Integration of Ukrainian Refugees Through Sport Physical Education Materials (English)

PHYSICAL EDUCATIONAL MATERIALS

#We build the future together

Introduction

The refugee experience can be profoundly challenging, often marked by trauma, confusion, and a range of risk factors. These risk factors include residing in disadvantaged communities, disrupted education prior to arrival in the host country, poverty, discrimination, mental and physical trauma, and the burden of living in families torn apart by war and violence. It is crucial to address these challenges and provide the necessary support to foster the successful integration of refugee students.

The recent emergency in Ukraine has brought to light the significance of education, acceptance, solidarity, inclusion, and integration for those in need. Various stakeholders, such as teachers, trainers, coaches, volunteers, and educators, particularly in sports, schools, and social and humanitarian organisations, must reflect on how they can contribute to the well-being of young refugees and create inclusive educational environments that acknowledge and embrace their diverse experiences.

The overarching goal of the Integration of Ukrainian Refugees Through Sport (IURTS) project is to promote inclusivity and diversity, supporting the integration of Ukrainian refugee children through engaging in sports and play activities. Concrete and timely responses are required to meet the varied needs of these children effectively. This necessitates the acquisition of pedagogical and didactic skills, as well as specific operational tools that are tailored to the unique context and circumstances of the children.

Physical Education Materials is the companion document of the Methodological Guide and offers an integrated vision to promote the inclusion of refugee children. Through a combination of theoretical and practical approaches, this material provides tools, activities and suggestions for teachers, coaches and educators in order to create a safe, inclusive and human rights-friendly environment. It promotes the empowerment of children and encourages them to actively stand up for their rights, develop their social and communication skills, embrace cultural diversity, and work together towards common goals. Educators, in their role as facilitators, are encouraged to be flexible in their use of the materials. They should adapt them to the specific needs of Ukrainian refugee children.

The ultimate goals of the Physical Educational Materials is to provide practical and concrete support in addressing the challenges of integrating refugee children and will be a valuable and inspiring resource for your work.

Materials and activities

The activities outlined below have been thoughtfully designed as movement-based learning activities, incorporating a multi-step process that prioritises creating an inclusive learning environment that appreciates and embraces diversity. This comprehensive approach encompasses peer collaboration, language instruction, movement-based learning techniques, game-based learning strategies, cultural inclusion, and formative evaluation.

Integrating these elements into the activities aims to foster an engaging and dynamic learning experience that caters to all students’ diverse needs and strengths, with a specific focus on refugee students. Peer collaboration encourages students to work together, exchange ideas, and learn from one another, promoting a sense of community and teamwork.

Language teaching is incorporated to facilitate effective communication and language development, ensuring that all students can actively participate and express themselves during the activities. Movement-based learning techniques are employed to engage students physically, enhancing their cognitive processes and reinforcing learning through kinaesthetic experiences. They also add an element of fun and motivation to the activities, making the learning process enjoyable and interactive.

Cultural inclusion is a fundamental aspect, acknowledging and respecting all students’ cultural backgrounds and perspectives, thus promoting a sense of belonging and appreciation for diversity. Lastly, monitoring and evaluation are utilised to continually assess and provide feedback on student progress, allowing for adjustments and improvements in the learning activities. This iterative process ensures that the activities remain effective, relevant, and aligned with the diverse learning needs of the students.

The proposed process is based on 8 + 1 steps:

STEPS

1 Creating a Welcoming Classroom: Nurturing a Safe and Inclusive Environment

Empowering Children: Advocating for Their Human Rights

Bridging Connections: Fostering Effective Communication and Understanding

Cultural Tapestry: Embracing Diversity through Backgrounds, Traditions, and Customs

Celebrating Our Differences: Promoting Cultural Diversity and Inclusion

Skills for Life

The Power of Presence: Practicing Mindfulness for Emotional Well-being

United We Thrive: Fostering Cohesion and Collaboration

Measuring Progress: Monitoring and Evaluation for Effective Integration

By combining these various components, the movement-based learning activities aim to create an inclusive and engaging educational experience that nurtures students’ holistic development while fostering a sense of mutual respect, cultural appreciation, and continuous growth.

These activities are spaces for cooperative learning: students are encouraged to work in groups and collaborate with their classmates. In this way, students become active learners and builders of their own knowledge. By working together to achieve common goals, students engage each other in understanding and explaining concepts. It can promote diversity as students from different cultural and social backgrounds work together. Peer learning can also increase motivation as pupils feel involved and responsible for their own learning; when pupils teach others, they can gain a sense of self-worth and self-confidence, which can be transferred to other aspects of their lives; it helps to develop social and communication skills and ultimately helps to create an inclusive environment where every pupil can contribute, regardless of ability or background. The teacher acts as a facilitator, encouraging and guiding the students in their learning process and knowledge building.

Step 1 - Creating a Welcoming Classroom: Nurturing a Safe and Inclusive Environment

Creating a Welcoming Classroom: Nurturing a Safe and Inclusive Environment emphasises the importance of cultivating a positive and supportive atmosphere within the educational setting. This part provides guidance and activities for teachers to establish an environment where all students, including those from refugee backgrounds, feel valued, respected, and included.

The proposed activities explore ways to create a safe physical and emotional space within the classroom, ensuring that students feel secure and comfortable expressing themselves. The activities highlight the significance of promoting mutual respect, empathy, and understanding among students, fostering a sense of belonging and unity.

Physical Educational Materials

Activity 1.1

Title

You Dance, We Dance

10-20 minutes

7-11 Years

Classroom or an appropriate space where children can easily dance; a device to play music.

Objectives

This movement-based activity promotes a positive and supportive classroom atmosphere by allowing them to express themselves, collaborate, and appreciate the diversity of their peers. It encourages active engagement, breaks down barriers, and fosters a sense of belonging, creating a welcoming and safe environment for all students.

Start playing upbeat, lively music that encourages movement and positive energy. It is advisable to use traditional music representing the different cultural backgrounds of the group.

Encourage the students to move freely to the rhythm of the music, expressing themselves through dance, gestures, and body movements.

When all students are engaged with the dance, introduce the concept of partnering or group work within the dance activity.

Ask the students to find a partner or form small groups of three or four.

1. Instruct the students to take turns leading the dance moves within their partnerships or groups, ensuring that everyone has a chance to contribute and share their unique style; within the small groups, the participants are required to reproduce the dancing style of the leaders.

2. Encourage students to observe and appreciate the different movements and dance styles of their peers, fostering respect and appreciation for diversity.

3. After a few minutes, ask the students to switch partners or groups, allowing them to interact and collaborate with different classmates.

4. As the activity comes to an end, gather the students back together as a whole group.

Give the student a moment to rest.

Hints and means of verification

After the conclusion of the activity, facilitate a brief reflection and discussion on the experience. Ask questions such as:

• How did it feel to collaborate and connect with different classmates?

• Did you notice any similarities or differences in dance styles or movements? How did you appreciate them?

• How did the activity promote a sense of unity and inclusivity within the classroom?

• How can we carry the spirit of unity and inclusivity into our everyday interactions within the classroom?

Observe the students’ engagement and participation during the activity. Take note of their enthusiasm, willingness to collaborate, and respect for each other’s movements and dance styles. Look for signs of inclusivity, such as students interacting with diverse partners or groups and showing appreciation for the diversity within the classroom.

Physical Educational Materials

Activity 1.2

Title

Duration

Target group

Setting and materials

Objectives Description

The Human knot

10-20 minutes

7-11 Years

Classroom or an appropriate space where children can easily move.

This activity promotes physical movement and play and at the same time encourages students to collaborate, problem-solve, and communicate effectively. It fosters a positive and inclusive classroom environment by emphasizing teamwork, respect for others, and the appreciation of individual contributions.

Gather all students in an open space within the classroom and explain to them that they will be participating in a movement-based activity called „The Human Knot,” which involves physical coordination and teamwork.

Ask the students to form a circle by standing shoulder to shoulder, facing inward, and mixing up.

Ask all students to reach their right hand across the circle and grasp the hand of a person standing across from them. They should ensure that they are not holding the hand of someone standing next to them.

Next, instruct students to reach their left hand across the circle and grab the hand of a different person standing across from them, again avoiding holding the hand of someone adjacent to them.

Now ask the students to work together and find a way to untangle the „human knot” without letting go of each other’s hands. They must communicate and collaborate to find a solution. They must, also, move carefully, using verbal and nonverbal cues to guide each other through the process.

Hints and means of verification

Remind students to be patient, respectful, and supportive of one another throughout the activity. As students untangle the knot, they may need to step over or underarms and manoeuvre their bodies to find a solution.

Celebrate and acknowledge the successful completion of the untangling process once the students have formed a circle without letting go of each other’s hands.

After the conclusion of the activity, facilitate a brief reflection and discussion on the experience. Ask questions such as:

• How did you communicate and cooperate to untangle the human knot?

• What challenges did you encounter, and how did you overcome them?

• How did the activity promote teamwork and inclusiveness within the classroom?

• How can the skills learned during this activity be applied to other aspects of classroom life?

Observe the students’ engagement and participation during the activity. Take note of their enthusiasm, willingness to collaborate, and respect for each other’s movements and dance styles. Look for signs of inclusivity, such as students interacting with diverse partners or groups and showing appreciation for the diversity within the classroom.

Step 2

- Empowering Children: Advocating for Their Human Rights

Empowering Children: Advocating for Their Human Rights is a concept that emphasises the significance of promoting and protecting the fundamental rights of children. It recognises the need to empower children by raising awareness about their rights, fostering their active participation in decision-making processes, and advocating for creating inclusive and supportive environments where their rights are respected.

Activity 2.1

Duration

Target group

Setting and materials

Objectives

10-20 minutes

7-11 Years

Classroom or an appropriate space where children can easily move; Large poster boards or sheets of paper; Markers or coloured pens; Index cards; UN Convention on the Rights of the Child (UNCRC).

This movement-based activity seeks to engage students in a relay race with the view to raising their awareness and understanding of children’s rights. It empowers them by highlighting the importance of advocating for these rights and fosters a sense of responsibility in ensuring the well-being and empowerment of all children.

Description

Before the activity, create large posters or sheets of paper, each representing a different children’s right. Refer to the UN Convention on the Rights of the Child (UNCRC). It is advisable to write the posters in different languages with the view to fostering the comprehension and engagement of all the students involved.

Divide the students into small teams. Each team should have an equal number of participants. After that, explain to the students that they will be participating in a relay race focused on children’s rights. The objective is for each team to complete a series of challenges related to different rights.

Place the posters representing the children’s rights at different locations around the classroom or designated area. Each poster could be accompanied by an index card that provides a brief description or scenario related to that right. It is important to relate the scenario to the specific needs of the students.

Start the race: the first team member from each team will run to one of the posters, read the index card, and perform a related movement or action that represents that right. For example, if the poster represents the right to play, the student might jump or skip around the poster.

After completing the movement or action, the team member returns to their team and tags the next person in line to continue the relay.

The relay continues with each team member running to a different poster, reading the index card, and performing the corresponding movement or action.

The first team to successfully complete all the challenges and cross the finish line wins the relay race.

Physical Educational Materials

After the conclusion of the activity, facilitate a brief reflection and discussion on the experience. Ask questions such as:

• What did you learn about children’s rights during the relay race?

• Why are these rights important for children’s well-being and empowerment?

• How can we advocate for and protect these rights in our everyday lives?

It is advisable to focus on the articles of the UN Convention on the Rights of the Child (UNCRC) that are particularly relevant to the integration of refugee children such as Article 2: Non-Discrimination - This article ensures that all children, regardless of their status as refugees or migrants, are entitled to the same rights and protections without discrimination. It emphasises the importance of ensuring equal opportunities for refugee children to integrate into society; Article 3: Best Interests of the Child - This article states that the best interests of the child should be a primary consideration in all actions and decisions concerning them. It underscores the importance of providing appropriate support and services to ensure the well-being and integration of refugee children; Article 22: Refugee Children - This article specifically addresses the rights of refugee children and emphasises their entitlement to special protection and assistance. It highlights the need to provide support for their physical and psychological recovery and their social integration; Article 28: Right to Education - This article emphasises that every child has the right to education. It is crucial for the integration of refugee children to have access to quality education that promotes their social inclusion, language acquisition, and overall well-being; Article 31: Right to Play, Leisure, and Cultural Activities - This article recognizes the importance of play, leisure, and participation in cultural activities for the healthy development of children. It emphasises the need to provide refugee children with opportunities to engage in play and cultural activities, which can contribute to their integration and sense of belonging.

Observe the students’ engagement and enthusiasm during the relay race. Take note of their understanding of the children’s rights concepts, their active participation in the movementbased challenges, and their overall enjoyment of the activity. Look for signs of teamwork, communication, and empathy among team members.

Request students to create individual or group artefacts related to the activity, such as posters, drawings, or reflective written pieces. These artefacts can provide insights into their understanding of children’s rights, their level of engagement, and their ability to express their thoughts and feelings regarding the empowerment of children.

2.2

Classroom or an appropriate space where children can easily move; Index cards; UN Convention on the Rights of the Child (UNCRC).

This activity engages students in a playful and interactive way to reinforce their understanding of children’s human rights. By using body movement and nonverbal communication, students enhance their empathy and develop a deeper appreciation for the rights they act out. It encourages collaboration, active listening, and critical thinking while fostering a sense of shared responsibility in upholding and promoting children’s rights.

Description

Together with the students prepare a set of index cards, with each card containing the name or description of a specific children’s right. The card should be bi-lingual with the view to fostering mutual comprehension and integration.

Include a variety of rights such as the right to education, the right to play, the right to be protected from harm, the right to express opinions and others. Divide the students into small teams. Each team should have an equal number of participants. Explain to the students that they will be playing a game where they will have to act out different children’s rights using only body movements and gestures, without using any words or sounds.

Shuffle the index cards and place them face down in a stack. Each team chooses a representative who will act out the children’s right on the top card without speaking. This representative will pick a card from the stack and silently read the right to themselves. This representative could be replaced after each turn.

Encourage the team members to collaborate and discuss among themselves to guess the right being portrayed. Remind them to pay attention to the body language and nonverbal cues of the representative.

If the team successfully guesses, they earn a point. Continue playing until all the cards have been used or until a designated number of rounds.

Once the game is complete, gather all the students together for a discussion. Reflect on the rights portrayed during the activity and emphasise their importance in ensuring the well-being and empowerment of children. Discuss the emotions and empathy that the game evoked and the significance of nonverbal communication in understanding and advocating for human rights.

It is advisable to focus on the articles of the UN Convention on the Rights of the Child (UNCRC) that are particularly relevant to the integration of refugee children such as Article 2: Non-Discrimination - This article ensures that all children, regardless of their status as refugees or migrants, are entitled to the same rights and protections without discrimination. It emphasises the importance of ensuring equal opportunities for refugee children to integrate into society; Article 3: Best Interests of the Child - This article states that the best interests of the child should be a primary consideration in all actions and decisions concerning them. It underscores the importance of providing appropriate support and services to ensure the well-being and integration of refugee children; Article 22: Refugee Children - This article specifically addresses the rights of refugee children and emphasises their entitlement to special protection and assistance. It highlights the need to provide support for their physical and psychological recovery and their social integration;

Article 28: Right to Education - This article emphasises that every child has the right to education. It is crucial for the integration of refugee children to have access to quality education that promotes their social inclusion, language acquisition, and overall well-being; Article 31: Right to Play, Leisure, and Cultural Activities - This article recognizes the importance of play, leisure, and participation in cultural activities for the healthy development of children. It emphasises the need to provide refugee children with opportunities to engage in play and cultural activities, which can contribute to their integration and sense of belonging.

Observe the interaction and integration of refugee children with their peers. Look for signs of inclusion, participation, and support from classmates. Take note of any specific activities or initiatives that promote integration and respect for their rights.

Hints and means of verification

Step 3 - Bridging Connections: Fostering Effective Communication and Understanding

Bridging Connections: Fostering Effective Communication and Understanding emphasises the importance of developing strong communication skills and promoting mutual understanding among individuals. It recognises that effective communication is vital in building positive relationships, resolving conflicts, and fostering empathy and cooperation. The concept of bridging connections encourages individuals to actively listen, express themselves clearly and respectfully, and seek to understand different perspectives. By nurturing effective communication skills, individuals can bridge gaps, break down barriers, and create an inclusive and harmonious environment where everyone feels valued and understood.

Activity 3.1

Duration

Target group

Setting and materials

Objectives

Description

The objective of this activity is to enhance effective communication and understanding among participants through non-verbal cues and mirroring movements.

Have participants pair up and stand facing each other in the open space. Explain that one person in each pair will be the „Leader” and the other will be the „Mirror.”

Start by instructing the Leaders to begin making slow and deliberate movements with their bodies.

The Mirror should closely observe the movements of their partners and mirror them as accurately as possible. Encourage participants to use their bodies to communicate and convey emotions, ideas, and intentions.

After a few minutes, switch roles so that the Mirror would become the Leader and vice versa.

As the activity progresses, encourage participants to explore different movements, gestures, and expressions.

If desired, play music to add rhythm and enhance the movement experience.

Hints and means of verification

Once the game is complete, gather all the students together for a discussion. Emphasise the importance of active listening, observation, and non-verbal communication in this activity.

It is essential to create a safe and inclusive environment where participants feel comfortable exploring movement and expressing themselves.

Objectives

Observe the work process of the peers during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the language skills acquired and individual strengths and areas for improvement. They can also encourage students to express how they felt about the collaboration and the process of creating the final product.

Hints and means of verification

The objective of this activity is to foster effective communication and understanding through collaborative problem-solving, coordination, and teamwork.

Set up an obstacle course in the designated area using cones or markers. Make sure the course has various obstacles such as hoops to step through, hurdles to jump over, or cones to navigate around.

Divide participants into pairs. Each pair will work together as a team. One person in each pair will be blindfolded (optional) while the other person acts as their guide.

Explain that the goal of the activity is for the guide to verbally instruct the blindfolded partner through the obstacle course without touching any of the obstacles.

Encourage the guide to use clear, concise, and specific instructions to help their partner navigate the course. Remind them to listen attentively and ask for clarification if needed.

Once the pairs have completed the course, have them switch roles, so the blindfolded partner becomes the guide and vice versa.

Once the game is complete, gather all the students together for a discussion. Emphasise the importance of effective communication, active listening, and teamwork in successfully completing the obstacle course.

Highlight the key takeaways from the activity, such as the significance of clear instructions, active listening, patience, trust, and cooperation in fostering effective communication and understanding.

It is essential to create a safe and inclusive environment where participants feel comfortable exploring movement and expressing themselves.

Observe the work process of the peers during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the language skills acquired and individual strengths and areas for improvement. They can also encourage students to express how they felt about the collaboration and the process of creating the final product.

Step 4 - Cultural Tapestry: Embracing Diversity through Backgrounds, Traditions, and Customs

Cultural Tapestry: Embracing Diversity through Backgrounds, Traditions, and Customs is a concept that highlights the importance of valuing and celebrating the diverse cultural backgrounds, traditions, and customs of students within an educational setting. It emphasises creating an inclusive environment that respects and appreciates the unique contributions of each student’s cultural heritage. The aim of weaving together the different threads of cultures is to foster understanding, empathy, and mutual respect among students, creating a rich and vibrant tapestry of cultural diversity within the classroom.

Activity 4.1

Duration Target group

Setting and materials

Objectives

Description

Classroom or an appropriate space where children can easily move; Music player or audio system (optional); List of cultural elements (traditions, symbols, landmarks, etc.).

This activity promotes cooperative movement, creativity, and teamwork while exploring cultural diversity. By engaging in this activity, students learn to respect and appreciate different cultures, communicate effectively, and work collaboratively to create meaningful representations through movement and body positions.

Introduce the activity by explaining that students will work together to create collaborative sculptures inspired by different cultural elements.

Divide the students into small groups of 3-5 members. If possible, ensure that each group consists of students from diverse cultural backgrounds. Provide each group with a list of cultural elements (e.g., traditions, symbols, landmarks) associated with different cultures. Explain that these elements will serve as inspiration for their collaborative sculptures.

Each group selects one cultural element from the list and discusses how they can represent it through cooperative movement and body positions. Encourage them to think creatively and incorporate elements such as shapes, postures, and gestures.

Give the groups time to plan and practise their collaborative sculptures. Remind them to focus on communication, coordination, and working together as a team.

Once the groups are ready, have them take turns presenting their sculptures to the rest of the class. They can choose to perform in silence or with appropriate background music to enhance the cultural atmosphere.

Hints

and means of verification

Emphasise the importance of cooperation, respect for diversity, and teamwork.

After each presentation, allow time for the other students to observe and reflect on the collaborative sculptures. Encourage them to discuss the cultural elements represented, their observations, and the message conveyed through the movements.

Facilitate a class discussion about the experience, emphasising the importance of teamwork, respect for different cultures, and the beauty of cultural diversity.

Observe the students’ engagement and enthusiasm during the relay race. Take note of their understanding of the children’s rights concepts, their active participation in the movementbased challenges, and their overall enjoyment of the activity. Look for signs of teamwork, communication, and empathy among team members.

Activity 4.2

Duration

Target group

Setting and materials

Objectives

Description

7-11 Years

Classroom or an appropriate space where children can easily move; Cards with questions.

This activity engages children in trivia game fun while promoting awareness of cultural diversity. It fosters team collaboration and learning. Moreover, this activity facilitates the consolidation of the knowledge acquired during the preceding activities.

Prepare cards with questions about the culture and movement of the human body. Questions can be formulated to bring out elements that have been explored in previous activities. For example, you might have questions like „What are the names of some traditional dances from different countries?”; „What are some traditional movement practices of some cultures?” etc.

Form two teams with the children. Give each team a name. Explain to the teams that their goal is to answer questions about the culture and movement of the human body and complete the associated movement tasks.

Alternate teams and ask each team a question in turn.

If a team answers correctly, they will score points.

If one team fails to answer correctly, the other team gets a chance to answer for a bonus point.

At the end of the game, calculate the total score for each team and announce the winning team.

Hints and means of verification

You can encourage teams to explain their answers or elaborate on the answers they have given. In this way, you can assess the teams’ understanding of the cultural elements and the movement of the human body that they have explored. Observe the active participation, engagement, collaboration and interaction of the teams during the activity.

Step 5 - Celebrating Our Differences: Promoting Cultural Diversity and Inclusion

Celebrating Our Differences: Promoting Cultural Diversity and Inclusion is based on the idea that cultural diversity enriches and provides opportunities to learn, grow and connect with others. It means creating an environment where every individual feels welcome, respected, and considered an integral part of the community, regardless of their cultural origin. This concept also encourages intercultural learning, which involves being open to learning about different cultures, traditions, languages, beliefs and practices. Through educating, exploring and interacting with each other’s cultures, people can broaden their perspectives, break down stereotypes and develop greater understanding and tolerance for one another.

Activity 5.1

7-11 Years

Classroom; Large poster boards or sheets of paper; Markers or coloured pens.

This creative activity seeks to foster multilingualism and promote multicultural awareness in schools. Children from diverse backgrounds actively participate and contribute their linguistic knowledge to the entire school community. Children engage in this activity to create visual and textual materials such as posters and maps, which are intended to be displayed throughout various areas of the school, including corridors, halls, and classrooms.

The teacher initiates a discussion with the students to learn about their mother tongues and the number of languages they speak. Students are encouraged to write a few simple words in their respective languages, for example: mum, dad, thanks, hello etc.

Divide the students into small teams. Each team should have an equal number of participants. After that, each team collaboratively creates some cards, or posters with words, numbers and short sentences.

For younger children, teachers can choose simpler concepts, like writing an easy word in different languages, while older students can explore more complex ideas.

Once the concept is chosen, team members reach out to other classmates to translate or write the chosen word in all the different languages known by children in the class.

The results are exhibited in the classroom, and each team presents their cards.

Finally, place the cards in various communal areas of the school, such as corridors and halls. During this step, teams can collaborate in determining the appropriate locations for the installations.

Hints and means of verification

Activity 5.2

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts.

Involve students in the self-assessment process, asking them to reflect on the activity, the language skills acquired and individual strengths and areas for improvement. They can also encourage students to express how they felt about the collaboration and the process of creating the final product.

Duration

Target group

Setting and materials

Objectives

7-11 Years

Open space or playground area, Music player and a selection of culturally diverse music, a variety of coloured ribbons or scarves, markers, coloured pencils, and paper

The objective of the activity is to facilitate a meaningful and interactive experience for students, with a specific focus on celebrating cultural diversity and promoting inclusion, particularly for refugee children. By engaging in play and movement, the activity aims to foster a sense of unity, respect, and appreciation for different cultures. The overall goal is to create an inclusive school environment where all students, regardless of their background, feel welcomed, valued, and supported in their unique identities. Through this activity, students will develop empathy, cultural understanding, and positive attitudes towards diversity, laying the foundation for a harmonious and integrated community.

Part 1

Description

Gather the students in a circle and explain the purpose of the activity. Give a particular focus on the celebration of our differences, promotion of cultural diversity, and creation of an inclusive environment.

Prepare a poster in which the concept of cultural diversity is explained (by encompassing different ethnic backgrounds, languages, traditions, etc.). Emphasise the importance of understanding and appreciating different cultures as a way to enrich our lives and create a harmonious community.

Part 2

Ask students to form pairs or small groups and assign each group/pair a specific cultural background, including the cultures represented by refugee children in the school. Instruct the groups to research and learn about the assigned culture, focusing on traditional dances, music, clothing, customs, or any other relevant aspects. Encourage creativity and resourcefulness in gathering information, such as using books, online resources, or interviewing classmates from diverse backgrounds.

Part 3

Create a designated dance area within the open space. Play a selection of culturally diverse music, including songs from researched cultures as well as other global musical styles. Instruct each pair/group to perform their assigned cultural dance, incorporating traditional movements and gestures. Ask each pair/group to “invent” a new dance that is a combination of the cultural dance that they have previously learned.

Physical Educational Materials

Description

Part 4

Provide each student with a ribbon or scarf in a different colour. Explain that the ribbons symbolise diversity and unity, representing the unique contributions of everyone. Instruct the students to express their thoughts, feelings, or experiences related to what they have learned about cultural diversity and inclusion (previous parts) on the ribbon using markers or coloured pencils. Encourage creativity and personal expression through drawings, symbols, or meaningful words. Once the ribbons have been decorated, encourage the students to engage in playful activities with the ribbons. Encourage them to experiment with launching the ribbon into the air, skilfully retrieving it, and passing it to their peers. This stage of the activity should provide an opportunity for free play and exploration with the ribbons.

At your signal, instruct the students to temporarily pause their play and select one ribbon from the collection. Encourage them to read aloud or share with their peers what is written on their chosen ribbon. This moment of reflection allows for individual expression and the sharing of thoughts, ideas, or messages related to cultural diversity and inclusion. After this brief pause, signal the students to resume their play, continuing to enjoy the interactive and playful experience with the ribbon tie them together to create a vibrant unity ribbon chain or art installation, symbolising the strength of diversity when united. At the end of the game, after decorating the ribbons, get the students tie them together to create a vibrant unity ribbon chain or art installation, symbolising the strength of diversity when united.

Hints

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions. To enhance the comprehension and appreciation of different cultural backgrounds, it is recommended to prepare informative materials in advance. These materials can include relevant information, facts, and examples that highlight the diversity of cultures represented by the students. To facilitate understanding for students with diverse language abilities, bilingual materials can be provided if available.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the skills acquired and individual strengths and areas for improvement.

Step 6 - Skills for life

Skills for Life encompasses the development of essential competencies that are crucial for individuals to thrive in various aspects of their lives. It emphasises acquiring practical skills, knowledge, and attitudes contributing to personal growth, well-being, and success. These skills may include effective communication, critical thinking, problem-solving, collaboration, adaptability, and resilience. Individuals are better equipped to navigate challenges, make informed decisions, build healthy relationships, and achieve their goals by cultivating these skills. Skills for Life empowers individuals to become active participants in society, capable of leading fulfilling lives and making positive contributions to their communities.

Activity 6.1

Duration

Target group

Setting and materials

Objectives

20-30 minutes

7-11 Years

Large open space in the classroom, yarn or string in different colours, index cards or small pieces of paper, markers or pens

This activity allows students to engage in a playful and interactive experience while promoting the development of social and emotional skills. By creating a visible web of connections, students learn about each other’s positive aspects, fostering empathy, and understanding. This activity encourages students to value and appreciate their peers’ diverse qualities and contributions, while also strengthening their own self-regulation and relationship-building skills. Through this activity, students develop a sense of belonging and a supportive classroom community that celebrates and embraces their differences.

Description

Before starting the activity, clear a large open space in the classroom where students can freely move around. Prepare different coloured yarn or string by cutting them into various lengths.

Gather the students in a circle and explain that they will be participating in an activity which will help them explore and strengthen their connections with one another. Emphasise the importance of building positive relationships, self-regulation, and empathy.

Start by selecting one student to begin the activity. Give the student a ball of yarn or string and ask them to hold onto the end.

The student introduces themselves and shares one positive aspect about themselves, such as a hobby, interest, or talent. After that, the student throws the ball of yarn or string across the circle to another student, making sure to hold onto the loose end. The receiving student catches the ball of yarn or string and introduces themselves, sharing their own positive aspect. They then hold onto the yarn or string and throw the ball to another student, creating a web of interconnected relationships as the activity progresses. Repeat this process until every student has had a turn and the yarn or string forms a visible web of connections between them.

Once the web is complete, gather the students in a circle around the web. Facilitate a discussion about the connections they have made and the relationships that have been formed.

Physical Educational Materials

Hints and means of verification

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions.

Ask students to reflect on how it felt to share something positive about themselves and to learn about their classmates’ interests and talents. Foster a discussion on the importance of empathy and understanding in building strong relationships. Encourage students to express gratitude and appreciation for the unique qualities and contributions of their peers.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the skills acquired and individual strengths and areas for improvement.

Activity 6.2

Title Emotion Charades

Duration

Target group

Setting and materials

Objectives

Description

20-30 minutes

7-11 Years

Large open space in the classroom, index cards or small pieces of paper, writing utensils, bowl or container.

The objective of this activity is to promote the development of social and emotional skills, including self-regulation, empathy, and emotional expression, through a fun and engaging game of charades.

Before starting the activity, prepare index cards or small pieces of paper. On each card, write down different emotions, such as happy, sad, angry, surprised, excited, etc. Each card should be bi-multilingual with the view to enhancing comprehension and integration. Fold the cards and place them in a bowl or container.

Gather the students in a circle and explain that they will have the opportunity to express and guess various emotions through non-verbal cues.

Start by selecting one student to be the first „charader.” This student will pick an emotion card from the bowl without showing it to anyone.

The charader will then act out the chosen emotion using only facial expressions, body language, and gestures, without using any words or sounds.

The rest of the students will observe the charader and try to guess the portrayed emotion. Allow the other students to make guesses and encourage them to explain why they think a particular emotion is being portrayed.

Once the correct emotion is guessed or after a set time limit, the turn passes to the next student who becomes a new charader. Repeat the process, allowing each student to take turns as the charader.

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions.

After several rounds of charades, gather the students in a circle for a reflective discussion: ask them how they felt when they were the charader and had to express emotions non-verbally.

Discuss the importance of empathy in understanding and connecting with others’ emotions. Facilitate a conversation about different ways people express emotions and how they can vary across cultures.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the skills acquired and individual strengths and areas for improvement.

Step 7 - The Power of Presence: Practising Mindfulness for Emotional Well-being

The concept of The Power of Presence: Practising Mindfulness for Emotional Well-being focuses on the importance of being aware of the present moment. This awareness makes it possible to recognise and deal with stress more effectively, establish a healthier relationship with emotions, improve the management of emotions and develop greater emotional resilience.

Activity 7.1

Title

Duration

Target group

Setting and materials

Objectives

Description

Exploring Mind-Body Connection

30-50 minutes

7-11 Years

A spacious area where children can sit or lie comfortably; Mats or cushions for children’s comfort, Quiet, relaxing music (optional).

The goal of this activity is to help children develop an awareness of the connection between emotions and physical sensations in their bodies and to teach them self-regulation techniques through mindfulness.

Introduction:

Explain to the children that emotions are not just feelings but can also be felt in the body. Emphasise that it is important to listen to your body and to recognise and manage these physical sensations associated with emotions.

Preparation for the exercise: Guide the children to find a comfortable position, sitting or lying down, and close their eyes if they feel comfortable.

Have them breathe deeply as if they were smelling a flower and relax.

Exploring physical sensations: Take the children on an imaginary adventure where they explore their bodies and the physical sensations associated with them.

For example: „Imagine that you are a brave superhero travelling on a small boat in the Magical World of Emotions. While cruising this boat you can feel the cool breeze on your face and the slight movement of the boat on the water. As you continue to sail, start to notice how your hands feel holding the oars. Are they hot or cold? Tense or relaxed? Observe these sensations and let them flow. Can you feel the presence of your heart beating? Is it fast or slow? Light or heavy? Take a moment to notice these sensations and breathe in harmony with your heart.”

And continue asking them to bring their attention to different parts of their bodies, such as the belly and legs, and notice how those parts feel.

Encourage the children to describe sensations they feel, such as warmth, cold, tightness, or lightness. You can also encourage them to use colours or shapes to represent these feelings. Focus attention on their breathing, asking them to imagine blowing out negative emotions and breathing in positive emotions and relaxation.

Description

Physical Educational Materials

Invite the children to imagine a special place or object that makes them feel happy and safe, and to focus on that image as they breathe deeply and calmly.

Conclusion: Have the children slowly open their eyes and take a few moments to gently wake up.

Encourage the children to share how they feel and to reflect on the effect of the practice on their emotional well-being.

Hints

Activity 7.2

means of verification Title

Duration

Target group

Setting and materials

Objectives

Description

Observe the children during the activity and notice if they seem engaged in exploring physical sensations and if they are able to relate them to emotions.

The objective of this activity is to learn to use the body and movement to explore, represent and communicate experiences and moods and promote greater emotional awareness.

Introduction: Explain the concept of emotions to the children and point out that it is normal to feel both positive and negative emotions.

Lead the children in warming up to get their bodies ready to move. This could include some simple stretching exercises, some deep breathing and some light movement. Give each child a specific emotion such as (happiness, sadness, anger, fear, etc.).

Ask them to move freely in the room, expressing their assigned emotions through body movement.

Encourage participants to experiment with different intensities, speeds and shapes of movement to express their assigned emotions.

Experiment in pairs: Divide the participants into pairs.

Ask the couples to observe each other closely as they move, trying to interpret the emotions their partner is expressing through movement.

After a few minutes, invite the couples to change roles and allow both participants to express different emotions through movement.

Sharing and discussion: Gather the children in a circle and create a safe space for sharing experiences.

Physical Educational Materials

Description

Invite them to share the emotions they explored and the feelings they experienced during the activity.

Ask reflective questions such as: What emotions did you find easier or harder to express through movement? How did the movement affect your emotional state? What did you discover about yourself and your emotions?

Hints and means of verification

Observe children’s movements closely and look for non-verbal clues that may indicate what emotion they are expressing. You can observe posture, gestures, speed and intensity of movement to make inferences about the emotion being expressed.

Step 8 - United We Thrive: Fostering Cohesion and Collaboration

United We Thrive: Fostering Cohesion and Collaboration is a concept that emphasises the importance of building strong relationships, fostering a sense of unity, and promoting collaboration among students. It recognizes the value of teamwork, empathy, and mutual support in creating a positive and inclusive learning environment. The objective is to cultivate a sense of belonging and cohesion within the classroom, where every student feels valued and empowered to contribute their unique strengths and perspectives.

Activity 8.1

Duration Target group Setting and materials

Objectives

Description

20-30 minutes

7-11 Years

Open space in the classroom or designated area, large puzzle pieces (enough for each group to have a set).

The objective of this activity is to foster collaboration, teamwork, and problem-solving skills through a cooperative movement game.

Divide the students into small groups of 4-6 individuals. Scatter the puzzle pieces randomly throughout the designated area and explain to the groups that their objective is to work together to assemble the puzzle as quickly as possible.

Emphasise that they must collaborate and communicate effectively to complete the task successfully. Instruct the groups to stand in a designated starting position, away from the puzzle pieces. On your signal, the groups can start moving toward the puzzle pieces and collect them.

Each group member can only hold one puzzle piece at a time. The groups must strategize and decide how to transport the puzzle pieces from the scattered location back to their designated assembly area.

Only once a group has collected all the puzzle pieces, they can start assembling the puzzle together.

Hints and means of verification

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions. Encourage the groups to come up with creative movement solutions, such as forming human chains, passing the puzzle pieces overhead, or using cooperative balancing techniques.

Monitor the groups and provide assistance or guidance as needed, focusing on promoting collaboration and effective communication.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the skills acquired and individual strengths and areas for improvement.

Physical Educational Materials

Activity 8.2

Title

Duration

Target group

Setting and materials

Objectives

Description

Move and Match

20-30 minutes

7-11 Years

Open space or gym, coloured cones or markers (at least two different colours), music player.

The objective of this activity is to foster collaboration, teamwork, and problem-solving skills through a cooperative movement game.

Set up a designated play area with coloured cones or markers spread out randomly. Divide the students into small groups of 3-5 individuals and assign each group a specific colour. Explain that the objective of the game is for each group to work together to match their designated colour by touching or standing next to the corresponding cones.

Start playing energetic music and have all the groups move freely around the play area. Pause the music at intervals and call out a colour. The groups must quickly find and gather around the cones of that colour. As the game progresses, introduce variations such as calling out two colours simultaneously or changing the rules (e.g., requiring groups to form a specific shape when they reach their designated cones).

Hints and means of verification

Guide the groups throughout the process, assisting them, offering guidance, and inspiring them with ideas and suggestions. Encourage the groups to come up with creative movement solutions, such as forming human chains, passing the puzzle pieces overhead, or using cooperative balancing techniques.

After each round, discuss with the students the importance of teamwork, effective communication, and adaptability in achieving success.

Repeat the game with different colour combinations and variations to keep the challenge engaging and exciting.

Observe the work process of the teams during the activity and take note of the students’ progress, engagement, and active participation. Observe collaboration, creativity, use of languages and understanding of multilingual concepts. Foster the comprehension of the concept of multiculturalism.

Involve students in the self-assessment process, asking them to reflect on the activity, the skills acquired and individual strengths and areas for improvement.

Step 9 - Measuring Progress: Monitoring and Evaluation for Effective Integration

The tools below, which are part of the “Index for Inclusion: Developing Learning and Participation in Schools,” provide practical guidance for evaluating and improving inclusion in our school, involving all stakeholders in the community.

These questionnaires have been designed to gather valuable information about our school and inclusive practice. The questionnaires will help us identify our strengths and areas for improvement, giving us a comprehensive overview of our policies, teaching practices and school environment.

The questions of Questionnaire number 1 are organised into different dimensions reflecting key aspects of school inclusion. This questionnaire could be completed by: Teacher, Teaching assistant, other staff member or Parent/carer.

Dimension A: Creating inclusive cultures

The potential of school cultures to support developments in teaching has received too little attention . The development of shared inclusive values and collaborative relationships can lead to changes in other dimensions. It is through inclusive school cultures that changes in policies and practices can be sustained by new staff and students. In this dimension, the questions concern the creation of a welcoming, respectful and collaborative school environment.

Dimension B: Producing inclusive policies

The questions of this dimension refer to the policies and practices adopted by the school to promote inclusion. This dimension makes sure that inclusion permeates all school plans. Policies encourage the participation of students and staff from the moment they join the school, reach out to all students in the locality and minimise exclusionary pressures. All policies involve clear strategies for change. Support is considered to be all activities which increase the capacity of a school to respond to student diversity.

Dimension C: Evolving inclusive practice

This dimension focuses on inclusive teaching and learning. Questions cover planning lessons with all pupils in mind, encouraging all pupils to participate, developing an understanding of differences, actively engaging pupils in their learning, collaborative learning, using assessment to help all pupils succeed, classroom discipline based on mutual respect, assigning homework that contributes to everyone’s learning, and involving all pupils in extra-curricular activities.

Questionnaire number 2 was adapted to collect parents’/educators’ opinions on indications related to school inclusion cultures, policies and practices.

Physical Educational Materials

Children’s Questionnaire number 3 specifically aims at primary school students to provide an opportunity for them to express their opinions on class dynamics, relationships with teachers, the school environment and personal experiences. Students are asked to respond by ticking the appropriate box to indicate their opinion on a number of statements. The answers collected can help to understand the challenges and areas for improvement, as well as reinforce the positive aspects of the school.

Questionnaire number 1 DIMENSION A: Creating inclusive cultures

A.1.1 Everyone is made to feel welcome.

A.1.2 Students help each other.

A.1.3 Staff collaborate with each other.

A.1.4 Staff and students treat one another with respect.

A.1.5 There is a partnership between staff and parents/carers.

A.1.6 Staff and governors work well together.

A.1.7 All local communities are involved in the school.

A.2.1 There are high expectations for all students.

A.2.2 Staff, governors, students and parents/carers share a philosophy of inclusion.

A.2.3 Students are equally valued.

A.2.4 Staff and students treat one another as human beings as well as occupants of a ‘role’.

A.2.5 Staff seek to remove barriers to learning and participation in all aspects of the school.

A.2.6 The school strives to minimise all forms of discrimination.

Definitely agree

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Agree to some extent

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Disagree

Disagree

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Disagree

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Disagree

Disagree

DIMENSION B: Producing inclusive policies

B.1.1 Staff appointments and promotions are fair.

B.1.2 All new staff are helped to settle into the school.

B.1.3 The school seeks to admit all students from its locality.

B.1.4 The school makes its buildings physically accessible to all people.

B.1.5 All new students are helped to settle into the school.

B.1.6 The school arranges teaching groups so that all students are valued.

B.2.1 All forms of support are coordinated.

B.1.1 Staff appointments and promotions are fair.

B.1.2 All new staff are helped to settle into the school.

B.1.3 The school seeks to admit all students from its locality.

B.1.4 The school makes its buildings physically accessible to all people.

B.1.5 All new students are helped to settle into the school.

B.1.6 The school arranges teaching groups so that all students are valued.

B.2.1 All forms of support are coordinated.

B.2.3 ‘Special educational needs’ policies are inclusion policies.

B.2.4 The Special Educational Needs Code of Practice is used to reduce the barriers to learning and participation of all students.

Definitely agree

Definitely agree

Definitely agree

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Definitely agree

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Definitely agree

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Definitely agree

Agree to some extent

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Agree to some extent

Agree to some extent

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Disagree

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Disagree

Physical Educational Materials

B.2.5 Support for those learning English as an additional language is coordinated with learning support.

B.2.6 Pastoral and behaviour support policies are linked to curriculum development and learning support policies.

B.2.7 Pressures for disciplinary exclusion are decreased.

B.2.8 Barriers to attendance are reduced.

B.2.9 Bullying is minimised

Definitely agree

Agree to some extent

Disagree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

DIMENSION C: Evolving inclusive practice

C.1.1 Teaching is planned with the learning of all students in mind.

C.1.2 Lessons encourage the participation of all students.

C.1.3 Lessons develop an understanding of differences.

C.1.4 Students are actively involved in their own learning.

C.1.5 Students learn collaboratively.

C.1.6 Assessment contributes to the achievements of all students.

C.1.7 Classroom discipline is based on mutual respect.

C.1.8 Classroom discipline is based on mutual respect.

C.1.9 Teaching assistants support the learning and participation of all students.

C.1.10 Homework contributes to the learning of all.

C.1.11 All students take part in activities outside the classroom.

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Agree to some extent

Agree to some extent

Agree to some extent

Agree to some extent

Disagree

Disagree

Disagree

Disagree

Agree to some extent

Agree to some extent

Agree to some extent

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Disagree

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Disagree

C.2.1 Student difference is used as a resource for teaching and learning.

C.2.2 Staff expertise is fully utilised.

C.2.3 Staff develop resources to support learning and participation.

C.2.4 Community resources are known and drawn upon.

C.2.5 School resources are distributed fairly so that they support inclusion.

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Questionnaire for parents/carers number 2

1 Everyone is made to feel welcome at this school.

2 Students help each other.

3 Staff work well with each other.

4 Staff and students treat one another with respect.

5 Parents feel involved in the school.

6 Staff and governors work well together.

7 Teachers do not favour one group of children and young people over another.

8 Teachers try to help all students to do their best.

9 Teachers think all students are equally important

CULTURE

Definitely agree

Definitely agree

Definitely agree

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Agree to some extent

Agree to some extent

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Agree to some extent

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Disagree

Disagree

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Questionnaire for children

Definitely agree

Definitely agree

Definitely agree

Definitely agree

Definitely agree

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Definitely agree

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Definitely agree

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Agree to some extent

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Disagree

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1 Sometimes I do classwork in pairs with a friend.

Sometimes my class is divided into groups for work.

I help my friends with their work when they get stuck. 4 My friends help me with my work when I get stuck. 5 My work is put on the walls for other people to see.

When children in my class quarrel, the teacher sorts it out fairly.

I think setting targets for the term helps my work to improve.

Sometimes my teacher lets me choose what work to do.

My teacher likes to help me with my work.

My teacher likes to listen to my ideas.

Sometimes I am bullied in the playground.

When I feel unhappy at school there is always an adult to look after me.

Physical Educational Materials

16 I feel pleased with myself when I have done a good piece of work.

17 When I have homework, I usually understand what I am supposed to do.

19 My family thinks this is a good school.

20 If I am away from school, my class teacher asks me where I have been.

Find more here: Booth, T.; Ainscow, M. Index for Inclusion: Developing Learning and Participation in Schools. Educational Psychology

667363.2012.728810.

#We bu il d the fu t u re tog eth e r

More about the project: https://ir ts.isca.org/ukraine

Work package 2 - Collection and development of educational materials

D2.3. Physical educational materials

The Integration of Ukrainian Refugee Children Through Sport project has been funded with support from the European for any use which may be made of the information contained therein

This document was developed by Lidia Piccerillo and Simone Digennaro (UNICAS) in collaboration with the IURTS Consortium, under the supervision of ISCA