Here are 10 different teamwork-based scenarios which pupils (preferably in teams) can discuss, before teamwork gets underway. Each group is given a specific problem and has to discuss together how they would resolve the situation and encourage the team to work together. They then feedback and we discuss as a class. If I have time and students are keen to add some drama, I’ll ask them to act our their scenario and resolution as a role play. As a teacher of life-skills, I saw teamwork as a discreet skill-based subject, as well as linking this in throughout other subject areas. These scenarios are based on the situations that just seemed to happen again and again. I find it extremely useful to use something like this BEFORE teamwork begins - things seem to run a lot more smoothly afterwards. Inevitably, you may still have some problems within groups, but you can refer back to these scenarios and how the class chose to solve problems. I’ve also thrown in a ‘Top Ten Teamwork Tips’ sheet, which students can use alongside this activity and keep in sight to support any partner/group based task. For strategic advice, ideas, lesson plans related to Inclusive Teamwork - ideas that fit nicely with this discussion-based task, go to https://skillswithfrills.com/wp-content/uploads/2018/04/Published-Optimus-magazine-pull-out-Inclusive-Teamwork.pdf for my 4-page pullout in Optimus Educations’ ‘Special Children’ magazine.

I used this with particular autistic children that struggle to explain in words what they are feeling and why they are feeling this way - e.g. after an argument on the playground. They can write down what happened and you can give them house points as an incentive for telling you how they feel.

This is a lesson that I created for all year 7 teachers upon our first meeting with students - it’s a great project to try out with KS2 or KS3 pupils. It will help you to really see who they are, how they think, what their team skills and confidence are like, across different subjects. In a nutshell: there’s a mix of speaking and listening tasks, amidst the introduction of P.M.I (plus, minus and interesting.) At the beginning of the lesson, we model a task, via the example: ‘what if money grew up on trees?’ - Pupils have to really consider the realistic positive, negative and interesting outcomes. This isn’t so much about getting the ‘right’ answers (though one laptop or ipad per group will certainly help with research), but more about engaging students in thought-provoking, curiosity-based discussion. The P.M.I topics here bring up some really interesting ideas and debate, whilst students develop their teamwork, research and presentation skills too. Included here is: ppt. slides for the full lesson, slides to hand out to groups (different scenarios for each group), a blank P.M.I grid to support note-taking and group research/ideas, an assessment grid to judge presentations and a full walkthrough of the lesson.

2+ hours of teaching content for PSHE with a focus on student wellbeing and mental health upon returning to school in 2020. Developed by a children’s PSHE/mindfulness teacher, resources and techniques are tried and tested, making for a calming start back after a difficult year. This would make for a fantastic welcome back PSHE morning, setting a precedent for the kind of emotional intelligence and regulation that you hope to foster within the classroom. The topics and activities are key to any kind of recovery curriculum you’re hoping to put in place. The Session runs as follows: We tune into the present moment through a Breathing Space mindfulness meditation. Digging deeper, we consider the feelings/emotions that we have experienced recently and today, trying out Dr. Dan Siegel’s ‘name it to tame it’ method. We consider the ups and downs of happiness overall and specifically in 2020, completing our own happiness chart. Working in groups, we brainstorm strategies to boost our moods. In pairs, we take part in a cutting and sticking task based on the circle of control and deciding what we can and cannot control right now. We try an individual and team Gratitude Bomb, with a focus on 2020. Finally, we reflect on our learning/mindset. Activities are designed so that staff can pick up and use, with guidance provided to support delivery in the notes section of the powerpoint. Resources for various activities are also provided. These activities are well-suited to KS2 or KS3, with extension tasks throughout and tips as to how to use with younger children. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

7-8 hours of teaching content for PSHE with a focus on student wellbeing and mental health. Students follow through each lesson, completing a range of speaking/listening/written activities, using an accompanying booklet. This can either be taught as a unit of work at KS2 or KS3, but equally it makes for a fantastic wellbeing day. This would be an excellent back to school day, sure to boost relationships and emotional intelligence from the get-go. Throughout these sessions, students are trained in the WARRIOR code as follows: Lesson 1 - What does it mean to be a warrior? Discussions link to mental health, strength, courage, resilience & what it means to be warrior. Lesson 2 - Work (Growth Mindset & basic neuroscience) Lesson 3 - Appreciate (Gratitude practice) Lesson 4 - Risk-hunting (Fight, Flight, Freeze & confidence-building techniques) Lesson 5 - Resilience (including the Iceberg Illusion) Lesson 6 - Investment in Kindness Lesson 7 - Observe (B.E.S.T Mindfulness - Breath, Emotions, Senses, Thoughts) Lesson 8 - Responsibility (Rights & Responibilities) Lesson 9 - Creative activities to consolidate Lessons are differentiated via questions and extention tasks wherever possible and are all easily adaptable. Lessons are designed in a way that staff can pick up and use and there are worksheets/students booklet provided wherever needed. Extra guidance is given in the notes section of the powerpoint to support effective delivery. Lessons are planned with the latest PSHE Association and DfE guidance for PSHE in mind. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

This is the plan - with extra cast sheet, resources list and invites - for a Roman Castleford assembly. It lasted about 15 minutes, and the kids absolutely loved it. The bits about castleford could easily be adapted so that you keep the rest about Roman britain and change it to suit your local area.

I hand out my contract to pupils in the first week of having a new class. They then write their own. We discuss the ins and outs of this, specifically thinking about WHY we have certain rules. I laminate theirs and mine and put them on the wall to be referred to whenever one of us steps out of line! There’s also a planning frame for poor writers.

The Breathing Space meditation is a quick way of encouraging children (or adults) to step out of auto-pilot, whereby they become aware of the thoughts and emotions that are currently driving their mood and behaviour, before harnessing the power of their attention via breath and body. It’s a super effective way of practising self-awareness and self-management, the key components of emotional intelligence and mental health. It can be used with individual children at home or with full classes in school. It’s useful whether practised every morning, as a means of resetting attitudes after break/lunch/transition or as a tool to use in the moment, when students moods/attitudes are perhaps slipping. The wording of this meditation works best I think for KS2 - KS3 though I think it’s worth trying with KS1 KS4 or adults (works a treat for me!) I’ve attached a link to the YouTube clip and the audio file, as well as the slides that I use alongside this meditation, which encourage follow-up discussion so that children are expanding their emotional vocabulary also. If you enjoy this, check out my lockdown #mindful100 project on here YouTube. Jo Steer is a former Primary/Secondary teacher, trained in Mindfulness, YogaKidz, CBT essentials & Forest School practice. She is a TES Wellbeing Columnist & works in schools delivering bespoke wellbeing workshops and upgraded PSHE. See www.skillswithfrills.com to learn more!

I developed this when working with a year 5 class, as I felt communication between school and home wasn’t good. Pupils filled this in on thursday, I checked it on friday and added any comments if necessary (usually not) and then pupils took this home on fridays for their parents. Logs then came back to me on monday and I could then deal with any issues the parents have. The aim is to improve school-home relations. Suitable for KS2 students.