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      MODULE   

1

Out-of-school educational activities
to complement formal education

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About the Module 1

Out of school activities are often a critical component of college application, and students need to impress colleges with their interests.

With so many options out there, all children/pupils should be able to find an out-of-school activity that they are interested in and can develop a passion for! Activities done in family or within community should also be considered as viable options.

In this module we will try to show that out-of-school activities are important to a child’s healthy brain development. Outdoor activities allow children to express, and learn about feelings.

Who are the targets

This module is designed for Youth Workers who work or will work with Teachers, Parents, Carers, Educators. It can be used by different facilitators and trainers who want to conduct trainings with this specific target group.

Learning objectives

Objective 1

Objective 2

Objective 3

Objective 4

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Ability to diagnose and understand the need of the child

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New methodology and up to date instruments in working with children

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Increased performance in teaching abilities

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Better communication teacher-parent-child and developing teaching VALUES, ATTITUDES and PRACTICES

Some activities you will find in the module
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Evaluation and test

Closed Question Test

Evaluation of the module

Description

Out-of-school educational activities include all forms of activities that takes place outside of the formal school environment.

These activities are very important because they are helping young people to develop new skills, complementary to those acquired during the morning lessons at school, and more importability help them in learning and understating their talents, interests and passions. They can foster practical skills like time management, team building, leadership etc. Activities done with the whole family or within community should also be considered as viable options.

Out-of-school activities are often a critical component when applying for a college as and students need to impress admission reviewers with their interests and ability to perform all sort of tasks, complementary to the skills acquired while studying.   

Below we selected a list of popular activities, you can be inspired from and you can adapt to your needs. The activities selected are more focus on tasks to be performed outdoor. Changes in current societies are affecting childhood experiences. Time for outdoor activity is diminishing, contributing to sedentary lifestyles, disconnected from the natural world. In addition, this is true for children as it is for adults.

In this module, we will provide out-of-school activities that can foster children’s healthy brain development. Outdoor activities allow children to express, and learn about feelings. Also, teachers and parents can improve their relationships with their children/pupils by learning how to play with them in a specific way using selected instruments. Play contributes to language and social skills, like cooperation and compromise, independence and emotional resilience.

For whom is designed this Module?

This module is designed for EDUCATORS as teachers and Youth Workers working with Parents, Carers, and other king of educators, in both school and youth sector. It can be used by different facilitators and trainers who want to conduct trainings with this specific target group.

What is the goal of the training?

The goal of this module is update EDUCATORS with new activities that they can use with children and make them aware of children needs regarding out-of-school education and development.

What are the learning objectives and learning skills?

After this training module, educators will

  • Developed new ability to diagnose and understand the need of the child;

  • Added new methodology and instruments useful to work with children;

  • Increased performance in teaching abilities;

  • Increased communication teacher-parent-child;

  • Updated teaching values, attitudes and practices.

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Tips for the Trainer

Too often, the last thing any teacher wants after a day of teaching in the classroom is to attend professional development. But, just like their students, teachers at every grade-level need ongoing education to keep up with educational trends, district initiatives, or curriculum changes.

Therefore, the designers of teacher professional development must consider how to engage and motivate teachers using a model that is meaningful and effective. The trainer’s role during the training is to create and maintain a supportive climate so that the instruction designed for teachers can take place. Some good practices for the trainer include:

  • Be respectful of fellow teachers.

  • Show enthusiasm about the training topic.

  • Be clear and direct in order to avoid miscommunication.

  • Ask questions in order to receive feedback.

  • Use “Wait Time” to encourage questions and allow time to think about an answer or response.

 

Keep in mind that:

Adult learners have a need to be self-directing : This means instruction is effective when teachers have been involved in the planning and in the evaluation of their professional development. Train the trainer models are effective when they respond to teacher needs or requests. 

Readiness for learning increases when there is a specific need to know : This means that teachers learn best, like their students, when the professional development is central to their performance. 

 

Life’s reservoir of experience is a primary learning resource; the life experiences of others add enrichment to the learning process : This means that what teachers experience, including their mistakes, is critical because teachers attach more meaning to experience rather than knowledge that they acquire passively.

Adult learners have an inherent need for immediacy of application : A teacher’s interest in learning is increased when professional development has immediate relevance and impact to teacher’s job or personal life

 

As for the training, the trainer welcomes the participants and introduces her/himself. The trainer presents the project TeachersWay briefly.

You can start the discussion asking this question: What are some examples of out-of-school activities?

Some examples:

  • Writing and putting on a play.

  • Creating and exhibiting art works.

  • Creating and producing a show.

  • Producing a short film (a variety of subjects are possible).

  • Participating in writing, painting, ceramics and jewellery-making workshops and exhibiting the resulting creations.

  • Singing in a choir

  • Painting club.

  • Basketball.

  • Cheerleading.

  • Climbing Club.

  • Cycling.

  • Dance Team

Afterwards, she/he proposes an Ice-breaker to help participants get to know each other.

The trainer makes an introduction and gives the presentation of module’s objectives and theoretical background (TeachersWay Module 1 presentation).

Then, the trainer facilitates a set of chosen exercises and activities:

  1. Activity 1, 2, and 3 are focused more into basic and general ways of the children’s interests;

  2. Activity 4, 6, 7, 8, 9 are focused on socializing and observing what are the kids interests

  3. Activity 5 and 10 are goal-oriented and self-development activities for children

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Activity 1 – About children’ interests.jpg

For whom : 4 to 12 years old

Duration : 30 minutes

No. of participants : 10 – 30 participants

Place : Inside a meeting room/classroom, etc.

Materials : Pens, CHILD INTERESTS according to the age, REMINDER LIST OF ACTIVITIES (Annexes 1.1, 1.2, 1.3, 1.4). We need to have them all according to the number of participants. 

Goal : To identify individual needs and interests of the children; To select different out-of-school activities according to the needs and interest of the children.

Instructions box – About children’ interests

Preparation: Prepare a certain (a few extra copies) number of copies of the CHILD INTERESTS CHECKLIST according to the age of their children and REMINDER and pens.

The pre-prepared materials are given to each of the participants. Please read the lists below and place a green check (√) next to the activities that your child currently enjoys doing and add activities that are not included on the checklists that are important to your family or happen because of where you live and which are or would be interesting to your child.

There is no need to say, that every list is just a suggested list of items, and of course each list can be updated and changed including or deleting interests that are appropriate with your school, community and local environment (are you by the sea? On the mountain? In the city center…. .

EXAMPLES OF CHILD INTERESTS Divided by age

 

 

  • Being outdoor

  • Play a sport

  • Playing with friends

  • Going on a bike ride

  • Visiting neighbours, relatives

  • Hiking

  • Drawing

  • Walking

  • Painting

  • Watching TV/videos

  • Playing with animals

  • Playing musical instruments

  • Gardening

  • Listening to music

  • Dancing

  • Singing

  • Listening fairy tales/stories

… or other things that are not listed here…

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Identifying interests for children from 4 to 8  years of age

Identifying interests for children older than 8  years of age

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  • Playing individual sports

  • Playing team sports

  • Playing indoor games

  • Playing outdoor games (e.g. hide-n-go-seek

  • Playing video games 

  • Using social media

  • Visiting neighbours, friends, relatives

  • Having or going to parties

  • Meeting new people

  • Participating in family talks

  • Public speaking

  • Participating in competitions

  • Reading

  • Studying languages

  • Studying art

  • Drawing/painting

  • Decorating things

  • Learning how things work

  • Building, designing things, creating new things

  • Collecting objects (e.g. leaves, rocks, napkins etc)

  • Playing with animals

  • Taking care of animals

  • Cooking

  • Gardening

  • Dancing

  • Signing

  • Playing musical instruments

  • Listening to music

  • Theater playing

  • Going on a bike ride 

  • Hiking

  • Running

  • Studying nature

  • Exploring new places

  • Camping

  • Going to a movie, theatre, concert/ sport event/…

  • Visiting zoos, museums,  aquariums, planetariums/…

  • Volunteering, charity work

  • Visiting the elderly or caring for the sick

  • Joining public causes

  • Talking about politics

  • Photography

  • Writing poetry and stories

  • Programming computers / coding

  • Activities related to my religion and believes

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Identifying interests for children below 4 years of age

 

 

  • Being outdoor

  • Playing with children

  • Visiting neighbours, friends, relatives

  • Drawing

  • Painting

  • Sketching

  • Cutting/tearing pictures

  • Playing with animals

  • Being around animals

  • Feeding animals

  • Gardening/planting flowers

… or other things that are not listed here

  • Dancing

  • Singing

  • Playing musical instruments

  • Listening to music

  • Listening fairy tales/stories

  • Looking at and talking about photographs

  • Going fishing with mom or dad

  • Going on a bike ride

  • Hiking

  • Walking

  • Watching TV/videos

  • Having cookouts/barbecues

Identifying interests for children below 6 to 12 years of age

  • Playing individual sports

  • Playing team sports

  • Playing indoor games

  • Playing outdoor games (e.g. Hide-n-go-seek

  • Playing on the computer/ phone/ tables/…

  • Using social media tools

  • Watching TV/videos

  • Visiting neighbours, friends, relatives

  • Having or going to parties

  • Socializing

  • Participating in family talks

  • Meeting people

  • Public speaking

  • Participating in competitions

  • Looking at magazines, catalogue

  • Reading

  • Studying languages

  • Listening fairy tales/stories

  • Drawing/painting

  • Decorating things

… Or other things that are not listed here…

  • Building/designing things

  • Hands-on activities

  • Collecting objects (e.g. Leaves, rocks, napkins etc)

  • Playing with animals

  • Taking care of animals

  • Gardening

  • Dancing

  • Signing

  • Playing musical instruments

  • Listening to music

  • Theater playing

  • Going on a bike ride

  • Hiking

  • Walking

  • Traveling

  • Exploring new places

  • Studying nature

  • Having cookouts/barbecues

  • Going on a camping trip

  • Visiting zoos/museums/ aquariums/planetariums/…

  • Going to a movie/theatre/ concert/ sport event/…

Identifying interests for children above 12 years of age

  • Playing individual sports

  • Playing team sports

  • Playing indoor games

  • Playing outdoor games (e.g. Hide-n-go-seek

  • Using the computer/ phone/ tables/…

  • Using social media tools

  • Watching TV/videos

  • Visiting neighbours, friends, relatives

  • Having or going to parties

  • Socializing

  • Participating in family talks

  • Meeting people

  • Public speaking

  • Participating in competitions

  • Reading magazines, comics, etc..

  • Reading

  • Studying languages

  • Listening fairy tales/stories

  • Studying art

  • Drawing/painting

  • Decorating things

  • Rearranging furniture

  • Building/designing things

  • Creating new things

  • Learning how things work

  • Hands-on activities

  • Collecting objects (e.g. Leaves, rocks, napkins etc)

  • Playing with animals

  • Taking care of animals

  • Gardening

  • Dancing

  • Signing

  • Writing poetry and stories

  • Programming computers

  • Observing human behavior

  • Religious activities

  • Solving crossword puzzles

  • Philosophy

  • Dissecting an organism

  • Planning events

  • Studying artefacts

  • Studying maps

  • Selling things

  • Analytical writing

  • Working with numbers

… Or other things that are not listed here…

  • Playing musical instruments

  • Listening to music

  • Theater playing

  • Going on a bike ride

  • Hiking

  • Walking

  • Traveling

  • Exploring new places

  • Studying nature

  • Having cookouts/barbecues

  • Going on a camping trip

  • Visiting zoos, museums/ aquariums, planetariums,

  • Going to a movie, theatre, concert, sport events

  • Analyzing movies/theatres/ concerts/ sport events/…

  • Volunteering

  • Charity work

  • Anticipating other’s needs

  • Visiting the elderly

  • Caring for the sick

  • Giving advice

  • Solving problems

  • Analyzing systems

  • Engaging in business

  • Teaching others

  • Organizing information/records

  • Scientific research

  • Studying the media

  • Budgeting

  • Joining public causes

  • Talking about politics

  • Doing electrical work

  • Studying stocks/investments

  • Data processing

  • Science fiction

  • Photography

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After you have identified your child’s interests, list the top 10 of them that are most likely to help your child development. It can be used as a reminder list of activities.

REMINDER LIST OF ACTIVITIES

  1. ________________________

  2. ________________________

  3. ________________________

  4. ________________________

  5. ________________________

  6. ________________________

  7. ________________________

  8. ________________________

  9. ________________________

  10. ________________________

 
Activity 2 - Me,Myself.jpg

For whom : 8 – 15 years old

Duration : 30 minutes

No. of participants : 10 – 30 participants

Place : Inside a meeting room/classroom, etc.

Materials : Printed Annex 1.5 and pens / pencils / markers according to the number of participants

Goal : To reflect after an activity; To help participants acknowledge and talk about their feelings and experiences.

Instructions box – Me myself and I

Print the Instruction box, have pens / pencils / markers to give each of the participants. The trainer gives a short explanation and a few rules about what each part of the picture actually means:

  1. the head represents the mental condition;  

  2. the body - the feelings;

  3. the legs represent the psychical condition (15 minutes).

Have participants write down their thoughts for all the 3 parts of the drawing regarding the last activity and then everybody in the circle will share the result. 

Please write down your thoughts for all the 3 parts of the drawing regarding the last activity (15 min.).

Everybody in the circle will share the result (15 min. in total)

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 Instructions box – I am a car!

Printed the box Annex and pens / pencils / markers are given to each of the participants. The trainer also gives short explanation/examples about what they should express themselves, bearing in mind the parts of the car (for instance, the driver, the accelerator, the motor, the mirror, etc.) (15 min.)

With which part of the car do you identify when you think about the role you play in education of your child/pupil?

For instance: the driver (someone who drives a car), the accelerator (controls the speed of a car), the motor (propels the car), the mirror (reflects the view at side and behind car), etc.

Write down why you chose that part of the car to represent yourself. (15 min.)

Then everybody in the circle will share the results and explain why they chose that part of the car to represent themselves. (15 min.)

Activity 3 - I am a car !.jpg

For whom : 8 – 15 years old

Duration : 30 minutes

No. of participants : 10 – 30 participants

Place : Inside a meeting room/classroom or outside

Materials : Printed Annex 1.6 and pens / pencils / markers according to the number of participants

Goal : To help them identify their role in the education of their students; To help them acknowledge and talk about their feelings and experiences.

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Activity 4 - TIGTAG.jpg

For whom :  6 – 12 years old

Duration : 40 minutes

No. of participants : 5 – 25 participants

Place : Outdoor

Characteristic : Movement, health, participation, fun

Materials : No materials

Goal: To do physical exercises; to unify the group and make it more compact; to understand and practice teamwork; to release tension

Pedagogical appeal: Through this game we want kids to release tension, be more active, more involved and to give them the chance to move almost freely as they are outdoor, giving them the sensation that they are independent.

 Instructions box – TIGTAG

In tigtag games players who is “it” chases the other players, trying to touch one of them, thereby making that person “it.” The game is known by many names, such as leapsa in Romania and kynigito in parts of modern Greece. In same, a method of achieving immunity from touch is prescribed, as by touching wood, iron, or a specified colour or assuming a particular position (e.g., squatting).

Often limitations or handicaps are imposed on the chaser: the child may be required to clasp hands and imitate a horned animal (stag, bull, or goat) or squat and hop like a frog while the others caper freely around him. In some games the chaser throws a ball at the intended victim. As a game progresses, the original chaser may enlist those touched to help catch the others; sometimes the captive link hands to form a chain, with the players on either end making the capture. Send children outside and even better, go with them and do everything you can to be sure that every child can do the same.

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British bulldog

One (or two players) starts as "bulldog", who stands in the middle of the playing area, while the other players stand at one end of the area. The aim is to run from one end of the area to the other without being caught by the bulldog. When a player is caught, he becomes a bulldog himself. The last player is the winner and starts as "bulldog" in the next game.

Variant :

Variant :

Duck, duck, goose

How duck, duck, goose is played. In this game, usually played by young children, the players sit in a circle facing inward. One player, the "picker" or "fox", walks around tapping or pointing to each player in turn, calling each of them a "duck", until finally announcing one of his choosing to be the "goose". The goose then rises and runs around the circle in the same direction as the picker, attempting to return to their seat before the "picker" can sit back down in the vacated spot. In Minnesota, this game is referred to as "Duck, duck, gray duck".

 
Activity 5 - Europe is Crosswords.jpg

For whom : 7- 12 years old

Duration : 15 minutes of team building and 1h30 minutes of play

No. of participants : 6 – 18 participants

Place : A central point from which a sound signal is emitted to start and end the inning; A field made up of bases

Characteristic : Game mixing strategy, physics and board; Develop memory and knowledge of European countries; To develop team play

Materials : some materials to mark out the bases (string, tape, paint...); 2 printed and cut out syllable cards (attached); 1 game board: crossword puzzles copied or printed large; 3 Minister of Economy cards; 3 cards for the Minister of the Interior; make-up

Goal : Reproduce as best as possible a drawing divided into several fragments distributed among the teams.

 

 Instructions box – Europe is Crosswords

Instructions : Set up: Form 3 teams. For each team there is a basic referent, played by a facilitator.

Each team has a hierarchy and includes the following roles, that needs to be assigned to the team members:

  • 1 Minister of the Interior: he is the only one who can enter an enemy base, he has the right to carry maximum 3 syllables with him. He can only be eaten by other Ministers of Economy.

  • 1 Minister of Economy: he is the only one who can enter the direction of the financial markets; he can carry a maximum of 5 syllables. He can only be eaten by other ministers of Economy and by the ministers of Interior.

  • Citizens: can carry 2 syllables at a time, can only be eaten by ministers of economy.

  • Each team has a base, once the roles are distributed, each young person puts a piece of cloth (or a scarf) as a tail.

  • Each team receives 1/4 of the syllables in its base and the remaining 1/4 is given to the manager of the trading room. The referee of each base distributes a syllable to each player of his team. 5 bases are defined: 3 for the teams, 1 for the financial market manager, 1 for the Game Master. A player is "invisible" as soon as he enters a base with 2 feet.

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Earning points : Once all the syllables of a European country have been collected (complete word). You must go to the Game Master with all these syllables, and find the country in the crossword puzzle. Once the word is found, the GM fills in the corresponding boxes and awards as many points to the team as the word has syllables.

Stopping an opponent : To stop an opponent, you must pull his tail. If they are of the same level, the one who caught the tail wins. If the 2 opponents are of different levels, the higher level wins. The winner leaves with all the syllables of the enemy within the limit of its capacity of transport. The defeated player must return to his base to take a life if he has none left. Otherwise he can continue to play.

Visit of an enemy base : Once in an enemy base, a Minister of the Interior is given 2 syllables. He has 10 seconds to leave, during which time he is untouchable and the count is made aloud by the base manager.

Directorate of Financial Markets : Only the Minister of Economy can enter, he can exchange his syllables with the market manager (a host).

Rounds and end of the game

Every 15 minutes, the game master whistles to mark the change of round, the roles can change. The game ends when all the crosswords are completed.

The facilitators:

  • the game master (GM) controls the crossword board, distributes and counts the points;

  • the director of financial markets exchanges syllables with the ministers of economy of different teams.

  • the base referents ensure that the game runs smoothly and distribute the syllables.

BONUS character: the bailiff who comes to catch tails and rob the players, which can help balance the game.

 
Activity 6 - Elves, Wizards and Giants.jpg

For whom : 8 – 12 years old

Duration : 30 minutes

No. of participants : 8 – 20 participants

Place : A space to play

Characteristic : This is a unique version of Rock, Paper, and Scissors, except, the kids will use their hands, legs and even entire bodies instead of just fingers.

Materials : No materials are needed

Goal : To unity the group; to understand and practice teamwork; to develop strategy skills

Pedagogical appeal : This game helps develop agility, teamwork and strategy skill.

 Instructions box – Elves Wizards and Giants

The rules for this game are similar to the rules of Rock, Paper, and Scissors.

  • Giants can conquer wizards. The kids have to raise their hands above their head when they stand to pose as giants;

  • Wizards can conquer elves. To be a wizard, the kids have to form a triangle with their arms over their head, replicating a wizard hat;

  • Elves can conquer giants. To pose as an elf, kids have to place their hands alongside the ears, with the index finger extended just a lit

Once the rules are clear, you can start the game.

  1. Divide the kids into two teams and also divide the room or play area into two zones.

  2. Each team will have a safe zone where the stronger team cannot attack them.

  3. The teams will stand at least four feet apart from each other. The teams can huddle and discuss what they want to be and on the count of three by the moderator, shout out who they are.

  4. If one team chooses an option stronger than the other, they can chase the weaker team and try to tag them before they reach the safe zone.

  5. Anyone who gets tagged becomes a part of the opposing team

  • The team with fewer players in the end loses.

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Activity 10 - The graphical battle.jpg

For whom : 7 – 12 years old

Duration : 15 minutes of team building and 45 minutes of play

No. of participants : 15 - 40 participants

Place : A central point from which a sound signal is emitted to start and end the inning. Bases composed of a team zone forbidden to the other players and a neutral zone where all the opposing players can go to see a piece of the drawing.

Characteristic : Build a team strategy by exercising; Develop memory and graphic arts.

Materials : Fragments of the drawing to be reproduced

Goal : Reproduce as best as possible a drawing divided into several fragments distributed among the teams.

 Instructions box – The graphical Battle

Teams

Teams are constituted before the game by a colour code. The number and size of the teams are to be adapted according to the number of participants. A colour is assigned to each team. They meet directly at their base on the playing field. When the young people are gathered, they are welcomed into the game and the rules are explained. An armband on the right arm is used to differentiate the teams. Bases are identified by banners and a map is available at each base to help them find their way to the bases they are looking for.

Action

Kids have two choices: attack enemy bases to find design fragments or defend their base.

The division between these two roles should come naturally. This is a strategic choice that the game leaders can suggest to them.

  • Attacker: he must go to an enemy base with a host and pay 2 "tails" in cloth to see a fragment of the drawing for 5 seconds. As soon as he has seen it, he goes back to his base as soon as possible to reproduce the information he saw on the drawing of his team. He must therefore have taken the cloth tail of another player to see a fragment of the drawing.

  • Defender: he stays close to his base to prevent the opposing attackers from seeing drawing fragments.

  • Facilitators move around the game area to limit cheating and resolve any conflicts. They are neutral and are not associated with any team.

At the end of the time limit, all players return to their bases, those who are drawing can finish their drawing. The richest reproduction that most closely matches the original drawing determines the winning team.

Rules

  • Each youngster wears a team armband that he/she must return at the end of the game.

  • Each youth leaves his base with a cloth tail attached to the back of his pants. It must be accessible and detachable (no knots!)

  • The players leave their base to view fragments of drawings held by the other teams. They must then reproduce it from memory to complete their own design.

  • To challenge another player to a duel, you must touch him/her.

  • Duel = one on one with one arm behind the back. The one who manages to take the tail of the other wins. The loser goes back to his base to get another cue. The winner gets to keep the cue he/she won.

  • To view a fragment of the opponent's design, go to a neutral area around the enemy team's referent facilitator.

  • The host shows the requested drawing fragment for 5 seconds.

  • No duel in the neutral zones.

  • The beginning and the end of the game are signalled by a sound signal.

  • At the end of the game: the youngsters go immediately to their bases to await the results. Those who are drawing finish their drawing, the others are not allowed to draw anymore.

  • In case of a duel or conflict, referees are present on the playing field.

Imaginary

The drawing to be reproduced, the characters, the cloth tails and the team zones depend on the chosen imagination!

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Activity 9 - Flowers, boys and girls.jpg

For whom : 8 – 14 years old

Duration : 20 minutes

No. of participants : 4 - 10 participants

Place : Outdoor or indoor, a proper space to play

Characteristic : Helps develop agility, teamwork and strategy skills

Materials : No materials are needed

Goal : To have fun; to understand and practice teamwork; to develop competition

 Instructions box – Flowers,Boys and Girls

The game is played by a minimum of 4 to a maximum of 10 people. It can be played anywhere, the duration can’t be determined as it never actually ends.

Players sit either on a bench, on foot or on steps. 2 of them go a little further from the group and together set a number from 1 to 10. The rest of the group must guess the number, one by one. Whoever guesses can choose between "flowers, girls or boys, songs or songs" as a field of discussion for the next round. After that, the 2 move away and settle for example, in the case of INM the fortuneteller chose flowers, who and chrysanthemum and who and gladiolus or any other flower. The fortuneteller must choose between the 2 options.

The "unelected" then sits on the bench, and in his place will go to establish another number who guessed. (e.g.: Andrew guessed the number 8 and chose as singers, and Maria and Lia chose to be Michael Jackson and Stevie Wonder respectively. Andrew to go with Michel, then Lia will sit down and Andrei and Maria set the next number).

Children both refresh their memory and their mathematical knowledge but also  the knowledge of music artists, the names of friends, and overall expand their knowledge with various plant specimens.

Activity 7 - Cat and Mouse.jpg
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For whom : 6 – 12 years old

Duration : 30 minutes

No. of participants : 8 - 25 participants

Place : Proper space to play

Characteristic : Movement, participation, fun

Materials : No materials are needed

Goal : To put kids in different situation; to understand and practice teamwork; to develop distributive attention

Pedagogical appeal : This game helps develop agility, teamwork and strategy skills.

 Instructions box – Cat and Mouse

You need at least 8 children. Six children hold hands in a circle. One player ‘the mouse’ remains inside the circle and another player ‘the cat’ remains outside. The mouse can move in and out of the circle but cannot remain inside for more than a few seconds. The cat can’t enter the circle and chase the mouse to catch or tag her. The players in the circle help the mouse by lifting their arms up for her to enter and then blocking the way for the cat. Once caught, the mouse becomes the cat and a new mouse is chosen from the circle. In bigger teams there can be 2 mice and 2 cats.

Activity 8 - All over.jpg

For whom : 6 – 12 years old

Duration : 30 minutes

No. of participants : 10 - 12 participants

Place : Proper space to play

Characteristic : This game is similar to the beach ball or Nerf ball games, where the teams try to push all the objects towards the other team to win.

Materials : A lot of tennis balls, footballs, basketballs, etc., space to play

Goal : To have fun; to understand and practice teamwork; to develop competition

Pedagogical appeal : This game helps develop agility, teamwork and strategy skills.

 Instructions box – All Over

  1. Divide the kids into two teams with an equal number of players;

  2. Divide the play zone into two halves and mark the team’s territories;

  3. Give the teams the same number of balls and ask them to stand in their designated zones;

  4. On the count of three, the players will try to roll, throw, or kick the ball to the opposition’s side;

  5. If a team manages to push all their balls to the other side, they shout out ‘All over’ and win;

  6. If there are too many balls, you can set a timer and at the end, whichever team has fewer balls wins.

It is best to use lightweight balls for this game, to minimize the risk of injury.

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Example of a drawing to reproduce: a treasure map

 
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