Key to the presentation of the activities
By complexity, we indicate both the complexity of the method, and the critical thinking, analytical and communication skills participants need to possess in order to be able to benefit from the activity. Most of the activities that require basic skills employ simple methods, take little preparation, and often do not take much time. On the other hand, those activities that require good communication and thinking skills are often divided into different stages, require more preparation, and take longer. They usually also require greater competence, including emotional competence, from the facilitator.
Levels 1 to 4 indicate the general level of intellectual and emotional competency required for participation, and the amount of preparation involved. The level also refers to the degree of difficulty for participants and for the facilitator. In general, these variables tend to go together: level 1 activities need very little preparation and demand little emotional competence from both participants and facilitator, while activities at level 4 need much more.
This gives brief information about the type of activity and the issues addressed, including any specific thematic focus.
This indicates the ideal number of people (including minimum and maximum) needed to run the activity.
This is the estimated time in minutes needed to complete the whole activity, including any discussion before or after the activity.
These outline the learning that the activity hopes to achieve for participants, in terms of knowledge, skills, attitudes and values.
This is a list of equipment needed to run the activity.
This is a list of things the facilitator needs to do or prepare before starting the activity.
This is a list of instructions for how to run the activity.
This section includes suggested questions to help the facilitator to conduct the debriefing and to evaluate the activity (Phases 2 - 4 of the experiential learning cycle).
These include guidance notes, things to be aware of - especially for debriefing the activity – information on alternative ways of running the activity, additional background information relevant to the activity, and indications of where further information can be found.
These include ideas for what to do next and links to other activities that can be used to address similar issues or themes.
Suggestions, relating to the issues and themes addressed, for further steps or courses of action for young people to take.
These include role cards, action pages, background reading material, discussion cards or other materials that should be given to participants during the activity.