Story-living Games in Education
Developing Leadership and Decision-making
The principles of decision-making, negotiation and communication are applicable for learners of all ages. With older students, more mature themes can be introduced. They are asked to consider the ramifications of decisions and decide amongst themselves the most appropriate outcomes. compromising where necessary. 'I've learned that it's not all about me, it's about other people'As well as linking to both core and foundation subjects within schools, the games are able to address outcomes for SMSC and British values, in particular self-knowledge, self-esteem and self-confidence. Students have to show initiative, take responsibility for their actions and show respect. Some decisions are made by consensus, others by assuming positions of authority, so students understand the benefits and limitations of different leadership models.
'I liked being queen and having responsibility!' |
'I now know what it feels like to be an adult at work'Topics covered link with the KS2 curriculum and the games are normally facilitated by a qualified teacher, with experience from KS2-4, planned to run for an entire school day. The class teacher need not be present and follow up work is provided, which could be completed later in PPA time.
|
Why Use Games in School?
|
Using games helps ensure high engagement in learning, enlivening time in the classroom, through a shared and constructed narrative. The games are about the decisions players make and the resulting story living that improves their understanding of historical events
|
What skills are developed?
|
|
What should participants experience?
|
|