Value cards
Get the class to split into 5 or 6 groups, each group to pick a value card from a deck. (can choose to DIY). Get each group to present or share about the particular value. 
OR have each person to take one, and share with at least 5 people. 

Song analysis
Facilitator to pick 5-6 songs related to topic before session. Print the lyrics out and get groups to analyse the songs! Present. 

Value prioritization 
Provide students with a list of values and paper. Get them to reflect and ponder for 5 minutes on which 5 values are the important to them. 
To get students to know what value they hold true and serve as a reminder to what is important. 

Skit - we are parents 
Split students into groups depending on class size. Get them to act out what they would do if they were parents teaching their children __(value)__.  

Scenario thinking 
Facilitators to provide scenarios involving (real life) examples of value/concept. Eg. stress → scenario of someone having NO stress, healthy stress, too much stress personally , stress due to parents. Get them to buzz and share what they would do if they were in the situation/how they would help. Describe feelings, think of reasons, explore solutions. 

Hangman
Play hangman with whole class (please involve everyone by calling on students at the back etc.) beginning with the main concept/value, then follow with related phrases or actions. Eg. rafflesian → athena statue, house practices, the amphitheatre 
Can be used for introduction to values, concepts eg. rafflesian culture. Note: DO NOT use this activities to carry across certain messages, this activity is just to energise the y1s in relation to the topic, not sufficient to bring point across. 

Through the Glasses
Facilitator to prepare a pair of (sun) glasses. This game is based on the concept that everything has two sides. Before student put on sunglasses, they are to think of issue in positive light, after they put it on the negative light. then , explore solutions. 
Adjust thinking of issue according to issue. Eg. responsibility: before glasses -> in the eyes of an irresponsible person. After glasses -> in the eyes of someone else viewing the irresponsible person. Thereafter, explore solutions. 

Recipe for ______
Facilator is think of a value that she wants to teach the Y1. The game will then be called recipe for [value]. Students should think of what can help cultivate/ makes up that value 
E.g Recipe for Respect 
1 cup of empathy 
2 teaspoons of care
Whisk with water from the fountain of active listening 
1 tablespoon of self-consciousness etc 

Value auction
Each team starts with $5000 and a list of 11 values are given to them. 
The team then has 5 minutes to plan how much they want to spend on each value. The class will then bid in an attempt to ‘buy’ the value. 
The starting bid is $100 per value. 

https://www.youtube.com/watch?v=tjUDblaW-Vc 
(104 ‘16) 
→ Respect each other’s opinions and individuality
→ Expressing empathy and put yourself in someone else’s shoes and think of things in their perspective, not just from your own
→ Only do to others what you want others to do to you (don’t hurt anybody, be kind and friendly!)
Respect

https://www.youtube.com/watch?v=0fL-pn80s-c 
(105 ‘16) 
Stress management 

https://www.youtube.com/watch?v=Jr-bJAjx4FM
(101’16)
‘A Day in the life of an RGS girl’
The RGS girl

https://www.youtube.com/watch?v=nIBzdqtN3-Y
(101’16)
Mean Girls cliques → ‘You can’t sit with us’ 
Building relationships 

https://www.youtube.com/watch?v=DkzG0TwS1vw
(101’16)
‘How to resolve a Conflict’
Conflict Resolution

https://www.youtube.com/watch?v=b1ug9VtE8Fw
(101’16)
‘That thing called respect’ 
Respect 

https://www.youtube.com/watch?v=go5XyuI7DkA
(101’16) 
‘10 tips to help with procrastination’
Time management 

https://www.youtube.com/watch?v=MDO-D60SokA
(107’16)
‘Have YOU got the Spirit?’
School Spirit

https://www.youtube.com/watch?v=m5yCOSHeYn4
(107’16)
‘Kid President: 20 things we ought to say more often’
Peer Support

https://www.youtube.com/watch?v=jYc6PmHI_Y8
(107’16)
‘Yawning is contagious, and so is Empathy’
Peer Support

https://www.youtube.com/watch?v=AZ-pU7ozt3g
(108’16)
‘“Under the Surface” - Empathy film’
Empathy

https://www.youtube.com/watch?v=bkmmZmbbBVo
(108’16)
‘Seven Ways to Improve your Empathy’
Empathy

https://www.youtube.com/watch?v=YNOnFsnjYhY
(108’16)
‘Life lessons sharing and respecting others’
Respect

https://www.youtube.com/watch?v=GOzrAK4gOSo
(108’16)
‘Sesame Street: Respect’
Respect

https://www.youtube.com/watch?v=xcLpcwMR8rU
(108’16)
‘What is peer support?’
Peer Support

https://www.youtube.com/watch?v=H7w7yXkJTu0
(109’16)
‘Friendship Soup Recipe’
Making friends

https://www.youtube.com/watch?v=Cbk980jV7Ao
(109’16)
‘Validation’
Peer Support
​
https://www.youtube.com/watch?v=96kI8Mp1uOU&feature=youtu.be
(109’16)
‘The Present’
Empathy

JUMP!
Everyone will be split into groups of 5-6 
They will be given newspapers and masking tape and they have to make a skipping rope. 
the aim of the game is that all the members will have to jump together as a group 5 times without tripping.
2 members can just be the people holding the rope! ( so all members have to participate)
The members jumping will come in one by one and not all at once. 
The task has to be done with at least 1 HR member watching to confirm. 

Who am I?
Prepare sticky nametags with the name of famous people and place one of the nametags on the back of each player before the game starts.
Each person must figure out which famous person they are by only asking “Yes” or “No” questions to gain clues. Mingle and ask questions to help you guess. (For example a player can ask questions like ”Am I a female”, “Am I an athlete” and so on and the person she asked must only answer yes or no)
Once the person guesses out who she is, she will go to the facilitators and verify if it is correct.

Say something nice (104 ‘16) 
Get the class to sit in a large circle, and give each one a sheet of paper. Have each person write her name at the top of the page, and pass the sheet around the group. 
At the bottom of the paper, each person writes one thing he values about the person whose name is on the sheet, folds it so the next person cannot see what she has written, and passes it on. 
This continues until everyone receives back the sheet with their name on it. Have each person silently read what others have written, and encourage them to preserve this list and look at it any time they feel their self-respect or confidence go down.
Respect
Self confidence 

Egg toss (104 ‘16)
1. Separate the class into 3 groups.
2. S/PSLS to explain the rules of the activity:
Year 1s in their groups should begin by passing a raw egg (actually hard-boiled!) back and forth between two people or around in a circle. S/PSLs will tell them to keep backing up and increasing the distance of the toss. The egg may or may not break.
3. S/PSLs will stop the game when someone drops their hard-boiled egg and breaks the shell.
4. Explain the objectives of the game (listed at the side).
→ we used a hard-boiled egg because a raw egg would get messy, but we wanted them to understand that once you disrespect someone else’s beliefs, culture, etc, it can break like the raw egg and the relationship is hard to salvage.
Respect 

Time management - Priorities 
(105 ‘16) 
1. Y1s to break up into their support groups.
2. Explain the game rules:
→ They have 13 minutes to collect as many points as possible (refer to the task sheet [on a powerpoint slide], but only reveal it once the time has started)
3. Use on-screen timer 
(http://www.online-stopwatch.com/bomb-countdown/full-screen/)
4. After 13 minutes, S/PSLs to calculate the points of their individual support groups.
5. Announce each support groups’ points to the whole class.
6. Debrief on the learning points of the activity.

List of activities:
1. Create something for the S/PSL to wear, such as a hat or tie (10 points; bonus 5 points if the instructor actually wears it)
2. Find out something unique about each person on the team (5 points) - Note: PSL will call on anyone randomly at the end of 13 mins, and she must be able to tell 1 unique fact about each person in her support group.
3. Sing the ABC song together (7 points) - Note: Inform the PSL before singing.
4. Get all your classmates to sign on a single piece of paper. (10 points)
5. Assign a nickname to each member of the team (5 points)
6. Create name cards for each team member (7 points; bonus 5 points if you use your team nicknames)
7. Make a 1m tower out of newspapers (20 points)
8. Convince a member of another team to join you (20 points)
9. Arrange yourselves in a straight line in increasing order of the last 2 numbers of your BC numbers. (e.g. T0398765A) (15 points) - Note: Tell your PSL when you are ready.
10. Make a list of at least 5 things that your team wants to learn out of this workshop. (7 points)
Teamwork
Time management 


High 5
(105 ‘16) 
Y1s will form a long chain and go around to the other Y1 clasrooms, hi-fiving their batchmates!
Spirit 

Love yourself! 
(105 ‘16) 
Everyone to receive a piece of coloured paper. They are to write their name on the piece of paper with the heading, “I am eSPECIALly”
Everyone would then paste the piece of paper behind the backs such that they cannot see what has been written on the paper. 
The Y1s would then walk around the classroom and write nice qualities / characteristics they have observed from a classmate on that classmate’s paper. 
At the end of the activity, the Y1s would remove the paper from their backs and see what qualities have been written on their pieces of paper, with the commonly repeated ones as her dominant strengths.
Display VIA character strengths on a PPT
PSLs can get the Y1s to identify Strengths in each other
Respect 
Self Love
Trust


Minefield 
(106 ‘16) 
The tables and chairs will be arranged across the classroom to act as obstacles beforehand. The class is to get into pairs, with one of them blindfolded with a tie. The one who isn’t blindfolded is to lead her friend through the mini obstacle course as quickly as possible, and physical contact between the two is not allowed. She will have to issue out directions, with the blindfolded Year One having to place her trust in her. The pair can only get past the course with effective communication. 

(Note: There can be two sides of the obstacle course in the class to ensure every pair gets to try the course, if the classroom size allows for it.
Teamwork 
Communication 

Gift from the Heart
(110’16)
Each member of the group chooses an imaginary gift to give to each person in the group. Each gift is drawn or described on a piece of paper to be given to the recipient. The gifts should be thought out so they represent the individuals who receive the gifts.
 
The gifts may be deep and thoughtful such as "courage to face life's difficulties", for someone who has shared many deep problems with the group. Or the gifts may simply be something the receiver would enjoy, such as "a season ski pass to go skiing any time you want," for someone who enjoys skiing.
 
Once everyone has completed their gifts, let one person at a time give out his/her gifts to the others. When giving the gifts, the giver should explain what the gift is and why she or he chose to give that particular gift to the individual.


YES I AM
(111’16)
PSLs will distribute A5 pieces of paper and tape around the class, so that each student has a piece on their backs.
Once the pieces of paper have been stuck, they will have to move around, writing compliments for one another, until the time is up. 
At the end of the activity, they will take the paper off from their backs and read the messages written by their peers, and hopefully feel grateful for the messages of encouragement :-D
Encouragement

Anything Goes (debate)
(112’16)
Y1s are to pair up.
Have each pair stand face-to-face, and say “Nothing, something, anything” (as in Rock, Paper, Scissors) and once “anything” is spoken, both of them must say any item they can think of related to the topic given by S/PSL before each round (refer to topic list below). Y1s are to talk simultaneously, not bothering about what her partner is saying.
While saying Nothing, something, anything, they will play scissors paper stone and the loser will start talking first. 
In the first round, the pairs are to “debate” why their item is “better” than that of her partners, without needing to retort or take into account her partner’s argument .
After 5 minutes, S/PSL will pause the “debate” and instruct the Y1s to discuss instead of debate, pointing out that discussion revolves around asking questions and listening to answers. 
S/PSL announces topic of 2nd round.
Y1s are then given 5 minutes to learn each other’s perspective through discussion

Communication

Circle of Friends 
(101’16)
Start by telling the group to imagine themselves circled by warmth, love, safety, and concern. Tell them to all try to create that feeling.
Ask the group to stand shoulder to shoulder in a tight circle with one person – the faller – in the center. The first time around, you might want to be the faller if no one else volunteers. The faller gets into position – arms crossed over chest, legs straight, knees locked – and begins to lean slowly in any direction to the point of losing his balance. Before the faller leans too far out, the people in the circle redirect the faller toward another point in the circle.
Have the catchers gently keep the faller moving around the circle in any direction, always maintaining physical contact with them. Change people in the center so that everyone has opportunity to be the faller.         

Teamwork 
Responsibility 

Be alert — Cop vs Criminal 
There will be one or two "criminal" and the "cop." By using a deck of cards. Only need enough cards so each player may have one card. 
One card needs to be a jack--the criminal, and one needs to be an ace--the cop.
 All of the other cards should be below ten in rank. Let each person draw and keep a card, without showing it to anyone.
The criminal needs to recruit other criminals by winking at them, but without getting caught by the cop. Any person who sees a wink is to wait a few seconds, so as not to be obvious, and then say, "I committed a crime." That person then turns in his card and is out of the game.
Play continues until the criminal recruits all players without being caught by the cop, or the cop identifies the criminal. If the cop misidentifies the criminal, he loses the game.

Self-discipline → Be alert + don’t be distracted. 

RGS Themed Charades 
(102’16)
Y1s to split into their support groups. There will be slips of paper prepared with terms unique to RGS (refer to this). One player from each team will draw a slip of paper from the bag and act out the phrase/term without speaking. The other members of the support group must try to guess the phrase. After the team guesses the phrase, the player can pick another slip of paper and act again. The teams will take turns playing. The team that guesses the most number of phrases within 2 mins wins.

Spirit 

Stations games X 4 
(102’16)
 Standing Up While Linked Together 
Y1s to pair up and sit down with their backs against each other.
They will then have to link arms and try to stand up.
Their arms should be linked and backs pressed together at all times.
Station 2: Lap Sit 
Y1s to stand in a circle facing clockwise.
Then, on the count of 3, all Y1s must bend down and lean backwards such that they are “sitting” on the lap of the person behind them.
Station 3: Pictures that change
Each support group will be further divided into 2 clusters.
Pictures that look different from close up and far away will be flashed on to the screen.
One cluster will be positioned close to the screen while the other cluster will be positioned away from the screen.
Each cluster will see different images.
Next, both clusters will be asked to switch and they will see what the other cluster had seen, in doing so, learning to empathise how others had seen things. 
Different Pictures will be repeated with the other 3 support groups.
Station 4: Modified Telephone 
Each support group is to split up into two smaller teams.
Each team is to stand in a straight line and the first person in both lines will receive a verbal instruction from an S/PSL. The first person must repeat this instruction to the next person in line, except by using hand gestures. The second person will interpret this and repeat it to the third person verbally and so on, until the last person in the row has to carry out the action

Elements of a healthy Relationship — Trust, empathy and active communication 

Mission List 
(102’16) 
the Y1s will be given a time limit of 5 minutes to complete a list of missions with their support group. The Y1s will have to complete all the activities successfully within the time limit
 make it such that it may be quite rushed and hard to do so).
At least one member of the team has to complete each mission → they may delegate the missions among themselves. After completing a mission, they need to report to their PSL (in charge of their support group), who will tick off the ones they have done and keep track of the score. At the end of 5 minutes, a buzzer will go off. If all the teams cannot complete the whole list of missions, the team that completes the most number of missions wins. If all the team completes the missions quickly, the team that completes it the fastest wins.
*PSLs must remember to time → how long it took for y1s to finish activity
List of Missions
Hi-5 15 people
Hug all the PSLs
Get your classmates from index number 1-7 to sign a sheet of paper (in order of their index numbers)
Run 5 rounds around the room
Stack up 10 books
Get 5 black pens
Do 15 jumping jacks
Write your name 20 times
Keep playing scissors paper stone with your PSL until you win 3 times

Time management

Secret Manito (meaning ‘friend’)
(102’16) 
Y1s will pick a folded piece of paper with someone's name written on it. They will become the secret Manito of the person. 
They will have to do something kind and nice for their Manitee to support her without being recognized by her, in the form of physical favours, small gifts, and letters/poems. (It’s like angel and mortal but it includes physical actions, such as giving their manitee a hug, giving compliments, offering to carry her stuff, asking her how she’s doing) 
As such, the manito can choose to be nice to many people other than the Manitee to confuse the manitee, who needs to guess the identity of her manito.
When Manitee finds out the identity of their Manito, the manito will step out of the game (while the manitee can continue being someone else’s manito too). This is decided by drawing lots. The aim is to keep your identity secret for as long as possible during PSL Session. 
During the time allocated to this activity, Y1s must write a secret letter to support and encourage their manitees and must write the name of their manitee on the note such that PSLs will be able to collect the anonymous letters and give them out after the game. During the session itself, Manitos must perform 3 physical acts of kindness and support for their manitos without getting found out.
Peer Support 
Concentration teamwork game 
Y1s will play this game in support groups. Two support groups can play against each other while the other two support groups can simultaneously play against each other. 

Support group A will stand in a line and give support group B 1 minute to observe them. Afterwards, support group A leaves the room and they have 50 seconds to change 10 things about themselves. This can include anything from switching nametags, untied shoelaces, a different hair do, or a switched watch to the other hand. All changes must be something the other group can see.
After 50 seconds, Support Group A returns to the room and Group B tries to find all the changes the other group made within 1.5 minute. Once the changes have been recognized, the groups switch, giving each team a chance to make changes
PSLs should make sure that the Y1s make noticeable changes

Teamwork 

‘Do you know her strength?” 
(102’16)
The Y1s will play this game as a class. They will have to sit in a circle together with the PSLs with one of the PSL holding a teddy bear. The PSL will throw the teddy bear to someone and tell a strength about the person who caught the teddy bear. The class will then either agree or disagree with the strength mentioned. If the class disagrees, she has to find a strength that the whole class agrees with about the person with the aid of her classmates. If the class agrees, the one who caught the teddy bear has to throw it to another person and the cycle continues. 
The PSLs have to warn the Y1s not to 
share a negative strength of the person. (e.g “She is good at being crazy.”)
Mention something superficial, such as “pretty”. 
The PSLs also have to make sure that everyone gets to hold the teddy bear at least once. The PSLs can make this game a bit more challenging by increasing the number of strengths that needs to be told or adding something else to what the thrower has to say about the catcher. For example “What do you like about her?”
*we can do this with yarn, like someone throws the ball to another person while saying a strength about the person, and then the person who received the yarn throws the yarn to another person and says her strength etc, creating a big spiderweb!! then we can explain how everyone contributes their different strengths which come together to form their class and that’s what makes their class unique

Peer support 

Friend Appreciation
(103’16) 
We hand out slips of paper containing index numbers to the entire class.
The class then sits in one big circle.
And we play a little game of pass the parcel (with the soft toy perhaps?). Whoever is holding the panda once the music stops will then have to share, 1. A fondest memory together  2. A positive trait of that person 3. something to thank that person for…’that person’ being the person who has the index number they hold in their slip

Bonding 

Floor mat/ newspaper game 
(103’16) 
Procedures
1) In the beginning, everyone in the support group has to stand on the newspapers. 

2) As each level increases, the SPSLs are going to fold the newspapers into half. The main goal for the Year ones is to make sure that everyone in the group gets to stand on the newspaper.

3) The game continues until any of the group member fails in the mission. 

Rules
If anyone is out of the newspaper, she is out of the game. 
No one is allowed to tear the newspapers during the game (have to be careful) 

Pass The Parcel 
(103’16) 
A wrapped up gift will be passed around and stop being passed when the music being played is stopped
Beneath each layer of wrapping will be a question/dare which the Yerar 1 has to answer/perform
Questions asked can be things like “List three strengths that you are proud of”
There will be a total of 4-5 layers.
The last person would get the gift which can be perhaps sweets or small post its

Self-love
Peer Support 
​
Draw me Older
(103’16)
Ask Y1s to get a pen, pass them a piece of A5 paper and fold it into half. 
Picture themselves in 5 years time, and draw what they think they will look like as well as items that symbolise the lifestyle they are leading on the front half.  
Next, ask them to repeat step 2, but now draw themselves in 15 years time on the back half. 
After the activity, we will throw a soft toy around to ask them to briefly share about their drawings. 

Dreams and Aspirations 

Blindfolded Maze 
(103’16)
Ask Y1s to pair up.
Ask them to close their eyes / cover their eyes with their hands 
They will line up behind the line, and PSLs will stick print-outs of numbers 1 to 5 and thorns/other dangerous items on the ground at random.
One of the pair members would have to be blindfolded while the other would stay behind the line and direct her friend to step on the numbers in successive order while avoiding the dangerous elements. 
Those that step on the dangerous elements will have to do a forfeit/those who complete the task successfully get a prize.

Communication

Perspectives (Memorise the picture)
(103’16)
Split into support groups
Each support group will receive a picture (each picture portrays one of the 4 sides of a lego structure)
Members of each support group will then have to memorise the picture they have been given within 4 minutes.
Finally, after 4 minutes everyone will have to gather and work together as a class to build that lego structure based on the pictures they have seen and memorised in their support groups.

Teamwork

Storytelling
(107’16)
SPSL to read the story of “Mui Mui”: “There  was  once  a  woman named  Mui  Mui  who  was  in love  with  a  man  named  Seng Seng. Seng Seng and Mui Mui lived  on  opposite  shores  of  a river.  This  river  which separated  the  2  lovers  was teeming  with  crocodiles.  Mui Mui wanted to cross the river to be  with  Seng  Seng. Unfortunately, the bridge to the other side had been destroyed. So,  she  went  to  ask Ah Beng, the  river  boat  captain,  to  take her  across.  He  said  he  would on  the  condition  that  she spends the night with him. She promptly refused and went to a friend,  Soon,  to  explain  her plight.  Soon  said  he  did  not want  to be  involved  at  all  in  the situation.  Mui  Mui  felt  her  only alternative  was  to  accept  Ah Beng’s  terms.  She  spent  the night  with  him  and  he  fulfilled his  promise  and  took  her across the river to Seng Seng. When  she  told  Seng  Seng about  what  happened,  Seng Seng  cast  her  aside.  Mui  Mui turned  to  Tommy  with  her  tale of woe. Tommy then sought out Seng  Seng  and  gave  him  a heavy blow which sent him into the river.”

Next,  the  Y1s  rank  the  5 characters from 1 to 5, 1 being
their  favourite  character  and 5 their  least  favourite.  The  Y1s then  stand  at  different  corners of  the  classroom  to  show  their preferences for each character. SPSLs  can  prompt  them  to share  why  they  like/dislike/are neutral with that character, and then  list  the  values of each character.

Respecting other’s opinions

Note to Classmates
(107’16)
Each Y1 will get a piece of paper, which they will write their name on. The papers will then be passed around the circle so that each classmate can write something nice / something they like about each person in turn.
Respect and appreciation/gratitude towards classmates

Don’t forget the lyrics!
(107’16)
PSLs to show slides with “Easy”, “Intermediate” and “Hard”
The class can choose any option between those categories
Each option will show a school cheer with one of the lines eliminated
The class will have to figure out the line, then do it in the same way as when the cheer is being performed

School Spirit

Race Against Time
(107’16)
PSLs to give Year 1s a number of activities to do within 8 minutes:
Write a thesis of no more than 60 words on how a classroom item has benefited mankind
Create a structure with your support group members’ pencil cases
Come up with a cool name for your support group 
Do 100 jumping jacks on the spot within your support group. You may choose to do 100 individually or work with your group mates to find an easier alternative.
Create a secret support group handshake.
Year 1s are only allowed to commuicate within their support groups i.e. no talking to/spying on other support groups, no asking PSLs for assistance etc.

Teamwork and time management

Air Chair Game
(107’16)
The Y1s will first form a circle and place their hands on the shoulders of the person in front of them. 
They will then have to figure out a way to allow everyone to sit on each others’ laps simultaneously.

Trust and unity

Blind Drawing
(107’16)
Divide the class into groups of 3. Have person A close their eyes, while Persons B  and C look at the picture flashed on the projector. This can be anything from an elephant standing on a ball, to a scenic view of a beach (basically something weird!!) Beside the picture, there will be a list of words that cannot are ‘taboo’ and cannot be said. For example, if the picture is a girl on a horse, the taboo words are ‘girl’, ‘horse’, ‘horseriding’, etc. NOTE: No speaking in other languages is allowed!!
Person A will have a blank sheet of paper and a pen.
After blanking the projector screen, person A can open their eyes again.
Person B must then describe the image without using the taboo words, while the Person A is to draw what is being described within 4 minutes.
When time’s up, the original picture will be flashed and the Y1s can evaluate how well they have imitated it.
Person C acts as an observer and judge, so if Person B accidentally mentions a taboo word, the team loses.
Repeat steps 1 to 5, switching the roles around.
The game ends when everyone has attempted each role.

Importance of communication and listening to their teammates

Escape the Room
(107’16)
All Y1s are to randomly sit on a chair in the room.
Ask everyone to lift up their feet from the ground.
Announce that the Y1s now have 8 minutes to get out of the classroom, WITHOUT speaking or touching the ground with any body part.
If the Y1s have managed to escape within 8 minutes, they succeed. 
The strategy to win the game is for the Y1s to form a bridge with their chairs and then walk/crawl along the chairs to reach the door. NOTE: We can switch off the fans if there is a safety hazard.

Teamwork

Make a team with...
(108’16)
Y1s will have to form a team based on the instructions that S/PSLs shout out. For example, some instructions could include "Get into a team with people who like similar types of music to you." 
Instructions: 
1) "Get into a team with people who like similar types of music as you do." 
2) “Get into a team with people who went to the same holiday destination as you.” (Those who stayed in Singapore are to make a team too).
3) “Get into a team with people who have the same favourite subject as you.”
4) “Get into a team with people who have the same colour (bag) as you.”
5) “Get into a team with people who have the same favourite location (in school) as you.”
Y1s are to sit down to signal that their team is "complete." Encourage people to work as quickly as possible

Communication

Just listen
(108’16)
Y1s are to sit down in pairs.
S/PSLs to write two topics on the board. The two topics are ‘Most Memorable Birthday’ and ‘What would you do if you won the lottery?’.
One partner will speak for two minutes on how she feels about one of the topics. As she talks, the other person cannot speak – her goal is to listen.
After three minutes, the listener has one minute to recap on what her partner has said. She cannot debate, agree or disagree – only summarize.
Next, the roles switch, and the process starts again with the other partner talking about the other topic. 

Communication

Protect the eggs
(108’16)
A group of Y1s will be chosen to become 'eggs' in this game. The rest of the class has to protect these eggs from the JPSLs, PSLs and SPSLs. 
The PSLs and SPSLs are to try to get past the class to get to the eggs. An “egg” will be eliminated once a PSL/SPSL touches them, and will have to get out of the circle. However, the Year 1’s can use their bodies to shield and protect the eggs from the PSLs and SPSLs.

Dreams and aspirations (shows a negative viewpoint, and warns year 1s on what NOT to do to achieve their dreams i.e. hurting others along the way)

Listen and Draw
(108’16)
There will be three rounds to this game.
For every round, each group is to send one representative to the front of the class. 
Everyone can only be a representative once to allow for more people to have the chance.
The four representatives sent to the front of the class will be given 30s to memorise a picture. No one else will see this picture. They will then return to their groups.
Without telling their group exactly what they saw, they will have to verbally instruct their group on how to draw, by giving only shapes.
The representatives are not allowed to trace on the paper, in the air, on someone’s hand or anywhere to communicate what is supposed to be drawn.
There should be no gesturing, only verbal communciation, on what is to be drawn.
Groups will be given 2 minutes to draw out each picture. 
At the end of the two minutes, the representatives will bring the drawing to the PSLs and the group that has the drawing that resembles the actual drawing the most gets 2 points.

Communication
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Privilege Walk
(108’16)
Psls are to tape 11 lines on the class floor

A list of social privileges or disadvantages are read out to a group of 10 people (Refer to link for statements)
Each person takes a step forward or backwards depending on how they relate to the statement
At the end, participants are to look at their ending positions, and ask themselves, “am I privileged?
(PSLs to remind Year 1s to bring their ties to blindfold themselves, so that they will be not be influenced by their friends in the course of the game).
Empathy (let year 1s remember that not all their classmates are as privileged as them)