Enrichment Activities for Children

• Name the skill: fine motor, balance, teamwork, creativity, reasoning, listening or confidence.
• Write the aim as what a child will do, for example fold, build, sing or explain.
• Match the skill to the age; a 6-year-old can cut along a line, a 12-year-old can design a test.
• Choose activities that stretch a child a little without causing fear of failure.

Activity. Write aims for five activities in plain verbs.

Standard to meet. Name one skill, one observable action and one measure in each aim.

• Use low-cost and recycled material such as cardboard, cloth scraps and leaves.
• Show one finished sample, then demonstrate in three steps.
• Set out materials in trays so each child has the same, and allow free choice in the last ten minutes.
• Use non-toxic paint and glue and give children scissors with blunt tips.

Activity. Lead a craft session for six children and record outcomes.

Standard to meet. Guide at least 5 of 6 children to finish a product, and clear the space in 5 minutes.

• Pick a question children can test with safe items, such as which material floats.
• Ask them to predict, test, record and explain, in that order.
• Use no flames, mains power or strong chemicals with young children.
• Use simple tables and drawings to record results.

Activity. Run an investigation with a prediction table.

Standard to meet. Guide every child to record a prediction and a result and to explain one finding.

• Start with a 5 to 10 minute warm-up and finish with a cool-down and water.
• Mark clear boundaries and keep activity space free of stones and holes.
• Use small-sided games, for example 4 against 4, so every child touches the ball often.
• Stop play in heat; in hot weather, move activity to shade or morning hours.

Activity. Plan and lead a 40-minute movement session.

Standard to meet. Plan a session with warm-up, game and cool-down, so that each child is active for at least 30 minutes.

• Use rhythm, clapping and simple songs in the home language and one other language.
• Read aloud for 10 minutes, pause to ask what might happen next.
• Let children retell or act out the story in their own words.
• Offer books at three levels so every child can pick one.

Activity. Lead a story-and-song session and note retelling.

Standard to meet. Check that at least 80 percent retell the story in order.

• Adapt each task so a child with a different need can take part, for example a seat for a child who cannot stand long.
• Set three simple rules with children at the start and praise what you want to see.
• Do a written risk check of the space, materials and ratio before every session.
• Record accidents and inform parents the same day; keep medicine and allergy information on file.

Activity. Write a risk checklist and an inclusion plan for one session.

Standard to meet. Check that every child can join and every risk has a control.

• Use a simple sheet: name, aim, done or not, one note.
• Count how many reached the aim and look for patterns by age or group.
• Give praise for effort and a clear next step, not a score or a comparison.
• Share progress with parents each fortnight in a short note.

Activity. Keep a record for two sessions and write one parent note.

Standard to meet. Record covers every child and the next session changes because of it.

• Write a four-week plan with one aim and one skill per session.
• Prepare a budget list of materials in units and quantity, and a risk check.
• Lead the sessions with a supervisor and keep records.
• Evaluate results and write what to keep, change or drop.

Activity. Present the programme and results.

Standard to meet. Complete the plan, risk checks and records, and use the results to guide the changes.

Lead 4 simple games or crafts with clear steps, and name one skill each builds.

Speaker notes. Teacher watches a short demonstration. Covered in module 2.

Explain 5 skills that play builds, such as balance or turn taking, with one activity example each.

Speaker notes. Learner matches skills to activities on a card. Covered in module 1, Skills that activities build.

Assist a leader for 3 sessions, setting out materials and checking safety rules before each.

Speaker notes. Teacher signs a set-up checklist after each session. Covered in module 6, Inclusion, behaviour and safety.

Plan and lead 4 sessions of 45 minutes alone, each with an aim, materials list and short feedback note.

Speaker notes. Teacher reviews the plans and the notes. Covered in module 7, Observe, record and give feedback.

Design a 4-week programme with weekly aims and train 2 helpers to run a session using a checklist.

Speaker notes. Teacher reads the programme and watches a helper's session.

Lead a team of 4 leaders with a rota, 5 quality checks and a monthly feedback summary.

Speaker notes. Teacher reviews the rota and one monthly summary.

Set programme and safety standards for 3 centres, with 8 rules and a yearly audit.

Speaker notes. Teacher tests whether each rule can be checked by a visit.