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Life Skills Curriculum

SESSION DESIGN

Structured Session

What are “structured” sessions in Life Skills Curriculum?

The curriculum outlines structured sessions that focus on building specific life skills and include clear activity steps, discussion questions, personal story instructions and reflection prompts.

CHECK-IN (5 MINUTES) Instruct the learners to quickly check-in with themselves about their moods using several, fun questions.

LIFE SKILLS ACTIVITY (15 MINUTES) Facilitate given activities focused on developing healthy behaviours related to one targeted life skill. Note that each life skill activity includes activity steps, discussion questions and a space for facilitators to prepare personal stories to share with the learners.

REFLECTION (10 MINUTES)

  • Lead a discussion on key messages or life skills focused on that day's session. Ask the learners for feedback on what they learned during the session and how they can connect lessons to real life.
  • Address any conflict that occurred during the session and how the group can resolve it.
  • Praise a participant for at least one strength that they demonstrated during the session.

CHECK-OUT (10 MINUTES) Instruct the learners to quickly check-out with themselves about their moods using several fun questions.

Unstructured Session

What are “unstructured” sessions in the Life Skills Curriculum?

Unstructured sessions are space given to facilitators to design and deliver the life skills activities and interventions based on the need of their learners. This curriculum does not outline the steps for unstructured activities, but you (facilitator) should use many of the same rituals as in your structured sessions. Begin each session with check-in activities, conclude with a Reflection Circle, and make the most of your Caring Facilitator Time. Use kilos, churmuri to grab group attention, refer to the Team Agreement, praise the learner and utilise any tools you find useful from the structured sessions.

*Refer Facilitator's Handbook for Details

How should a Facilitator balance structured and unstructured sessions?

Take support of co-facilitators, other class teachers and staff, headmasters, principal, volunteers and learners to decide how to integrate and schedule structured and unstructured sessions into your school calendar. You should complete all structured sessions at least once in a year and use the rest of the time for unstructured sessions.

How can a Facilitator lead a Reflection Circle in an unstructured session?

Praise at least one learner every Reflection Circle and ask some of the following questions:

  • How did today’s session make you feel?
  • What did you learn in today’s practice?
  • What was your favourite or least favourite part of today’s session?
  • Were there any conflicts in today’s session? How can the team resolve the conflict?
  • Is there anything important going on in your life that you would like to share?

Using The Life Skills Curriculum

Please read through each session twice, a day before facilitating, so that you are properly prepared.

Refer to the Facilitators handbook as a guide while you work with learners and keep in mind that the:

  • Words in italic font are instructions for learners which you need to read to learners as it is.
  • Words in normal font are instructions for you to read on your own.
  • Outcomes are for your reference and you need not share them with the learners.
  • Reflection questions are just guiding questions. You can refer to them based on where your learners are at.
  • Check-In and Check Outs questions are mapped considering the main activity and age appropriateness.

Identify your learners' learning needs and use unstructured sessions to meet those learning needs in case they are not covered in the curriculum.

1. GOALS AND AGREEMENT

OUTCOMES

  • Understand and name the goals of the Life Skills programme.
  • Understand and name the team agreements.
  • Understand the importance of goals and agreements.
MATERIALS
  • Chart paper with Goals and Agreements written on them
  • Sketch Pens

CHECK-IN:  How do you feel right now about this new programme?

INSTRUCTIONS

GOALS

Show the chart paper you have created ( don’t forget to decorate it a little! Make it attractive and fun ) with the following goals:

  • BE KIND TO ALL
  • SHARE
  • JUST TRY IT
  • TO HAVE FUN

Go through each goal with the group. Show lots of curiosity and positivity while you explain the goals of the programme:

BE KIND TO ALL

Sometimes we meet people who are very different from us. They may look differently, speak differently or have different ideas. To be kind to all means to accept someone just as they are without judging them and trying our best to support them. How will we know if we are being kind to all? (Answer: If all feel welcome and happy)

SHARE

You all know how important it is to share our things and make sure everyone has equally what they need. But what does it mean to share ourselves? It means that we are open hearted, we share our smiles, our stories and even our struggles. This group will be a place where you are welcome to share yourself and whatever is important to you. We will all be listening ears for each other.

JUST TRY IT

If you want to learn something, anything, what is the first thing you should do? Just TRY it! So here in this group we will encourage you to try new things very often, so you can discover what you enjoy and care about. Sometimes trying new things can be difficult. We might be scared and hear a voice that says, you can’t do it. Do you ever hear that voice? Sometimes it says, everyone will laugh at you, or you are too stupid for this. Everyone hears that voice some days. That is the voice that stops us from trying new things. Everyone please raise one hand high in the air, now reach into the back of your head, like this. Now pluck out that voice! Together, we will throw it out the window! Okay, one, two, three throw! Now those voices will be outside. If you hear it, remember to throw it outside with the rest of the voices.

TO HAVE FUN

This is the most important goal! You should have lots of fun in this group. It’s a place for you to enjoy yourself, learn new things and make friends. Now, to achieve these goals together, we are going to need to agree on how we will work together as a group. I have a few suggestions that have worked for different Life skills programme groups in the past, and then I’m going to ask you what you need for us to achieve these goals together.

AGREEMENTS 

Explain each one, using questions and giving examples
  • NO PUTTING DOWN OF SELF OR OTHER
  • PARTICIPATE FULLY
  • BE WILLING TO TRY NEW THINGS
  • LISTEN WELL

NO PUTTING DOWN OF SELF OR OTHER

What does ‘put down’ mean?

We are going to help each other remember this agreement by gently reminding people who accidentally use put downs.

  • It can be a hard habit to break, since we hear a lot of put downs in our lives.
  • The other part of this agreement is not putting ourselves down. That can sometimes be even harder.
  • What are some put downs of yourself that you might notice? (I’m too stupid, I can’t do this...) Okay, now everyone put one hand in the air and reach back behind your head (show them).
PARTICIPATE FULLY

Does this mean that you must be talking all the time? It just means being as present as you can be at any time. It’s okay to say no and it’s great to take care of you. What are some ways you can participate fully even when you don’t want to be in the activity? (By being present, listening, witnessing and letting others know what’s going on with you).

BE WILLING TO TRY NEW THINGS

Why is it important to try new things? (So, we can learn, so we can know what we like and what we don’t like, to gain courage, etc.)

LISTEN WELL
  • How do you know you are listening well? Take all their answers.
  • Then say, you are listening well when the other person feels heard.
  • How do you know when someone feels heard? List the behaviours that they might see.

REFLECTION

Have a conversation with the group about what they might do if the agreements are broken. Steer them away from any punishments and towards ways of working together, supporting each other and taking responsibility for themselves and each other.

CHECK OUT: One thing you have learnt from this session.

2. FIND THE LEADER

OUTCOMES

  • Improve their observation and awareness skills
  • Take initiative to be a leader
MATERIALS: No Materials required

CHECK-IN: What made you smile today? It can be something you saw or heard.

FACILITATOR NOTES

Mix the reflection circle into the game and do a mini reflection after each round. The experience of each leader and learner will be quite different; and there may be interesting learnings from each.

INSTRUCTIONS

  • Make a circle (square/rectangle/ triangle)
  • Ask one player – “A" to leave the room.
  • Decide on a leader from the learners in the circle. They will make a simple pattern of claps/ leg movements / finger clicks that everyone else will follow.
  • Invite the learners in the circle to follow the leaders' action and then invite - “A” to return to the room.
  • When "A” will return, “A" will stand in the middle of the circle and try to point out who the leader is.
  • The leader must change the pattern while “A” is in the middle. Everyone elseshould try to hide the leader by copying as closely as possible and not staring at the leader.
  • “A” has three tries to guess. Coach them gently if they are having trouble.
  • Play a couple of times with different volunteers. The leader can vary themovements as the game goes on.
REFLECTION
  1. What was it like to be the leader?
  2. How did you find the leader?
  3. How could these strategies help you in your life?
  4. When are you aware of your leadership in your life?
  5. What does this game teach us about leadership?

CHECK OUT : Act out the best parts of your day.

3. SOUND CIRCLE

OUTCOMES

  • Practice deep and active listening
  • Work together in a group to achieve goals
  • Learn how to take initiative to try new things
MATERIALS : No materials required.

CHECK IN : What is a song that you really like? How do you feel when you hear it or sing it?

FACILITATOR NOTES

This activity can be conducted in a circle or triangle or square or any shape which is convenient for your classroom.

INSTRUCTIONS

Level 1
  • Make a circle (square/ triangle/rectangle/ any other shape).
  • Pass a sound (eg: clap, expression using sound) to the person on their right.
  • The next person will wait until they understand exactly what the sound is and then begin to repeat it.
  • Let the pass go around the circle and come back to you.
Level 2
  • Pass another sound (eg: snapping your fingers, clicking your tongue) to the person on their right.
  • After the sound has passed by a few people (maybe six or seven at first, so there is enough time for people to really hear the sounds) send a new sound along.
  • Keep sending new sounds and listen to the music you are creating!
  • When the song is over (you’ll know...just by listening) ask if anyone else wants to try it.
  • The key to this exercise is staying on the rhythm and sending sounds that complement each other.
  • Use all the parts of the beat, and remember to vary the dynamics, the pitch and the kind of sound you are sending.
REFLECTION
  1. What was it like to make music together?
  2. What did you notice about each other?
  3. What are some situations when you work together?

CHECK OUT : Show how you are feeling in the form of an action?

4. PAPER CRUSH AND DRAWING

OUTCOMES

  • Use their creativity to create a picture.
  • Practice patience.
  • Improve their critical thinking.
MATERIALS
  • Blank sheets
  • Pen or pencil
  • Crayons/Sketch pens (optional)

CHECK IN: Share one thing you always wanted to do but could not do till now? For example: I always wanted to climb a tree, I always wanted to water the plant outside the school, I always wanted to smile at the guard, I wanted to say thank you to my auto driver.

INSTRUCTIONS

  • Invite learners to take a sheet of plain paper or offer A4 sheets to every learner.
  • Tell them to crush the paper as much as possible.
  • Then open the sheet and observe the paper.
  • Tell them to find an image in that crushed paper.
  • And start drawing on the paper (it can be animal, it can be human, it can be any image).
  • After drawing they can add colours to their pictures (optional).
  • Find a partner and share the picture.
REFLECTIONS
  1. What did you experience in the activity?
  2. Was this activity difficult? If yes how?
  3. How did you show patience to create this picture?
  4. What situations in your life require you to be patient?

CHECH OUT : How will you rate your patience level out of 10? Show the number using your
fingers.

5. GROUP SCLUPTURE

OUTCOMES

  • Practice thinking creatively.
  • Take initiative to express themselves.
  • Build connection with each other.
MATERIALS : No materials required

CHECH IN : What is your favorite space in the classroom? It could be where you sit, a corner
or wall in your class, decorations or activity areas in your class.

INSTRUCTIONS

  • One person goes into the circle and takes any shape that shows how they are feeling.
  • One by one, everyone goes in, taking poses that are linked to each other and show how they themselves feel.
  • When everyone in the group becomes a sculpture, the last person unfreezes and come out to form the circle. Then the second last learner joins the circle, then third last and so on, until the first person also unfreezes.
  • Remind people to remember who went into the circle before and after them.
REFLECTIONS

Invite some learners to share the meaning of their sculptures.

1. What happened in the activity?
2. Share what feelings you expressed?
3. What sculptures did your friends make? What did you notice about them?
4. What have you learnt from this activity?

CHECK OUT: Which is that one feeling that is difficult for you to express?

6. MAGIC FINGER

OUTCOMES

  • Take initiative and share a story
  • Build awareness and focus
  • Work together and build connection with each other
  • Practice speaking in large groups
MATERIALS: Not Required

CHECK IN: If you get the opportunity to spend a full day outside the classroom, what
activities will you do?

INSTRUCTIONS

  1. Everyone stands in a circle, with their right palm facing up, and their left index finger in the palm of the person beside you, to your left (the original position)
  2. Ask and choose a “magic” word together. (Eg: bird, happy, paper, mountain)
  3. Now, tell a little story. Use the magic word as part of the story.
  4. Whenever you say the magic word, everyone must grab the finger in their right palm and not get their own left index finger caught.
  5. Encourage them to get back to original position right away so that the story can continue. After a few rounds, see if one of the learners wants to try telling the story.
  6. Learners can choose to change the magic words and continue the activity as well.
REFLECTION
  1. How was the game?
  2. What did you do in the activity?
  3. What do you like about story telling?
  4. What do you learn from it?
  5. How will you use this learning in your life?

CHECK OUT: Think of a word that describes how you are feeling right now. Take a second to spell it backwards and share the backwards word!

7. MIRROR ACTIVITY

OUTCOMES

  • Express emotions
  • Observe how others express
  • Empathise with others’ emotions
MATERIALS: Not required


CHECK IN: What is a habit that your friend has that you would like to adopt/ practice?

FACILITATOR NOTES

  • Role model the movements the learners can make. Also invite the learners to think about how their movements can help create safety and not discomfort for their partners.
  • Class 6th learners can try level 1 and 2 and encourage learners from 7th and 8th class
    to spend more time exploring level 3 as well.

INSTRUCTIONS

Level 1

  • Everyone finds a partner.
  • Choose partner A and Partner B
  • In the same place, partner A will slowly move their hands and legs and partner B will imitate exactly as if they are looking into a mirror.
  • Now switch roles between A and B and repeat the previous experience
Level 2
  • Now try to move together without knowing who the leader is at any time. Sometimes A will lead sometimes B will lead without saying who is who.
Level 3
  • A will express different emotions (Happy, Angry, Excitement, Sad etc.)
  • B will be imitating the same and double the intensity of the expression.
  • Now switch A and B and repeat the previous experience.
  • Continue for a while till a few emotions are experienced.
REFLECTION

Invite partners to share their experience.
1. What did you find easy or difficult about this activity?
2. How did you imitate each other when there was no leader?
3. What are some situations where you observed your friend's feeling?
4. Do your friends express their emotions similarly to yours? If not, how are they different?

CHECK OUT: What was the one thing that you did today that surprised you?

8. PAPER DROP

OUTCOMES

  • Practice deep and careful listening
  • Improve observation and focus
MATERIALS: Sheet of paper

CHECK IN: What is the one sound that you have heard today that has stayed with you? (It can be a song, vehicle sound, rain drops, someone washing utensils, etc.)

INSTRUCTIONS

  • Show the learners a single sheet of paper.
  • Instruct them “close your eyes and lift your hand when you hear the paper touch the floor.”
  • Invite the learner to close their eyes and drop the paper on the floor.
  • Tell them “Keep your hands up, open your eyes and look around to see who else heard it.”
  • Now tear the paper in half. Ask them to close their eyes again and lift their hand when it touches the floor. “Look again to see who else heard it.
  • Tear the paper in half again.
  • Continue to do this until they can no longer hear the paper drop.
  • Explain that this is a different kind of listening, where instead of waiting for the sound to come to us, we go to the sound.
REFLECTION
  1. How was the experience?
  2. What did you notice about how you listen?
  3. What are some situations in your life where you listen deeply?
  4. What are some situations where you are not able to listen and why?

CHECK OUT: Share one thing that stays with you from this session.

9. DUCKLING

OUTCOMES

  • Understand how important and difficult it is to build trust.
  • Learn about creating safety for themselves and for others.
MATERIALS: No Material required

CHECK IN: If how your feeling is something from the sky, what would it be? FACILITATOR NOTES: This activity can be conducted in an open space as it requires movement. If it is not possible, invite the group to think of ways to make the existing classroom space safe (removing any obstacles) for movement.

INSTRUCTIONS

Ducklings is a trust exercise. It gives learners an opportunity to lead and depend on each other. This game will be played in two levels.

LEVEL 1
  • Find a partner.
  • With that partner invent a secret sound.
  • Choose who is Partner A and Partner B.
  • Partner A will close their eyes, and Partner B will lead Partner around, only by the sound.
  • Remember to stretch your arms out in front of you to keep yourself safe and not bump into anything.
  • Do this for 3 minutes and then switch partners to do the same exercise.
  • Talk briefly with your partner about how that experience was.
LEVEL 2
  • All Partner As will now make a circle with Partner Bs in the centre.
  • All partner Bs will close their eyes.
  • Partner As will quietly shift places in the circle so that Partner Bs do not know where the partner As are.
  • Partner A will use the secret sound to call partner B to them. Remember to use your arms outstretched as bumpers.
  • Do this for 3 minutes and then switch partners.
REFLECTION: Learners share their stories of what happened in their pairs.

1. How many of you felt safe all the time?
2. How many people did not feel safe? Why or why not?
3. What did you do to make sure your partner was safe? What else could you have
done?

CHECK OUT: Share one thing you have done that took courage.

10. WHAT BRINGS YOU JOY

OUTCOMES

  • Express what brings them happiness
  • Understand how it feels to be heard
  • Recognise emotions of self and others
MATERIALS
  • Sheet of paper
  • Crayons (optional)

CHECK IN: What is one thing / activity that makes you very happy?

FACILITATOR NOTES

If the learners do not have crayons/colours they can use drawings to represent their feelings.

INSTRUCTIONS

  • Find a partner and sit together anywhere in the room. Choose who is partner A and partner B
  • Partner A will speak for five minutes without stopping about something that brings them joy. It is okay to repeat, but they should try to keep talking and really feel the joy when they are doing so.
  • Partner B will listen as closely as they can, not only with their ears but also with their eyes and their heart. They have to be present.
  • Then they will switch.
  • After both partners have shared their feelings, they will take a paper and some colours and draw the feelings that they have heard and what they felt while they were listening. It’s not a drawing of the activity that their partner was describing but a drawing of the feelings that they understood.
  • Once they are done, have each pair share the drawing with the group.
REFLECTION


1. What was it like to listen?
2. What was it like to tell your story?
3. What happens when you listen in this way?
4. What happens when you share what brings you joy?
5. What can it bring to our communities when we share joy? (This will be a time to help them apply their learning to their lives and make commitment to try new things in their schools, families and/or communities)


CHECK OUT: Think of a person in your life who you would like to give a compliment. What would that compliment be?

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