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1) How is it being played? (Summarise in 1 sentence)
2) Pre-requisites/target audience
3) Advantages
4) Drawbacks
5) Points of consideration

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Title - WHY NOT ME?

Setting - In class

Situation -
In the classroom, Mr. Ali, the form teacher, is in the process of nominating some students to be part of the class committee. Sarah raises her hand enthusiastically, eager to volunteer for the committee. However, when Mr. Ali announces his selections, Sarah's name is not among them. Feeling disappointed and upset, Sarah slams her hand on her desk and shouts at the teacher, "Why didn't you choose me?"

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Title - Uncomfortable Clothes
Setting - Home; getting ready for school
Situation  - Its a new school year and the uniform you're wearing to school is uncomfortable. You miss the uniform you used to wear in Primary School. When you ask if you can wear your PE clothes instead, you are told it's not allowed.

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1) Choose on different categories i.e. lifeskills (seeing/reframing/focusing etc.) - categorised by age, colour corresponds to the different lifeskills
2) Child must be able to sit down, listen to instructions, usually 5-15mins per game session
3) Calm down strategies/ can get them to lie down/ imagine/ include zen music
4) Choice of environment very important/ noise level/ setting (use of headphone)
5) Consider of student disposition i.e. mood/ age appropriateness/ purposely sieve out related content/ child preparedness

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1) How is it being played? (Summarise in 1 sentence)
2) Pre-requisites/target audience
3) Advantages
4) Drawbacks
5) Points of consideration

# data[].attributes.body
1) How is it being played? (Summarise in 1 sentence)
2) Pre-requisites/target audience
3) Advantages
4) Drawbacks
5) Points of consideration

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1) Distribute cards (Stage 1) - there are different stages . 4 ways of playing - Pink (Match It). Can be groups of 3 - find same colour or same number. Put it down on deck and read the cards. Wild card (blue trugs); to change to another same colour or same number. Reading of the cards dependent on levels. Add in questions along the way/Make a sentence. (very multi-sensory)
2. Need to know basic letter sounds (help with blending).
3. Helps to improve their reading/ multi-sensory
4. There are many steps so can sieve out the /a/, /i/
5. Best played with 3 people.

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take a break
size of the problem
journal
flexible thinking

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A Therapeutic Treasure Deck of Strengths and Self-Esteem Cards(Ages 6+)

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A Therapeutic Treasure Deck of Strengths and Self-Esteem Cards(Ages 6+)

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1) Awareness of strengths
2) Young adults & teens
3) Vocabulary building, understanding their positive strengths
4) Scaffolding for the younger ones
5) Simplified words for the younger ones

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1) Maximum 5 players. 5 players is a good number.
2) Target Audience: Students with language and communication difficulties. Esteem issues.
3) there are prompt cards. Teaches students to take turns. Fun. Train listening skills.
4) those who have limited vocabulary. differentiate based on group dyanamics that we have based on our students needs.
5) consideration- differentiation to include different needs.

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1) Do not say the word
2) Need to have basic vocab/ SENO need to modelling/ at least basic reading
3) Promote language/ Increase Vocab Bank
4) Dual-sided i.e. yellow (basic)/ visible to the others
5) SENO put one card at the time instead of the deck as to control the game/ clues like question: Is it a food or is it a thing. WH questions. Display the categories on the board.

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1) Fun and competitive.
2) Target Audience: Primary
3) Concentration and speed. Train focus, learn to block out distractions.
4) Competitive edge - those who don't win esteem affected.
Visual spatial difficulties.
5) Differentiation: Use 30s to 1 min to find it. Use of timer.

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1) Confidence building, fun, improves literacy.
2) Teacher says the word or student says the word. Good for reinforcing the word in an interactive way.

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1) Allowed to ask 10 questions (limited) to guess animal on the card
2) Basic vocab skills required
3) To limit and be concise with questioning for students
4) Teacher to keep track of number of questions
5) Clues to help guess the answer might not be useful - student can provide their own clue instead of reading from the card

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1) In a group or it can also be one on one with SEN Officer.
2) Students must know their emotional states; how they are feeling
3) SEN Officer will know how they are feeling, what the students are going through
4) Time constraint, need more than an hour to do this.
5) Need to simplified the vocabulary so that primary school students can benefit from it too

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Let's Unpack This Card Game [Sold Out - Will be available again in Oct/Nov 2023] - Happiness Initiative

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Let's Unpack This is a conversational card game designed to help players identify and reframe their negative beliefs. Inspired by Cognitive Behavioral Therapy (CBT), the game provides step-by-step instructions that guide players through deep conversations about their emotions and beliefs.

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1) To touch disc with the correct fry word and maintain contact with the disc
2) Fry words are taught ahead of time
3) To engage more senses to enhance memory of given fry words, help to provide movement to students while reading
4) A lot of movement required; possible safety issues when playing together; can be time consuming to play and prepare
5) Limited number of discs, might require more

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1) Can be played in a group
2) Student must be able to read
3) Students will have better sight words recognition, words frequency and concentration; works on their focus skill
4) Limited word base (use washi tape to add new words)
5) Age-appropriateness

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1) Dice thrown and they have to act out the words
2) Prior knowledge of the words, able to have some reading skills (know how to read the words/understanding)
3) Mix of nouns and verbs, introduce vocabulary, creativity, attention skills, turn-taking, being a good sport, perseverance
4) Words not exposed in local context
5) need to have teens version

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1) Helps practice impulse control
2) SENO teaches coping strategies for anger - e.g. instead of using vulgarities use a replacement word.
3) Fun and interactive but may be challenging for primary and NT students.
4) Allow students to pair up and choose words that they are comfortable with.

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- What structure can we use?
- What are our objectives?
- Can this target all ages?

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1) Simple but stressful for students who may not know where to start.
2) It may need guiding questions

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1) Each player get 5 cards, 2 cards drawn in each round, 3 actions
2) P4-6, secondary and above. Higher order thinking skills
3) Changes in expectations, turn-taking, emotional regulation, build patience, exective planning skills (show now or later)
4) Game could prolong if played in a larger group, time runs out. Higher order thinking skills.
5) Rules could be complex for some students

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Structure
1) Consider how instructions are presented.
- Visual representations
- Step by Step Instructions

Format
- Online Board Game

Activity
- Differentiation to meet the different needs of students. Language, Vocabulary limitations, Managing Emotions - Anger, Impulse Control. Focus and Attention Issues.

Target Audience
- Upper Primary, Lower Secondary

Social Communication - classroom work habits (organization), social communication, emotional regulation
Problem Solving
Scenarios - Actual Real-Life Situations the kids face.

Self- Control, Self-Monitoring, Emotional Control, Flexibility, Task Initiation, Organization, Working Memory, Time Management

3 to 5 categories.
Fun Element
3 to 4 students

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Online Subscription to Raz-Plus (Nadiah) 

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Online Subscription to Raz-Plus (Nadiah) 

# data[].attributes.body
Title - Only My Way!
Setting - Math lesson
Situation
You have finished your worksheet early and the teacher asks you to change one of the steps in your working. You refuse and get frustrated. You start to frown and clench your fists.

"Why every time you target me, Cher?" you exclaimed.

---------------------------------------------------
- Refusal to change method to solve the math questions

mindset: not getting their way, refusal to accept constructive feedback

Target audience: Generally students with the higher-cognitive level

Symptoms:
- Frowning
- Fist clenching
- Body stiffen
- Gets frustrated easily

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Title - "I not stupid!"
Setting - At home
Situation - Jovan showed his results to his parents. His parents said to him "How come your results so bad? I sent you for so many tuition classes already!". Jovan went to his room and thought "I'm stupid. I cannot even do well with so much tuition given."

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1) Digital Board Game
2) Scenarios (Primary + secondary) - contextualised to sg context. Word count- 150. (can use zones of regulation as reference-optional)
3) Toolbox (how to stretch/how to have deep breathing) -clear steps

Colour code/not (scenarios that you can relate to)

Next week: Scenarios
Group 1 (Split into trios): 1 trio 1 scenario, pass scenario to the other trio (think of the tools)

Group 2 (Split into trios): 1 trio 1 scenario, pass scenario to the other trio (think of the tools)

Group 3 (Split into trios): 1 trio 1 scenario, pass scenario to the other trio (think of the tools)

Following CLASS session
Tech Group: We welcome volunteers

Group 1: tools (e.g. stretch, rest, exercise)

Group 2: tools (e.g. gratitude, mindfulnesss, inner Coach)

Group 3: tools (e.g. Listen to music, talk to someone, safe spot)

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Title - Me, Myself and I
Setting - Canteen
Situation  -  During recess, you approach your classmates to join their game. As you approached, they saw you coming and they quickly packed up and walked away.

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Title - All eyes on me
Setting - In the classroom
Situation  - When the teacher suddenly calls you to stand up and answer a question that you were unprepared for.

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Title - Being left out
Setting - PE Lesson
Situation
During PE lessons, you are asked to from a group with your classmates to play a game. You looked around and everyone is already in groups. No one has invited you to join their group.

----------------------------------------------------
- no one wants the child to be in their group
- child often last to be chosen
- Teacher has to group the child deliberately > often getting discouraging responses from other group members

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Title - Why you, not me
Setting - CCA
Situation  - You always do your best during CCA and the teachers know you have always wanted to be the leader but you were not selected for it and someone else who you feel don't do much got the role instead.

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Title - New Class
Setting - Classroom
Situation
During your first day in P3, you are asked to go to a new class with new classmates and new teachers. You feel sad as you have "lost" many good friends (from your P2 class). You want to go home and cannot bring yourself to be in your new classroom with the new faces. Tears start to well up in your eyes.

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Title - Return to school after holidays
Setting - School Gate
Situation:
You are back from the June holidays. At the school gate, you start to feel uncomfortable about going back to class and seeing your classmates. It is difficult to follow rules and instructions. You start to feel tears welling up in your eyes and want to go home.

---------------------------------------------------
- Back from school break
- school refusal
- Observable behaviours: crying, tantrums, refusal to enter school, refusal to follow instructions, wants to walk around, disruptive behaviours, reluctance to separate from parents
- Similar group of children displaying similar behaviours from previous school breaks

- station YHs, SCs and SENOs at the school gate for emotional support

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Title - Surprise!
Setting - In the Class
Situation  -
The teacher announces a surprise quiz. Jovan, a diligent student, suddenly feels an intense fear grip him. His heart races and his palms started sweating. As the teacher hands out the quiz papers, John struggles to control his fear and concentrate on the questions. He muttered under his breath "Oh no, I am going to fail again. My parents are going to scold me."

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Title - I want it too!
Setting - Classroom
Situation  - Your classmates always get to have the latest and trendy things but you only get hand me downs from others.

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Title -
Setting -
Situation  -

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Deep breathing
Talk to someone.
Count to 10
Stretch

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1. Drink water
2. talk to someone
3. take a break
4. exercise

# data[].attributes.body
1. Drink water
2. talk to someone
3. take a break
4. exercise
5. Mindfulness