different pitch to say |. You will need to use hand movements to conduct the children as they rehearse their sounds to produce the familiar tune. It is useful to have actions for start, stop, louder and softer. Practise with your orchestra until you have produced a good sound and then record it. The children can listen to the recording, and then discuss elements they like and those they would like to improve. Comments nnjoy producing their own voice orchestras. Ask them to think up their own sounds. They can be very inventive. otatng oh masssn yoo Supe tot “aug ypee piom yeuowyppe ue yno BusAeD} ‘sGuos uogoe serywey BuyGuys Aq aweb siuy dojanap ueD NO, “wou as0oyp 04 3st] @ uuoysuteig ued nok sBuos ayeudodde 40 Bupjusn ut Aaoyyep aney TM Uap|YD aup AULA NOK JT ‘squauiui0) -uor|soduoo s124p ayensuowap dnosB yoee 32] pue appus ayy 0} yoeq wayg Teo UaYA ‘@UEINOL sLeYR Jno LOM 0} sayMUIW St sdnouB aun mony “| Auedwosde 0} ‘sjuauanow puey Ajeaytoads ‘suoyze asinap pue Buos seqiwey ajdwis e asooy> uaipuys ayy sdnoub ut ‘op 03 324M ‘UON ‘sa0un0s8y “aysnw 03 sasuodsat ‘anyyea.a doyanap 07 Kem a1a6.2u9 ue sy awed si4L sbuos uoldy IPOS WO , 4 ‘or “soqeuAp JoxuOD 0} squawanow puey 4840 aonposqut pjno> nok ‘odway ayy Bu1Buey> ze paruayiadxa axe Uaupy.4> 243. 82u “Janpuod 0} seayUN}Or 02 pag.AUt 2q pin? uaIp ayy “00} aweB siyy ur “BuIyDEW se Yons ‘syuaWanoW asn pIno? no, Suaww0) “sawieB aunyry uy ‘awouonaw & 10 “dey saMoys 10 J24Sej @ asn pjno2 no, “oduray Jo aBueyp e ayea1put 0} sqUaUaAoW Pury paaibe Suisn pue usipmup ayy YUM BulBuis Aq awes sip wbaq 0} 359g 51 3] "2 UL da94 0} Aq pue UoquaNe ynyave> Aed ysnu Aayp aeup pue BuiBuis ave Fayy ayy odusay aig abuey> 0} 6us05 ‘ae nof uaupyD ayy ja), “sBuos seqswey ajdwis ong 0 au0 ascoyy op 03 724M uON saDunosay odway ayy yim amy Uy daay 03 sopio uy ayeziuaouos 0} paeu uaspEyD ayL “spLAs Buyuaysy| dojarap 03 Aem aiqeRofua ue sapvrosd aweb sip sodwia} Aya] oy aLMusic and poetry . 1h this game the children relax to background music and focus on a natrative poem, Resources ‘A tape/CD player and some gentle instrumental music, such as: Lark Ascending by Vaughan ‘Shepherd Moons by Enya ‘Le Cygne’ from Le Camaval Des Animaux by Saint-Saéns ms A suitable narrative poem, for example: “The Walrus and the Carpenter’ by Lewis Carroll “Night Mail’ by W. H. Auden “The Pied Piper of Hamelin’ by Robert Browning “The Mighty Stide’ by Allan Ahlberg What to de ‘Ask th children to lie down and close their eyes. Play some soft music and ask them to relax, block out all distractions and concentrate on your voice. Read the poem clearly accompanied by the background music. Comments Discuss the poem with the children to make sure they understood | the story. Ask them how they enjoyed the experience. Older may like to organise similar sessions in pairs or small groups, choosing their own music and poetry. Ask the children to use gentle music chat complements the poem. 108 Further activities ballads Listen to a song with a storyline; for example, a traditional folk song. Ask the children to discuss how the music contributes to the story. Music while you work Play gentle background music while the children are working, Ask them if this helped them to concentrate. Musical influence vide the class into two groups, giving each group the same story title, With adult help, supervise each group in a different room and play them contrasting pieces of music as they discuss their storyline. Compare the story outlines afterwards to see if the music has influenced their thoughts. Music through the ages Listen to music from different periods with the children and discuss how music has developed and changed over time. Ask them to ‘comment on any specific differences they noticed between the Pieces. Barn dance Today children very rarely dance together. teach them a traditional dance as part of their PE curriculum. Dance routines Let the children work out a dance routine to their favourite music as, a PE activity, 109