Year Group: YR 1& 2 Activity: Icebreakers Lesson No. 1 Learners will be comfortable with interacting within groups and following instruction Will work effectively in small groups that s easy That s not so easy we have to balance hold on to me step around me help me I ll help you these are designed to get people supporting each other, breaking down physical barriers. Have confidence and trust in partners and members of the group Physically support each other Mingle Mingle, get the group to walk around in a small area shouting Mingle Mingle call out a number and the class need to get into groups of that size. i.e groups of 2, 4,7 etc the first team with that number wins All Aboard: (Tops Card) Keep the class in 3 small groups. Lay three Tarpaulins on the floor. Unfolded. The aim is to get all of their team stood and Balanced on the sheet. After each successful attempt the team should step of the sheet and it folded in half. The idea is to get the group on to the smallest sheet they can. Teaching Points/Class Management/Differentiation (STEP) Use the warm up to put the class into 3 small groups. Keep the groups separate and stay in these groups for the whole session. Follow instructions on the card and watch for children falling over. Ensure the ground is even. Plank Game or Line up: (SASP card, Tops or cards) Line the group up and ask the group to rearrange them-selves in to height order, shoe size, name order, etc Use a line on the floor or gym benches for this task depending on ability of the group. Hands on shoulders review. Ask the group to put their hands on the shoulder of someone who: Helped them, made them feel safe, supported them, made them smile, was a good leader, use their voice well. Tops Card SASP Cards & Team Building Resource Book 3 tarpaulins or rope to mark area. Gym benches or line on the ground, or crates and planks.
Year Group: Yr 1&2 Activity: Swamp Cross Lesson No. 2 Learners will be comfortable with interacting within groups and following instruction Find their own solutions to problems. Listen to everyone s ideas and suggestions. Hold on to me we should put them there lets stand on that one if we move forward Can you reach that one? The main aim is to get the group sharing ideas Use good lifting and handling techniques. Alphabet Song The group sits in a circle. One member starts by saying the letter A. No one is designated to continue the alphabet. The group members just keep saying the letters until the alphabet is complete. However, the trick is for only one person to say each letter. If more than one person say a letter, then the group needs to start the alphabet over again. Swamp Cross: (Tops cards) Mark an area to be crossed by the class. Divide the class into three teams and give the teams equipment to cross the swamp with. Give one of the following equipment - Wooden blocks - Hoops - Crates Get the groups to work together in separate circles. Mark out the area before you start. Rope is good or use chalk tomark the area. Have enough equipment for the 3 teams to use. Make sure it is not to slippery on the surface being used. The aim is to cross the swamp without getting their feet wet. If any one gets wet they must return to the start. Re run the tasks until the groups are efficient and no-one is getting their feet wet. Improve the groups planning by reviewing each time the team cross. Swap over equipment. See Tops cards for more ideas on differentiation. Review circle. Sit the class in a circle and ask questions to bring out the key learning points. Planning, helping each other, co-operation.
Year Group: Yr 1+2 Activity: Blindfold Activities Lesson No. 3 Learners will be comfortable with interacting within groups and following instruction Find their own solutions to problems. Trust skills that s a you need to step over hold on to me what is that help me I ll help you move left up down I don t feel safe these are designed to get people supporting helping each other, breaking down physical barriers, encouraging trust etc Listen to everyone s ideas and suggestions. Pass the squeeze - Get your group to sit in a circle holding hands with one young person in the middle, youth worker will squeeze the person next to them discretely and young people will pass it on. The young person has to find the squeeze, the one who gets caught squeezing will go in the middle. Split group into 2 groups Blindfold trust runs Get children to pair up with a partner with a blindfold between two. One stands at one end of the playground/space and tells the other when to stop safely (big open space needed make sure children don t run across each other Blindfold zoo Split group into 2 teams either end of a space with both teams having blindfolds one each. Give children animals. Make sure you have the same animals in each team, although they must not know which child at in the other team is which animal. They must make the noise of the animal they are and find their partner from the other team. Decrease the size of hoops and increase the distance to travel to make the task harder. Brief the class that the team must stay together. The important thing is to send the group back to the start if they touch the ground outside the circle. Watch for children falling over. Ensure the area being used is free from debris. Swap over so children get a go at each activity. Get children in a line putting themselves along the line from 1-10 for trusting skills Start / finish line. 4 gymnastic hoops for each team off 12 children. Or large thin mats can be used.
Year Group: YR 1&2 Activity: Blindfold Trust/ Guide Dog Lesson No. 4 Learners will be comfortable with interacting within groups and following instruction Will work effectively in small group Physically support each other Record what they observe that s a you need to step over hold on to me what is that help me I ll help you move left up down I don t feel safe these are designed to get people supporting helping each other, breaking down physical barriers, encouraging trust etc Work effectively with a partner Communicate effectively Swans Children pair up and have a blindfold between 2. One child is the swan with the blindfold on. The other is the swan keeper and leads the swan with the finger and thumb on the beak of the swan (hand in the air tips of fingers). Move your swan inside the pond (roped area using rope). Try not to pull your swan around area and let the swan walk on their own until the are in danger of going outside the pond or hitting another swan. Talk to your swan. Brief the group before hand about trust and how easily it can be abused and what people have to do to gain trust etc Blind fold trust/ Guide dog. (Tops cards or SASP cards) Follow instructions on the card and watch for children falling over. Ensure the ground is even. Divide the group in to pairs. Start with walking around a flat area get the group used to walking blindfolded this could take the whole session with some groups, swap the pairs so every one has a go at leading and being blindfolded. When the group are confident get the group to follow the obstacle course. One is to be the Guide dog and the other blindfolded. The guide is to lead the blindfold person safely around all the obstacles (use purpose built play equipment/climbing walls/crates and tyres etc and back to the start, then swap over. Use items in the school that the class come across every day. Explore how different it felt being blindfold. Watch the group for safety issues. Allow the group to explore how to make people feel safe by supporting, where to stand how to communicate. Review on trust and support, ask questions on the topic of helping and supporting partners. Explore how different it felt being blindfold. Children to use the fingers out of 10 to vote on how much trust they had in their partner Blindfolds Tops Card SASP Cards obstacles or adventure play ground
Year Group: Yr 1&2 Activity: Night line Lesson No. 5 Learners will be comfortable with interacting within groups and following instruction Will work effectively in small group that s a you need to step over hold on to me what is that help me I ll help you we have to go this way these are designed to get people supporting helping each other, breaking down physical barriers, encouraging trust etc Physically support each other Maintain focus until their individual task is completed. Work effectively with a partner body circles: Devide the class into 3 teams, get the teams to stand in a circle and call out a body part. The idea is to get the teams to touch the body part of the two people next to them with their body. I.e. elbows, knees, shoulders toes. You can finish with all of the above. Wrist Band Trail (Top Cards) Set out a course, use the Tops cards as a guide. Divide the group into pairs and if possible attach them together, a piece of string with two loops tied in the ends works well. Set the group of at intervals around the course. When they have completed the course send them around again but ask one of the pair to close their eyes. Swap this over until each pair has gone around with their eyes closed. Use the warm up to put the class into pairs. Keep these groups for the whole session. Follow instructions on the card and watch for children falling over. Ensure the ground is even. Set the rope out before hand. Watch the group for safety issues. Allow the group to explore how to make people feel safe by supporting, where to stand how to communicate. Review on trust and support, ask questions on the topic of helping and supporting partners. Tops Card 30m length of rope and an outside space
Year Group: Yr 1&2 Activity: Arrows and jigsaw or Photo trail. Lesson No. 6 Learners will be comfortable with interacting within groups and following instruction Route plan and decision making Recognision of places High five and baby five. Mark out area with 50m rope. Get children to make high fives and baby fives. Make five high ones then stop in freeze position who is first? Then 5 high fives, then 5 baby fives who is first in ready position? Then alternate high and baby five. Arrow and Jigsaws (Tops Cards) Start the trail a follow the direction of the arrow to find the folder containing a piece of a jigsaw (laminated photo cut up or map cut up) Follow it until they have completed the trail. Make the jigsaw easy for the groups to complete. Progress on to Photo trail (Tops card) if time allows. Place a control marker with a letter on it at 8 different places around the school. Take a photo of a feature near to the control. Explain to the class about being careful when running around the school. Give the groups enough space so they don t all gather around the first control. You can draw the arrows on the floor or use throw down markers. Risk assess the area to be used to make sure running is safe. Instruct the class not to leave school grounds. Place 6 photographs in 8 trays in a central location. The children will pick up a photograph and run to the control to find the letter. They return to the start and place the photo back in the box and collect another photo. Walk the group around the course collecting the photo controls as they go and see if they match. See pg 42 & 43 for equipment.
Year Group: Yr 1&2 Activity: Netball Orienteering Lesson No. 4 Learners will be comfortable with interacting within groups and following instruction Identify what a map is. Follow a basic route Be able to set a map to the ground Spot the numbers (memory game/concentration) Split group into teams of 4, each team to line-up 20m from a line of spots, in line with the other teams. Each spot or cone has a number between 1-5 underneath them. One team member at a time runs out and picks up cone to see what number is underneath, they must find 1then 2 then 3 etc. Each team member gets one go and runs back to relay next member. Cones/spots must be put back even if number is found. Children decide what strategy to communicate the number on the cone to make rest of group remember not to got their again. Netball Numbers (Tops Cards) Run activities as on the card. Set the cones out as on the teachers master Map Set the class off in pairs with a map. Have answer sheet to check the children s answers Have enough maps for the class to have one between 2. Print out control markers and laminate. For younger groups concentrate on the routs not adding the numbers up. Pair the groups with mixed abilities so the y can help each other to learn. Send the groups off to one marker and return with equipment Playing field, netball court football court or sports hall with markings. Map of the field, or photocopy resources in Tops Hand book pg47. 12 Maps 2 of each course. Cones with numbers marked on.
Year Group: Yr 1&2 Activity: School Orienteering Lesson No. 8 Learners will be comfortable with interacting within groups and following instruction Identify what a map is. Follow a basic route Be able to set a map to the ground Play a quick game of mingle, mingle to get children into teams of 3 or 4. Body language Children must create 3 or 4 letter words with their team. Try first challenge lying down on ground think about which way you write words/letters to make them easy to read. Can you now stand up and make your words balancing now? School orienteering. Using your school map (most Taunton schools will have been mapped), or simple drawn school map. (Ask older children to map as Geography lesson) Explain to children what you want them to do and how to orientate map. Make sure they can identify different markings on the map clearly so they know where they are if they get lost. Mark on points on the map and put out different coloured cones or markers next to each point.. Children must record on simple data collection sheet what information, be it colour letter or number etc when the get to each point. Have enough maps for the class to have one between 2. Print out control markers and laminate or mark cones with permanent marker pen For younger groups concentrate on the routs not adding the numbers up. Pair the groups with mixed abilities so the y can help each other to learn. Make sure the teams don t move markers or hide them If you are feeling very creative you could create a similar activity to netball numbers lesson on previous sheet and have 6 maps with different points on to find in order!! Send the groups off to one marker and return with equipment Playing field, netball court football court or sports hall with markings. Map of the field, or photocopy resources in Tops Hand book pg47. 12 Maps 2 of each course. Cones with numbers marked on.
Year Group: Yr 1&2 Activity: Game of Life and Robots Lesson No. 9 Learners will be comfortable with interacting within groups and following instruction Find their own solutions to problems. Listen to everyone s ideas and suggestions. Will identify strengths and knowledge within the team Use effective communication with other team members Islands Spread out hoops or ropes in a designated area. Get play some music or have a signal to tell children to find an island. Slowly remove island after each go children must squash into the remaining islands. Remove until there s only just enough room for all the children still. Have one big rope island as last island. Give each team 15 minutes to complete the tasks and then rotate round. Game Of Life Place out 16 tiles in 4x4 grid, children have 3 lives each and each child takes turns on the grid to find the correct way through the grid. Children can only move up/down/right/left and can not step over spots. Teacher/TA or older pupil could have correct route to say correct or incorrect to children. If children step on the wrong spot, they lose a life. They must return to the beginning of the grid the way they came if they do not they lose another life. Robots Divide the class in to pairs. Blindfolds Left right you go next that s the wrong way lets use one life each I can lasso it I can reach it WE need to work together we could tie ropes to this pass your ropes around up...down let go this way to you both Tasks highlight the issues of communication and cooperation. The groups will have to co-operate to get the task completed if they argue and try to work on their own they will not complete the task. ROBOT go forward you need to step over what is that help me move right move left up down I don t feel safe this task is designed to develop the groups communication skill, identify barriers to communication and how to overcome these. It can also highlight trust issues for the robots being guided. Place the two challenges near to each other as you will need to be able to see both challenges. game of life will need to be watched more closely than N.V.S. or use an assistant to identify correct sequence to allow you to watch both challenges. Try to get in a position where you can be at the game of life but still watch the NVS an assistant is ideal for this activity, you can use a sensible child to watch the game of life. Mark out a start area and finish area, fill the area with obstacles, cones benches etc Get the pairs to walk up and down the course. Make sure the robot doesn t speak and wears a blindfold.. Progress on to walking along side the robot without touching the robot only using their voice to guide the robot. Hands on shoulders review. Ask the group to put their hands on the shoulder of someone who: Helped them, made them feel safe, supported them, made them smile, was a good leader,use their voice well. THESE TASKS NEED SOME PRIOR SET UP A grid marked on the ground. 4 x 4, or 16 carpet tiles/ laminated card/ or chalked are on play ground. Blindfolds
Year Group: 1&2 Activity: Crystal Maze Lesson No. 10 Learners will be comfortable with interacting within groups and following instruction. `What should we do I don t understand we could this have you got Able to adapt problem solving strategies any ideas What does that mean Find their own solutions to problems. This is designed to get the class co-operating together in small groups. Listen to everyone s ideas and suggestions. Will identify strengths and knowledge within the team Use effective communication with other team members Squash stand in a circle holding hands with one person in the middle one at a time the people in the middle call someone else in. the goal is to see how many people you can fit in without breaking hands Brief the class about the challenges and walk them around explaining each task first. Then divide into groups (use the icebreaker for this). Have a signal to start and stop. (whistle) and a command to get the class to move around to the next challenge. Put together a series of challenges for a group of 4 to complete in a 5min. Divide the class into small teams of four. Place the teams at one station and rotate the groups around after 5 mins. If they complete the challenge they can earn a crystal. Crystal Maze. All Aboard (Tops) (Rope area of carpet tile) Block Balance. (7 blocks of wood) Make a square in a rope. (length of rope) All Up Group Cheer (get the group to come up with a dance and cheer) Magic carpet (tarpaulin) Team Spell + other multi skill team games Mouse escape (Team Building Resource book pg 30) Cards with challenges written on them. Equipment for the challenges.
Year Group: 1&2 Activity: Team Building Carousel Lesson No. 11 Learners will be comfortable with interacting within groups and following instruction. `What should we do I don t understand we could this have you got Able to adapt problem solving strategies any ideas What does that mean Find their own solutions to problems. This is designed to get the class co-operating together in small groups. Listen to everyone s ideas and suggestions. Will identify strengths and knowledge within the team Use effective communication with other team members Squash stand in a circle holding hands with one person in the middle one at a time the people in the middle call someone else in. the goal is to see how many people you can fit in without breaking hands Children to have another go at various different team building activities again. Swamp Crossing Using crates, to extend children give them more people in their team or less crates. Collect and item of treasure and return to where they started Brief the class about the challenges and walk them around explaining each task first. Then divide into groups (use the icebreaker for this). Have a signal to start and stop. Ensure ground is even for crates and bench, talk to them about getting on and off bench correctly. Use crates on grass surface as they may slip on playground surface. Robots Get children to control their blindfolded robot from the edge of the area and have to shout to their robot instead of walking next to them. Line-up Children stand on a bench and have to move up and down the bench, don t allow children to speak to extend them. Mouse escape (Team Building Resource book pg 30) Cards with challenges written on them. Equipment for the challenges.
Year Group: YR 1 & 2 Activity: Wet Weather Activities Under small shelter or in classroom Lesson No. 12 Learners will be comfortable with interacting within groups and following I can do this I want to be we need to do this you should do instruction this we have to have some people building some making Will work effectively in small groups Have confidence and trust in partners and members of the group Share ideas Finger grab Children to get into circle hold point left first finger down into childs flat right palm next to them so circle is connected. When you say finger grab they must grab the finger in their palm without getting theirs grabbed. Nature Pictures Split class into teams of 3 or 4. Set the children a challenge to go and pick up any leaves (natural) items they can find that is on the ground not connected to trees or still leaving around the grounds of the school/field. Get children to return with their items after about 10 minutes, Use the warm up to put the class into 3 small groups. Keep the groups separate and stay in these groups for the whole session. Brief the group about safety. Keep the groups in a close area so you can observe them easily. If you have an nature space or outside area this would be ideal. Risk assess the area first for, objects likely to cause injury, litter, brambles etc Children s task is create a picture from their pieces of nature they have collected and to create an animal from these items in one of the paving slabs around the playground or next to it or cone off an area for each group to work in. Show them your quick picture from earlier. Walk round viewing and appreciating pictures and art work, get children to return their items to where they found them.. Poles, tarpaulin, drinks and or snack