| Activity description | Aim of activity / expected result | Time for activity | Resources need | How to measure results / how to get feedback |
| Session 1: | ||||
| An ice breaker game “Catch my name” to know each other’s names | The students:
– Learn names of students in the group – Get the attention and involve people quickly – Break down barriers that exist between people – Open the lines of communications with relaxed manner |
20 | Bouncing ball | QUESTIONNAIRE 1 for:
-children -teachers -parents |
| A questionnaire consists of questions to learn about students’ personality, interests and feelings |
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| “All about me” – writing activity | ||||
| A presentation about “Why do the couples get divorce?” | ||||
| Writing activity – Building Support Circle | – Learn who are trusted adults.
– Learn to tell a parent, guardian, or trusted adult if anything happens to them or they feel sad or lonely4 |
30 min | Copies of Building Support Circles worksheet | |
| Agree – disagree game about why couples get divorced | – Be encouraged to think about what matters to them.
– Be able to express their agreement or disagreement |
20 min | – List of statements
– 4 signs which say: I agree, I disagree, I am not sure, I don’t bother |
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| Session 2: | ||||
| An ice breaker game to remember each other’s names in the group | ||||
| “My Qualities” – writing activity | ||||
| Start a conversation activity | ||||
| Sentence completion game about family, mother, father, home, love and divorce | ||||
| Personal History Timeline | An activity to help students put the events of their lives in perspective | |||
| Putting pots of flowers on the windowsill; students are responsible to water them | ||||
| Session 3: | ||||
| Brainstorming about how divorce make children or teens feel | – Learn expressing own feelings and emotions
– Share your own feelings with others – Be yourself – Find understanding and support |
30 min | Brainstorming worksheet | QUESTIONNAIRE 3 for:
-children -teachers -parents |
| Drawing activity: “How divorce make you feel ?”; open ended statements about the drawing | – Learn to express own feelings without words
– Learn different drawing techniques |
40 min | Paper
Pencils Crayons |
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| “Dealing with divorce” writing activity | – Learn expressing own feelings and emotions
– Share their own feelings with others – Improve writing skills and choose apropriate writing form – Learn to be creative and connect writing with feelings |
60 min | Pen
Paper Dictionary |
|
| “What is friendship?” – Brainstorming | – – Express thoughts
– – Create and understand the values of friendship – – Find understanding and support – Learn new skills |
30 min | Friendship tree
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| Presentation about social skills about friendship | ||||
| Social awareness – A visit to a nursing home in town | – Learn to arrange an appointment
– Learn to be responsible for something |
60 min | Gift for people | |
| Session 4: | ||||
| Presentation about feelings: “How to deal with stress and control anger” | ||||
| Developing a vocabulary around “Feelings and Emotions” – group work | – Be able to sense and understand the emotions of others that is a big part of a children’s social development and social success.
– Identify his/her emotions in different situations and express them freely. |
30 min | – A large paper (to write an emotions vocabulary list )
– Pens, pencils, markers – Emotions worksheet |
|
| The Anger Game – pair work activity | – Identify characteristics of anger, bad and good choices for handling anger. | 30 min | – A Packet of m&m’s for each student
– Game Instructions board printed (and laminated if possible) |
|
| Drama activity: Mr. Angry Man. | ||||
| Ability and interest test will be answered by students in order to help them to create a future goal. | – Identify career
– Be able to plan a future goal and steps to reach the goal |
30 min | – https://www.123test.com/career-test/index.php
online career test – My goals worksheet |
|
| Presentation of the jobs that they are interested in. | ||||
| A visit to person, who has the job that the students are interested in. (1) | – Learn to arrange an appointment
– Get information about a job that they are interested in |
60 min | Gift for person | |
| Session 5*: | ||||
| Ice breaker games so that students get to know each other | Questionnaire about activities to
-students, -parents, -teachers
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| Warm up game – Treasure Hunt about getting to know each other | ||||
| Presenting multimedia presentations about customs and traditions by students | ||||
| Training activity – “Photography” | ||||
| Craft activity – Making a mother’s day gift | ||||
| Session 6: | ||||
| Written activity – “Which person in this class has…” to remember the characteristics of friends in the group. | ||||
| Drama activity – “Words can hurt” This powerful activity illustrates how words can hurt or heal. | ||||
| Drawing activity – “Angry painting” This activity shows how emotions effects our behaviours. | ||||
| An aquarium will be bought for the classroom and students will be responsible for looking after the fish. | ||||
| A visit to person, who has the job that the students are interested in. (2) | ||||
| Photography activity – “Take a photo of autumn” | ||||
| “My strength and qualities” – writing activity | ||||
| Session 7: | ||||
| Art activity – “Who am I?” This activity allows learners to explore aspects of their own identity. | ||||
| Drama activity – “Who am I?” | ||||
| e-twinning project about writing Christmas cards and sending to students in the project in partner countries. | ||||
| A visit to the university in the city or in a near city | ||||
| “The worry tree” – writing activity and discussion about the activity | ||||
| Session 8*: | ||||
| Ice breaker games | ||||
| Art activity – Paint an important childhood memory. | ||||
| Learn to cook a traditional Christmas food | ||||
| Training activity – Learning Web 2.0 tools | ||||
| Craft activity – Creating a digital collage as x-mas gifts for parents | ||||
| Session 9: | ||||
| Drawing activity – If a genie grant you one wish related to your family, what would you wish for? Students draw a picture of their wish. | ||||
| Drama activity – “Lifting a mirror” This is a group dynamics game in order to improve the feeling of being a part of a group. | ||||
| A visit to person, who has the job that the students are interested in. (3) | ||||
| Session 10: | ||||
| Presentation about respecting other characters and personalities, and emphathy. | ||||
| Encouragement game. It is a game to see that how much the group members know each other. | ||||
| Photography activity – “Take a photo of winter” | ||||
| Session 11: | ||||
| Ice breaker games | ||||
| Drama activity – “Identity and improvisational theater” | ||||
| Training activity – “I in future: where I am now, what values and beliefs me driven. Where do I want to move in your life and how to achieve it”. | ||||
| Pair work – “This is my friend” | ||||
| Team building games | ||||
| Session 12: | ||||
| A presentation about why people love superheros. | ||||
| Drawing activity – Draw yourself as a superhero; open ended statements about activity | ||||
| Presentation – “Addiction – Bad Habits” | ||||
| Ranking photos – group work activity | ||||
| Session 13: | ||||
| Craft activity – Time Capsule. Making a time capsule is a good way of helping students recognize that the troublesome feelings surrounding the divorce won’t last forever and that there are many things to look forward to. | Questionnaire about activities to
-students, -parents, -teachers |
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| Self-esteem check-up – worksheet | ||||
| Presentation by students “I am ready for future” | ||||
| Art activity – “All about me t-shirt” | ||||
*In the framework of the Erasmus+ strategic partnership project “Under The Same Sky”, No. 2017-1-RO01-KA201-037188, the activities of these sessions were implemented in Poland and Macedonia with participation of children from all partner countries. But they can also be implemented within one school.