‘ai yauuUos uajaH pue Kajsow Auuac SHLYS JO1905 sof sawv9 [OLThis book contains materials which may be reproduced by photocopier or other means for use by the purchaser. The permission is granted on the understanding thet these copies will be used within the educational establishment of the purchaser. The book and all ts contents remain copyright. Copies may be made without reference to the publisher ‘ne tcensing scheme for the making of photocopies operated by the Pub snsing Agency. Acknowledgements Having fun is one ofthe best ways to learn Ifyou fel happy, then you are positive, move able to relate to others and more open to taking lear the long-term groups T teach for helping to make. ‘games keeps growing and my team of consultants ce bag offrst-las games ave been a {evelopment of children’s personal and social sls, In oar ular, should ike to thank Grace Scott Primary Advisor for East Ayrshire ~ not ident high-pitched one. Iam grateful to Sue efor her valuable socal skis that enabled LDA and our awn team to work together easily and harmoniously. Jenny Mosley Contents Introduction Looking The troublesome way 3 A change of clothes 10 Thinking faces n Signal sucess 2 Ready fo action 3 Catch the fox’ 1% What am I doing? 5 Traffic chant 16 ass it along Fr Back writing 8 Further activities rt Listening Who's talking now? a Chain reaction z Let me tell you a story 3 Who has the ball? 2 Who was the trickster? 23 Double trouble 26 Tongue twisters 2 Vary the volume 28 Racing whispers 2 Clap this way 30 Further activites Et Speaking _ The tone of my voice 5 Favourite things % Who can think of something. .? 3 Special delivery 36 Who can 37 Greetings 38 Round we go » Aliens talking “0 Paired poem a. Spin the bottle 2 Further activities ay et sennosas puo Busuioy 8 Suyrong uoonea eet spouayouageidor2i04g 98 29469 3 jt Bu HoH, se anoge Bupes we Woy, set sane sauguny ® papad aimoxy wa ‘ued 53) 8 sains 3461 a4 o3u} 399 set 494 NON, co soyenaya au set suogesgaye) 8 spuey jo ned y mt e9 248 40 8 BO BUD HOM, eat aue6 ap ayy eat dncu8 38016 sng 6 sanunaze saying wa sjewuue weuny, a stoypieaids pue sds oat uo e saany, “a souamyul anysod y ett fdidey 05 ws % diep aug yoae att ‘pep Suidune se ow piu au at puataid 5391, ” suog2eay 4960} BUREIqAIAD & «prey ain dn and “yredssony 2 30 Buu su sonuagoe saying u 3209 8 us 3eoyy a suonD2yq oe Sues ssaupury en souapuadeput jo meas y 8 es 4809 peq ou zu 501205 Sag 0 BUTT, ur seo “suony ow Bune 0 sanngze sopung sor possaip Busi99 99 asingpop-que ‘asi0}) sot seus AepoH 99 au moquiel al, ot ueb wien au n xne3}9e) Buey sot Bupyed 29 Ey lew 3524 sot = sfepgoH 29 ainseansndo%e ay) WMoge pue yno 105 SHS cy iyBne} 21¢p nof 3,uog 09 Buyang for saqyagoe saying 6 1189 founog 20 soul, 8s 4-10) tot ypeq nel is 0K 7 4001 oor oe 5,yeon Bunesuasuo) 66 Zp see aup ued eu | 36 204 29 4>Ie) 6 senmgoe soning 6 uo ge29) 3464 ay 6 peme sousoddg 96 s2uo2s 04s / & uogenseH 56 sonjoup Bune) zs ayBno1p suawou y 6 ‘ue days ayy ; ow (2) bupjuna'T we sey £6 sian Busi 0s {Bunun T we ey STIS WoRE2uNWUIO) BuDUEYUR o lwosea4 pue aufiy 2 2nb 1 eying 16 sonyime song oo ue oy sang 06 eubisp souayuy i c spoq PPO. 68 124o}@21835 | sy Joypas aug ag 88 payebuo-93, BURLIntroduction | Fron the moment of birth every child begins a social journey. On this jou ney, children learn that different circumstances are governed by distinct rules and conventions of behaviour. We are all, as we grow up, required to become aware of what is, and what is not, expected of us in each of the settings we find ourselves in. Children quickly come to know that their personal happiness and self-esteem are intricately linked with their ability to pract appropriately and to form positive relationships in every demanding anc complicated situation. They also grasp the fact that a great deal of skill volved in the process of becoming ‘social People who live without a shared set of values and rules cannot live as a people. The human condition is composed of social realities. (Hugh Brody) ‘he journey of life is not a simple one, Children must leatn that being part of « community requires that they share, are less demanding and wait their tur) ~ are ‘cooperative’. The adults who are involved with children influence the way in wich they enter society, shape aspects of their character and affct the rate at which this kind of development takes place. Teachers and schools have a vital role to play in this process because the influences on the hid within the home are sometimes not harmonious with the values, interests and behavioural norms that they encounter outside it. If children have learned to behave, think and communicate in ways that are «if erent from, or opposed to, those they encounter in the wider world, they ecome confused and find it difficult to adjust. They may discover that beliaviours that are tolerated at home cause trouble in ther situations, The assistance offered by schools may be crucial, making or breaking children’s potential to mature into adults who can confidently take their place in the world knowing that they ate able to work, communicate and relate effectively. Children learn interpersonal skills by watching and copying others. One of ‘the many benefits that the Quality Circle Time Model offers to teachers is the ‘opportunity to model positive behaviour through the enjoyable and child- centred means of games and activities. The kinds of games presented in this book provide children with the chance to rehearse socal skills in @ non- threatening environment that offers support and constructive feedback. ‘Through role-play games children can experience what it willbe like in cevironments and situations that they have not yet encountered. Children watch and learn from other children and adults when they model the appropriate behaviour fora particular situation. Games are not seen as work so less successful children will not be defensive in their approach to them. Games capture the imagination, and they are entertaining, multi-sensory and active, Most important, children seem to have an innate interest in playing them. The games in this book are intrinsically sociable and, as such, rake ideal vehicles for teaching the skills that children need to become socially aware and confident. The games will also help children to unravel and solve social problems and change learnt patterns of anti-social behaviour. 4101 Games for Social Skills is divided into two parts. The first part includes games that teach the following abilities that help children to develop social skils: looking, listening, speaking, thinking and concentrating. The games provide the opportunity for individuals to think about these skills and to Practise them in a group situation. ‘The second part of the book consolidates those five abilities and provides opportunities for children to apply them in appropriate social contexts Each game has a specific learning outcome and is designed to reinforce {interpersonal skils, focus on social observations or provide an opportunity to practise a particular skil, The games can be incorporated into regular Circle Times or used as part of the curriculum for Personal, Social and Health Education and Citizenship. They can also be adapted to suit the specific needs of your particular class. ‘As you help children on their social journey, we hope that you will find these games both effective and enjoyable. Have fun!“pasn sway al YUM Jeyjuley auiovag YoU Op UaIpILYD aug JEU Os AueinBan sppatgo 40 32s ayy aBueyy “A\Buypsoo2e sypalgo Jo saquinu ‘ay} aseaidap Jo asealou; uayy ued NOX pue ‘awed siyy BuLpULy ‘axe uap}iya aya FNDYyIP 40 Asea Moy 404 JaaJ © 386 APpINb TEM NO, squauiuoy “punos yxau ayy ut Aes pa1anos ‘43 wo 32afqo auo anowias Ayyasdas pyro Aayy ‘AYyDa1L00 ssanB Kay J] Reay aug wo Burssiu st usu Kays yeyM Aes 04 saaqUMOA e SY “uyeBe uarpy> ayy 0} ery a4 MOUS ple TaMO3 293 a4 AADUIEY “st 24 224m aas youueD uaip)YD ayy yeUp auns Bupjews ‘s}Dafqo 43 Jo au0 Keme aye pue j2mo3 9) ayy yim Aes aun 1aA09 ‘swalqo ayy Ams 0} aInUIW e Ua4pHIYD B43 MOMY “UaIp]LYD 19p|O 105 axjaMy pu qYBIE uuaangaq pue vadpliyo Bunok 403 sypafgo snoy yn 12295 YBIUI NO, “panjonut waspjya aya yo pue aBe ayy y2ay94 pinoys si2algo Jo sequinu ayy fey ayy uo sjafgo yjews ayy Jo saquinu e qno Key Op oF 324M, “yjeyp Jo azaid e “aqgnu e “uid Arayes & ‘adoyaqua ue ‘siossi2s Jo s1ed e “auadieys quad e “youad e apysut noa asay. “sy2a{qo jJeuls Jo uomDay—s e pue Jamo} ay e ‘Aes Y sapunosay “SIS Bupyooy 41943 ‘asn Kay uaym ay2squ29u0> 07 Uap].YD saBesnooua aweB sty Aes} JWOSI|QNo4} UL “Bu.ue3} 0} S| Bupjoo} queyioduit moy san0asip 0} osje ue sanianre omy asaug uaanyaq aouara4sip ay} ayepaidde 0 paGesnosua are uaipjiy) i -Bulyazem pue Bulaas jo saquayoe SuL{0o) _ Lol ayy UO snd04 YoNDas siya UL saweB ay, BuY00] aA change of clothes is another simple game that promotes careful looking rather than just seeing. Resources A tag of dressing-up clothes What to do i Ast: a volunteer to put on several items from the bag of dressing-up j clothes and to stand in the centre of the circle. Ask the other children to look very carefully at what that child is wearing, Then tel. the children in the circle to turn round and close their eyes whilst the child who dressed up takes off one item of the dressing- up clothes they are wearing, Alternatively, the child could remove the item of clothing outside the room if an adult is available to vise them. Once the child has returned to the centre of the Circle, or the children in the circle have turned round and opened eyes, invite the children to say what piece of clothing has removed. be Comments With older children, you can make the changes more subtle. Instead of removing an item of clothing, it could be worn in a slightly ferent way ~ such as wearing a scarf undone instead of tied in a knot, or changing one scarf for a different one. This is a game in which children could think up their own ways of making what haapens more complex. 10 Thinking faces In this game children use visual cues to draw on their knowledge and experience of life. Resources Cut out a selection of illustrations of people from magazines. Try to make them as varied as possible and not too small. You might include such people as a clown, a toddler, an elderly person, a ballerina, a soldier, a juggler, someone wearing flippers. Paste these pictures onto card and cut them out. What to do Tell the children that you are going to show them a series of pictures of people. Tell them that as they see each person they must imagine that they are that person and then walk around the room as they think that person would. Before trying the next illustration, discuss with the children what they know about the previous illustration and how that influenced the way in which they decided to walk. You could then give them another opportunity to try the game again. Comments With older children, you could introduce further activities by using two or more of the pictures at a time. They could act out a conversation or short scene involving those people. Ask the children to think about how the people involved in the scene may react. Discuss how we pick up 2 lot of clues about a person or a situation from visual details. Wa “sano jensia qua.ajytp awos ya dn awd 0} uaypjiys ¥se osje pino no, “awes siyz yaya seyWIE ‘a4e Kay 20uo ‘sana aug Buy ye suum Bupiey Aofua qua uasp4) squauiW0) “uogae ayy aBuey> 04 Apeas axe Kay} 724} 05 ano qxaU ay Woy.ad NOK uaym aas 03 fyjryauen Nok yayen sn Kay “@rlB noA ano yensia ayy 03 Appaii09 peas YSN UAIP|YD auR YDIYM UL AWB e Key “umop 91] Ua4pLYD ayy ‘SwAe 4s4R Spo} 19peD) ay DYN “yods ay uo doy uaupyy> ayy ‘swue st943 sasies sapeay ay ua4yNA 001 ‘ay uo 345 uaiplyd aya ‘asou sayy sa]BBuM sapeay ayy ual, “sduinf Aung op uaspiyp aya ‘sea 41947 saysnoy sapee] aug uayyA “ods 3uR uo dunt uaupyy> 243 ‘mogja s1243 saysnoy sapeay ayy U4 raydwexe 104 “awe ayy Jo s9peay aua Aq uani6 sano yensia, 03 puodsaiso> yeyy suonre Jo uoNDay—s e UaIplYD ayy YAM aa1by op oF 3eUM. uON sapunosay “Bugesquasuoa pue Ajnyaies Bur}o0] YROg UL UaspILYD ax SaAToAUL IeUA aweB ageRofua Ue St SIYL uolze 40} Apeay WP sagen a “sqeuBis Jo S195 uM sayy dn Supjutyy Aofua ews ua 49p10 "ano aq jy puodsa: 03 ysamoys axe OUM UaApIYD aYp eu es osje ued no, “spuea ayy dems nok ysiym ye azed aun Auer ued NK ‘sjeubis quasaysip ayy UUM a}qezi0jWOD axe UaYPLYD ayy a9UQ Squaui0) “away Aue 3e prea ayy aBuey> Aews OK ey uierdxe pue UeLELA 9q 0} uarpl.Y ay aBeino2uq “uoNre ‘mau au 0} aBueyp uayp ysnw Kay) “pied quaxayyip e dn pjoy nok TUN uonDe uers|ad 243 wHojsad ysnu hay pue spueD ayy Jo auo dn PIOY TY NOK yotym ul BuIeB e Keyd 0} BuLOB axe Kays yeyy UaIpHUD 24} TAL “Wa4y Jo Dea 104 uoRDe quenayas aus astDeUd uaIPTLYD 943 38] pue spie> ayy YBnosty 09 “squasaidas auo yea uomDe YM waYp oF uLeydxa pUE UAYPILYD ayy 0} spied JeuBIS a4 MOUS 0p oF 324M (o€t abed eas) spies jeuBis yo suoisian paidosojoyd pabieug sanin0sey “uani6 ave fayp ypiy SuORSNAASUL Jens\A ay MoT}oy 07 1aps0 UL aYeNUE2UOD pUE Joo) 0 pasu Lasply YwyM UL awe aqa6s—Ua Ue St siyL ssaoans jeubisCatch the fox's tail a fast, active game that focuses on being alert and observant. Resources Coloured bands of material. You need plenty of space to move around in, What to do The children tuck the bands into their waistbands at the back, eaving enough material hanging to represent a fox's tail. When you say ‘Go’, the children run around trying to capture the tails of the Fer foxes, at the same time keeping their own tails intact. If their is taken, the child sits on the side of the playing area until the of the game. They keep any tails that they captured before they os: their own, Players are allowed to touch only the tail of another fox; no other bodily contact is permitted. Allow a couple of minutes this game, then call the group together to see who has collected ‘the most tails and who has managed to keep theirs. Re tribute the captured tails and play the game again. Comments On:e the children are familiar with this game, you have to check that they leave enough of the band showing to represent They very quickly learn that the shorter the tail, the more is to grab, 4 What am | doing? In this game the children have to think about how to make their actions clear and concise so that they provide the correct visual clues for the other children to guess what they are doing. Resources A list of mimes (see page 131) What to do Give a child a mime from the list to perform. The other children can take turns to guess what the child is miming. The child who guesses correctly can perform the next mime if they wish. The children could work in two teams, each team having a list of mimes. Ch each team take it in turn to perform the next mime on the Comments Ask the children to think up their own ideas for added to the list. You could also divide the class into groups of 5 or 6 and ask them to work out @ mime between them. They could focus on an event such as a birthday party or visit to the circus. 81y9 AL “2}D49 a4 UND suONDaLIP “anuan 343 ut ply ayy asnyuoo 0} app aya punos Teg aup ssed 0} puayaid pynoo uaspyiua awos “uonippe uy “anoge se samuguoo aweB aug pue sake ays suado anuan ay 0.07 386 Aaya uayAd “0 03 g Woy Mop quNoD ayauLD ayR UL UaIpILYD 2g 243 IsUM Safa waYy aso72 Pinod 3.qua9 ayy UL P]LYD ayp ‘BuLBuayjeyD axow yse2 243 ayeu OL ‘ayy pue apID aup punoi passed s; “suum aaiyy 07 dn aney Kew! aqua 943 ul zafeyd ay) “sawnsal auteB ayy ‘AyDa1i00UL sassanB aqua ya uum saoeid dems Kayy +g 843 a1ayM Jo SassanB ong sayeul doy, Kes Kayp ‘st eq ayy a1aym ssanb 34 “s9eq J12y9 puLYag ayo1H ayy punos 4940 aus “2PUD ayR Jo ayPPIL a4 UL PUE}S 0} uasoud St PUD BuO “spreMUL BUIDey ‘aI e UL puFYS UaIpYD ayL 24 UL PIIUD 243 JT “TIeG aun PEY OyM “ypassoo st ssan6 s19U2 JT * UD 243 SYM TINS PUES U>LA UAYPTLYD ayy Teg 843 Baym mouy Kays yuLyy Aayy UayA “St 03 Sey axquad ay eq 3u3 ssed way op 07 324M Tleq & se yons algo yews ¥ “syipjs Bugze uo puodas ayy pue Bur4oo) ‘nyaved uo sasn2oy 35145 ay ~ squowaye ong sey aureb StU Huoye 1 sseg *,doas, eo Kays uaym 5329040 yj0q rods 0} Aj 0} sey axuan ayy ddo ut passed syalqo oma Buisn Aq aueB aun 07 Aayna.y4ip 40 3uawia}® 19yROUe ppe UeD no, ‘or “Bu0s dod 10 auihys ‘Auasinu @ up 06 0} suoRDe UNO 112UR asooyD UaspIUD a4) 327 ‘sqUBUIWOD “uonpe queadyes ayy uuoysad 119s Isnw UaIPUYD ayy “aw YDeD “podsue1a Jo apoui e yno area} 3nq Buos ayy yueYD ‘uonevEA e sy “suogae ay3 ypu dn daay 03 Wey warp jo 3Sou asoy9q Siu3 op ueD Kaya 3Ses Moy 3ag “spioM aU dn paads “Wuap\4u0D ‘Autey axe pue sown way e Buos atp, pauoyiad aney Kays ayy, “yods 243 uo punove wim — poy “suoysid ayn apis ino fq Buyezou swe — uewiy “yay BuLI9995 © BuIpjoy aq oy puayaid — 207 “sBulm a4y) 3no play sue — auojy “2ouea e Bunpped aq 0} puayaud — 300g “queyp ay 0} BuNejss suoyse ayy uaspliyD au3 yDe—} “XEN ;PuoM ays punos yenoy, su,Di pu $109 puo seuayd puo syoog suyoly pup s107 souoqd puo sy00g “queyp Buynoyoy auy uarpyys ayy y>ea Op 03 324M “papaau st ut fed 0} aeds 10 Kquayg “auoy senun0say yate> srayyo aniasgo 0} uaip].y9 sdjay aweb aaBvoud siuy queyp dyerBack writing The children have to use their visual perception in addition to normal vision in this team game. Resources two pencils, shape cards (see page 132) What to do Dvvide the group into two teams. Ask the children in each team to ne up, one behind the other. Give the child at the front of each team a piece of paper and a pencil, and the child at the back a pe card. Tell the child at the back to draw this shape, using their irdex finger, on the back of the child in front of them. The child in front concentrates on the shape being drawn on their back, then, without looking at the card, attempts to draw the shape on the back of the child in front of them and so on up the line. When the dvawing reaches the beginning of the line, the child at the front d-aws the shape on their piece of paper. The team that draws the shape closest to the original wins a point for their team. The child a the front then moves to the back of the line and the game continues with a new shape card. Comments Encourage the children to draw slowly and carefully on the next 's back so that they make a clear impression of the shape. You start with simple shapes and make them more complex as the idren become more proficient. 18 Further activities Watch this space activity can be done over a period of several days. Put the ren into pairs and ask them to watch a scene from a video for 1 minute. They must write down everything they can see. They then watch the scene again and see how many details they noticed. After this they could devise some questions for another group of children to answer after they have watched the same scene. Photo-fit Collect pictures of people from magazines ~ these need not be people whom the children will recognise. Put the children into pairs and give each child a picture to study. After a minute tell them to swap photographs with their partner, In turn they ask their partner questions about the person they originally had. They get a point for each correct answer. Look what’s new Use a whiteboard or a large sheet of ca the children go out of the room, change or add one thing to the picture. See how many of the children can spot the changes. Spot the difference Make or copy enough pages of a spot-the-difference drawing for each child. Have a race to see who can find all the differences first. A different action Work out a routine of actions with the ren. Each time you perform the routine, change one action. See who notices what has been changed, 19“uny Jo quaweja sayguny e Buippe Hamsue faup uaym saoion s19uy asinBsip 03 Aj ued Kaya ‘awA ayp $0 10] 2 ‘Aqpa1i03 Burssan6 aye uaipyiyo au 3ey3 puy nos 41 ‘saAaMo} *SaDL0A yy UL Jamsue ysnw Kay WAY? ya] “aweB ayy uIb9q NOK a10J9q ‘es 0 aney uaupyy> ayy JeyM aste1d 0} eapL poos e Ageqoud st 3p ‘squaunuoy “sowe’ aaiyy oy dn 104 ysseuow e aq ued pliy> ¥y “su\Gaq awe mou e pue asquas ayy uy sfeys yauevow ayy "vaxs0DU! st ssanB ayy Jf “sa2eyd dems plyD ue yoieuou ayy ‘A9981109 ssanB Aayy sq “sayeads ayy jo AquapL ayy ssan6 07 sauy y>1euow ayy , Aasalew anog,‘asino9 Jo “puauy ‘fuypp, siamsue ye paquiod Buiaq st oy pluyp ayy ,2204 10 pustiy Z2104) S806 ym, Sse pue ways Jo quoY UL syuLOd UaYp YDIeUOW ay, dons, sie> y>reuow aya ygun ajsu19 ay punoue xem uEspLYD Ja4R0 24} ,09, Jo puewWoD ayy UQ “plospung aux SuLe—M “ay 40 a1qua9 Alp UL pueyS 03 pue YDLeUOW aYg aq 03 uasoyD st op 03 24M, Proypung ¥ senun0soy “saquap! Uaye3siW 4an0 ny Jo syO) aplaoid uue> auo Siu pue aweB Bulssanb e Kofua shemje uesplL4 émou buryje} sou 02 “sasiou snoauesyxa 3no sayy pue punos jo a2inos auo uo aye:quasuo0 03 paBesnooua aze uaupy.y> ‘osly ‘saquage ay} ul 0} J9puo uy Asaquaye uaysy 0} uaspliyD ayy Buidjay uo snooy uonras siya ut saweb ayy Buluayst]Chain reaction This game requires the children to stay alert and ready to respond. It can be great fun when played at a really fast pace. Resources None What to do ‘The children stand in a circle. The object of the game is to end with all the children sitting down. A child (A) is chosen to begin the came, They call out the name of another child (B) across the circl Child A then sits down. Child B calls the name of a third child (C) tren child B sits down. Child C calls the name of a fourth child (0) and so on. If any child hesitates or does not respond to being called, all the children must stand up and the game begins again with a different child starting it. Comments ‘The real fun of the game is to see how fast it can be completed. You could use a timer and establish a class record, which children could then try to break, 22 Let me tell you a story The children have to listen carefully for the cue words in the story and react accordingly. Resources Story with cue words (see page 133) What to do The children should sit on chairs in a circle. Explain to them that you are going to read them a story that contains certain cue words. Each time you say a cue word they must perform a specific action. Let them practise the different actions for the cue words. Tell the children that if they perform the wrong action or are the slowest to respond, they will be out. Then read the story, judging after each cue word who is out. At the end see how many children are left and commend them for listening so well on that occasion. Comments Tf you are concerned about children being ‘out’, just read through the story and let all the children play until the end. You can commend those particular children whom you saw responding quickly and correctly.sz “@}02 5.94293 24) 223 pinod puyD e “JEM qUeYD au mou Aayy 20u9 “UeY> ayy YM UL ULOf 04 BuINUAUOD ‘OB 41943 ey aney ayy 22u0 UMOp 31s ay? ‘BuLpUEYS awe ayy uLBaq pjno> Uasply> aur ‘Uin) e sey auoKiana yeu ains ayeU! 0} yUEM MOK JT squauiui0y "328 12199219 4? SOM OYA Way) —_:S5eI) “pag ut ayes dn payony sem peay Aw ayeys ‘ou ‘ou yo :g pry) “ay4ns 03 Apeas JayspU3 ayy sem [aueU sg pLUD] :¥ PID Aaybty Buswiow 19, asnoy ayy Buywooy 2YB1u 350] ayomo Jasy2Un ay SOM Oym uayy —_:S5eI) “pag uy daayse dn payom sem ‘peay fw ayeys | ‘ou ‘ou yo *y pu “aus 03 peas 193sy2u ayy sem [aweu sy puyD] ayDed) €4y6y) Buwow pp, asnoy ayp Buwooy ea siuy op 0} anuquoD pue sau omg 3Si1j 243 Jo YAY B43 09 depp Kau ‘ay>4LD e UL ys UaUPLYD au op 6 324M, auON, saounosay “wey ay} Jo WYAY! ayy (0) aw UL dey> 03 ayqe aie Aayy os sayjo yea 02 Uay osye isnu Fay “yno payje> aq 0} saweu s1ayp 10} Buuast| pUE “WaTe UarPUYD ayy daay 0} aueB ajaup aygeAo{ua ue st SIML é42]SY914} 3Y} SEM OYUN ve -asiou ayy {fq paujaymuano aq ym anuad ayy Ut plluo aug asyusougo ‘sasuodsai 2494) UL pro} aq 04 30U UaspUYD a4 UAEMA “UOLeDD) s AeMe aNIB TWN asyou anpun se “a}2u19 au punoxe Ayyainb passed aq ysnuw yJeq ay syuaumm0) “puyp saygoue Yam dems Fay aioyaq saw aaiyy 03 dn se ued priu> ayy “ou 431 "S892)4 dems uaypy.ya omg ayy “3381109 st uoND—NIp ayy JT” ‘aun sayeads ayy Jo uorDauip ayy ul qulod pue Apryaze9 uays anqua0 au UL plyD Bu,” ** st aweU Ay, Kes UaspIIyD JayJO ayy He ‘aug awes ay ay ,"T1eq 243 106 aneu T, spuodsa qjeq ayy YUM pLLyD YL ,2T1eq 843306 sey 4m, UORSANb ayy syse UaY PIIYD a4, «,do3s, sqjea @.qu89 943 ut piiyD aug qHUN aja1 aug punose eq au ssed UuaIpILYD au “ProspUng ayy BuUeDM ‘a}2119 aug Jo axquad ay3 UL pueys 0} uasoyp st PUYD ¥y “spreMUL BuDey “ayDID e UY pUEIS UBIPLYD ayp 0p 03 224M Phoypug e pue jjeq yews y sannosay, “queyoduun axe yeu sasiou sayjo yno Buuayy “punos Jeynaqued au Uo snd9y 0} uOYpILYD sdhay aueB siyp 2ileq ay) sey oyDouble trouble In this game the children have to try to listen to one sound only, even though someone is deliberately trying to distract them. Resources Fact cards (see page 134 for fact cards for 8-year-old children) Vihat to do Divide the children into groups of 4 crildren B and C the speakers, and child D the adjudicator. The soeakers are given two different fact cards, which they read through ‘tp themselves. Child D tells child A that they must listen to only one speaker; child A can decide which one. Both child B and child C ld A will be the listener, stand facing child A, the same distance away. Child D counts ‘One, tvo, three, g and both speakers read their cards aloud at the normal speaking voices. When they have finished, cnild D asks child A the questions on the card of the speaker whom trey chose, followed by the questions on the card of the other speaker. Child D makes a note of the correct answers relating to oth cards. The children change roles and collect a new pair of fact cards. They repeat the process until all four have had a turn at Ustening. Comments Find out how many children managed to get all three answers Correct for the chosen speaker's card, and how many got answers correct for the second speaker's card. Discuss what made it difficult cr easy to focus on one speaker and filter out what the other was saying 26 i Tongue twisters In this game children have to think about the sound of words. They must listen and concentrate. Resources Paper and pencils What to do Give the children a few examples of tongue twisters — for example “She sells seashells on the seashore’ and ‘Peter Piper picked a peck of pickled peppers.’ Discuss with the children what makes tongue twisters difficult to say. Arrange the children into pairs and give each pair a piece of paper and a pencil. Ask the children to have a go at writing their own tongue twisters. When they have finished, ‘they can swap their ideas with those of other pair Comments Have a competition to see who can say a tongue twister the fastest without making any mistake. 21‘ajdwiexa 104 ‘apnyout 62 vaBessau e anlanas Kauy uaym Apnyaies uaysy pue Aye pue Ayols ayen1unuwo> 04 paau Kay sueaw siyj ‘aou0 abessaw ‘yy AAiB Ajuo pue Jadsiym fluo ued Kayy yeu UaIpLYD a4; WEN, squauiwi0) “sa0) uno yono3 pue umop puag ‘ods ayy uo saw aa143 doy N09 suoKDy “payeada1 st ssazoud ayy pue f Jo oy ay} 0} S806 oym ‘PUYD sit 03 puewUiOD mau e sadsiyA 12 358) au Saye! 14M Bt, UAYM “uO Os pue Puy 343 0} 3 Jadsi4N o4M ‘auL) 11949 ‘aspluys puoras ay 0) uoRde ayy iadsi4m UaIpTYD asayy “au yee yo quoy ayy ye uaspyyD omy ayy 0} UoNDE Ue Jadsiym jj NOK 22y} Way} 0} uLeydxg “UaIPLYD a4 Woy AeMe aoUeySIP aUIOS J1eUD e uo 1s “aBessow pasadsiym ayy sey auy ay Jo quoy aug 3e axe OyM asoup ATuo Jey OS Si SIYL “VAXPTLYD ayy UaEMyeq aoeds LBD e YIM ‘aun ul pueys 0} weay yee ¥se pue SWE} ony OJUL LAIpTLYD ax INd op 03 324M “3no peaids 0} uaspuyo ayy 10} a2eds yBnoug “2uoN senan0say “tnyssanans ag 04 fea. yjeads pue Ajnyaies uaysy 3snuu uaspuyp ayy awed siya UT suadsiym Buraey ' i : 82 “apeied e 32 21snw pueg-sseig 10 onsyp e ye a1smw dod ayduiexa 404 ~ suonowia asnou 0} pakeyd aq 3yBtu 2isnu Buusys pue pnoy “daays 03 396 07 Buyiiy axe nok uaym 10 sastuap aya ye xeyai nok Gray 03 pakeyd aq yyG1u 21snws yos “ajdwiexa 404 -Aym pure saunjon qwar2ysip 2e pafeyd aq ybiw aisnw uaya ynoge uaIp)YD aya 03 He, squBUNMO) “Aypinb puodsar asnuy fay pro} Aven 0} ayB ies yaINb Alan wow of nok se 3ng ‘Tenpes6 uowanow 1949 ut aBueys ayy ayew ysnuw Kayy AjjenpesB uinjon ayy aBueyo nok Jz ‘pro st 31 vay sqUaWaAoW! 61g pue yainb SLOISNW 24 VAY SWuBUIEAOW TeUS Op IsnU Kay “SwIMIOA ayy AsEA WW nok 3e43 pue ulebe aisnu ayy Aeyd 03 BUJOB aie nos yeWN, way, NL “suawarow sayy paqr9yye BUIN}OA ayy Moy WY ¥SY “nO OF 324 UAIPIILD a4) TED pu Jyo aysMw ayy Yo “aInUIW T 104 yauNb Auan fq pamorjos ‘aynuyw T 40} pro} Aran dn 31 uang Uayp ‘spuodas Of 404 awinjon jeutoU ze Uo 21snw a4 In “21SMU ayy Aq pazsaBENs JBuUeU e UY puNoie anow OF WAY) JUeM NO yeUR VAIP|YD ay) T>L op oy 7euM UL punoxe anow oy uapiy> a43 104 aveds “1aKe\d qp/sdey y sapunosay “anowneyag ino spaye 9510 Moy Japisuod 0} uapyYD ayy sabeuNooUa aweb siyL SUINJOA 34} AeA,Clap this way The children have to listen to the beat of the music and your instructions in this game, so they must concentrate and be alert. Resources F tape/CD player and a piece of music with a clearly defined beat to clap to What to do ‘sk the children to stand in a circle. Tell them that they are going to clap to the rhythm of a piece of music. At the same time you are also going to call out instructions that they must follow. The instructions could include: Clap high (clap above your head), 1, 2, 3, 4. Clap low (clap down by your knees), 1, 2, 3, 4. Clap to the right, 1, 2, 3, 4. Clap to the left, 1, 2, 3, 4. Clap hands with your partner (both hands together), 1, 2, 3, 4 Clap and turn around, 1, 2, 3, 4. Comments Cecide beforehand which way the children are going to turn when trey clap hands with a partner; otherwise there will be chaos. Let ‘the children establish the rhythmic clapping to the music before you call out the instructions. 30 Further activities Iwirl your partner Find a barn-dance routine or make up some suitable movements to a piece of music that you can call out for the children to follow. Funny adjectives Look at how the BFG talks in the book by Roald Dahl. Ask the children if they like the adjectives he uses and why, Ask them to make up some words to describe worms; a really comfortable bed; a (ong, tiring journey; and how they feel when they fall over. Sounds I really like ir ten favourite sounds - for ingle played by an ice-cream van, a bath running, Then ask them for their ten least favourite everyday sounds. What happens next? Read an interesting but incomplete sentence to the children and ask them to think what happens next ~ for example The door of the spacecraft slid silently open and . Story tape Play a story tape to the children as a change from reading to them yourself, Establish a listening corner that the children can use to listen to story tapes using headphones. Voices Out of hearing of the group, record all the children saying a sentence. Play back the recording to see if the children can recognise who is talking. 31& “sn pyno2 Kaya seuoy Jo 310s ay) Jo eapl Ue UEIPLUD alg aALB 0} “Burkeyd wag nok asoyaq Surjeads jo shem ayqussod ayy wioysuresg ‘SquaWiUi0) -parsaBBns sauuew ayy uy queyo ayy yeadas uayy dnos6 ays “p02 eq e yun “fainb Auan ‘aBenBuey uaye ue ut ‘Ajnyseay ‘AduinaB “‘Ruddey ajduiexe 10) - Buyjeads Jo Kem e soaqunjon 0} ply b syse pue ,*** uiebe 31 Aes, sandas uayy aweb au yo sapeay ayy “fop anu 1 anoy nok adoy ay “waspyys “fom siya ut yoads 01 2yy 2m puo ous waspyp aya 21,294 ueYD Buynonioy au ua¥pyYD ayy yDeaL op 03 324M, uON, sapunosay “yayy960} Buyyeads dnoib ajoym ‘aya Aq paioddns are uaspy.y> 1akys “uny poos st auieb sity, 310A AW JO 3U0} 3YyL 2 “Bupyey sjenpinput 03 sseiboud pue Bupjeads dnosb ym uibaq saweB ay “dnosB ayy uy 912} 07 Uuaipy.yp ay} aBeinosua uoNras siyy ul soweb ayy 6 up} eadssyeteg Favourite things In this game most of the speaking is again supported by the whole group, giving the children the opportunity to forget their shyness and join in the activity. Individual, talking is on a voluntary basis, so no-one feels pressurised into having to speak. Resources one What to do ‘each the children in the circle the following chant: All of us have favourite things, that we really like. We'll talk about our favourite things and what we all enjoy. invite the children to complete the sentence stem ‘My favourite ching comments With younger children it may be an idea to talk them through what hey might choose as their favourite thing. It need not be a toy or anything big; it could be a photograph, a seashell from a holiday, or he pond in their garden. Older children might ike to add the ‘eason for choosing their favourite thing. Who can think of something ... ? This game gives support to individuals, who participate by using the sentence stem provided. The children are asked to volunteer an answer but do have the opportunity to pass. Resources None What to do Ask a series of questions to which the children volunteer answers ~ for example: Who can think of something heavy? Something heavy is... Choose one child to answer. Other questions could include: something furry, something loud, something scary, something big, something hard, something cold. Comments Older children might like to take turns to name the category.‘uogoe ue pauoyiad sey a “ows 243 UL o4M, 20} aweU s,puYD ayy BUMASGrs UD e Ua Bs19A 943 Jeadad OSje UD NOK LM YOMSUe TUM OyM BuLSooYD pue suoNsenb ayy P JENPIALPUL YM auteB ayy Aejd ueD nof ‘dnoub aug, 40 3004 ut 3n0 Bupfeads ynoge quap\suo> and ave UaIpLYD ay9 JT 4aBunof squauiu0y yeq3003 Burferd ‘Buuwins ‘appfo.g e Bupu “yjaay Buiysnaq ‘Buldwint rapmput pinoa suonsy “dnos6 ay yo 3sau ayy yy Buoye Aes ued 40 dnoaB aya se uayy Rauf YDIyM ‘uoNDe s8yjoUe Jo YuIYA UeD PUD FRY! “UoRDe a4} sauyUl 10 swHOy1ad JayR!e OYM ‘pry auo asooyD no, “uoRsanb ayy 09 asuodsas ui spuey siaig dn and uaspyyD ayy. doy uno dnoib aya us oy “eauyy ‘Ow ‘2u0 ‘dn puoy nok ang (veadas) ¢doy woo dnos6 aya ws oun 35e Yans uoysanb e uasplys aug Buyjse Aq ‘awe6 aly uiBag “sasuodsas samsue-pue-uonsanb sanjonul aweb sil op 03 324m auon ‘Seoanosay ‘Ayenpuaipuy yeads 0} saayunjon ose uue> ang ‘dnou6 e se sayyoboy yeads uaspyp ay aweB siya UT é° "7 ues OuM 9E “way3 03 Burg 0} uosiad Auanyap ayy ysua pinom Soya yeym qULY 03 souUeYD @ aney VaIpYD 242 YeUp Os ‘aweB auy a10jaq pasannfap 8g pinoo yeya sBuiyg ay; je wHOsULEsq 0} eapL pos e aq yb I squauiuio) “payeadar st awe6 ayy pue uasoyd st uosiad Aianjap mau y “way yyBno1q sey uosied Araarjap ayy ey siayz0 au 0} saquosep win Weg “parapio aney Kay} Buiyzawios ‘quasaud e ‘puary e wow s9713] ® ajdwexa 10) - warp aAi6 sey uosiad Auaanjap ays eum appap “fopoy auy uo 1109 no you adoy t “fom sno umop ‘fpo)/uounsod ‘$poy/uounsog 29905 sn0f ut aur sof Jaa10d 0 10 saya) y ‘pod » asaya st ‘$po)/uounsod ‘fpoy/uounsog uayjabion Aes Aayy “2p IS UAIPLYD 19470 au) “Uosiad KranNJap 4a 2q 02 PILYD e a500u;) op 07 32yM uN sapunosay “yeads 0} 20U 40 sayyaym apwrap ued uauPILYD Bupjeads yenpyypur pue dnoi6 yzoq sanjonut aweb siyy Asaaijap jelaads sessGreetings This game encourages all the children in the group to respond to the greeting of their peers. The response is simple and formulaic so that children will not worry about what they are going to say. Resources None vihat to do Arrange the children in a circle so that some confident children who can start the action are next to each other. One child is chosen to be greeted first. The children then say the following together: We are the children in our group, we'll welcome everyone. We'd like to say hello to. . The first child who has been greeted responds by saying ‘Hello, everyone.’ Play then moves to the child on the left of the cl has just been greeted. Comments Cne way of removing any fear about speaking in front of the group is to change the focus by asking the children to speak in different ways ~ for example as quietly as mice, like grumpy bears, very quickly, facing outwards. Keep changing the manner so that the fen are too busy concentrating to worry about speaking out. 38 Round we go Rounds are useful for encouraging children to speak in a supported way. They have a sentence stem to help them with their speech, Resources None What to do The children sit in a circle. They take turns around the circle to complete a sentence stem. If children are new to this type of activity, keep the sentence simple ~ for example ‘My favourite food ‘older children, or those more familiar with this sort of activity, try to encourage imaginative thinking by using rounds such as ‘The most exciting place to visit would be...” ren can use a talking object for this game if you prefer. a small object that can be easily held in a hand, such as a painted wooden egg. The talking object is held by the child whilst ‘they speak and then passed on to the next child. The rule is that only the child who is holding the object may speak. Discourage any negative responses to the choices children might make during rounds. 39“Mou, aus ey saws Arasinu Aes ueo uaspy.ya Bunof Kian ‘sayoxd Kaya JT ‘squsuiUi0) *sse}9 a4} 0} waod 11843 PeaL 0} s1BAqUNIOA 104 ySe ’Siyy pasted ‘ney uaipl.y> ayy uayy "s9Sl9A Jo saul] ayewiayle Bulpeds astpe1d 07 uayy pue saw, may e sayya60y wa0d aus YBnosYa peat 02 ual 343 ¥SY 24H] YaOg AaUA. JEU WaOd & pu pue Yooq s:aYR YBNOIY 00} 03 uaIpHYD BUA TAL. yOOq Aupaod e wed yea ANID “PUD sOKYS pea Buvauzed py> quapyuod e yam ‘0U WaIpTLYD 243 1105 op 0 3eUM. ayqyssod 44 omy uaangag auo ‘sy00q Anjaod ayeudodde-abe jo uondaIas ¥ sapunosay sauied e yo ioddns ay} YUN go Yeads 0} Uaypl.YD saBeANoDUD AuARDe SIYL i waod pasleg | ov “mnoge sem 21 JeyM ssanB 04 Ay 03 uaspUYD 1940 849 Se ‘UoReSIaRUOD way PauLoyiad sey sled © uayyy “aBenBUE] ane ue oul wayy ,aye}SUeNR, Yat pue SUOReSIaNUOD UMo JL94, ‘]UM 0} way Buryse Aq uaspliyd s9p}o ya siya dojenap pinoD no, squauUi0) “ho S143 puyy 04 way padjay reYM pue ynoge sem uoResianuOD ayy 34M 83 Pino Aays 41 dnoub ayy 4sy “dnosb 949 03 suoResianU0D 41943 wioysad 03 su@aqunjon 104 yse “sitn pasted aney uasplyD au aul “suoyssaidxa je:2ey pue soimsab Jo asn ayy anoge yuIUN osje Pinoo fey) “pies Butaq st zeym syoayar 31 3843 duns ayeUI pu aD10n 40 2U03 11943 03 uoQuaye se]M2q Jed Aed ysnw Aayy “ogesiaAUOD 4194) asyoeid 04 way Tal “aBenBue] uaye ue ul uoResiaAUOD sL9L ypuod ysnw pue yey Busisia suaye ave Aayy yeYy Wau TAL “UL HOM 0} adeds e puyy 03 wed yea y]a) “sued oul UapHYD a4 apiAig Op 03 324M, auoN sanunosay siaad s1343 40 3Uo4y ut Bupjeads aue Aaya 243 Y9B104 0} uaipjyo sdyay aweB siya jo uny ayy Buryje} suaiySpin the bottle This game provides children with the opportunity to say something in front of a group which they have not prepared, Resources Scme empty plastic bottles and some prompt cards (see page 135) What to do Divide the group into two or three smaller groups. You can shyer children into a group with children whom you know will be supportive of them. The groups make their own circles. Put some prompt cards in the centre of each. The children take turns to spin a bcttle inside their circle. When the bottle comes to rest, whoever the neck of the bottle is facing says a sentence about themselves. If a child is unable to think of anything to say, they take a prompt card to help them. the Comments Discuss with the children before they play what they might say. Trey can pass on information such as age, clubs they belong to and pets they have, or talk about their likes/distikes. You can also play this game with a topic - for example books or pop groups. When tthe bottle comes to rest, the child facing the neck says a sentence re.ating to the topic. 42 Further activities Announcements or For example Today our key learning objective i ‘Later we shall be...” Word association Play a word association game around the circle, See how fast the ren can play the game. Set a target of getting round the whole circle without a break. Speeches Ask the children to write out a short speech about something they enjoy doing. Encourage all the children to read out their speeches to the group. Names in a hat Use a different approach to asking the children to speak, by pulling names out of a hat. Allow the option to say ‘Pass’. Story round ina circle. Each child has to say one word or one sentence to make up a story, going around the circle. Funny words Write out some funny-sounding words and say them together. Invite the children to think of some for you all to say ~ for example higgledy-piggledy, chop-suey, diphthong, Gorgonzola. 43“uone29) ‘ayes e ut apisino algo ayy apiy sje pynoD no, “yt Joy yoteas 03 vaspjyp sayz0 at, Bunwaut asoyag a}getins st UoHe20} si eYR ypaup sKeme ang “palqo ays apry 0} swing aye) UeD UOAPLYD ay) squawiwo) “palgo ayy 27220) 07 Aq 0} aw 325 e uaIp|YD at Mojy *Ryiadoud 404 ypadsas 104 paau auf ssnosip pafgo au 40} youeas fay 2104aq pue - $i8420} s,vaspj ‘ager 40 s4e4> @ Uo Burqunp 2y2y155999u pynom euR a1ay"AAue ‘pieagdn 2103s e ajduiexa 40) ~ seaxe spunog-4o-3no aun yje aun “, uly 03 axe Kays eu pue st algo ano sanayeym uappIY aAey NOK 34} Way 1183 ‘@ALUe UaIpYD ayy UAyAA “wHOO! a4 UL a1OyMaLIOS "palqo snk apiy ‘sae Kauy a1oyag “wood ayy yoseas 0} saynutw 4G uaipyp aur mone 03 Addey aze nox uaym aul e uo apirag op 03 324M ‘pafgo pews ¥ sanun0soy ‘payiad ayy Buypury Aq siaad s1949 yWrqno 07 An 0} 80) uaipyyD 19pig “awed siyy BuLxeyd Kofua Ayjeas UaLpT.YD 43439S dy} ag ” “yeads fayy a10j0q uIU 0} uaIPTLYD aBesNooUa 03 wye UONDas SU UL saweb ay) “speay 18y2 oyu sawos JEU, Bu.ua asi 243 Gurxes ueuy sayzes ‘sasuodsar Palapisuos ayew 0} Moy wea} 03 paau UaIP)IYD bupjuiyyOdd bods The children can have fun in this game, making strange-looking people and thinking about the most humorous combinations, Resources Collect a selection of magazine photographs of people. Cut these ‘into heads, torsos and lower limbs. Vihat to do ‘sk the children to get into pairs. Put the heads, torsos and lower limbs from the magazine photographs into separate piles. Ask the pairs to come forward in turn to choose an item from each of the tree piles. Each pair then puts together their pieces of paper to take a person. When the children have done this, allow a couple of minutes for the children to look at each other's creations. Then ask the children to return their magazine pieces to the piles and play the game again. Comments A variation on this theme would be to ask the children to try to put the photographs back togeth game using photographs of. 46 —_— Guess who | am This game requires the cl going to do and t fen to think about what they are interpret what they see. Resources Brainstorm characters with the children ~ for example a giant, a Zulu warrior, a fairy queen, Cat-Woman, Hercules, a mermaid, a king or queen, Superman. Write a list of these so the children can see it. What to do ‘Ask for a volunteer to mime one of the characters from the list for the others to guess. Tell the children they need to think carefully about the actions to perform to make sure that they are giving helpful clues. Once they have performed their mime, ask the other children to guess who it is. The children can have up to three tries. IF nobody is correct, the child who did the mime says who it was and a new child is chosen to do a different mime. Comments If you think that your group need additional help, the children could ask questions that require a ‘yes’ or ‘no’ answer from the child after they have done their 416” “aiqeqns ysow ayy asoous 0} wayy ¥se pue aveds Yded 104 spioM aay apincad 10 sawikya sayduss asn pynoo nof uaupy.ys saBunof 104 ‘squawiuio) “yo Wybnowp Kain, ym sayaid ayy Jt ways Se ‘pasn spiom ayy UL seduaiaysip 210M asaya JI “Uaupyyp 243 0 waod jeulBu0 ayy peay “pey aney sited aug Jo y>ea seapt ayy areduioo oy wayy ase “Bupjulyy paysiuy arey Kay uaym “aWAys JSNU SpIOM aya JEU WaYy pulWay “saveds ayy oUL {H8SuL 07 Spiom ayqeains jo Bupuiyg uieBe 3 YBNosy3 06 uayy “Inoge 34 2eym Jo eapL ue 326 0} ys1y waod ayy yBnosyy peal 03 WALA, | “axe Aayy 3eUM ssanB 03 BuIoB axe Kay pue weod e ul spiom ule p89 paseia aney nok yeu uleydxg “swwed ous uasply au Ing op 03 324M. “pases y9}dno> Bulwihiys y>ea Jo piom puosas 43 YUM Wadd e ano ALM “a]geWene Uo|sian JeuLbuO aun Arey jjossey sar Aq yyog saquadiey ayy pue sn.qem ayy Mh J9UReY ‘pJO axe No, doniag ase Aq yjoq - unt “Vv “Vy Aq uioq ~ epipew uaniGi0 wie mopuyy ayy. 3e Bune :aydurexa 4104 ‘dnosB anof 104 aiqeqins swiaod Guywuhys Jo uom2e}95 ¥ saounosey ‘yaujoue duo woy seapl yyo yseds Kay. “spiom ajqenins Buisooy> 0} aBpaymouy pue aauauiedxa sayy Ade ua1pl.y9 uoseas pue swAYYy ub “auy Buyystuy aug ss0128 129 s1ay9 396 04 S14) 249 St wea} BuLUULM ayy “weas 1240 ay) Ag Aj291I09 paramsue pue 0} passed Alquanbasqns st uojsanb ayy 41 uoly2as auo pue samsue Pa1409 & 404 SUOAD9S OMG anoU! S1eD aYL “y2eI-Mg YAM Uo Jonas Sve a4 pue j2eyDd0y @ uo UMeIp aq pinoD ye ayy “wIeD} y>Dea 10) ‘uo ‘s1e9 3no-3no ony axey pue SuONDaS os 10 KUaM OTUL papLAIp ype aed e Jo aumpid e asn 0} st BuLoas Jo Kem anneuiaye UY squauUO) “Famsue 7981109 e 404 sjusod omg Buipieme ulebe “(weay J2yn19 Wo) pueY 194 aS1es 0 P)YD ISI4 ays Aq ParMsue aq 03 ale RUA Suosanb auios ysy “wean JayI0 ayy Aq paiomsue AUANbasqns Si worsanb ayp 41 qulod auo “tamsue ypass00 e 40) papieme ae squiod omy “suonsanb Jo saquinu awes aug payse st wesy yee ains Bupjew ‘suogsanb zinb sisquiau weey 243 Jo auos ysy “Auge us payzew Auane axe yey swesy ong oqus dnosB aya apy op 07 324M (uaspyp Plo-teaf-g 40} zinb e 104 9¢1 aGed 98s) zinb ayeudoidde-abe uy sanun0sy “zunb aup um 03 weay e se 2047260) 10m pue sp}s Burjuiyp 1194) asn 0} aney UaIp]yD zinb | ejnuu04What am | thinking? (1) In this game the children have to think about the best way to formulate appropriate questions. sources Category cards (see page 137) What to do ivide the children into pairs. The first each pair takes a ‘Category card from you and thinks of a suitable person or item for ‘the category they have picked. They show the card to their partner, 1o has to try to guess what the first child thought of by asking Guestions. Once they guess correctly, they swap roles and return the card, The new category holder then takes a fresh card from you and the game begins again. Comments Jell the children that they are not allowed just to make guesses, ping that they will eventually hit on the correct answer. The ck guessing needs to think of appropriate questions that es to the answer. You can limit the questions to a set number if ‘you want to speed up the proceedings. 50 r What am | thinking? (2) Children learn the rudiments of categorising in this game. They need to think carefully about the questions they ask. Resources You will need about a dozen small objects to place on a table top ~ for example a piece of chalk, a glass, a vase, a pen, a calculator, a pair of scissors, a paper clip, a ruler, a rubber, an envelope. Try to have some made of plastic, metal and glass and some o shapes (such as a plastic jug and a plastic cup), What to do The children sit in front of the table. Think of one of the objects on the table. Invite the children to ask five questions to help them guess what you are thinking about. Encourage them to think of questions that could eliminate several items - for example ‘Is the object made of metal, ‘Is the object hollow?” Once an object has been eliminated, it is moved to one side of the table. It is especially important to think carefully before the fifth question if there are several possible items left. Once the five questions have been asked, pick a child to make a guess. If they are correct, return all the items to the centre of the table, choose a different one and play the game again. If they are incorrect, allow two more children a chance to guess; if neither is correct, reveal the identity of the chosen object and then begin a new round. Comments The children might like to take turns at thinking of an item and answering questions. Ask the child who is choosing to whisper their choice to you so that you can help them if necessary. 51és “Wop ued Kay Ayy2inb moy aas ‘siug panatype aney uarpyD ‘au 20uQ “AungDe ay? UL Yea1q e 3noyAA ayouLD ayy punoLe 396 ©} Ray “uo asooyp 0} aney Rauf Jt Seap! auiOs UaIp)yD au aniB Op pueyaicyaq sayobaze> aqissod wuoysuteig 0} eap: poo e aq Kew 3 squaWIU0) -sonuguoo fed pue AioBaxe0 mau e ut6aq 07 sey vay WL“ NOReUSAH, jnoYs pue sewy tow anos dey> uaipyy> aun Tre ‘Buiddep> ayy saye sayeaisay pliy> 2 J] “201M paweu 8q JOUUED Way! Uy “apPID ayy punore spaaroid ‘Auagpe ay) pue webe dep uaipjup ayy “way! sayjoue saweu YSiyj 04} JO 48} 34} UO PUD a4} UAYR ‘uOsIUN UL adUNy dep UaIpILUD ayy ny ‘FuoGaxe> uasoyo ayy out siy eu way! Ue aweU Kays “uI6Eq 03 UasoYD St PILYD auQ “BULYOTD 40 sBuMY YaYApUeS ‘syiods ‘s1e3S dod se ypns “AuoBayeo e asooyp nog “api e ut 3S uaipjyD au op 07 324M au0N Seoun0sey “wog2e ay yo aned ayy abuey> 07 suonnqujuo usamgag sdep Jo Jaquinu ayy aseaisap 10 aseasau) Ue To, “aUIeB Siu uy ayeUBDUOD pue yULYA 03 aAeY UOIPLYD ayL uoljeyIsaH ah 2s “paryeo are ay eum mouy 40 saweu s1943 Tads 0} oy Mou JOU op Aaya 41 sway! YaYB¥S pjnoa Uaspi.yy “2weB 243 ul asn 104 amy e ye BuO 3no WALA j)nd pue yey Oyu! Uo spiom asaya yim Jaded Jo sapaid ng “sanjaswiaun spiom ysabBns 0} uaspyyd aug aru osye pinoa nog :,fqneaq, “,wopae.y, ‘se yons sydaouoa pensge awios Ai pyno> nof uaspLL 49pIO YIM squauu0) “plom quasaysip e yaa ssaooud aya eaday “piom uasoyp Auowwo> Sow a4} Sem zeYM 38S pINOD Mo4, yo ayBNOU ney UBI|IYD 1840 SPION JUALa\sIP UM 98g “sPLOM 41043 yO peas 0} s8@qUNIOA e Joy ySe ‘aynUIM Buy JaIsy *,SeURSUYD, ‘M2112, “ apiseas, se yans “sa\owaw Jo 530) dn ain{uod jun zeus spioM S004) “21 ya areDosse fal spioM ayy 112 UMOP aIUM 03 aynuIU B aney ja Kau} pue pion e Aes TYA Nok yey UaIPILYD 249 T1aL op 04 34M PULP ypea 404 saded jo azaid e pue youad y senunosay “spuom 104 sauoUoW s1943 Suyypieas pue Burjuiyy uaipuyD ayy sy96 aweB ayduns siyL jybnouy} s,juawow ytthe questions they could ask that would help them find their partners, Resources Some sticky tape and paired cards to stick on the children’s backs see page 138) ick a card on every child’s back without their seeing what is orinted on it. Explain to the children that they will mingle and look at each other's cards. They must try to find the person who has the apposite word to theirs on their back. Allow a set time, such as 3 minutes, and see how many children have located their partner during it. The children can ask other children to give them clues to the words on their own back. However, those asked must not say he actual word when they answer. For example, if the word was rich’ they could say “You have lots of money.’ Once a child has worked out their own word, they will be able to locate their partner. Comments Before you play this game, establish that the children know what opposites are, and brainstorm those they can think of. Discuss the sorts of clues they could give to help others guess their words. Encourage the children not to tell each other what their words are as that spoils the fun, 54 Further activities Set a trail Devise a set of clues to lead some of the children to other children in the group in an outdoor trail, such as ‘Find the child with a scarf on.’ Once a child has been found, they are given a clue, such as ‘Find someone whose name begins with B', and continue the trail. Word opposites Call out an attribute and ask the group to call out the opposite, such as heawy/light, tall/short, rich/poor, hot/cold. The place I'm thinking of Designate five areas as different places with written signs ~ for example the beach, the mountain. Turn your back on the group and play music while they walk around, When the music stops, the children choose areas to run to. Once this is done, you think of an area and call out its name. All the children in that area are out. The game continues until you have a winner. Consequences In groups of 6, each child writes on the top of a strip of paper the name of a male character. They fold the paper over and pass it on to ‘the next child, who writes ‘met’ and the name of a female character. The next child writes ‘in’ or ‘at’ and a location, the next ‘He said..." the next ‘She sai ’ and the next The consequence was ‘The children pass the paper on once more and then read out what is ‘written, Tell the children they must not write unkind things about anyone in their group or class. 55-suome spy aBueyp 07 Apeas pue queyibia Ayjeadsa aq 03 axey uaipLY? ay, “asian ay Jo apppiw a4) ut uoNDe aug aBUeYD 0} si oy aLOaUIOS dey pue Buss aug se puiyaq xem ued nos “uaIpTLYD 49pIO ULL squauiuo) “Adoo 03 uaspyp ay 404 suoyse Jo sauias mau e uLLO}sad 0} 19@]UNIOA @ 104 ySe 10 PLD 2 8s004) “suogae 343 Ado> Kau ‘asian auy Buis waphy> aug a].yM “00} suoma0 asoup op u09 apt “maya » Bop ay ani6 “ypoym $ppod you yp1u © yRupy ‘op uv2 nok woR20 204m 2as ‘nok AdoD ‘no 30 yoo] * yew po stu, Jo aun 24) 03) Bus uaspiyp aun aym suogoe Jo sauias siuy yeaday “y>eq way, BuiBuug pue apis 243 0} yno wayy BulUIaNs uaUR ‘ULeBe woKp Buyamo) ‘peay ano anoge dn suse snok Buyysyans aydwexa 10} ~ suojae Jo sauas ayduiis e Jo uLys “94D e UI pueySs UAIPYD a4L ‘op 03 324M. auoN sanunosey quawanow! aigeains e Buistaap qnoge xu1y3 03 pue siayz0 Kdoo 03 J9pio ut Ajnyase> yozem 0} pasu uasplyD awe siya UT noA }e 4007 “fynyssaoans ayedioused 0} 19ps0 ut uoquaye Burfed uo st sn20j ay, “uonesqua2u0> abesnooua eM) sagAoe 07 BUDULYR ue Buyeads ‘Gupjooy ‘Butuaysy Jo sppjs pauiquos ayy Aide uonaas swyy ui sawes ayy Burjesjus9U09Letter-box In this fast-moving game the children must listen and be ready for action, ssOUTCeS object to place in the centre of the circle. Letters of the habet printed on cards (you need all the letters to cover the tials of the first name of every child in the class) placed in a container. Make sure you have plenty of space for this game. What to do The children sit in a circle. You say ‘Anyone with a name beginning , and call out a letter that you take out of the container. the children that fit into that category stand up and run around the circle in a clockwise direction. When they arrive back at their ces, they enter the circle and try to pick up the object. The child 10 picks up the object pulls out the next letter from the container d calls it. Make sure that the letters are kept out of the container after each turn, comments can add to the fun by allowing the child who is calling out the letter to decide how the children will move around the outside of ‘he circle - for example hopping, crawling, skipping. They must say ‘the movement before they call out the letter. 58 Bouncy ball The ren need to watch, listen and be ready to move when their number is called. Resources A ball and sticky labels with numbers on for younger children. You reed some space to play this game. What to do Number the children randomly around the circle. If you think they will forget their numbers, give them sticky labels to wear on their sleeves. Call out a number and bounce the ball in the centre of the circle. The child with that number runs into the centre and tries to catch the ball before it bounces a second time. The child bounces or throws the ball back to you and the game continues. Comments IF the children are competent with their ball skills, they can bounce tthe ball and call out the numbers. 5919 _ésquioafauoy asn fay, asnesaq a1ey Ayoys aney saaq mouy NOK pig, se yons ‘yBne] way axew 01 Aaj 0} suayjo 03 Aes 0} sBurtp, Buismuve Jo yuu ueD Uaip|yD JaPIO squauiwi0) “yal st uosied auo fluo yun 4o saznutw yeianas 404 em sug ut anuRuoD uaIpLYD snl pue 3no st yBne} saop oY PAD Auy ,;yBNe} axep NOK 3,u0q, 8210n As @ ut Aes pue aDey Apis e y]nd 03 suum ayer Kay ‘pew UaspULYD OMG awH Yre3 “woo! aun puNoLe TW UaUPTLYD DU, op 03 324M auON sananosay ‘owe suyp ul adey 348te.5 e daay 04 fay 0} uoRenuasu09 Jo siaMod s.atp q]e asn 0} aney UBIPILY) jyBne; aaep nod 3,u0g 09 “ana saneds ayy 4204 0} no peoids 0} sepulewias ayy yse '3}219 aya aneo} uaspy> sy SqUaUWNO) ) BU UL UaUpyLYD UBy 0} dn axe arayy yQUN Ja4INs 949 ULOL Uaip}.y> azo pue aiow Ajjenpeds “wieBe asion ayy Aes UaupND a4 iM 8}240 alp Jo Io pue UL anuAUOD UAYy 4Wed AY, “ISLEM ,pULD 3s4y au OTUO Proy AY “PILUD ISHKJ a4 PULYaG PuBOGyLNS ayy OO Suiddays saw sayins ayy ySazeau pliyd ayy ‘asian aug Jo pua aug IY “2ul yum 2p pun auod ‘Buo.s puo Big pioogins wan y “vas ayp ano puo ut ‘fins F savom ayy umop pun dn ‘uayp960} Aes uaipyiy ayp ype ‘siya op Aaya sy “uaupjyp Burpueys aug uaeMag “jno pue UL axeam Kay “1ayuns ayy aq 04 uasoyp st pliyD ¥y “a>1p ayy jo ano pue UL anow 0} s4auO ayy Moy}e 0} ano paveds yam “au! & UL pues UaspILYD ayy. op 03 324M “awieB siya 104 papaau st aveds jo Aquayg “3uoN, sapinosay “aweb BuNDxa sup ul uasoy> Buraq Jo uonedpque ay; folua jepadse uaypy.y> saBuno, BuyingThe octopus’ treasure This is a fast action game that keeps the children watchful and alert as they try to capture the prize. Resources Some fish cut out of card, about 50 cm long. The children could make them in an art lesson. What to do The children stand in a circle. A child is chosen to be the octopus and stand in the middle of the circle. This child places the fish in a ie around them (about 1.5 metres away). On your command the children enter the playing area and try to get a fish. If they are touched by the octopus, they are out. After several turns, see who has caught the most fish, Play again with a new octopus. Comments You can vary the game by putting the children into different categories ~ for example fishermen, sharks, mermaids ~ and calling one category at a time to play. Another variation is to use pieces of gold paper, representing treasure and worth varying amounts of points. The children then have to try to be selective about what they grab. 62 T Fast forward Children enjoy the fun of trying to get the actions right at breakneck speed in this energetic game. Resources None What to do The children stand in a circle. As you say the following verse, they perform the actions: Shake head, touch ears, flap arms, twitch nose. Raise shoulders, knock knees, turn round, tip toes Jump twice, touch the ground. Stretch up high, then lie down, Once the children have mastered the verse, speed up the actions each time. Alternatively, each time you say the verse instead of mentioning an action leave silence, during which the children must perform the missing action. Leave an additional action out each time. Comments Hold a knock-out competition to see who is the fastest player in the class. Each time you speed up, anyone who makes a mistake or cannot keep up is out. 63&9 “yno aq yn aBueyp e saye payeas aq 0} uaipyiy ong. Se) 34 JEU WAY Jay UeLELA a10w UaspliyD ayy aeW O ‘Squawwoy ‘saneyd abueyp uaipy.yp ayy ye “Moquiey, 71e> nof uayy “saejd aBueyD sinojoo asoyy Buguasardar uaipyiy> ‘YL “SuNo}oD UaLaLLIP aa1Ly 04 BuO NO T]e) “JaIOLA pue OBipUL ‘amg ‘uaai6 ‘moyjaK ‘aBuei0 ‘pat - Moqutes ay Jo sinojoo ayy Buisn DUD By PUNOLE UaIp|YD ayy aweN “apDH! e UL AIS UaIp]YD au op ov 3eum auON saounosay “uouoe aif ut panjonuy axe Kay 41295 03 aweé siyy ut ano payje> sinojoo ay uo syenqU2DUOD 0} paau UAIPIIUD aL aweb moquies ayl “sem 1943860} Bupyiom yo Kem ysaq ayy eum ue ‘sem Ayanoe siyy jo yoadse 3na\stp sou ays Jey spreMiaje Uaapliy> aup Yam ssnosig “xnea}qe} Y9ea Jo Poow ay AleA 0} Ki ‘SqusuW0) “sdnos6 sayjo ayy 0431 ‘aquosap pue ausos ay 30 ano awoD 07 dnosB ayy Jo saquiaw auo ¥se ‘quiod 2ey9 ay “azaay ysnw Kaun pue ,doxs, anoys yu nog “auaas aun lu suonysod aanadsay stay dn uaye aney ysnu Kay soynutw 2 Jo Pua au 42 3243 UOUPLYD 243 wHOyUT “Ayed e ‘adoys Lys ayy “‘BuIppam yp “ayeyuny ayz axe SapN Jo saydwexg sayyo603 yam Gurion 2194p, Uo puadap yy xnea}qe} dnoi6 s10y3 Jo ssaDans ayy eu2 Uaapyyp ay qiaL ‘9ua9s 343 UL 3}01 pyjen e aney ysnw dnouS ay Jo Jequiew 4>e3 “3B 3e43 03 spuodsa1io9 yeyy auads e o2U sanjaswauy aBuense 07 saynuiw 2 3snf aney yun ayy pue aN e yea way, AiB TMA no 343 wayy 03 ulE|dxg “9 Jo sdnosB oyuL sseP axp apig p03 324M ‘auoy sapunosay “ynsar Auoqaeystpes e aanpoud 03 Kjantjesadooo 10m pue ayenueauca 0} aney uaupi.yD 243 0s “paqWN st aw aweB siy3 UT xneajqe} buiseyClockwise, anti-clockwise Children need to concentrate and t are doing to keep the actions trave the same pace, k about what they ing round the circle at Resources None What to do Send two different actions around the circle at the same time ~ for ‘example squeeze the hand of the child on the left to travel ina clockwise direction and tap the elbow of the child on the right to travel in an anti-clockwise direction. The object of the game is to have both actions arrive back with you at the same time. Comments Warn the children that they must not pass on an action before they have received it. They must watch how the actions are travelling around the circle and synchronise their speeds. With experience, children could begin the actions for each round. 66 Further activities ‘Amoebae Children form groups of 5. The groups stand in an outward-facing circle and link arms. They decide on a direction and try to move slowly towards their goal. Twenty fen play in groups of 3 to 5. In turn, they say a number, starting with 1 and progressively adding on a number from 1 to 5. The object of the game is to try to make another player say 20, Stuck to the ground You need a large, soft ball. Four players spread out and can pass the ball between themselves, but cannot move. The other children run around, The four players stuck to the ground must try to hit other children with the ball. These children then become stuck to the ground too and help to get the others stuck. The game continues until all the children are stuck, or you feel they are tiring. In the hen house Choose one child to be the fox. The fox stands to one side. The ren mill around. Explain that while you count to 3 they are to get into groups of 3 and form a hen in a coop. Two children stand with raised arms, holding hands, while the third shelters underneath. The children are safe in this position. After you have counted to 3, count to 10. During this count any child who is not a sheltering hen or part of a coop can be caught by the fox. Any children caught by the fox before you reach 10 become foxes ‘themselves. Warn the children that even if they are in groups of 3, they are not safe until they are in position. 6769 *dn016 anof Uy sizaq pavuuew-peq Aue quem 3,uop nok 3eU WaspILYD ayy PULLEY squaui0) sho sy 9 0 oa sa0 3) sg "81a, 9 uae 20,208 yuo, © es en pay ‘e099 1 v0 peoa 2am Boy uaa poy 24 pu 2}gque 24 ‘poof fo Irfpoow 0 yy sougoau yrs ne page 9 p pra pn ay 0294 "pnp wou poou peg "10> 3.00p na ug 38 30 31 239 any pinoy 29 voy za ato pons oH snowy vo op 9.24 fun “ay Bou pnoys auf. poy “yeaq ayy 03 Busddey> pue Ajpnoy 31 Susxes ‘'smuoyo ayy ut uiol ued Aay “Sasian BuyMonoy ay uaIpHyD aun Peay op 03 324M 2u0N ‘saDun0S8Y “anowreyaq jo spadse queyiodui, ue ynoge Bupjuuyp sy des siyy YAMK Un aAey UeD UEIpWLD a4 des se3Q peg ayl 89 “suayao Buryzjem Aq snoweyaq ayeudoudde sea} pue aBenBuey Kpoq peas 0} alge Butaq Se yons — sdiysuoneyai annisod yjum pareaosse SP)S queqodwt 3e $400) osje pue ‘siayjo Sp4eMo} UONeJapisuoD pue ssaupuLy abernosua 324) SeIANoe Uo sasn2oj 3] “aydoad sayo ynoge Bupuiya Jo spadse snouen ye sy00) uougas siy) s4ayyo 40 buryuryyKindness calling Role-playing events in which the children are considering the feelings of others give the children an opportunity to think about and discuss the emotions engendered by being kind and also by receiving kindness. sources. 4 flipchart and marker pen What to do storm and record on the flipchart a selection of events that encourage kindness for example a child falls over and is hurt, a child loses something precious, a child has a row with a family mber, a cl Fut the children into groups of 3. Give them a scenario to discuss and then ask them to practise acting it out. They can take turns at Flaying the various roles. Ask if any group would like to show their scene to the other groups. Afterwards, talk to the children about teing kind, Ask them how it feels to be kind to others and how it feels when someone is kind to them. Ask the childrer if they can think of the reasons why they are sometimes unkind, but do not let them name any children, Ask them if they can think of anything trat might help them to be kind in such situations. Comments ‘You could ask the children to brainstorm different occasions when someone might feel sad and need to receive kindness from others. This could be helpful in hightighting areas of concern. 70 Tr Afloat in a boat This is a game for cre an added spark of anticipation in the guessing part. Resources ‘A small object to pass around the circle What to do ‘The children sit in a circle. They pass the object round and say: [The number of children in the circle] were afloat in a boat, There was a (oud shout and one fell out. Whoever is holding the object on the word ‘out’ moves to sit in the dle of the circle. The game continues, reducing the number of children by one each time. However, the children who are out have an opportunity to get back into the boat again. Before the next round, they each say who they think will be out next time. If a child is correct, they swap places with that child and return to the boat, If more than one child guesses correctly, you chose which of them swaps places. Comments The children guessing who might be out next must do so quickly. Do not allow them time to try to work it out against the rhyme. Remember to adjust the number if someone gets back in the boat. 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A selection of nouns written on cards that you can attach to the headband so that the wearer cannot see what is written on them. Examples are man-eating tiger, tooth fairy, bad- tempered bear, giant, kitten. Vihat to do Tre children sit in a circle. Choose a volunteer to wear the headband. Attach one of the cards to the front by tucking it under the elastic or using a Velcro pad. The others then volunteer to act in way that gives the wearer clues to their identity. The child who is guessing can ask questions that require a ‘yes’ or ‘no’ answer. The children can also say something to give a clue, but it must not guess has been made, another child has a turn with a different card. Comments Encourage the children not to put up their hands until they have thought about how they would react or what they would say, to long delays in the activity. If someone seems to be stuck you can give them a clue, % The third way Wikio This game focuses on the skills of negotiation and compromise and shows the children that there are always options other than conflict. Resources A list of confrontational dilemmas listed on a flipchart ~ for example two children want the same toy; two children blame each other for starting a fight; three children want to watch different TV programmes at the same time; one child wants a third child to join ‘in a game but the second child does not; one child wants to tell the ‘teacher about a child who has done something wrong, but another child does not. What to do Put the children into pairs and give each pair a dilemma from the list. Ask each pair to put their dilemma into a context that will show the group how the quarrel began, They must then work together to decide on a solution that is as fair as possible for all of the children in the scenario. When the children have had about 15 minutes to work through their task, call them into a circle to discuss the solutions that they have thought of. Ask children why they think people quarrel and what the hardest part of finding an amicable solution is. Comments Ask the children to watch television especially carefully and to notice what people generally quarrel about. Talk to the children about how they think these quarrels could be avoided. 5u “squauwo2 pupyun anjarai 03 51395 aL 1ua124j1p Moy pue suawayeys angisod aniara1 03 3]24 Kays MOY jnoge ainyny ay3 UL UaLpYD ay PUIWaL OF KuARDe Siu asM WED NO, squaUIWO) apupy aues ax yo yesanas ‘anya2a1 Aauy pip 0 uawayeys Jo Ayauen e aniaoa. uapluD aug pig “sanjaswiayy anoge squawwwod aanisod peal 0} 1294 hay Moy 3noge woya 03 apeL “3H e OUL VAIPTIYD au TED ‘suaMIaIeYS 119uR TE pania2ai sey auofiaxa Uaya “S@2l0uD jeuosiad umo staug aye asus ang ‘uaipjyp sa4z0 ayy YUH suyR ssMasip Jou ysMu Kay “sqUDUIEIeS yy aanguasip pue syaays wisya dn np ayy UaLplyD ayy “dno4B 4194} Jo JaqUIaW YDeB 03 ALB 03 sISH] sHaY] WY UaUIDYEIS anqisod 8 asooup ysnlu Kau UR WALA Tal “9 40 dross oyUL UaIp)YD ‘lp apLAIp pue squBUIB}e3s angisod Jo Jays 11943 PUIYD yea op 07 324M “sow £) Jo Jaqunu e sano pueyasojaq dn ung ag pIno> asayy “sseI> 349 UL pup Kuana 40} 3s] st asa4g ains ayeW “BuUM qeaU Aran ‘ney nok ‘uosiad Apa Auaa e axe nok ‘Rypuauy Kuan ae nok ‘prey yom seme nok ‘ay.uis Kano} & aney NOK ‘puLy shempe axe nok :axe sayduiexa “py ydee soy squawiayess ancusod uay Jo 3sy pardooojoyd pue dnoi6 ano ut py sad ated auo 404 suossias Jo suted yBnoug saDunosey “siaupo ue sanasuiay ynoge poos 1395 pue syyBnoyy angisod anyana1 pue aAi6 03 sse]9 ayy UL aUOKsaAa 404 KyuNqioddo ue si sty, duan|jul daizisod y 9 “xe)dW09 dow squawanow ay} ayew pue sdeq> ayy Gn paads ues nok “Raanne ay YUM seq\wey auiod9q a:pliuD aya sy ‘squauiui0) “eoed uayey aney sdey> omy ayy se uods se wuojsed 07 Apeau aq ysnuy pp yea os ‘awe ayy yo Moy au9 ut uoMeNsay Ou aney 0} St ute ayy “aw Yre aBueYD Kay) se api aug Punoxe suogae ayy moray 03 ane uaspliya ayy “s1Yp ay!) sanuQuoD ‘eid 24 “pup sayoUe 0} squlod pue seweu sawoyiad ayy ue aowa dep weBe uaspyp ayy “dois ayy ut siaygo aun 01 mous oun yeup uoRde mau e Jo AUP UaLA Kays “uoKDE ayy fdoD 0} sey PUUD SIUL “PUD © 0} aUIOd pue aweU NOK UaYR ‘ad4Ny de;> UaLpIIYD AU, YOoY au Y>N0} pue UMoP YDno19 ajdwexa 105 — uoLDe ayduiis © Buywiojiad &q awe ayy uibag “api e ut pueys uaspjyp ayy Op 0} 324m auon seDunosay “win s194p aq yEM 31 UY ‘mou s94au Kay se puodsai 0} Apeai ag pue quale uLewes 03 Sey auofiang paads 3e pakeyd aweb BuiAdoo uome ue st siuy dejo ay} yoyeaSpies and spycatchers This is an exciting game that requires the children to study body language for clues. Resources Er ough small cards for each child in the group to have one. On six of the cards print ‘S’ for spy. On three of the cards print ‘C’ for catcher and on four of the cards print ‘D’ for decoy. Leave the remaining cards blank, What to do Explain to the children what is on the cards and give them out, Warn the children that they must not let anyone see what is on card, even if itis blank. Divide the room into two halves. Tell the children they must all mingle in one half of the room. The ‘ot ject of the game is for the spies to reach the far end of the other of the room without being caught by a spycatcher. The spies ard catchers have to try to disguise who they are by not making their behaviour too obvious. When a spy thinks they are safe, they make a dash for the far wall. The decoys are there to fool the spies ard catchers by pretending that they are either spies or catchers ard behaving in an obvious way, such as showing that they are looking for an opportunity to escape or pretending to look for the ies. However, the decoys cannot leave their half of the room, nor n the other children with blank cards leave that half ~ the latter ‘mast mingle without pretending to be anything. When heve tried to escape, collect in the cards and start again. the spies Comments Discuss with the children the body language clues they looked for to identify the characters. 78 T Further activities Good manners Brainstorm with the children all the things that they consider to be good manners. Have a weekly focus on one of them and reward those children who try really hard to reflect it in their behaviour. Manners board Have an on-going board on which points awarded to children can be recorded, or which children can move up if they receive a commendation for having good manners from any adult. Make sure that all children receive some recognition over time. My special day Have a ‘My special day’ for each child, when they have the opportunity of receiving a special positive focus. Circle Time Use Circle Time to promote positive behaviour and help individuals receive group support in an action plan. (See the Training and resources section for more details.) Special treat Allow the children to choose a special treat, for having tried really hard to m good behaviour and think of others. Anger strategies Brainstorm with the children all the helpful ways of trying to keep their tempers ~ for example counting slowly to 10, thinking of a positive experience. 7918 ‘sauoBaqer uMo 41943 as004> pue YBno.yy 4129 sLed YyDeE 73] Uua4ya pue swe ayqissod ssnosip 10 yeursoy ames ayy 03 >10m wasp} 243 ne 247 OS 11 UO SHEP yA puey e Aeydstp sayR:@ UeD NO, ‘squauiui0) “yauzied 11043 yaya Rep e puads 03 24Q) pinom ‘aus azaymn “unyy 350q “Jeaw! ayunoney ‘awHsed aqunone) ‘sno}o aqunoney ‘dn mosB Kay uaym aq 07 quem Aaya yeyM ‘sad ‘sBUNgIS ‘aGe ‘owieu ajduiexa 10} ~ sji6ip uay aya Jo pee uo sanjasuraua Joge sWejap ayUM way? UBpYD ay, “PUNoIe mexp 04 J8UyLed Jaya 404 Jaded Jo a0aid e uo ‘umop sued pue payoyaysqno siabuy ‘apis Aq apis ‘spuey sayy Ae} 03 swan ut 3 242} uaspliy> ay “sjiouad om pue saded jo sagaid omg spaau sted seq “sited ous uaipjys aya and op 04 34M sypuad pue saded sapunosay “yauyied e yaya seapt siaty ssnasip 07 Ayumioddo Ue uaspwyp aya sani6 749 Ayagoe Supeeyar ‘aypUaB e St SIyL spuey jo sed y og “Bupiom ase Aatp 3S 1.YM siaypo Jo Auedwos ayy ancy 44 osje qu Kay “Aenpiarpur ueyy ApuaDyye pue fsea aiow anyzatgo ue anaiype ue fay3 saounosas jeoisAyd pue TeWUAUL 11943 Buood Aq zeU9 aas 03 ayqe ase Koy), “1279603 Bupyom Jo sqyauag ayy ayepaidde 0} uaspy.yD Moq}e UONDas siya uL soweB ayy, 4343060} Huby0\The elevator (on cooperation and trust between partners, Both children in each pair have to work equally hard to achieve a result. What to do Hut the children into pairs. Ask them to stand back to back with their partner and link arms. They are going to try to sit down gently nd carefully without letting go of their partner's arms. Once they hhave achieved this, they are going to stand, again without letting 0 of their partner's arms. Comments i children of similar height. Warn them that they must not in this activity as you do not want any children to sit down heavily and risk hurting themselves. 82 Get into the right suits This activity requires concentration and cooperation. The competitive element adds to the fun. Resources A pack of playing cards What to do yeed an equal number of each of the four suits to give in the class a card. Explain to the children that you will give them each a card. On your command, they must look at their cards and then, in silence, find all the other children with cards of the same suit. When they have achieved this, they must arrange themselves in a line, one behind the other and in height order, shortest at the front and tallest at the back. As soon as they have done this, they can sit down to show that they have finished. The first suit to sit in the correct order is the winner. Comments TF you have a number of children that does not fit exactly into the four suits, any remaining can be marshals and watch over the proceedings. After the first game, the marshals swap places with other children, Collect in the cards, shuffle and deal them again to start a new game. 83$8 “yryasn aq pynom yustp Kau 3eUp suoysabBns buini6 Aq sanjaswayy ynoge ey Gugsasaqul ue yo xULys 03 TINIUyLp 1 PUL IYBIW OYM Ua4pyYD asour day 07 swear aun ySy squauiwo) “aw ypea sayo4 JuaLayutp ay BuDye uaip)yD uaresIp YUH ‘Or ageyO! s3>ey 5,uweay s8yIO auT UAIpEYD au ssanB 0 pue sayew-weay 4494} Jo 28143 aanponul 03 sum axe} sweay ax “quod e 726 Aayy “ypa1s09 st ssanB s12up sf “03 sayeyas 79ey B49 pIUYD YDLYM apIvap 0} sey weds J9430 a4) “way3 Jo avo oy sayeiai yeUf 3924 2uy BuIsooyD 12+ ajdoad asayp Jo aug, shes uayy pue wear sauz0 ayy oF ‘aueu Aq sazew-weay 11943 40 aaiya saonporgUt pILyD dug “aBpayMouy [vounuuo> ou st yey3 BuYaUIOS Jo yuLYy 0} uasPI.YD ayy aBeINoDu3 “angy Aaya 2z3yM noge yensnun Busyyowos ‘paysia aney Katy, Jepads a1aymauios ‘uoissassod Bugsaraqut ue “Aqqoy yensnun ue pnppUt pinod asay) “aweu ayeudoidde ayy apisaq sayou aquos ayy 3eUR sanjaswiayy anoge ey SuNsa.ayUl ue sia—qUNjOn UAL) PI.UD ude] “wean 11943 Ut UBUPTIYD 243 jo seweU ayy sisy aquDs au) “BuaUM I PooB si oym aquos e 32978 03 spaeu wear Yy2eq “waYA Lea\LaA0 JOU Saop way 19430 249 3eU2 Os AaIND ¥}e3 0} pue Woo! ayy jo sua azisoddo 0} 06 03 sweat ayp Tia) “suleay ong oUt WaYpLYD ayy apING op 03 24M sipuad om pue sadeg ‘seunosay “wieay e se sayya6o3 10m Uuaiplup ayy se uoIssnosip pue Buyuyy sazeyWNs aweB si4 é}noge Buryje} | we wouM “OU! 3 WAM UeD Aayy SBuNNA qUaLa}JIp AUeW MOY a5 0} Way Se pue ua4pyLYD 43 404 adeys auo asoo4> 07 si KyAgae JeYZOUY ‘SquBWWO) “seumpid 41243 mos 0} appup ayy 0} y>"q sdnoub ay fe seAnuW OT sayy “sarmaid 494 aoueyua 03 swirl Jayz0 apmpauy osje ued Kay) “way aBueYD zou ang ‘sadeys 243 0} s6usy ppe ued Aayy *sadeys aug qe soqexodioout eu aanyaid @ ayea19 0} waYy SY “s}DUAd pue Jaded pue abed sodeys e dnos6 yea anig “sdnos6 yeuts 10 sused out sse}> aya apirig op 07 224M (6€1 abed aas) abed sadeys paidosojoyd ‘sjisuad pue sadeg sepinosay “fem angeuiBewi ue ut sadeys Buisn ‘aumaud @ aanposd 03 s84}3603 10m pue seapl annearo dems UDIpILYD poaysad aunqd1gHow long will it take? This game requires children to cooperate as they discuss and reach a realistic decision about who is most representative of the majority. Resources Two stopwatches, paper and two pencils. Enough space to run around in freely is needed. What to do Divide the group into two teams. The teams stand at one end of the room. Explain to them that they must choose one person who is most representative of them at running. They do not want the fastest or the slowest as over cn the children that this is not a race. The chosen chi can complete the run, one at a time, Each team writes down their estimate, On your command, the teams begin to run in turn and you start the stopwatches, one for each team. You stop each team’s stopwatch when its members have completed their run and are sitting down. The teams get one point if they are inside their estimated time and the team that is nearest to the estimate gets an additional point. Comments Try this with different activities, such as traditional races, hopping, walking backwards, doing twenty skips, performing a routine in turn, putting something together. 86 ime is what is important. Impress must run to tthe far wall and back whilst being timed with a stopwatch. Based on this time, the children must estimate how quickly their whole team Balloon blowing The children need to work together to try to win this game. ces ‘Ablown-up balloon, a piece of string or a chalk line, You need enough space to play the game safely. What to do Divide the class into two teams. The teams line up facing each other, about 4 metres apart. They get down on their hands and knees. Halfway between the two teams, draw a chalk line or stretch ‘out the string along the ground. Place the balloon on the line between the two teams. Then draw two lines each 1 metre either side of the centre line, or use some more string. This marks each ‘team’s area, which they must remain inside. The children have to work together to try to blow the balloon into the other team’s area. Allow them a minute, then stop the game. No-one must continue blowing or a penalty point will be given to the other team, Award a point to the successful team. When the children have had a short rest, begin again. Comments Each time you start a session, pull the children back to their original positions as they will gradually shuffle forwards. 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Resources ‘You can do this activity as a two- or three-dimensional project. You will need appropriate resources of paper, colours, cardboard boxes other craft materials for the approach you and the group decide > take, Vihat to do Divide the children into small groups of 3 or 4. Explain to them that you want them to design the leal classroom. They can choose the nape, colours and fittings such as seating arrangements and work surfaces, Discuss with the children the requirements of a classroom and the practicalities they will need to consider. Give them time to iscuss the project and to decide on the way they woul approach it. Allow a reasonable amount of time for the development of their ideas. Later, let each group show their design to the other groups and talk through the choices they have made. Comments ave fun by asking the children to say what they think a classroom Will be like in fifty years time, Encourage them to be imaginative and fanciful. 90) Further activities Animal magic Put the children into groups of 5 or 6, Give each group an animal and ask them to brainstorm reasons why their animal is the best in tthe world. They could use library or computer resources. Allow each group to share their findings with the other groups. Word sculpture Divide the group into three teams. Call out simple words such as ‘cat’ and ‘dog’ and ask the teams to make body sculptures of the letters forming each word, or the object itself. Have a race to see which team can make a word in the fastest time. Team flags ‘If your organisation has teams or houses, ask the children to design 2 flag for the one they belong to. Discuss with them the qualities they would like it to possess and ask them to think of items that could represent this - for example a bee might show being busy, a rock might show steadfastness. Team quizzes Put the children into mixed-ability teams and let each team devise a quiz for another team, using their own knowledge. Discuss with them ‘things they might ask questions about, such as books, pop stars. Group challenges Devise some challenges that the children can do in groups, such as complete a jigsaw or another puzzle, build an obstacle course from a set number of items, build something from scrap materials. 1“suakeyd ayy yo Awige pue abe a4) 03 Burpioa2e Wo of su@ype] Jo sequinu ayy pue awed ayy yo aved ayy Alen ued nop squauio) "Y] PUYD auO aneY nok yu awe ayy anuqUoy “s19399) quasayup ano Bulre9} “pup zeyR Noy WWeBe aweB ayy uiBaq “yno 51 PWD 2u0 OYA “Ino st BuosM suyy Sab OY" plIyD Kuy “aouanbas aya ut sana] pou ayy Aes pue 1379} 7ey3 WO ysnw Koy luasoy> 243 Jo au0 Yaya Sap_ULOD Un} s,plYD e JT “sauOWOW @ ano anea} 0} payse 3q qyBIu ayy ayduiexa 105 - dnosb 40 ae ays 02 siya y>reW “Si8qIa] UleTIaD yno Buea) ‘uyeBe 3 Aes 0} waya se “aqeydye atp Jo pua aypy yeas dnoib 249 UBYAN “2UD 243 punoie sanuqUOD siYy pue axa] 3xOU a4 sKes aya yal 112yR UO PLY? au JEqeydre ay Jo 19729} ysuLy a4 Aes KOU “aue6 ayy uiGaq 04 uasoy> st pyys ¥ “aouD e UL IS UaIPILYD ay. op 03 224M auoN, sapunosay “rauuew 7981109 ayy Ut puodsar oy sey Kew Kau “pasnaoy Any ou aie Aayy sq “awed siyy Aeyd 03 4210 ut aesquaouos pue AynyaseD uayst 0} paau UasplLYD ay s49}}9] Bulssi\] , 7 ue Buluaysy) yo sip}s ayy sauiquioa uoudas sty 26 “shem ayeudosdde Ayjepos us aneyaq pue suoenus asierdde 0} Way? day 07 Wea} 03 UaIpTLYD Joy sPLIS quezodwt ase asayy ‘puodsas 03 uaym pue mou, Suymouy uo snooy yey samuanze ut Bupjeads S|[PJS UolyedIUNWWOD BursueyuqThe shop game This activity uses a game ask for item: it to show the children how to a polite manner. Resources AA set of shop cards (see page 140) | What to do The children sit in a circle. If you thit all the shops that they can think of and what each type sells. ‘he children that for the purposes of the game, the shops involved ‘tems suggested by their names - for example, the only jewellery and watches, not gifts and so on One child is chosen to be the shopkeeper, and selects a card without letting the other children see what is on it. The shopkeeper stands in the centre of the circle. Other children volunteer to enter the shop, one at a time, to make a purchase. They must say ‘Please may [have . . .’ If the item is not stocked in the shop, the | shopkeeper answers ‘I'm sorry, Sir/Madam, I don’t sell... The | customer then has an opportunity to make two more requests in | ‘their attempt to guess what sort of shop it is. If th available, the shopkeeper says ‘Certainly, Sir/Madam’ and mimes | handing the item over. After three sales have been confirmed, ‘the children in the circle then have up to three opportunities to guess what the shop is. Ifthe shop is not guessed correctly, the shopkeeper reveals what sort of shop it is. The game begins again with a new shopkeeper. Comments | have three sales confirmed before they make an attempt. | 9 Talking choices This activity focuses on the various voices we use to talk to different people. The children will have fun, laughing at their choices. Resources A list of characters that you draw up yourself or ask the children to brainstorm with you on a flipchart. Examples are a toddler, a clown, an elderly person, an artist, a police officer, a friend, a next-door neighbour. What to do Ask the group to sit in a circle. Tell the children that they are going to pretend that different characters come into their garden and take their ball. The gist of what they have to say is ‘Excuse me, I think you've taken my ball. May I please have it back.’ Choose one of the characters from the list and ask a volunteer to show how they would address that person. Discuss with the other children if they agree with this approach. If they do not, ask them why. When the children have agreed, they can ask for the ball back together. Continue with a different character. 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