The document summarizes a 6-week program led by the author for children attending a community project on Mondays and Tuesdays. The program focused on social skills development for the first 3 weeks and emotional development for the last 3 weeks. A variety of activities were planned each week like gingerbread decorating, group games, parachute games, and art projects. Evaluations found the children engaged well and their social and emotional skills improved over the course of the program. The author felt it was a valuable learning experience.

1. MY PROJECT
PLANNING, PREPARING AND LEADING THE MONDAY AND TUESDAY
GROUP ACTIVITIES

2. MY WORKPLAN
• On Mondays and Tuesday's my role was to look at the case files
of each child attending the project
• Using the Meitheal My World Triangle I was to assess the needs
of each child
• I was then to create a six week course using the a Logic Model
Plan
• After each day I was then to evaluate the success of the
programme using the Logic Model

3. EXAMINING THE CASES
• As I studied and read the cases about each child I began to find
more information about how they have had many struggles in
their short lives
• Some of the children I had already met, had had horrible life
experiences such as neglect, physical abuse, sexual abuse,
parental drug abuse, family deaths, alcoholism, homelessness,
and being put in familial care
• I found these cases hard to read as they were quite upsetting
and graphic

4. THE MEITHEAL MY WORLD TRIANGLE
• To assess the needs of each
child I used the My World
Triangle
• This assessment of needs
process occurs with every
new child that enters the
project
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5. MY PLAN
• After assessing the needs of the children I found that most of the
children attending on Monday and Tuesday needed to develop their
social and emotional skills
• As a result I decided to break the six weeks into two blocks and work
on social skills for the first three weeks and emotional on the
remaining three weeks
• I began my programme on the third week of my internship as I had
six weeks remaining

6. LOGIC MODEL PLAN
• The following images are a copy of a blank template of the
Logic Model Plan used to plan and monitor programmes run in
Step by Step.
• Due to legal reasons of confidentially I was not allowed to keep
or share the Logic Models as they contained the names of the
children in the project and their private information

12. WEEK 1 – SOCIAL SKILL DEVELOPMENT
• Plan:
• The children arrive to the project, eat dinner,
participate in restorative circle and complete 10
minutes of homework
• Gingerbread house decoration (30 minutes)
• Free play
• Closing Circle
• Aims:
• Children will develop social interaction skills as
they decorate the gingerbread
• The children will learn to share the icing and
decorations and will have to wait to take turns.
• Evaluation
• This activity worked extremely well with all the
children.
• Everyone was excited to decorate and take
home their ginger bread houses.
• The children co-operated well with one another
and had no issues when sharing the
decorations and icing

13. GINGERBREAD DECORATING

14. WEEK 2 – SOCIAL SKILLS DEVELOPMENT
• Plan:
• The children arrive to the project, eat
dinner, participate in restorative circle and
complete 10 minutes of homework
• Christmas Themed Group Games (30
mins)
• Treasure Hunt
• Pin nose on snowman
• Obstacle Course
• Christmas Art
Free Play
Closing Circle
• Aims:
• The group games aim to promote positive
interactions with peers
Evaluation
These games went very well for both
Monday and Tuesday groups. The children
had to work together to solve the scavenger
hunt which lead them each to a Christmas
present. The obstacle course was also one
of the favourite activities for the children. As
each child attempted the course, the other
children would cheer for them to complete
it successfully

15. CHRISTMAS THEMED GROUP GAMES

16. WEEK 3 – SOCIAL SKILLS DEVELOPMENT
• Plan
• The children arrive to the
project, eat dinner,
participate in restorative
circle and complete 10
minutes of homework
• Parachute Group Game
• Reading – Make Friends,
Break Friends and
Discussion
• Free Play
• Closing Circle
• Aims:
• The parachute game will be used to show the importance of working
together and communication effectively
• All the children will be given an opportunity to control the motions of
the parachute
• Reading and discussing the story about making and loosing friend will
allow the children to develop their knowledge on friendship
• This time will also allow for children to talk about any issues they may
be experiencing
• Evaluation:
• The parachute games worked very well in both groups. I lead games
that the children had never played before using the parachute and they
enjoyed this thoroughly.
• The children gained an understanding of the importance of team work
as they had to work together during the parachute games.
• The reading time didn’t run as smoothly as hoped as at this time the
children were tired and interested in free play time

17. READING – MAKE FRIENDS, BREAK FRIENDS

18. WEEK 4 – EMOTIONAL DEVELOPMENT
• Plan:
• Upon arrival children will be
instructed to draw a face on
the flip chart board of how
they are currently feeling
• The children eat dinner,
participate in restorative
circle and complete 10
minutes of homework
• Emotional Charades
• This is me worksheet
• Road Safety activity
• Free Play
• Closing Circle
• Aims:
• As this is a new programme topic the activities will work to develop emotional vocabulary
• The emotional charades will make children act out different emotions as the other children
guess. This will increase their vocabulary and understanding of emotions
• The Road Safety activity was an area I was also interested in covering while I was on
placement. While it wasn’t linked with emotional development I felt this group needed to learn
more about this topic as many of them walk over to the project from school by themselves.
• The worksheet will be used for reflective purposes. The child will have to think about
themselves, the way they act and the emotions they feel
• Evaluation:
• All the activities planned were very successful. I believe one of the contributing factors to this
is because it was a new topic
• Some children had a very small vocabulary range about emotions and found it difficult to
partake in the charades game. I will continue to work to develop their understanding and
vocabulary.

19. EMOTIONAL CHARADES AND THIS IS ME
WORKSHEET

20. WEEK 5 – EMOTIONAL DEVELOPMENT
• Plan:
• Upon arrival children will be
instructed to draw a face on
the flip chart board of how
they are currently feeling
• The children eat dinner,
participate in restorative
circle and complete 10
minutes of homework
• Memory Bracelets and
Keyrings
• Emotions Game
• Free Play
• Closing Circle
• Aim:
• The memory bracelets and keyrings can be used to make the children more aware
of supportive people in their lives. Each colour bead represents a different person
or aspect of the child’s life such as “a person who loves me”, “a person I can ask
for help” and “my favourite place”.
• As noted in last weeks evaluation – some of the children were still experiencing
trouble with their emotional vocabulary. I decided to play a board game with these
children to help develop their language.
• Evaluation:
• The memory bracelets and key rings was a very popular activity for both the boys
and girls. All the children were excited to make the bracelets and key rings and
decided to make some for their friends.
• Regarding the emotions board game I found all the children became really involved
in the activity and were shouting over each other to get the answers right. I saw an
improvement in many of the children’s emotional vocabulary and will continue to
strengthen this

21. MEMORY BRACELETS AND EMOTION GAME

22. WEEK 6 – EMOTIONAL DEVELOPMENT
• Plan:
• Upon arrival children will be
instructed to draw a face on the flip
chart board of how they are
currently feeling
• The children eat dinner, participate
in restorative circle and complete
10 minutes of homework
• Recap on emotions
• Art – different emotions
• Sensory Bags
• Free Play
• Closing Circle
• Aim:
• To recap with the children what they had learned and their new vocabulary they had developed
• To ensure children had developed their knowledge by painting and drawing pictures of people
with different emotions
• Sensory Bags were used to introduce the next programme they children would be completing –
Development of the Senses
• Evaluation:
• The children enjoyed the art activity very much and painted more than one photo each! After
this they began to paint ‘Welcome to Step by Step’ posters as they wanted people visiting to feel
welcome and happy when they arrived to the project. I saw through the paintings that the
children now had a better understanding of their emotions and how these can make them feel
• The children also loved the sensory activity. This involved filling Zip Lock bags with different
colour paints and trapping out the air. After closing the bag the children could draw pictures on
it using the tips of their fingers.

23. PAINTING AND SENSORY BAGS

24. REFLECTION
• I thoroughly enjoyed leading these two groups for six weeks
• I appreciate the opportunity I was given to plan, prepare and lead these
activities
• I was given complete control while designing the programme and was
always helped if I ever experienced an issue
• I believe this opportunity allowed me to develop my leadership skills and
pushed me out of my comfort zone
• I found this has given me great experiencing in planning and producing
programmes and will look for more opportunities like these in the future
• I believe the programme was very successful and the children enjoyed
themselves throughout.