# activities

name: A glossary of globalisation
category: altele
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 467-468
materials_category: printed materials, stationery
skills_developed: critical thinking, research, creativity, communication
difficulty_level: mediu
keywords: globalisation, human rights, education, glossary, research
tags: ["globalisation", "social rights", "education", "level 3"]
language: en
normalized_name: a glossary of globalisation
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part30
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation. Participants create a glossary or resource-file of terms, facts and personalities associated with globalisation, working in small groups to research and present their findings.

rules:
1. Explain the aim: create a glossary or resource-file of terms, facts and personalities associated with globalisation. 2. Do a 'word association' warm-up round on the word 'Globalisation'. 3. Brainstorm possible glossary content (definitions, key issues, personalities, events, organisations, illustrations, quotes). 4. Show participants the resource materials; they have total liberty to design the layout (poster, booklet, etc.). 5. Divide participants into small groups of 3-4 to work on their glossaries. 6. Each group presents its work in plenary. Debriefing follows with discussion questions about what was learnt.

source_excerpt:
This is an information-seeking activity involving critical thinking about the manifestations, causes and consequences of globalisation.

materials_list:
Dictionaries (at least 4), Paper, A3 and A4 size, Tape and scissors, Pens and markers of different colours, Miscellaneous printed material, magazines, leaflets, for collage, Access to sources of information (library, the Internet), Photocopier (optional), Hole punch, string, stapler for binding pages


name: A tale of two cities
variations: Can be run with larger groups by having bankers work in pairs or running two games simultaneously.
category: team-building
subcategory: social simulation board game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 469-477
materials_category: board game components, play money
skills_developed: democratic decision-making, social responsibility, solidarity, financial literacy
difficulty_level: mediu
keywords: board game, taxes, democracy, social security, equality, city council
tags: ["social rights", "citizenship", "environment", "level 3"]
language: en
normalized_name: a tale of two cities
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part30
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A board game in which players vote for the kind of city they wish to live in and the amenities they wish to enjoy. Players are divided into two cities (Equaland and Egoland) with different tax structures and social policies. The game explores social solidarity, the implications of paying taxes, and the value of local democracy. Players can attend city council meetings to change policies, become beggars if they run out of money, and choose to switch cities.

rules:
Number of Players: 7-13. Three take roles of bankers (one per city, one Game Banker). Players split into two cities with equal numbers. All start from 'start and salary' square. Blue players earn 500 Ems salary; Red players earn 100 Ems. Players throw die and move forward, complying with square instructions. Tax payment: City A charges 40% for salary >=500, 10% for <=100; City B charges 10% regardless. Players can change city only on 'chance to change' square. City Council meetings occur every 5th tax payment; players vote on policy changes using replacement cards purchased from the Game Banker. If a player cannot pay, they become a beggar and can beg from others or chance a die throw for extra money. Game ends when first player completes 20 rounds or after agreed time. Winner has most money.

source_excerpt:
This is a board game in which players vote for the kind of city they wish to live in and the amenities they wish to enjoy.

materials_list:
1 copy of the board game, A3 size card or paper, 1 die, Paper clips of two colours (red and blue), Scissors, Removable sticky gum or Blu-tac, 4 copies of replacement cards, 2 envelopes, Money (6 000 Ems per player), 2 copies of the City Banker's task sheet, 1 copy of the Game Banker's task sheet, Paper and pens, Timer, Overhead projector (optional)


name: Access to medicaments
category: conflict-empatie
subcategory: role-play / human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 481-483
skills_developed: argumentation, negotiation, critical thinking, empathy, understanding human rights
keywords: HIV/AIDS, patents, access to medicine, human rights, role-play, South Africa, trial
tags: ["human rights education", "globalisation", "health", "role-play"]
language: en
normalized_name: access to medicaments
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A trial role-play activity in which participants take on the roles of Pharma Inc. executives, the South African Government, Treatment Action Campaign (TAC) activists, and judges to explore the conflict between pharmaceutical patent rights and the right to access HIV/AIDS medicines. The activity is based on a real 2001 South African court case. After a plenary trial, participants move into small mixed groups to attempt to reach a consensus solution.

rules:
Participants are divided into four groups: Pharma Inc., South African Government, TAC, and Judges. Each group prepares arguments for 5-10 minutes. The Judges invite each party to present for five minutes. Judges then ask questions for ten minutes. In part 2, groups of four (one from each party) discuss in rounds: Round one — state position; Round two — present solutions; Round three — negotiate. A green card indicates optimism about finding a solution; a red card indicates difficulty. One person reports back to plenary.

source_excerpt:
The core of the problem is how to resolve conflicting claims to human rights. The defence (the government and TAC) claim the rights to life and dignity, and the prosecution (Pharma Inc.) claim the right to property.

materials_list:
Role cards (Trial role cards for Pharma Inc., South African Government, TAC, Judges), Colour cards (green and red)


name: Act it out
category: creative-stem
subcategory: drama / human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 484-485
materials_category: arts and crafts
skills_developed: creativity, intercultural communication, co-operation, understanding of human rights
difficulty_level: mediu
keywords: mime, drama, human rights, creativity, intercultural
tags: ["human rights education", "drama", "icebreaker", "team creativity"]
language: en
normalized_name: act it out
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A drama activity in which small groups of participants create and perform a mime that expresses the general concept of human rights without using any words. Spectators interpret each performance and identify the key ideas being portrayed. The activity is designed to draw out existing impressions and knowledge about human rights in a creative way.

rules:
1. Explain participants may not use words — the performance must be mimed. 2. Groups of 4-6 brainstorm ideas about human rights for 10 minutes and choose 2-3 key ideas. 3. Groups have 30 minutes to design and rehearse their mime. 4. Groups perform in turn; after each performance, spectators offer interpretations. 5. The performing group briefly explains any points that were missed. Repeat for each group.

variations:
The activity can be done as a drawing/poster exercise instead of a mime — again without using words. It can also be run after participants have already explored other activities in the manual, rather than as an introductory exercise.

source_excerpt:
Explain that the purpose of the exercise is to come up with a dramatic representation of the general idea or concept of human rights that is understandable to people of different cultures, and who may speak different languages.

materials_list:
Props: dressing-up clothes, toys, household items, Paper and coloured markers, crayons, Glue, string and card


name: All equal – all different
category: integrare-incluziune
subcategory: quiz / critical thinking
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 486-488
materials_category: printed materials
materials_list: Handout (one per participant), Large sheet of paper (A3) or flipchart paper and markers (optional)
skills_developed: critical reading, awareness of ethnocentrism, intercultural understanding, discussion
difficulty_level: mediu
keywords: ethnocentrism, prejudice, human rights, universality, quiz, discrimination
tags: ["human rights education", "discrimination", "globalisation", "intercultural"]
language: en
normalized_name: all equal – all different
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A short quiz-based discussion activity in which participants read two historical texts and try to identify the source of the first and the origin of the author of the second. The activity reveals ethnocentrism and prejudice by showing that a medieval Arab scholar (Said al-Andalusi, 1029 AD) wrote disparagingly about northern Europeans, subverting participants' expectations. It prompts group and plenary discussion about ethnocentrism, cultural prejudice, and the universality of human rights.

rules:
1. Present the two quotations (on handout or board) and give participants 5 minutes to read them individually. 2. Each participant decides individually: a) the source of the first text; b) the country/region of the author of the second text. 3. Small groups of ~3 discuss for 20 minutes, considering why they made their choices, what the texts reveal about their authors, and whether they changed their minds. 4. Plenary round collects answers to (a), then (b), with reasons. 5. Reveal the answer: Said al-Andalusi from Spain (1029 AD). 6. Debrief on prejudice and ethnocentrism.

source_excerpt:
This is a sort of quiz - short and provocative enough to be interesting in itself but also the basis for a great group discussion!


name: Ashique's story
category: conflict-empatie
subcategory: case study / social rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 489-492
materials_category: printed materials
skills_developed: critical thinking, empathy, problem solving, awareness of child rights
difficulty_level: dificil
keywords: child labour, Pakistan, poverty, case study, social rights, globalization
tags: ["human rights education", "children", "social rights", "globalisation"]
language: en
normalized_name: ashique's story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A case-study activity about child labour in which participants read the facts of Ashique, an 11-year-old Pakistani boy working 12-16 hours a day in a brick factory. Small groups brainstorm solutions to child labour that could be taken 'by tomorrow', 'by next month', and 'in the future'. The activity encourages critical thinking about the complexity of child labour and develops a sense of responsibility for finding solutions.

rules:
1. Introduce Ashique's story. Do a composed story-telling warm-up, going round the circle with each person adding a sentence about a day in Ashique's life. 2. Divide into small groups (max 5 people). Give Ashique's life facts sheet; allow 5 minutes to read. 3. Give each group an 'ideas for solutions' sheet with three columns: 'by tomorrow', 'by next month', 'in the future'. Groups have 30 minutes to brainstorm and nominate a spokesperson. 4. In plenary, collect feedback column by column, summarise on flipchart. 5. Debrief.

variations:
Use an online ILO or UNICEF quiz on child labour before the activity to build participants' knowledge.

source_excerpt:
Tell the participants that the activity is based on a case study of Ashique, a child worker in Pakistan. The aim is to try to find possible ways of changing Ashique's situation.

materials_list:
Copies of Ashique's life facts (one per participant), Pens and markers, Flipchart paper or large sheets of paper (A3), 'Ideas for solutions' sheets


name: Beware, we are watching!
category: team-building
subcategory: campaign design / globalisation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 493-495
materials_category: arts and crafts / printed materials
skills_developed: creativity, teamwork, campaign planning, critical analysis of globalisation, communication
difficulty_level: dificil
keywords: globalisation, campaign, transnational companies, relocation, workers' rights, NGO
tags: ["human rights education", "social rights", "globalisation", "citizenship", "creative project"]
language: en
normalized_name: beware, we are watching!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A creative campaign-design activity in which participants act as consultants hired by the Eastern European Clean Clothes Campaign (EECCC) to design a public awareness campaign about the consequences of corporate relocation by transnational companies. Small groups produce a detailed campaign proposal including a timetable, list of activities, locations, staffing, and sample materials (stickers, posters). Groups then present their proposals to a review panel.

rules:
1. Introduce the topic of globalisation and corporate relocation. 2. Brainstorm what makes a good publicity campaign. 3. Divide into groups of 3-4. 4. Present the EECCC fact sheet and campaign objectives. 5. Each group drafts a short outline proposal for the whole campaign and detailed proposals for meeting the first objective (informing the public). 6. Groups have 60 minutes to design the proposal. 7. Groups present proposals; facilitator or external guests act as review panel. 8. Open plenary discussion.

variations:
If possible, invite external guests (NGO workers, campaigners) to act as the review panel. Run the activity over two sessions: first for designing the proposal, second for the presentation and discussion.

source_excerpt:
In this activity, participants design a public awareness campaign about the consequences of relocation by transnational companies.

materials_list:
Sticky labels for campaign stickers, Large sheets of paper or flipchart paper for posters, A4 paper for leaflets (coloured optional), Tape and glue, Coloured markers and pencils, Scissors, Newspapers, magazines, brochures as picture sources, Fact sheet and campaign objectives handouts


name: Can I come in?
category: conflict-empatie
subcategory: role-play / refugees
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 496-500
materials_category: printed materials / props
skills_developed: empathy, argumentation, understanding of refugee rights, perspective-taking, critical thinking
difficulty_level: dificil
keywords: refugees, asylum, immigration, role-play, human rights, UNHCR, discrimination
tags: ["human rights education", "human security", "discrimination", "peace and violence", "role-play"]
language: en
normalized_name: can i come in?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part31
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play activity about a group of refugees trying to cross a border into a new country. Participants take on the roles of refugees, immigration officers, and observers. Refugees and immigration officers each prepare arguments and tactics, then engage in a live role-play at a simulated border crossing. Observers give feedback afterwards. The activity explores the plight of refugees and the social, legal, and economic arguments for and against granting asylum.

rules:
1. Brainstorm what participants know about refugees. 2. Set the scene: a dark, cold, wet night on a border. Read the scenario aloud. 3. Divide into three equal groups: refugees (country X), immigration officers (country Y), observers. 4. Refugees and officers each prepare their roles and arguments using role cards — 15 minutes. 5. Run the role-play for about 10 minutes. 6. Observers take 5 minutes to prepare feedback. 7. Debrief: observers give feedback first, then players share feelings, then general discussion.

variations:
Run the role-play again with refugees and immigration officers swapping roles; observers note differences. Do a follow-on role-play with an UNHCR team arriving to help. A school class may research UNHCR and write an official report including persuasive arguments, inappropriate behaviours observed, and recommendations.

source_excerpt:
This is a role-play about a group of refugees trying to escape to another country. It addresses: The plight of refugees; The social and economic arguments for giving and denying asylum

materials_list:
Role cards (refugees, immigration officers, observers), Chalk or furniture to create a border crossing post, Pens, Paper, Signs in foreign/invented language (optional), Information sheets (one per participant)


name: Can I come in?
category: conflict-empatie
subcategory: human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 497-500
materials_category: handouts
materials_list: Role cards for refugees, Role cards for immigration officers, Role cards for observers
skills_developed: empathy, argumentation, human rights awareness, perspective-taking
difficulty_level: mediu
keywords: refugees, immigration, human rights, role-play, asylum
tags: ["refugees", "human rights", "role-play", "border", "immigration"]
language: en
normalized_name: can i come in?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play activity about refugees attempting to cross a border from country X into country Y. Participants are divided into groups representing refugees, immigration officers, and observers. The refugees must argue their case for entry while immigration officers debate whether to allow them in. The activity explores human rights under Article 14 of the Universal Declaration of Human Rights and the 1951 Convention Relating to the Status of Refugees.

rules:
1. Divide participants into three equal groups: refugees from country X, immigration officers from country Y, and observers. 2. Each group prepares their arguments and roles (refugees and officers get handout role cards). 3. Give 15 minutes for preparation. 4. Run the role-play for approximately 10 minutes. 5. Give observers 5 minutes to prepare feedback. 6. Debrief starting with observer feedback, then player reflections, then general discussion.

variations:
Run the role-play again swapping refugees and immigration officers. Do a follow-on role-play involving an official UNHCR team. A school class could research the role of UNHCR and write an official report.

source_excerpt:
Divide the participants into equal groups. One group to represent the refugees from country X, the second group to represent the immigration officers in country Y and the third group to be observers.


name: Children's Rights
category: integrare-incluziune
subcategory: children's rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 501-504
materials_category: cards and paper
materials_list: Statement cards (one set per small group), Large sheet of paper for wall chart, Markers, Envelopes
skills_developed: critical thinking, discussion, consensus building, knowledge of children's rights
difficulty_level: mediu
keywords: children's rights, CRC, diamond ranking, Convention on the Rights of the Child
tags: ["children", "human rights", "ranking", "discussion", "CRC"]
language: en
normalized_name: children's rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity using diamond ranking to promote discussion about the Convention on the Rights of the Child (CRC). Small groups receive statement cards based on CRC Articles and must rank them in a diamond pattern from most to least important. The activity explores fundamental human rights of children, duties and responsibilities under the Convention, and how to claim rights.

rules:
1. Start with a brief review of the CRC using a wall chart of the main Articles. 2. Divide into small groups of 3-4 people and hand out envelopes with statement cards. 3. Each group discusses the 9 statements and arranges them in a diamond pattern: 1 most important at top, then 2, then 3 of moderate importance, then 2, then 1 least important at bottom. 4. Give groups 25 minutes to discuss and rank. 5. Let people walk around to see how other groups ranked. 6. Debrief in plenary.

variations:
Provide 8 Articles and leave one card blank for groups to identify themselves. Put cards in a hat and ask people to take one and talk about it for one minute. Ask small groups to write a short story or present a role-play of an incident relating to selected Articles.

source_excerpt:
This activity uses diamond ranking to promote discussion about the Convention on the Rights of the Child (the CRC), including the issues of: Fundamental human rights and the special rights of the child under the CRC


name: Domestic Affairs
category: conflict-empatie
subcategory: domestic violence
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 512-516
materials_category: handouts
skills_developed: empathy, critical analysis, awareness of human rights violations, discussion skills
difficulty_level: dificil
keywords: domestic violence, women's rights, gender equality, human rights, violence
tags: ["domestic violence", "women", "gender", "human rights", "case studies"]
language: en
normalized_name: domestic affairs
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part32
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity that looks at domestic violence as one of the most common and least spoken about forms of violence. Participants work in small groups to analyse 'Crime witness report' case studies about domestic violence, guided by discussion guidelines. The activity raises awareness of domestic violence, violations of women's human rights, and promotes empathy and self-confidence to take a stand against domestic violence.

rules:
1. Brainstorm 'the most common forms of violence in our neighbourhood' (10 minutes). 2. Divide into small groups of 2-6 people (at least three groups). 3. Hand out Crime witness report cards and Guidelines for group discussions. 4. Give 5 minutes to read through the reports. 5. Allow one hour for group work. 6. Come into plenary for evaluation and debriefing, discussing prevalence, human rights at stake, causes, and solutions.

variations:
Develop own case studies to explore other aspects of violence against women. Organise a 'Silent Witnesses' exhibition in the community.

source_excerpt:
This activity looks at domestic violence as one of the most common and least spoken about forms of violence.

materials_list:
Large sheets of paper or board and pens for brainstorm, Crime witness report cards, Guidelines for group discussions


name: Domestic Affairs
category: conflict-empatie
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 513-517
skills_developed: critical thinking, empathy, discussion, human rights awareness
keywords: domestic violence, human rights, gender-based violence, women's rights
tags: ["human rights education", "violence against women", "case studies", "group discussion"]
language: en
normalized_name: domestic affairs
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A human rights education activity in which participants analyse crime witness reports describing real cases of domestic violence against women. Working in small groups, participants read case studies, discuss the crimes, explore causes and consequences of domestic violence, and reflect on what can be done by public authorities, communities, and individuals to stop it. The activity aims to raise awareness of violence against women as a human rights issue.

rules:
1. Introduce the topic with a brainstorm on violence. 2. Divide participants into groups. 3. Give each group one or more crime witness reports. 4. Allow five minutes to read the reports. 5. Allow one hour for group work. 6. Come into plenary for debriefing and evaluation. Debriefing questions include: How prevalent is domestic violence in your community? Which human rights are at stake? What are the causes? How can it be stopped?

variations:
Facilitator can develop their own case studies to explore other aspects of violence against women. A Silent Witnesses exhibition can also be organised as a practical follow-up action.

source_excerpt:
The activity is called "domestic affairs" because most acts of violence against women occur in the home or between people who are in a relationship.


name: Draw-the-word game
category: team-building
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 518-519
materials_category: paper and stationery
skills_developed: creativity, team-building, knowledge of UDHR, awareness of images and symbols
difficulty_level: usor
keywords: drawing, human rights, UDHR, team game, creative thinking
tags: ["human rights education", "creative", "team game", "UDHR"]
language: en
normalized_name: draw-the-word game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A team game in which participants have to draw creatively to depict a word or concept relating to human rights. One person per team receives an article from the UDHR and draws it without using words or numbers, while teammates try to guess which right is being depicted. The team that guesses first scores a point. The activity develops knowledge of the UDHR, team-building, creative thinking, and awareness of how images are used.

rules:
1. Participants form small groups of 4-5 and choose a team name. 2. One person per team receives a human right to draw. 3. Drawers return to their group and draw the right while teammates guess. Only images allowed — no words or numbers. No speaking except to confirm correct answers. 4. The rest of the team may only say guesses; no questions allowed. 5. After each round, the drawer writes what the right was on the picture and sets it aside. 6. Do 7-8 rounds with a different drawer each round. 7. At the end, groups pin up their pictures for comparison and discussion.

variations:
If fewer than 8 people, play as one group: one person draws in the first round, and whoever guesses draws in the next round.

source_excerpt:
This is a team game in which people have to draw creatively to depict a word relating to human rights.

materials_list:
wall chart listing articles of the UDHR, large sheet of paper or flipchart paper, marker, A4 sheets and pens for drawings, sticky tape or pins


name: Education for All?
category: jocuri-cercetasesti
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 520-524
materials_category: cards and paper
skills_developed: memory, critical analysis, discussion, knowledge of education rights
difficulty_level: mediu
keywords: education, memory game, human rights, globalisation, World Education Forum
tags: ["human rights education", "memory game", "card game", "education for all"]
language: en
normalized_name: education for all?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A memory card game in which participants locate and match pairs of cards while thinking about the inequalities of educational provision worldwide and how to achieve 'Education for All'. The activity has two parts: a memory game followed by group reporting and discussion on education issues. The cards relate to goals of the World Education Forum and general issues of human rights and education.

rules:
Part 1 (memory game, 10 minutes): Participants form groups of 3-4 and spread 40 cards face down. In turn, players turn over two cards; if they form a pair (one statement card and one picture card), the player keeps them and goes again. If not, they turn them face down in the same spot. The winner holds the most pairs. Part 2 (reporting, 60 minutes): Summarise issues on a flipchart, identify 4-6 most interesting issues, form sub-groups to discuss two issues each, then report back in plenary (5 minutes per group, max 5 minutes questions).

variations:
If there is not enough time for part 2, use the 'Just a minute' technique: each participant chooses one issue from their cards and speaks about it for one minute without hesitation or repetition.

source_excerpt:
In this activity participants have to locate and match pairs of cards as they think out about the inequalities of educational provision world-wide and how to achieve "Education for All".

materials_list:
1 set of 40 game cards for every 3-4 participants, 2 sheets of stiff paper or thin card (A4) for every 3-4 participants, glue (optional), scissors, paper and pens for notes


name: Fighters for rights
category: jocuri-cercetasesti
subcategory: human rights education
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 528-532
materials_category: cards
skills_developed: information handling, co-operation, group work, knowledge of human rights activists
difficulty_level: mediu
keywords: human rights activists, Nelson Mandela, Gandhi, Martin Luther King, card matching, biographies
tags: ["human rights education", "card game", "activists", "history"]
language: en
normalized_name: fighters for rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part33
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A card-based activity using information cards to stimulate interest in human rights heroes. Small groups receive a set of 30 cards describing events in the lives of six human rights activists (including Nelson Mandela, Evgenia Ginzberg, Martin Luther King, Mahatma Gandhi, Daw Aung San Suu Kyi, and Ngawang Sangdrol). The aim is to match the events with the correct activist and thereby build up a brief biography of each person.

rules:
1. Participants form small groups of 3-4. Each group receives one shuffled set of 30 cards face down. 2. Groups do rounds of picking up one card at a time until cards run out. 3. Participants read their cards in silence. 4. Groups devise their own strategies to match the cards to the correct activist (15-20 minutes). Each activist has a set of five cards (A, B, C, D, E). 5. In plenary, a representative from each group introduces one activist; groups check their matches.

source_excerpt:
The cards describe events in the life of six human rights activists. The aim for each group is to match the events with the correct character, and thereby to build up a brief description of each person.

materials_list:
one set of 30 cards per small group, scissors, envelopes, glue and stiff paper for backing (optional)


name: Fighters for rights
category: integrare-incluziune
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 529-533
materials_category: printed cards
materials_list: Discussion cards with quotations, Biographical fragment cards, Photographs of activists
skills_developed: research, critical thinking, empathy, knowledge of human rights defenders
keywords: human rights, activists, biography, card sorting
tags: ["human rights", "activists", "Mandela", "Gandhi", "Aung San Suu Kyi"]
language: en
normalized_name: fighters for rights
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A card-sorting activity in which participants piece together the biographies of human rights activists. Cards containing quotations, biographical facts and photographs are distributed among small groups, who then reconstruct each personality and present them to the wider group. The activity explores who human rights defenders are, what drove them, and what actions ordinary people can take.

rules:
Divide participants into groups. Give each group a set of mixed cards (quotations and biographical fragments) for several personalities. Groups have 15-20 minutes to sort and reconstruct each personality. A representative from each group then introduces one personality in their own words. The full debriefing follows with reflection questions on strategies used, prior knowledge, and what inspired participants.

variations:
Groups can build their own 'portrait gallery' of human rights activists, adding further personalities beyond the six provided. Each member can research additional activists.

source_excerpt:
Give people a few minutes to read their own cards in silence. Then let them go… Allow each group to devise their own strategies for building up the personalities. They will need about 15 - 20 minutes for this stage.


name: Front page
category: team-building
subcategory: media literacy, human rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 533-536
materials_category: printed materials, craft
skills_developed: media literacy, critical thinking, co-operation, communication, editorial judgement
difficulty_level: dificil
keywords: media, newspaper, front page, bias, human rights, globalisation
tags: ["media", "simulation", "journalism", "human rights", "globalisation", "environment"]
language: en
normalized_name: front page
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A simulation of a newspaper editorial team working to produce the front page of a newspaper. Groups of journalists work with a set of photographs to select news stories, write headlines, choose images, and design the front page layout. The activity explores bias, stereotyping, objectivity in the media, and the role of the media in addressing human rights issues.

rules:
Divide participants into small working groups of eight, each imagining they are an editorial team for a different newspaper. Each group chooses a name for their paper. Show all photographs on a display table; participants walk around silently. Groups then have one hour to select 4-5 news stories, write headlines, choose photos, and design the front page layout. After ten minutes of planning, sets of photographs are distributed. When complete, front pages are laid out for all to read, followed by debriefing.

variations:
The activity can be adapted as a radio or television news programme. For a television broadcast, it is recommended to use slides (dia-positives) in a blacked-out room. A set of slides prepared for this purpose is available for loan from EFIL, the European Federation for Intercultural Learning.

source_excerpt:
This is a simulation of a group of journalists working to get the front page of their paper ready to go to press. People work in small groups as they explore issues about: Bias, stereotyping and objectivity in the media.

materials_list:
40 photographs from newspapers, Paper and pens, Large sheets of paper (A3) or flipchart, Scissors and glue, Tables with large working surface


name: Heroines and heroes
category: integrare-incluziune
subcategory: gender equality, discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 540-542
materials_category: stationery
materials_list: Paper and pens (one blue and one red per participant), Flipchart paper and markers
skills_developed: critical thinking, gender awareness, reflection on stereotypes, group discussion
difficulty_level: mediu
keywords: gender equality, heroes, heroines, stereotypes, discrimination
tags: ["gender equality", "discrimination", "citizenship", "stereotypes", "human rights"]
language: en
normalized_name: heroines and heroes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity combining individual reflection, small group work, and plenary discussion to explore heroines and heroes as symbols of socialisation and culture, and to critically analyse how gender stereotypes take root in history, culture, and everyday life. Participants choose heroines and heroes they admire, compare their characteristics, and discuss gender stereotyping and its impact on human rights.

rules:
Each participant takes five minutes to think of national heroines and heroes they admire. They draw two columns, using a red pen to write 3-4 heroines (with description and key characteristics) and a blue pen for 3-4 heroes. Participants form groups of 5-7 to share choices and reach consensus on the four most worthy heroines and four heroes. In plenary, names and characteristics are listed on a flipchart. Discussion follows about characteristics, stereotypes, and gender.

variations:
In youth groups, use comic book characters, pop stars, film or sports stars instead of historical figures. Read comics, brainstorm character traits, add speech bubbles to posters. Leaving the question completely open may produce interesting surprises.

source_excerpt:
This activity involves individual, small and whole group work, brainstorming and discussion about: heroines and heroes as symbols of socialisation and culture; stereotyped images of heroines and heroes.


name: Horoscope of poverty
category: conflict-empatie
subcategory: poverty, social rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 543-547
materials_category: printed cards
skills_developed: empathy, creative writing, knowledge of poverty, social awareness
difficulty_level: mediu
keywords: poverty, globalisation, social rights, horoscope, empathy
tags: ["poverty", "globalisation", "social rights", "human rights", "simulation"]
language: en
normalized_name: horoscope of poverty
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A creative activity combining knowledge and composition to explore the consequences of poverty and the opportunities denied to the poor. Participants receive 'Life cards' describing real-world characters in poverty and write fantasy horoscopes predicting their futures in areas of love, work, and health. The activity promotes reflection on the cycle of poverty and social justice.

rules:
Introduce the concept of horoscopes. Divide participants into three small groups; give each group a set of Life cards and corresponding Horoscope cards. Groups have 20 minutes to write fantasy horoscopes for their four characters, predicting the coming year in the areas listed on the horoscope cards. In plenary, each group presents their life cards and horoscopes. Finally, life cards and predictions are taped to a large sheet to create a wall chart. Debriefing focuses on defining poverty and its consequences.

variations:
Adapt or replace life stories with others more relevant to the group, or use real cases from the local community or country.

source_excerpt:
This activity combines knowledge and creative composition to explore issues about the consequences of poverty and the opportunities in life which are denied to the poor.

materials_list:
12 Horoscope cards, 12 Life cards, Paper and pencil per participant, Large sheet of paper or flipchart, Markers or chalk, Tape


name: Just a minute
category: icebreakers
subcategory: sport, human rights
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 548
materials_category: printed materials
materials_list: Statements (one per participant), A hat, A watch with a second hand or a timer
skills_developed: public speaking, self-confidence, knowledge of sport and human rights, quick thinking
difficulty_level: usor
keywords: sport, globalisation, human rights, public speaking, just a minute
tags: ["sport", "globalisation", "human rights", "speaking", "quick thinking"]
language: en
normalized_name: just a minute
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part34
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A quick-thinking speaking activity where participants draw a statement about the relationship between sports and human rights, prepare briefly, then speak non-stop for one minute on that topic with no hesitations or repetitions. The activity develops self-confidence in expressing opinions and deepens understanding of how human rights issues are interconnected.

rules:
Participants sit in a circle. Pass a hat containing folded slips with statements. Each person draws one slip without looking. Participants have 5 minutes to prepare, then must speak non-stop for one minute on their statement without hesitation or repetition. After each speech, allow 2-3 minutes for comments. Note topics needing further discussion. After all turns, return to unfinished discussions. Debrief on which topics were toughest and most controversial.

source_excerpt:
In this activity, people have to be quick and inventive to talk for one minute on the relationship between sports and human rights.


name: Just a minute
category: team-building
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 548-550
materials_category: papetărie
materials_list: Statements, one per participant, A hat, A watch with a second hand, or a timer
skills_developed: self-confidence, public speaking, critical thinking, knowledge of human rights
difficulty_level: mediu
keywords: sport, human rights, speaking, debate, one minute
tags: ["Level 2", "any group size", "40 minutes"]
language: en
normalized_name: just a minute
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity where participants each draw a statement from a hat about sport and human rights, prepare briefly, then speak non-stop for one minute on the topic with no hesitations and no repetitions. After each speech, a short discussion follows. The activity develops self-confidence, knowledge about sport and human rights, and understanding of how all human rights issues are interconnected.

rules:
1. Ask people to sit in a circle. 2. Pass round the hat; each person without looking draws one slip of paper. 3. Participants have 5 minutes to prepare to talk non-stop for one minute on the statement on their slip — no hesitations, no repetitions. 4. Go round the circle and each person gives their 'speech'. 5. After each speech, allow two or three minutes for short comments. 6. When everyone has had their turn, return to any discussions cut short. 7. Debrief and evaluate.

variations:
In a small group, do two or more rounds (one slip per round). With more than fifteen people, work in two sub-groups. The technique of taking statements out of a hat can be adapted to any theme.

source_excerpt:
In this activity, people have to be quick and inventive to talk for one minute on the relationship between sports and human rights.


name: Let every voice be heard
category: integrare-incluziune
subcategory: democratic participation / education rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 551-553
materials_category: papetărie
materials_list: 4 large sheets of paper or flipchart paper and pens per small group, Extra paper for notes
skills_developed: democratic participation, co-operation, decision-making, reflection on rights
difficulty_level: dificil
keywords: education, democracy, student council, human rights, participation
tags: ["Level 3", "8-50 participants", "115 minutes"]
language: en
normalized_name: let every voice be heard
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A two-part discussion exercise for small groups and plenary that explores what education is, how it meets people's needs, and how to develop democratic decision-making systems in schools, colleges or clubs. Part 1 (35 minutes) focuses on what kind of education people want; Part 2 (60 minutes) focuses on developing democratic systems (e.g. student councils) that give young people a say in their education.

rules:
Part 1 (35 min): 1. Short general discussion on what 'education' means. 2. Brainstorm positive and negative sides of education; note keywords on flipchart. 3. Pairs have 15 minutes to assess the value of the right to education in context of who makes decisions. 4. Plenary feedback. Part 2 (60 min): 1. Pairs review how decisions are made in their school/club. 2. Pairs combine into groups of four; consider democratic elected bodies. 3. Groups consider positive/negative aspects of a democratically elected council. 4. Groups decide the best form of council for their needs. 5. Depending on circumstances — plan a new council or improve the existing one using SWOT analysis (30 min action plan on flipchart). 6. Plenary report-back. Debrief and evaluate.

source_excerpt:
This activity is in two parts: part 1 (35 minutes) is a discussion about what sort of education people want, and part 2 (60 minutes) is a discussion about how to develop democratic systems to ensure that people can have their say about the education that they get.


name: Let's talk about sex!
category: conflict-empatie
subcategory: sexuality / human rights / anti-discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 554-557
materials_category: papetărie
skills_developed: empathy, tolerance, self-confidence, perspective-taking, critical thinking
difficulty_level: dificil
keywords: sexuality, homophobia, fish-bowl, discussion, human rights, discrimination
tags: ["Level 4", "10+ participants", "60 minutes"]
language: en
normalized_name: let's talk about sex!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part35
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity using the 'fish-bowl' technique to explore attitudes to sexuality including homophobia. Participants write anonymous questions about homosexuality or sexuality, which are drawn from a hat and discussed by three 'conversationalists' in a fish-bowl arrangement, while the rest observe. Anyone can tap a conversationalist to swap in. The aim is to foster open, respectful exploration of different perspectives without seeking consensus.

rules:
1. Set the scene and explain the human right not to be discriminated against due to sexual orientation. Warm up with a brainstorm of famous people who have been outspoken about their sexuality. 2. Participants write anonymous questions on slips of paper and put them in a hat. 3. Explain the fish-bowl rules: free expression of opinions, offensive or hurtful comments directed at individuals are not allowed. 4. Place three chairs in a half-circle — the fish-bowl. The rest are observers. 5. Two volunteers join the facilitator in the fish-bowl. Anyone wishing to join taps a conversationalist on the shoulder; they swap seats. 6. A volunteer picks a question from the hat and conversation begins. Let discussion run until points are repeated. 7. Then three new volunteers discuss another question. 8. Continue as many rounds as time and interest allow. Take a short break before debrief. Debrief: reflect on how people felt inside/outside the bowl, different views, and what was learned.

variations:
Other topics: the age of consent for homosexuals; adoption and marriage for gay and lesbian couples; AIDS exposure.

source_excerpt:
This activity uses the "fish-bowl" technique to explore attitudes to sexuality including homophobia.

materials_list:
3 chairs, 2 facilitators, Space for participants to move about, Board or flipchart and markers, Small slips of paper and pens, A hat


name: Living in a perfect world
category: conflict-empatie
subcategory: peace education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 561-563
materials_category: handouts
materials_list: Peace wheel handout, Quiz sheet
skills_developed: critical thinking, knowledge of values, reflection on peace
keywords: peace, proverbs, values, quiz, human rights
tags: ["peace education", "human rights", "discussion"]
language: en
normalized_name: living in a perfect world
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A quiz-based activity using a 'peace wheel' handout. Participants must identify words missing from proverbs and quotations drawn from world cultures. The words fit into areas of a peace circle diagram. Topics covered include wisdom, love, patience, compassion, health, knowledge, solidarity, justice, and many other values. Discussion guides for three themes — peace with oneself, peace with others, and peace with nature — prompt group reflection after completing the quiz.

rules:
Participants find the missing word for each numbered area (1-21) from a provided word bank including Beauty, Body, Compassion, Co-operation, Culture, Economy, Emotions, Environment, Patience, Harmony, Health, Individual, Information, Joy, Justice, Knowledge, Life, Love, Mind, Respect, Social life, Society, Solidarity, Substance, Truth, Welfare and Wisdom. Once complete, the answers are entered into the peace circle diagram. Discussion guides then prompt reflection in three groups: peace with oneself, peace with others, and peace with nature.

source_excerpt:
Can you find the words which are missing from the following proverbs and quotations? Identify the words and you have the clues to fit into the peace circle!


name: Makah whaling
category: conflict-empatie
subcategory: environmental rights, indigenous rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 564-570
materials_category: handouts, role cards
materials_list: Handouts, Pens and paper, Role cards for each group
skills_developed: consensus building, intercultural skills, critical thinking, open-mindedness, role-play
difficulty_level: dificil
keywords: whaling, indigenous rights, environment, role-play, consensus, human rights
tags: ["simulation", "role-play", "environmental rights", "cultural rights"]
language: en
normalized_name: makah whaling
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A complex role-play and simulation activity exploring tensions between indigenous cultural rights and environmental protection. Participants are divided into groups representing the Makah tribe, the High North Alliance, Sea Shepherd/WDCS, and Greenpeace. A neutral mediating organisation (Crest) facilitates a simulated meeting to discuss the Makah tribe's application to the International Whaling Commission to resume whaling. The activity addresses sustainable use of marine resources, rights of indigenous peoples, cultural traditions, and environmental conservation.

rules:
Part 1 (30 min): Introduction to the environmental and cultural issues using 'high or low' stance statements. Part 2 (90 min): Simulated Crest meeting. Groups of 14+ are divided into four roles: Makah tribe, High North Alliance, Sea Shepherd, and Greenpeace. Two volunteers represent Crest as mediators. Groups spend 30 min preparing their positions using role cards, then meet in plenary for 60 min to discuss and seek consensus on four questions: Should whaling be allowed? Is there a special case for cultural tradition? At what level? What management regimes are needed? Debrief follows with reflective questions.

variations:
If group is small, work with two groups: Makah and High North Alliance vs Greenpeace and Sea Shepherd. Alternatively, run as a panel debate with one person per group, presentations followed by questions from the floor and a vote on the four questions.

source_excerpt:
This activity is a simulated meeting of an imaginary organisation called Crest (Culture, Rights, Environment, Sustainability and Talk). Crest is an independent organisation that works to bring a human rights perspective to environmental issues.


name: Making links
category: team-building
subcategory: citizenship, democracy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 571-574
materials_category: paper, wool, markers
skills_developed: negotiation, civic responsibility, co-operation, democratic decision-making
difficulty_level: dificil
keywords: civil society, democracy, NGOs, citizens, government, media, negotiation
tags: ["citizenship", "democracy", "negotiation", "wool web"]
language: en
normalized_name: making links
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity exploring civil society and the rights and responsibilities of citizens, government, NGOs and media in a democracy. Participants are divided into four groups representing these four 'actors'. Each group brainstorms their functions and their demands on other actors, then negotiates in structured rounds to create a web of connections using wool and tape. The resulting web visually represents the interdependencies of democratic society.

rules:
1. Explain the purpose: mapping democratic society relations. 2. Divide participants into four groups: government, NGO sector, media, and citizens. 3. Each group spends 10 min brainstorming their five most important functions and listing them in red on large paper. 4. Groups present and may amend their lists. 5. Groups separately brainstorm (15 min) demands on the other three actors, listed in green. 6. Each group prioritises up to six demands; receives wool strands and tape. 7. Rules of Play handout is distributed. 8. Three rounds of negotiation (10 min each): Round 1 — citizens/NGOs and media/government; Round 2 — citizens/media and NGOs/government; Round 3 — citizens/government and media/NGOs. When a demand is accepted, a wool strand is taped between the two sheets of paper. 9. Debrief over the resulting web.

variations:
Add more actors (businesses, minorities, disadvantaged groups). Simplify by using fewer groups (e.g. only citizens and government). Run without charts by having participants hold wool strands physically.

source_excerpt:
The purpose of the activity is to draw a "map" of the different relations between four sectors within (an ideal) democratic society.

materials_list:
Large sheets of paper (A3) or flipchart paper, 2 markers of different colours per group, Ball of string or wool (preferably green), Roll of sticky tape per group, Scissors


name: Our futures
category: creative-stem
subcategory: environment, children's rights
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 580
materials_category: art materials
skills_developed: creative expression, teamwork, vision, discussion skills, civic awareness
difficulty_level: usor
keywords: future, environment, children, community, drawing, collage
tags: ["art", "future", "community", "children's rights"]
language: en
normalized_name: our futures
extraction_confidence: med
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part36
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity in which participants draw, contemplate and discuss their hopes and concerns for the future of their generation. Among the issues addressed are environmental issues affecting future generations, young people and the family, and community life. Participants use art and collage materials to create images of the future and discuss change over time in their neighbourhoods and communities.

rules:
1. Introduce the concept of change over time — ask participants to think about how their homes and local streets have changed since they were younger. 2. Participants create drawings or collages representing hopes and concerns for the future using paper, paints, markers, and collage materials. 3. Discussion follows on rights, responsibilities, and community life.

source_excerpt:
In this activity participants draw, contemplate and discuss their hopes and concerns for the future of their generation.

materials_list:
Paper for drafts, Large sheets of paper, Paints, pens and markers, Collage materials (coloured paper, magazines, twigs, rice, beans, dead leaves, shells), Glue, Pictures or photographs of neighbourhood (optional)


name: Our futures
category: conflict-empatie
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 580-582
materials_category: art supplies
difficulty_level: mediu
keywords: future, neighbourhood, human rights, environment, children, collage, map
tags: ["human rights education", "future thinking", "creative", "group work"]
language: en
normalized_name: our futures
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants draw, contemplate and discuss their hopes and concerns for the future of their generation. Working in groups of three to four, they sketch and create a collage or painted plan of their ideal future neighbourhood or town. Groups then present their plans and discuss the role of young people in shaping the future through human rights frameworks.

rules:
1. Introduce the concept of change over time; ask participants to reflect on changes in their homes and neighbourhood. 2. Ask people to brainstorm changes they would have made if consulted. 3. Link with human rights and decision-making. 4. Tell the group this is their moment to influence futures. 5. Ask people to get into groups of three to four. 6. Hand out paper and pens; ask them to draft ideas for their ideal neighbourhood/town of the future. 7. Transfer the draft onto a large sheet of paper and complete with paint and collage materials. 8. Each group presents their plan; short questions and answers after each presentation, followed by general debriefing.

variations:
An alternative method is 'futures wheels': small groups each take one issue (education, family, community, employment, health) and draw a futures wheel with a hub of important things, concentric circles, and spokes for different points.

source_excerpt:
Tell the group that the opportunity is now! This is the moment for them to take the chance to start thinking about - and influencing - the futures they may inhabit.

materials_list:
Paper for drafts, Large sheets of paper for the final design, Paints, pens and markers, Materials for a collage (coloured paper, magazines, twigs, rice, beans, dead leaves, shells, etc.), Glue, Pictures or photographs of how the neighbourhood/town looked ten or twenty years ago (optional)

skills_developed:
community knowledge, rights and responsibilities, open discussion, teamwork, vision and future thinking


name: Path to Equality-land
category: integrare-incluziune
subcategory: gender equality
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 583-585
materials_category: art supplies
difficulty_level: dificil
keywords: gender equality, discrimination, fantasy map, empowerment, education, women
tags: ["human rights education", "gender", "creative", "mapping", "group work"]
language: en
normalized_name: path to equality-land
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants work in small groups to draw a fantasy map showing the journey from the present to 'Equality-land' — an imagined future country where true gender equality exists. They brainstorm what Equality-land might look like, what obstacles lie on the path, and how to overcome them, then create an illustrated map with their own symbols and a key.

rules:
1. Explain that participants will draw a fantasy map of the path to Equity-land, a country of true gender equality existing only in imagination. 2. Ask about folk tales using journey metaphors; discuss symbols (dark forest = evil, red apple = temptation, river = moral challenge). 3. Briefly review map features: contours, shading, symbols. 4. Get into small groups of three to five people. Hand out small paper and give 15 minutes to brainstorm three topics: what Equality-land looks like, what obstacles exist, and how to overcome them. 5. Hand out large sheets and markers; each group makes a fantasy map with the present and the future connected by a path. They invent their own symbols and make a key. 6. Give groups 40 minutes to draw maps. 7. Come into plenary and ask groups to present their maps. Debriefing follows.

variations:
Groups could make 3D models of the landscape using 'junk' (small boxes, tubs, tubes, paper, stones, nuts, string, wool, paper clips, glue, card). The method of drawing a map from present to future can be adapted to most issues requiring imaginative solution-finding.

source_excerpt:
Explain that in this activity participants will be drawing a fantasy map of how to travel to Equity-land, a country where there is true gender equality. It will exist in the future, but at present it only exists in people's imaginations.

materials_list:
1 A4 sized sheet of paper and 1 pencil per small group (brainstorm), Large sheets of paper (A3 size) or flipchart paper, one per small group, Marker pens of different colours, A map (hiking map or one showing physical features: mountains, valleys, rivers, forests, villages, bridges)

skills_developed:
understanding of gender equality goals, imagination and creativity, justice and respect, empowerment


name: Play the game!
category: conflict-empatie
subcategory: conflict resolution
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 592-595
materials_category: cards
difficulty_level: dificil
keywords: conflict, conflict resolution, mediation, card game, simulation, negotiation
tags: ["human rights education", "conflict", "simulation", "role-play", "group work"]
language: en
normalized_name: play the game!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part37
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A simulation based on playing a card game in which four participants secretly have disruptive roles (Rule-maker, Accuser, Cheater, Bad Loser). The activity explores conflict, conflict resolution, and mediation skills as other players must recognise and resolve the disruptions through principled negotiation.

rules:
Preparation: Assign four participants secret role cards (Rule-maker, Accuser, Cheater, Bad Loser) one at a time without others knowing. Instructions: 1. Invite participants to choose a simple, well-known card game (e.g., snap or pontoon). 2. Check everyone knows the rules and briefly go through them. 3. Begin the card game and let it run as long as possible; allow players to develop their own mediation process. Intervene only if things get very heated and players take no initiative. 4. After the game ends, give time to calm down and exit roles before debriefing. Role cards: Rule-maker — invents new rules unilaterally to their own advantage; Accuser — disrupts by accusing others of breaking rules or being unfair; Cheater — takes extra cards or miscounts points, initially discreetly then more obviously; Bad Loser — plays badly, then reacts dramatically to losing (throwing cards, screaming).

variations:
For groups larger than 15, split into sub-groups with co-facilitators or have some participants act as observers or mediators. The game does not have to be cards — pool or snooker will work equally well.

source_excerpt:
This is a simulation based on the idea of playing a game of cards. However, not all the players are playing the game fairly. It deals with issues about conflict and conflict resolution.

materials_list:
A pack of standard playing cards (or other cards, e.g. happy families), Role cards (Rule-maker, Accuser, Cheater, Bad Loser)

skills_developed:
conflict identification, conflict resolution, mediation, participation, co-operation, respect for others


name: Power Station
category: conflict-empatie
subcategory: violence prevention
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 596-598
materials_category: craft/paper
skills_developed: co-operation, group work, creative problem solving, conflict resolution
difficulty_level: mediu
keywords: violence, community, power station, solutions, brainstorm
tags: ["human rights", "peace", "violence prevention", "group work"]
language: en
normalized_name: power station
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A creative group activity addressing violence in the community and ways to solve it. A room is set up as a 'power station' with a string cable representing electrical wires. Papers listing expressions of violence are hung on the cable. The facilitator simulates 'power failures' by cutting the string, and participants acting as technicians must hold the broken ends together and work together to propose positive solutions to the violence problems written on the papers. When solutions are agreed upon, they are written on clean sheets and taped over the break, replacing the negative with the positive.

rules:
Part 1: Participants brainstorm expressions of everyday violence (not terrorism/genocide, but bullying, verbal abuse, etc.) and write each on a separate sheet. Duplicates are discarded. Sheets are folded and hung on the string cable at 0.5m intervals. Part 2: Participants split into 2 groups acting as 'technicians'. Facilitator cuts the string to simulate a power failure; one person from each group grabs a broken end and reads the problem paper on their side. Both groups have 5 minutes to propose solutions to the two problems. Groups discuss, agree on solutions, write them on clean sheets, and the technicians knot the cable ends and tape the solutions over the join. The process repeats until all 'expression of violence' papers are replaced by 'solutions' papers.

variations:
If the group is small, work with one group of emergency technicians. This technique can be adapted for any issue involving identifying problems and finding solutions.

source_excerpt:
Tell them that this power station generates "negative energy" and that because "negative energy" is very heavy there are often power failures.

materials_list:
Long piece of strong wool or string equal to the length of the room, A pair of scissors, A4 size sheets of paper (6 per participant), Markers, one per person, Bell (optional), Sticky tape, 2 rooms (optional, but preferable)


name: Responding to racism
variations: The activity can be adapted to address issues such as bullying.
category: integrare-incluziune
subcategory: anti-racism
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 599-603
materials_category: stationery
skills_developed: democratic participation, communication, co-operation, critical thinking, empathy
difficulty_level: dificil
keywords: racism, discrimination, cultural difference, policy, role-play
tags: ["human rights", "anti-racism", "education", "inclusion"]
language: en
normalized_name: responding to racism
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity that uses role-play and review of a critical incident to provoke participants to review their understanding of cultural difference, racism and stereotypes. It involves discussion and collective writing to address issues about racism in educational or community settings. Participants watch a short role-play about a racial incident involving a student named Abdallah, reflect on their responses, then work in groups to draft an anti-racist policy for their school or organisation.

rules:
Part 1: Begin with a brainstorm about racism (optionally using a racist joke to provoke reaction). Act out a 3-scene role-play based on a critical incident involving racial profiling. At breaks in the role-play, observers write key words summarising their responses. Conduct a short debriefing of observations. Part 2: Brainstorm actors in the school/club. Divide into small groups of 4-5 to consider duties and responsibilities regarding racist incidents. Groups have 30 minutes to discuss and prepare a report with key points on flipchart paper. Report back in plenary. Each group further develops one aspect. Groups report results and discuss implementation.

source_excerpt:
This activity uses role-play and review of a critical incident to provoke participants to review their understanding of cultural difference.

materials_list:
Large sheets of paper or flipchart paper and markers, 4 volunteers to present a role-play, Critical incident role card and guidelines for facilitators (handout 1), The school's (or organisation's) policy and guidelines on racial incidents, Copies of handout 2 (some practical points for consideration)


name: Sport for all
category: sports-active
subcategory: game design
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 612
materials_category: sport/craft
skills_developed: creativity, group work, co-operation, rule-making, critical thinking
difficulty_level: mediu
keywords: sport, game design, inclusion, discrimination, rules, creativity
tags: ["human rights", "sport", "inclusion", "game design", "group activity"]
language: en
normalized_name: sport for all
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part38
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A high-energy creative activity in which participants use their imagination to design new inclusive games. Groups of four are given basic equipment and must devise a new game that can be played by all, exploring themes of inclusion, rules, and discrimination in sports. Groups then play each other's invented games and reflect on the experience.

rules:
1. Tell participants about the 'Sport for all' movement and the premise of a competition to invent a new game playable by all. 2. Participants form groups of four. 3. Each group has twenty minutes to devise a game using the provided equipment. Each group decides the aims and rules of their new game. 4. Groups play each other's games. Debriefing follows: review group interactions, the games and rules invented, then discuss sports and games in real life.

source_excerpt:
This is a high-energy activity. Participants use their imagination and creativity to design new games.

materials_list:
4 large buckets or waste-paper bins (per group of 4), 1 ball of thick string (per group), 2 football-sized balls (per group), 2 newspapers (per group), One piece of chalk (per group), A pair of scissors (per group)


name: Sport for all
category: sports-active
subcategory: game design
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 612-614
materials_category: sports equipment
skills_developed: creativity, group-work, co-operation, critical thinking
difficulty_level: mediu
keywords: sport, game design, discrimination, human rights, rules, inclusion
tags: ["sport for all", "game creation", "human rights education", "group work"]
language: en
normalized_name: sport for all
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A high-energy activity in which participants use their imagination and creativity to design new games using simple equipment. The activity addresses rules of games, the idea of human rights as rules for living, and discrimination in sports. Groups of four devise a game and then play each other's games.

rules:
1. Tell participants about the 'Sport for all' movement and that a competition has been set to invent a new game playable by all. 2. Participants get into groups of four. 3. Each group has twenty minutes to devise a game using the provided equipment; they decide the aims and rules. 4. Groups play each other's games. Debrief covers group dynamics, enjoyment, rule-making, and links to human rights and social inclusion.

variations:
To focus on group-work skills, ask one group to devise a co-operative game and another a competitive one, then compare how enjoyable each was in debriefing.

source_excerpt:
This is a high-energy activity. Participants use their imagination and creativity to design new games. The issues addressed include: Rules of games, their justification and monitoring

materials_list:
4 large buckets or waste-paper bins (per group of 4), 1 ball of thick string, 2 football-sized balls, 2 newspapers, One piece of chalk, A pair of scissors


name: See the ability!
category: integrare-incluziune
subcategory: disability awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 609-611
skills_developed: empathy, reflection, awareness of disability
keywords: disability, wheelchair, blindfold, sign language, human rights
tags: ["disability simulation", "empathy", "human rights education"]
language: en
normalized_name: see the ability!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A multi-part human rights education activity simulating various disabilities — blindfold walk, sign language communication, and wheelchair obstacle race — to develop empathy and awareness of disability issues. This chunk contains the debriefing, tips, and variations sections of the activity.

rules:
Part 4 (wheelchair obstacle race): Point out the obstacle course to participants. The winner is the person who gets round in the fastest time; there are penalties for crashing into obstacles. After all turns, take a short break, then conduct debriefing in plenary covering all parts of the activity. Debrief covers feelings during blindfold walk, signing exercise, and wheelchair race, and reflection on fears/expectations about disability.

variations:
Facilitators may simulate many other kinds of disabilities, including less visible ones such as learning disabilities or language difficulties. One possibility is to simulate situations of disability due to age to raise awareness towards older people.

source_excerpt:
Point out the obstacle course to the participants. Explain that the winner is the person who gets round in the fastest time. There are penalties for crashing into the obstacles on the way.


name: Take a step forward
category: conflict-empatie
subcategory: social inequality simulation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 615-619
materials_category: printed materials
skills_developed: empathy, awareness of inequality, critical thinking, perspective-taking
difficulty_level: mediu
keywords: inequality, discrimination, poverty, human rights, role play, social exclusion
tags: ["step forward", "privilege exercise", "empathy", "social justice"]
language: en
normalized_name: take a step forward
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part39
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play simulation activity in which participants take on assigned identity role cards representing people of different social backgrounds. They line up together and step forward every time a read-out situation applies to their character, making visible the unequal distribution of opportunities and rights in society. Issues addressed include social inequality, discrimination, empathy, and access to human rights.

rules:
1. Create a calm atmosphere with soft background music. 2. Hand out role cards at random, one per participant; they keep their role secret. 3. Participants sit and read their card, then imaginatively build up a picture of their character's life. 4. Ask participants to line up in silence. 5. Facilitator reads out situations/events one at a time; participants step forward if they can answer 'yes'. 6. After all situations are read, invite participants to note final positions, then debrief in plenary. Role cards include characters such as unemployed single mother, daughter of bank manager, Arab Muslim girl, disabled young man in wheelchair, Roma girl, refugee, illegal immigrant, etc.

variations:
Work first in small groups, then share in plenary. After roles are revealed, explore in smaller groups who has fewer/more chances and what can be done to address inequalities.

source_excerpt:
We are all equal, but some are more equal than others. In this activity participants experience what it is like to be someone else in their society.

materials_list:
Role cards (one per participant), An open space (corridor, large room or outdoors), Tape or CD player and soft/relaxing music


name: Take a Step Forward
category: integrare-incluziune
subcategory: social inequality simulation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1054-1058
materials_category: papetarie
difficulty_level: mediu
keywords: inequality, role-play, social exclusion, discrimination, empathy, human rights
tags: ["inequality", "discrimination", "empathy", "social justice", "human rights", "simulation"]
language: en
normalized_name: take a step forward
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part66
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play activity in which participants take on role cards representing people from very different social backgrounds and then physically step forward or stay in place in response to a series of statements about life opportunities and rights. The widening physical distance between participants powerfully illustrates social inequality and unequal access to human rights.

rules:
Each participant receives a role card at random and spends time imagining their character's life. Participants line up and remain silent while the facilitator reads statements about life situations. Those who can answer 'yes' take a step forward; others stay in place. At the end, participants observe their relative positions before debriefing, where roles are revealed and social inequality is discussed.

variations:
Can be done in small groups with a co-facilitator, with the second part of debriefing (after roles are revealed) held in smaller groups to deepen discussion.

source_excerpt:
We are all equal, but some are more equal than others. In this activity participants experience what it is like to be someone else in their society.

materials_list:
Role cards, open space (corridor, large room or outdoors), tape or CD player and soft/relaxing music

skills_developed:
empathy, awareness of social inequality, understanding of human rights, perspective-taking, critical thinking about stereotypes and prejudice


name: Trade Union meeting
category: team-building
subcategory: drepturi sociale si negociere
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 642-644
materials_category: papetarie
skills_developed: negotiation, consensus decision-making, understanding of workers' rights, solidarity, participation
difficulty_level: dificil
keywords: trade union, collective bargaining, workers' rights, democracy, simulation, social rights
tags: ["trade union", "labour rights", "negotiation", "role play", "human rights", "citizenship"]
language: en
normalized_name: trade union meeting
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part40
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play simulation of a collective bargaining meeting between employers and employee/trade union representatives. Participants take on roles in a fictional company, prepare negotiating positions, and conduct a formal meeting to reach an agreement on wages and working conditions. The activity explores the role of trade unions, workers' rights, and the process of democratic negotiation in the workplace.

rules:
1. Introduce the simulation: employers vs. employees/TU representatives negotiating wages and conditions. 2. Group decides the company name and trade union name. 3. Divide participants 2:1 (employers vs. workers/TU). 4. Read handout 1 (The situation) and handout 2 (Labour glossary). 5. Outline the meeting procedure: employers present first, then TU/employees, then negotiation. 6. Agree meeting rules (time limits, breaks, who may speak). 7. Groups prepare for 30 minutes: draft proposals, decide negotiating powers and bottom line. 8. Representatives sit in inner circle; others sit behind. Chairperson opens meeting. 9. After meeting, short break to exit role, then debrief.

variations:
Another scenario: a school meeting to resolve a dispute with a 'problem' student, between the student/parents and the head teacher/parent-teacher body.

source_excerpt:
This is a simulation of a meeting between an employer and employees together with their trade union representatives to negotiate wages and conditions. The issues addressed include: The role of trade unions, Collective bargaining in the workplace, Workers' rights

materials_list:
Copies of handout 1 'The situation', one per participant, Copies of handout 2 'A short glossary of some labour terms', one per participant, Labels for identification purposes (optional), Paper, coloured markers and pens (optional), Two rooms (preferable but optional)


name: Trade Union Meeting
category: conflict-empatie
subcategory: role-play simulation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 642-645
materials_category: paper-based
skills_developed: consensus decision-making, negotiation, participation, responsibility, solidarity
difficulty_level: dificil
keywords: trade union, collective bargaining, workers' rights, negotiation, simulation
tags: ["human rights", "social rights", "democracy", "citizenship"]
language: en
normalized_name: trade union meeting
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A simulation activity in which participants take on roles as employers and employee/trade union representatives to negotiate wages and working conditions through collective bargaining. The activity explores the role of trade unions, workers' rights, and consensus decision-making.

rules:
Divide participants in a 2:1 ratio: smaller group are employers, larger group are employees and trade union representatives. Groups spend 30 minutes preparing proposals and choosing representatives. Representatives sit in an inner circle; others sit behind them. The chair (appointed by employers) opens the meeting. Each side presents its proposal, then negotiates for a mutually acceptable agreement. Time limits and procedures are agreed upon before the meeting. A debriefing follows.

variations:
Another example of a situation involving negotiations about rights might be a meeting at a school to resolve a dispute with a 'problem' student, between the student and parents on one side and the head teacher and parent-teacher body on the other.

source_excerpt:
This is a simulation of a meeting between an employer and employees together with their trade union representatives to negotiate wages and conditions.

materials_list:
Copies of handout 1 'The situation', Copies of handout 2 'A short glossary of some labour terms', Labels for identification (optional), Paper, coloured markers and pens (optional), Two rooms (preferable but optional)


name: Violence in my life
category: conflict-empatie
subcategory: discussion
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 646-647
source_excerpt: This is a discussion activity in which people explore their experiences of inter-personal violence.
skills_developed: self-awareness, tolerance, responsibility, empathy, assertiveness
difficulty_level: mediu
keywords: violence, tolerance, inter-personal, reflection, discussion
tags: ["human rights", "peace", "human security"]
language: en
normalized_name: violence in my life
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A discussion activity in which participants explore their personal experiences of inter-personal violence — both as recipients and perpetrators. Through brainstorming, individual reflection, and group discussion, participants develop tolerance and skills to deal with violence in positive, non-violent ways.

rules:
1. Explain the purpose: sharing thoughts and feelings about personal experiences of inter-personal violence. 2. Establish group rules: respect, confidentiality, no pressure to share. 3. Brainstorm examples of everyday violence (verbal abuse, insults, sarcasm, theft, vandalism, etc.). 4. Ask everyone to take five minutes to reflect on: a) when someone acted violently towards them, b) when they acted violently towards someone else, c) when they witnessed violence but did not intervene. Debrief by discussing causes and effects, asking volunteers to share, and opening general discussion.

variations:
This makes a good drama activity. Ask two, three or four people to develop a short role-play of an incident. The rest of the group observe. Stop the role-play at intervals and ask the audience to comment or make suggestions. Alternatively, members of the audience can intervene directly to take over from the actors.


name: Who are I?
category: integrare-incluziune
subcategory: identity / self-awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 655-657
materials_category: paper-based
skills_developed: self-awareness, solidarity, respect, understanding diversity
difficulty_level: usor
keywords: identity, diversity, gender, individuality, discrimination
tags: ["human rights", "citizenship", "gender equality", "discrimination", "xenophobia"]
language: en
normalized_name: who are i?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part41
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An identity exploration activity in which participants draw personal 'stars' with rays representing the most important aspects of their identity, then compare stars with others to discover shared and unique traits. Uses buzz groups, brainstorming, drawing, and group discussion to explore individuality, solidarity, and human rights.

rules:
1. Warm up: pairs introduce themselves as strangers and reflect on what is interesting to know about someone. Brainstorm general categories of information (name, age, nationality, religion, hobbies, etc.). 2. Hand out paper and pens (different colour per person). Each person draws a personal 'star' with 8-10 beams representing the most important aspects of their identity. 3. Participants circulate (15 minutes) comparing stars; when they share a beam with someone else, they write that person's name on the beam. 4. Plenary: discuss individuality, similarities, differences. 5. Group brainstorm: aspects of identity chosen vs. aspects born with — written in two columns on flipchart.

variations:
Make the activity more sophisticated by suggesting people draw stars with longer or shorter beams according to how public or private a particular aspect of their identity is.

source_excerpt:
This activity involves buzz groups, brainstorming, drawing and group discussion to explore issues of identity.

materials_list:
Coloured pens and markers (different colour per participant if possible), One sheet of paper per person, Flipchart paper and markers


name: Work and babies
category: conflict-empatie
subcategory: drepturi reproductive, discriminare la locul de muncă
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 658-660
materials_category: papetărie
skills_developed: empathy, critical thinking, assertiveness, knowledge of human rights, role-play
difficulty_level: mediu
keywords: reproductive rights, gender equality, discrimination, workplace, role-play
tags: ["social rights", "gender equality", "discrimination", "xenophobia"]
language: en
normalized_name: work and babies
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role-play activity dealing with women's reproductive rights in the workplace. Participants enact a scenario in which a job applicant (Maria) is asked to sign a declaration that she will not have a baby for two years as a condition of employment. Small groups devise an ending and perform a short role-play, followed by debriefing on discrimination, women's rights, and human rights.

rules:
1. Explain the activity and conduct a short brainstorm about women's reproductive rights. 2. Divide participants into small groups (maximum five people per group). 3. Read out the background scenario about Maria and Mr. Wladstock. 4. Groups have twenty minutes to decide on an ending and develop a role-play (max five minutes long). 5. Each group presents their role-play. 6. Debrief using discussion questions about rights violations, fairness, and what can be done.

variations:
Instead of small groups, start with two volunteers playing Maria and Mr. Wladstock with the rest as observers. Stop at intervals, ask observers to comment, and allow observers to swap places with actors to change the course of the role-play. Additional characters (e.g. Maria's husband as a trade union representative) can be added. Adapt character names to reflect common names in the local country.

source_excerpt:
This is a role-play dealing with issues of
(cid:1) Reproductive rights in the workplace
(cid:1) Discrimination against women in the workplace

materials_list:
large sheet of paper, flipchart paper or board, space for small group work and role-play, props for the role-play, table and chairs, pen and paper


name: Carry out a survey in your neighbourhood
category: altele
subcategory: activism pentru drepturile omului
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 669-670
materials_category: papetărie
materials_list: survey forms, pen and paper
skills_developed: research, community engagement, communication, critical thinking
difficulty_level: usor
keywords: survey, community, human rights, activism, research
tags: ["activism", "community", "human rights education"]
language: en
normalized_name: carry out a survey in your neighbourhood
extraction_confidence: med
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A community activism action in which young people design and conduct a survey in their local community to find out what people know about human rights, what concerns them, and whether they would be prepared to act. The survey can be carried out among friends, family, school pupils, teachers, people on the street, minority groups, businesses, or by dropping forms through letterboxes. Results help identify paths of action and publicise the group's work.

rules:
Decide who to survey (friends, family, school, street, minority groups, businesses, letterboxes). Design questions around: what people know about human rights (rights if apprehended, anti-discrimination legislation, current laws, available recourse); what they think is important (rights concerns, most serious violations); and whether they would be prepared to act (sign a petition, write a letter, participate in a street action). Combine the survey with more concrete action. Use results to decide on paths of action.

source_excerpt:
A survey can be an important way of making contact with your local community if you are seeking to undertake effective action. You can test the water by seeing how people respond to particular issues; and that will help you to decide on paths of action that are particularly necessary and that will be viable in your community.


name: SWOT Analysis for activism planning
category: team-building
subcategory: planificare activism
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 674-675
materials_category: papetărie
materials_list: large sheet of paper or flipchart, pens
skills_developed: strategic thinking, self-assessment, teamwork, planning
difficulty_level: usor
keywords: SWOT, planning, activism, group analysis, strategy
tags: ["activism", "planning", "human rights education", "team-building"]
language: en
normalized_name: swot analysis for activism planning
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part42
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A group planning exercise in which young people analyse their group's Strengths, Weaknesses, Opportunities, and Threats (SWOT) in order to clarify what kind of human rights activism they can realistically undertake. Subgroups each work on one of the four dimensions, then share and discuss the results together.

rules:
Divide the group into four smaller working groups. Assign each group one of the four SWOT dimensions: Strengths (what the group is good at), Weaknesses (what the group is not so good at), Opportunities (external possibilities to exploit), Threats (external obstacles). Each subgroup draws up their analysis. Bring the whole group back together to compare and discuss. Use the completed SWOT as a basis for deciding on realistic activism goals.

source_excerpt:
A SWOT analysis is an effective way of drawing out the characteristics of your group, and of looking at the particular circumstances outside the group which might influence what you are able to do.


name: AN A-Z OF ACTIONS FOR THE CAMPAIGN
category: integrare-incluziune
subcategory: campaigning
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 878
skills_developed: reflection, discussion, action planning
difficulty_level: usor
keywords: intercultural, campaign, A-Z, racism, xenophobia, anti-semitism, tolerance
tags: ["level-0", "theme-A"]
language: en
normalized_name: an a-z of actions for the campaign
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part55
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An alphabetical list of intercultural values and actions, each letter representing a concept or action participants can take to work against racism, xenophobia, anti-Semitism and intolerance. Can be used to start discussion or as a guide for action. Participants can make an enlarged photocopy to use as a poster and add their own ideas.

rules:
Use this Intercultural A-Z to start discussion or as a guide of things that you can do to work against racism, xenophobia, anti-Semitism and intolerance. Make an enlarged photocopy to use as a poster and add your own ideas.

source_excerpt:
A is for action against anti Semitism
B is for being informed
C is for combating oppression, for co operation and caring


name: Antonio and Ali
category: integrare-incluziune
subcategory: stereotypes and images
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 879-880
materials_category: basic
materials_list: ball, paper and pen for observer, flip chart, marker pen
skills_developed: storytelling, empathy, critical thinking, awareness of stereotypes
difficulty_level: usor
keywords: stereotypes, images, cultures, cooperative storytelling, prejudice
tags: ["level-1", "theme-I"]
language: en
normalized_name: antonio and ali
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part55
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A cooperative story-telling activity using a ball, where participants build a story together about two characters from different cultures (Antonio from Madrid and Ali from Morocco). The activity explores stereotypes and images we have of people from other cultures. An observer writes down the story as it is created. The two stories are then compared and discussed.

rules:
1. Ask people to sit in a circle. 2. One person is the observer and sits outside the circle to write down the story. 3. The facilitator starts: 'This is the story of Antonio, a young man from Madrid' and passes the ball to a group member to continue with one or two sentences, then passes the ball to someone else. 4. After 10-12 turns, the facilitator says 'Antonio knows Ali, a Moroccan boy who also has a story' and the ball is passed again. 5. Bring the activity to an end after about 10-15 minutes. 6. The observer reads the notes and the group discusses what the stories reveal about their images of the characters.

variations:
1. Divide the group into two sub-groups, each working on only one story, then compare the two afterward (participants don't suspect the stories will be compared). 2. Form two sub-groups and ask each to draw or write the biography or an important moment in the life of one character, then compare.

source_excerpt:
It is said that creative work needs to be done in loneliness, have you ever tried to create a story with 10 people or more? Here's an opportunity to try it!


name: Dear Friend
category: conflict-empatie
subcategory: expression and dialogue
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 886-887
materials_category: papetarie
materials_list: pens and paper, access to a photocopier
skills_developed: empathy, written expression, understanding different perspectives, solidarity
difficulty_level: mediu
keywords: letter writing, empathy, minority, racism, solidarity, equality
tags: ["intercultural", "reflection", "dialogue", "multi-day activity"]
language: en
normalized_name: dear friend
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants write personal letters to other members of the group about a particular issue (e.g. being a minority, racism, injustice). The letters are read aloud in the next session and recipients write and then read their replies. The activity encourages expression of views and feelings, promotes empathy, and starts discussion about solidarity and equality.

rules:
Part A: 2-3 identified participants write personal letters to other group members on a particular issue. Letters end with an invitation to reply. Part B: At the next session, writers read their letters aloud to the group. Part C: Recipients write their replies. Part D: At the end of the session or next meeting, recipients read out their replies. Followed by group discussion.

source_excerpt:
Ask them to write a personal letter to another member of the group about a particular issue e.g. about being a member of a minority, racism, Europe, injustice etc.


name: Dominoes
category: icebreakers
subcategory: identity and commonality
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 888-889
skills_developed: group cohesion, communication, awareness of similarities and differences
difficulty_level: usor
keywords: dominoes, icebreaker, characteristics, physical contact, group feeling
tags: ["no-materials", "physical", "circle game", "energiser"]
language: en
normalized_name: dominoes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A physical icebreaker game where participants form a human 'domino chain' by sharing personal characteristics. One person announces two personal characteristics; someone else who shares one of them takes their hand and adds a new characteristic. The chain grows until the whole group is linked, highlighting both differences and commonalities.

rules:
One person announces two personal characteristics. Another person who shares one of those characteristics joins by holding their hand and adds a new characteristic on the other side. All members eventually join so that a circle is formed with everyone linked. If a characteristic is not shared by anyone, players negotiate another feature to continue the chain.

variations:
Physical contact can take different forms: touching heads, putting arms round each other, putting feet together, standing up or lying down. Can also be used as an icebreaker at the start of a session.

source_excerpt:
Ask one person in the group to start by thinking of two personal characteristics which they then announce to the group, such as: « On my left side I am a girl, on my right side I have two brothers »


name: Eurojoke Contest
category: integrare-incluziune
subcategory: stereotypes and humour
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 892-893
source_excerpt: It's only a laugh! What does it matter if we tell Irish and Belgian jokes anyway?
materials_category: papetarie
materials_list: a variety of jokes written on slips of paper, a hat, a large sheet of paper or flipchart and pen
skills_developed: critical thinking, empathy, awareness of prejudice, personal responsibility
difficulty_level: usor
keywords: jokes, humour, stereotypes, prejudice, discrimination
tags: ["discussion", "circle game", "anti-discrimination", "reflection"]
language: en
normalized_name: eurojoke contest
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants take turns drawing jokes from a hat and reading or acting them out to the group. The group rates each joke out of ten. The activity explores the basis of humour, the effects of jokes on those they target, and promotes discussion about stereotypes, prejudice, and personal responsibility.

rules:
Jokes are written on slips of paper and placed in a hat. Players sit in a circle and take turns drawing a slip and reading/acting the joke. The group rates the joke by showing fingers (score out of 10) on a command from the facilitator. Scores are marked on a flipchart. Discussion follows.


name: Euro-Rail A La Carte
variations: The list of passengers can be reduced to 10-14 and adapted to local or national context.
category: conflict-empatie
subcategory: prejudice and tolerance
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 894-896
materials_category: papetarie
materials_list: copies of activity sheet, one per participant, a pencil for each participant
skills_developed: self-awareness, empathy, critical thinking, awareness of stereotypes
difficulty_level: mediu
keywords: prejudice, stereotypes, tolerance, minorities, train, scenario
tags: ["discussion", "role play scenario", "anti-discrimination", "reflection"]
language: en
normalized_name: euro-rail a la carte
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants are given a scenario: boarding a train for a week-long ride and must share a compartment with three others chosen from a list of 17 diverse passengers. Individually they choose the three people they'd most and least like to travel with, then compare and discuss their choices in small groups and plenary. The activity challenges stereotypes and explores prejudice and limits of tolerance.

rules:
Each participant gets an activity sheet with 17 passenger descriptions. Individually, they select 3 people they'd most like to travel with and 3 they'd least like to travel with (15 minutes). In groups of 4-5, they share choices and reasons and try to reach consensus on a common list (45 minutes). In plenary, each group presents conclusions followed by debriefing.

source_excerpt:
None of us is a racist but... This activity is about looking at prejudice using an everyday situation: travelling together on a train.


name: Every Picture Tells a Story
category: integrare-incluziune
subcategory: perception and bias
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 897-898
materials_category: papetarie
materials_list: a picture cut into two halves, copies for each participant, paper and pencils
skills_developed: critical thinking, awareness of bias, perspective-taking, reflection
difficulty_level: usor
keywords: perception, bias, images, interpretation, stereotypes
tags: ["discussion", "visual", "reflection", "anti-discrimination"]
language: en
normalized_name: every picture tells a story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A picture is cut into two halves, each of which 'tells a story' on its own but together give a different story. Participants receive the first half, write their interpretation, share it, and then receive the second half and review their impressions. The activity explores how incomplete information shapes our perceptions and judgements.

rules:
1. Give each participant the first half of a picture and 5 minutes to write what they think it is about (who, what, where, etc.). 2. Participants share what they wrote (in small groups if group is large). 3. Give out the second half of the picture and ask people to review their impressions. 4. Debrief about how we interpret and review information.

source_excerpt:
Sometimes we see something which looks very simple. But look again from another point of view, and you may see something different.


name: Every Picture Tells a Story
category: conflict-empatie
subcategory: perception and stereotyping
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 897-898
materials_category: paper/print
materials_list: picture cut into two pieces, paper, pencils
skills_developed: critical thinking, perspective-taking, awareness of bias
difficulty_level: usor
keywords: perception, bias, images, stereotypes, information
tags: ["intercultural", "perception", "images", "critical thinking"]
language: en
normalized_name: every picture tells a story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part57
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity where participants are shown half of a picture and asked to write what they think the picture is about. After sharing their stories, they are given the second half of the picture and review their impressions. The activity explores how perceptions are biased, how decisions are made on limited information, and how images of other people influence interpretation of behaviour.

rules:
1. Give each participant a copy of the first half of the picture and 5 minutes to write their story. 2. Ask participants to share what they wrote (in small groups of 6-8 if large). 3. Give out the second half of the picture and ask people to review their impressions. Debriefing questions follow.

source_excerpt:
Sometimes we see something which looks very simple. But look again from another point of view, and you may see something different..


name: First Impressions
category: integrare-incluziune
subcategory: personal identity and stereotyping
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 899-900
materials_category: papetarie
materials_list: pictures of people's faces from magazines cut out and stuck on paper, pencils
skills_developed: self-awareness, empathy, critical thinking, awareness of assumptions
difficulty_level: usor
keywords: first impressions, assumptions, stereotypes, faces, identity
tags: ["circle game", "discussion", "anti-discrimination", "reflection"]
language: en
normalized_name: first impressions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part56
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants sit in a circle and are given sheets with pictures of people's faces. Each person writes their first impression at the bottom of the sheet, folds it to hide what they wrote, and passes it on. After going around the circle, papers are unfolded and the group compares different first impressions of the same faces. The activity explores how past experiences colour our first impressions and how impressions affect behaviour toward others.

rules:
1. Participants sit in a circle; each gets one sheet with a face picture. 2. They write their first impression at the bottom. 3. They fold the bottom up to hide it and pass the sheet on. 4. Repeat until papers have gone around the circle. 5. Unfold and compare all the different 'first impressions'. Debrief follows.

variations:
For a large group, copy pictures onto overhead transparency and project on screen. Each participant writes their impression on a numbered slip of paper, collected after each round and read out at the end.

source_excerpt:
What first meets the eye can be very misleading. First impressions are so important, it's so easy to make false assumptions about people who you don't know.


name: First Impressions
category: conflict-empatie
subcategory: stereotyping and first impressions
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 899-900
materials_category: paper/print
materials_list: pictures of people from magazines, paper sheets, pencils
skills_developed: self-awareness, empathy, reflection on bias
difficulty_level: usor
keywords: first impressions, stereotypes, assumptions, identity
tags: ["intercultural", "stereotyping", "self-awareness", "identity"]
language: en
normalized_name: first impressions
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part57
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity where participants look at pictures of faces cut from magazines and write their first impressions at the bottom of the paper, then fold the paper to hide what they wrote before passing it to the next person. After everyone has seen every sheet, the papers are unfolded and participants compare the different first impressions. The activity explores how past experiences colour our first impressions and how impressions affect behaviour.

rules:
1. Players sit in a circle, one sheet with a face picture per person. 2. Look at picture and write first impression at the bottom of the page. 3. Fold the bottom up to hide writing and pass to next person. 4. Repeat until all sheets have gone round the circle. 5. Unfold papers and compare different first impressions.

variations:
For large groups: copy pictures onto overhead transparency and project on screen. Ask each participant to write impression on a numbered slip, collect slips after each round, read out at end.

source_excerpt:
What first meets the eye can be very misleading. First impressions are so important, it's so easy to make false assumptions about people who you don't know.


name: Guess Who Is Coming to Dinner?
category: conflict-empatie
subcategory: prejudice and family socialization
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 903-905
materials_category: paper/print
materials_list: copies of role cards, paper and pens for observers
skills_developed: empathy, critical thinking, awareness of prejudice transmission, communication
difficulty_level: mediu
keywords: prejudice, family, socialisation, discrimination, role play
tags: ["role play", "intercultural", "prejudice", "family values", "stereotypes"]
language: en
normalized_name: guess who is coming to dinner?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part57
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role play activity exploring the role of the family in transmitting prejudice. Four volunteers play family members (daughter, mother, older brother, father) in a scene where the daughter announces she wants to live with her black boyfriend. The activity analyses messages received from family about people from different cultural or social backgrounds and the values behind those messages.

rules:
1. Explain the role-play context to the group. 2. Ask for 4 volunteers to play roles and 4 others to be special observers; rest are general observers. 3. Each special observer watches one role player and notes their arguments. 4. Give role cards, allow 2-3 minutes to get into role. 5. Set up 4 chairs in semi-circle as a living room. 6. Start role play with a signal; run for about 15 minutes. 7. Debrief: actors share feelings, observers read out arguments, general discussion follows.

variations:
The activity can be adapted to different cultural and social realities. If a black person would seem exotic locally, replace with Muslim, Jew, or another relevant group. Role cards can be rewritten to reflect typical family attitudes in the local culture.

source_excerpt:
This activity is a role play. Issues addressed: Stereotypes, prejudice and discrimination. The transmission of prejudice through the processes of socialisation and education.


name: The History Line
category: integrare-incluziune
subcategory: intercultural education and history
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 906-907
materials_category: stationery
materials_list: large board or sheets of paper, pins or tape
skills_developed: empathy, critical thinking, curiosity about other cultures, historical awareness
difficulty_level: usor
keywords: history, ethnocentrism, culture, timeline, intercultural
tags: ["intercultural", "history", "multicultural", "identity", "education"]
language: en
normalized_name: the history line
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part57
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity where each participant identifies 5 historical dates important to their country or culture and marks them on a shared timeline calendar (from 1500 to the present). Participants then explain why those dates are important. The activity explores different perceptions of history, ethnocentrism, and raises curiosity about other cultures.

rules:
1. Draw a calendar from 1500 to the present on a large board or sheets of paper. 2. Each participant writes 5 important historical dates for their country/culture on the calendar. 3. Participants explain why those dates are important and what they stand for. 4. Discuss which events were surprising or unfamiliar and why certain events are taught or remembered.

variations:
Can be adapted to a one-year calendar where people mark the most important holidays celebrated by different countries, cultures, religions, etc.

source_excerpt:
History making and teaching is always prone to ethnocentrism, nationalism and sometimes xenophobia. While playing an important role in one's socialisation and identity, history, because of the way is taught, often reinforces prejudices and stereotypes about other peoples or countries.


name: In Our Block
category: conflict-empatie
subcategory: intercultural conflict and resolution
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 908-912
materials_category: paper/print
skills_developed: conflict resolution, communication, empathy, perspective-taking, critical thinking
difficulty_level: mediu
keywords: conflict, discrimination, housing, foreigners, role play, problem solving
tags: ["role play", "intercultural", "discrimination", "conflict resolution", "community"]
language: en
normalized_name: in our block
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part57
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role play about conflict resolution between neighbours and foreign students in an apartment block. Participants play roles such as a young foreigner, the leader of the residents committee, a young woman, a young person, a refugee, an elderly couple, an unemployed neighbour, and the building owner. The activity explores attitudes towards people from different cultural groups and problem-solving strategies.

rules:
1. Read the scenario about foreign students causing noise issues. 2. Ask 6-9 volunteers to play roles; rest are observers. 3. Distribute role cards and observers' notes; allow 5 minutes to prepare. 4. Run the role play for about 10 minutes, then hand out 'Clues for finding a solution' cards. 5. Continue for another 10 minutes. 6. Debrief in two parts: analyse the role play, then discuss real life situations.

source_excerpt:
Racist attitudes lead not only to violent attacks on foreigners or refugees but also to discrimination in housing and employment and other aspects of everyday life. This activity is a role play

materials_list:
copies of role cards, copies of observers' notes, copies of 'Clues for finding a solution' sheet, pens and paper for observers


name: Just Do It!
category: conflict-empatie
subcategory: discrimination simulation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 918-920
materials_category: craft
skills_developed: empathy, critical thinking, awareness of discrimination, social analysis
difficulty_level: mediu
keywords: discrimination, simulation, collage, instructions, exclusion, social injustice
tags: ["simulation", "discrimination", "exclusion", "social justice", "awareness"]
language: en
normalized_name: just do it!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part58
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A simulation activity about discrimination. Four groups are each given materials to make a collage representing a season — but the fourth group receives instructions in nonsense language that they cannot understand, and is then blamed for not completing their task. The activity helps participants experience and analyse discrimination and how social structures maintain minorities in underprivileged positions.

rules:
1. Divide participants into four groups in corners of the room. 2. Each group nominates an observer. 3. Groups 1-3 receive clear instructions to make a collage of Spring, Summer and Autumn respectively. 4. Group 4 receives instructions in a nonsense sentence they cannot understand. 5. Facilitator is encouraging to groups 1-3 but blames group 4 for not doing what was asked. 6. After 20 minutes, stop and collect collages. 7. Debrief with rounds from players and observers, then group discussion.

variations:
If working with few people, create two subgroups — one with clear instructions and one with confusing ones. Alternatively, give group 4 proper instructions spoken very fast or in another language. Instead of collages, ask groups to perform a short sketch.

source_excerpt:
This activity is a simulation. Issues addressed: Discrimination against people who are different. The mechanisms which maintain minorities in an underprivileged position in our society.

materials_list:
4 large sheets of paper, 4 old magazines, 4 scissors, 4 packs of coloured felt tip pens, 4 tubes of glue, Optional: string, wool, buttons, paper clips, Paper and pen for observers, Clock or watch


name: Knysna Blue
category: integrare-incluziune
subcategory: music and culture
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 921-922
materials_category: audio
skills_developed: cultural awareness, critical thinking, curiosity, challenging stereotypes
difficulty_level: usor
keywords: music, cultural stereotypes, ethnocentrism, diversity, intercultural
tags: ["music", "stereotypes", "culture", "intercultural", "awareness", "icebreaker"]
language: en
normalized_name: knysna blue
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part58
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity that uses music to explore cultural stereotypes and ethnocentrism. Participants listen to a piece of music from a minority culture or another continent and try to guess its origin. The activity raises curiosity about other cultures and challenges prejudice about non-European music. Named after the song 'Knysna Blue' by South African artist Abdullah Ibrahim.

rules:
1. Choose an appropriate time (e.g. beginning of session or after a break). 2. Tell the group they will hear music and must guess where it comes from. 3. If music has words, ask participants to imagine what they are about. 4. Play music for 3-4 minutes. 5. Participants may discuss with a friend but not reveal guesses yet; they may write them down. 6. At end of session, play again and invite participants to reveal their guesses. 7. Tell the answer. 8. If words available, distribute copies and play again for participants to follow along or sing. 9. Debrief.

source_excerpt:
Music is an excellent way to bring us closer to other cultures, but it can also be a carrier of stereotypes and biases. This activity allows an insight into cultural stereotypes through the use of music in a relaxed and simple way.

materials_list:
A tape recorder or music player, A selected piece of music or song from a minority culture or another continent, Copies of lyrics/translations (if available and suitable)


name: Limit 20
category: conflict-empatie
subcategory: discrimination and exclusion simulation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 925-932
materials_category: props and games
skills_developed: empathy, critical thinking, awareness of discrimination, solidarity, social analysis
difficulty_level: dificil
keywords: discrimination, exclusion, competition, simulation, rigged, inequality, jury
language: en
normalized_name: limit 20
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part58
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A large competitive game about discrimination and exclusion. Three teams (spades, hearts, diamonds) compete through 8 rounds of short games (dragon's tail, rattlesnake, balloon blowing, Chinese whispers, and a chance round). Unknown to participants, the game is rigged: a jury always favours the spades and the diamonds are systematically disadvantaged. After round 3, a handicapping round forces one group to have painted red noses and another to have their right hands tied. At the end the group(s) that have not reached 20 points are disqualified. The debrief links the experience of injustice to real-world discrimination.

rules:
1. Choose three jury members (good actors), give them secret instructions and send them to another room. 2. Remaining participants draw playing cards (hearts, diamonds, spades) to form three groups. 3. Teams find names, slogans, and mottos. 4. Explain rules via flip-chart (odd rounds: jury distributes 6 points; even rounds: rattlesnake with escalating points; round 5 is a chance round; groups must reach 20 points by round 8 or be disqualified). 5. Play 8 rounds plus one handicapping round. The jury secretly always favours spades and disadvantages diamonds. 6. At the end, announce which groups are disqualified, then reveal that the game was manipulated. 7. Debrief extensively covering emotional aspects, transparency, group dynamics, and links with reality.

source_excerpt:
Limit 20 is an activity to help participants explore discrimination and exclusion. It is fun and exciting to play, but requires good preparation. Three teams go through different rounds of competitive games.

materials_list:
Pack of playing cards (hearts, diamonds, spades only), Flip-chart with score grid, 3 copies of jury instructions, Adhesive labels with team logos, 3 handkerchiefs for dragon's tails, 2 sets of keys for rattlesnake, 2 blindfolds, Red face paint or lipstick, Lengths of string for handicapping, 5 inflated balloons, 3 sheets of paper and pencils, A drawing for Chinese whispers, A bell, Clock or timer

tags:
["simulation", "discrimination", "exclusion", "competition", "social justice", "team", "manipulation"]


name: Making the News
category: conflict-empatie
subcategory: media literacy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 934-935
materials_category: papetarie
materials_list: flip chart, pen, tape
skills_developed: critical thinking, observation, media literacy, bias awareness
difficulty_level: mediu
keywords: media, bias, reporting, role play, perception
tags: ["media literacy", "bias", "role play", "conflict", "level 3"]
language: en
normalized_name: making the news
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A role play activity in which one group develops a short 5-minute role play based on a conflict event (real or made up) and performs it to a second group who play TV reporters. The reporters then leave the room, mentally prepare their reports, and come back one at a time to present them. All reports are recorded on flip charts for comparison and discussion about media bias.

rules:
1. Divide the group into two. 2. One group develops a 5-minute role play based on a conflict between two groups with different cultures or lifestyles. 3. The second group plays TV reporters who observe the sketch. 4. After the sketch, reporters leave the room for 5 minutes to mentally prepare their report — no notes, no communication. 5. Reporters come back one at a time and each has 3 minutes to give their 'report'. 6. Record each report on a separate piece of flip chart. 7. Reporters may stay and listen to others but must not comment. 8. At the end, tape the flip charts up and ask participants to compare the reports.

variations:
The reporters represent journalists from different newspapers (e.g. right wing, left wing, tabloid, foreign correspondent) who report the story accordingly. Discussion focuses on how different viewpoints influence reporting.

source_excerpt:
Ask one group to work together to develop a short 5 minute role play based on an incident or event. This can be a real event or one made up involving conflict between two groups with different cultures or lifestyles.


name: Me Too!
category: icebreakers
subcategory: identity
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 936-937
materials_category: mobilier
materials_list: chairs
skills_developed: self-awareness, empathy, communication, group cohesion
difficulty_level: usor
keywords: identity, commonalities, differences, icebreaker, group
tags: ["icebreaker", "identity", "diversity", "level 1"]
language: en
normalized_name: me too!
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An icebreaker activity exploring differences and commonalities within a group. In the first round, each player calls out a characteristic they believe is unique to them; if someone else shares it they shout 'Me too' and sit on the caller's lap. In the second round, the person in the middle tries to name a characteristic shared by everyone; those who share it must move to a different chair, and the one left standing becomes the next caller.

rules:
Round 1: Form a circle with chairs. Each person thinks of a unique personal characteristic and calls it out. If others share it they shout 'Me too' and sit on the caller's lap; then everyone returns to original places and the caller tries again until they find something truly unique. When they do, the next person becomes the caller. Round 2: Remove one chair; caller stands in the middle and names something shared by everyone. All who share it move to another chair shouting 'Me too', and the caller also tries to find a chair — whoever is left standing is the next caller.

variations:
The activity can be run without chairs, with people sitting on the floor, though it is less comfortable.

source_excerpt:
Ask each person to think of some personal fact or characteristic that they believe is unique to them and not shared with anybody else in the group.


name: Media Biases
category: conflict-empatie
subcategory: media stereotypes
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 938-940
materials_category: papetarie si media
materials_list: flip chart, marker pen, newspapers, magazines, video recordings, radio recordings
skills_developed: media literacy, critical thinking, research, analysis, group presentation
difficulty_level: dificil
keywords: media, stereotypes, prejudice, bias, minorities, foreigners
tags: ["media", "stereotypes", "prejudice", "research", "level 3"]
language: en
normalized_name: media biases
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A wide-ranging research activity in which groups analyse mass media (TV, radio, press) over one week to find out how foreigners or 'people who are different' are portrayed. The activity takes place in three parts: preparation (planning what to look for), field work (a week of research), and conclusions (groups present findings in plenary and discuss stereotyping and prejudice in the media).

rules:
Part A (Preparation, 2.5 hours): Divide into groups of 4-6. Discuss what to look for in mass media regarding portrayals of foreigners or different groups (language used, space/time given, priority, photos). Allocate media types to groups. Part B (Field work, 1 week): Each group carries out research and documentation. Part C (Conclusions, 2.5 hours): Each group presents findings in plenary (20 min each). Write main findings on flip chart. Debrief with discussion questions about stereotyping and media manipulation.

source_excerpt:
Explain that during the course of the next week, they are going to analyse the different mass media: TV, radio and, especially, written press in order to find out how foreigners or 'people who are different' are portrayed.


name: My Childhood
category: integrare-incluziune
subcategory: cultural diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 941-942
source_excerpt: Ask people to get into groups of 4 to 6 to talk about what they did during their childhood.
skills_developed: empathy, communication, cultural awareness, self-reflection
difficulty_level: usor
keywords: childhood, cultural diversity, social differences, empathy, multi-cultural
tags: ["diversity", "empathy", "discussion", "multi-cultural", "level 1"]
language: en
normalized_name: my childhood
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A discussion activity in which small groups share stories about their childhoods, exploring cultural, social and economic differences. Particularly suited to multi-cultural groups but usable with any group. Participants discuss questions about schooling, family life, work, games, and care responsibilities to understand that life differences are not only cultural but also economic and political.

rules:
1. Explain the purpose and aims of the activity. 2. Ask people to get into groups of 4 to 6 to talk about what they did during their childhood. Suggested questions include: At what age did you first go to school? Who else lived in your family? Did you attend Sunday school or religious education? Did you work as a child? What tales or games did you like? Which were your favourites? Did you have to take care of siblings? 3. After group discussion, ask participants to share what they found interesting and compare the different childhoods and social/political influences.

variations:
The activity can be made more lively if participants illustrate their comments with photos or drawings.


name: My Story
category: integrare-incluziune
subcategory: life stories
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 943-944
materials_category: papetarie
materials_list: calendar board or large sheet of paper, felt-tip pen
skills_developed: empathy, self-reflection, cultural awareness, historical thinking
difficulty_level: usor
keywords: life story, history, timeline, diversity, cultural differences
tags: ["diversity", "life story", "history", "multi-cultural", "level 1"]
language: en
normalized_name: my story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity in which participants identify three public events that have marked their lives, write their name against the year on a shared timeline calendar, and explain why those dates are important. The activity explores diversity and similarities within the group by comparing how participants across cultures and backgrounds relate to shared or different historical events.

rules:
1. Prepare a calendar on a board or large sheet of paper, marked off in years from the birth year of the oldest participant to the present. 2. Ask each participant to think about 3 'public' events that have marked their lives (politics, history, sports, music, etc.) and write their name against the year of each event. 3. Ask people to say why those dates are important, what they stand for, and why they chose them. 4. Invite participants to discuss surprises, shocks, or unfamiliar events, and why we attach importance to some events rather than others.

variations:
The calendar can be made more colourful if participants add a picture (Polaroid or drawing) against their birth date. In seminars or residentials, pin the calendar where it can stay for the whole duration and be referred to at different times.

source_excerpt:
Ask each participant to think about 3 'public' events that have marked their lives and then ask them to write their name against the year in which the events occurred.


name: National Holiday
category: integrare-incluziune
subcategory: national heroes and culture
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 945-946
materials_category: papetarie
materials_list: flip chart, markers, paper, pencil
skills_developed: cultural awareness, critical thinking, empathy, historical perspective
difficulty_level: mediu
keywords: national heroes, history, culture, diversity, multi-cultural
tags: ["culture", "history", "heroes", "multi-cultural", "level 1"]
language: en
normalized_name: national holiday
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity in which participants share their most important national historical heroes, why those people are important, and list them on a flip chart. The goal is to develop awareness of different perspectives on shared historical events, raise curiosity about other cultures' histories, and encourage self-critical reflection on national history. Groups can also discuss differences and links between people from different cultures and ethnic backgrounds.

rules:
1. Divide into groups of 5-6 if the group is large. 2. Individually, participants think about their most important national historical heroes — those they personally appreciate or are proud of, from their present or country of origin. Allow 5 minutes. 3. Group members share their choices and explain why those people are/were important for their countries. 4. Each group lists heroes' names, nationalities, and most important achievements on a flip chart. 5. In plenary, each group presents its flip chart to the other groups. 6. Debrief with discussion questions about shared versus unique heroes, the origin of hero worship, and universal values.

variations:
A variation consists of sharing different national holidays in different cultures and countries and discussing why a particular day is a national holiday.

source_excerpt:
Start by asking people individually to think about their most important national historical heroes, particularly those whom they personally appreciate or are proud of.


name: National Holiday
category: integrare-incluziune
subcategory: intercultural awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 945-946
materials_category: stationery
materials_list: flip chart, markers, paper, pencil
skills_developed: intercultural awareness, critical thinking, perspective-taking, historical literacy
difficulty_level: mediu
keywords: heroes, national history, culture, identity, multicultural
tags: ["intercultural", "discussion", "history", "identity"]
language: en
normalized_name: national holiday
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part60
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants share information about their most important national historical heroes, discuss why those people were important to their countries, and then present their findings to other groups. The activity helps participants become aware of different perspectives on shared historical events and develop a more universal vision of history.

rules:
1. Divide into groups of 5-6 if large group. 2. Each person thinks individually about their most important national historical heroes (5 minutes). 3. Group members share their choices and explain why those people are/were important. 4. Each group lists heroes' names, nationalities, and main achievements on a flip chart. 5. In plenary, each group presents its flip chart. Debriefing follows with questions about surprises, values heroes stand for, and universality of heroes.

variations:
A variation consists of sharing different national holidays across cultures and countries, exploring why a particular day is a national holiday, with the same debriefing process.

source_excerpt:
By exchanging information about their national heroes, participants can get to know each other better and have an insight into their different cultures and histories.


name: Odd One Out
category: integrare-incluziune
subcategory: discrimination awareness
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 947-948
source_excerpt: Stick one spot on each player's forehead. Players should not know what colour spot they have.
materials_category: consumabile
materials_list: coloured sticky paper spots
skills_developed: empathy, non-verbal communication, awareness of exclusion, group dynamics
difficulty_level: usor
keywords: discrimination, exclusion, minority, non-verbal, icebreaker
tags: ["discrimination", "exclusion", "icebreaker", "non-verbal", "level 1"]
language: en
normalized_name: odd one out
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part59
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A quick activity in which coloured sticky spots are placed on participants' foreheads (without them seeing their own colour), and they must find others with the same colour using only non-verbal communication. One person (the 'odd one out') has a unique colour and cannot form a group. The activity raises awareness about discrimination, exclusion and majority-minority relations.

rules:
1. Stick one coloured spot on each player's forehead. Players must not know what colour they have. 2. Tell players to get into a group with others who have the same colour spot. 3. No one may talk — only non-verbal communication is allowed. For a group of 16: 4 blue, 4 red, 4 yellow, 3 green and 1 white spot.

variations:
1. Use coloured spots but ensure everyone will be in a group (no odd one out). 2. Ask players to form groups so everyone is included but no group has more than one person with the same colour (multi-coloured groups). 3. Use jigsaws made from pictures that will stimulate discussion (stick pictures onto card before cutting them up). Can also be used as an icebreaker to get people into groups for another activity.


name: Odd One Out
category: integrare-incluziune
subcategory: discrimination awareness
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 947-948
materials_category: consumabile
materials_list: coloured sticky paper spots
skills_developed: empathy, non-verbal communication, awareness of exclusion, reflection on discrimination
difficulty_level: usor
keywords: exclusion, discrimination, minority, majority, non-verbal, belonging
tags: ["icebreaker", "discrimination", "empathy", "nonverbal"]
language: en
normalized_name: odd one out
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part60
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Players have coloured sticky spots placed on their foreheads without knowing their own colour. They must find others with the same colour using only non-verbal communication. One player has a unique colour and ends up being the odd one out, prompting discussion about majority-minority relations, discrimination, and the experience of exclusion.

rules:
1. Stick one coloured spot on each player's forehead without them seeing their own colour. 2. Tell players to get into a group with others who have the same colour spot. 3. No talking allowed — only non-verbal communication. For a group of 16: 4 blue, 4 red, 4 yellow, 3 green and 1 white spot. Debrief with questions about feelings of belonging, exclusion, and societal 'odd ones out'.

variations:
1. Use coloured spots so everyone ends up in a group (no odd one out). 2. Ask players to form groups where no group has more than one person with the same colour (multi-colour groups). 3. Use jigsaw pieces made from pictures that stimulate discussion (tip: stick pictures onto card before cutting).

source_excerpt:
Stick one spot on each player's forehead. Players should not know what colour spot they have. Tell the players to get into a group with others who have the same colour spot. No one may talk, they may only use non verbal communication.


name: One Equals One
category: integrare-incluziune
subcategory: identity and diversity
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 949-951
materials_category: stationery
materials_list: chalk, list of personal characteristics, paper, coloured pens, pins or sticky tape
skills_developed: self-awareness, empathy, finding common ground, identity reflection, creative expression
difficulty_level: mediu
keywords: identity, diversity, equality, uniqueness, commonality, T-shirt design
tags: ["diversity", "identity", "icebreaker", "creative", "team-building"]
language: en
normalized_name: one equals one
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part60
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A three-part activity exploring differences, uniqueness, and commonality within a group. Part A uses a line-crossing exercise with personal characteristics; Part B has participants design a personal logo for a T-shirt representing who they are; Part C has participants find partners and identify three things they have in common, progressively merging into larger groups until the whole group shares three common characteristics.

rules:
Part A (30 min): Clear space; participants imagine a line dividing the room; facilitator calls out characteristics ('Cross the line those who...') and participants move accordingly, starting light and building to more challenging ones. Part B (30 min): Each person designs a personal logo on paper representing themselves (15 min), then wears it and walks around to see others' designs. Part C (20 min): Find a partner, identify 3 things in common (one always do/feel/think, one sometimes, one never); pairs find another pair sharing those characteristics or form a four and renegotiate; continue merging into eights and then one group. Discussion (20 min) follows.

source_excerpt:
This activity consists of three mini-activities which have been linked together to enable participants to explore the differences between them, to think about what makes each one of us unique and to share some of the things we have in common.


name: The Path to Development
category: conflict-empatie
subcategory: global economics and justice
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 952-960
materials_category: joc de masa
difficulty_level: mediu
keywords: North-South relations, economic inequality, immigration, racism, development, board game
tags: ["simulation", "board game", "global justice", "economics", "inequality", "migration"]
language: en
normalized_name: the path to development
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part60
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A board game simulating global North-South economic relations. Four teams take different roles: one plays the yellow counter (representing wealthy Northern countries with initial advantage of only 7 beans) while three teams with other counters represent Southern countries starting with 21 beans each. Players move along a path and land on action squares with cards that apply different rules to yellow vs. other teams, illustrating how economic systems perpetuate inequality. The game aims to help players understand how international economic relations force people to migrate and how wealthy countries contribute to displacement.

rules:
1. Divide into four teams; distribute counters randomly from a hat. 2. Share beans: yellow team gets 7 beans, others get 21 each. 3. Teams take turns throwing dice and moving that many squares. 4. Landing on an action square: draw the corresponding action card and follow instructions — normal type applies to yellow, italic to other teams. 5. If a team runs out of beans, they borrow from whoever has the most and repay ASAP. 6. Rules may not be changed unless all groups agree or an action card orders it. Game lasts 75 minutes plus 45 minutes debriefing. On square 49, yellow team may change rules in any way they wish.

source_excerpt:
This activity helps players understand how international economic relations between North and South forces people to leave their country of origin and how wealthy European countries contribute to the displacement of people by perpetuating the imbalance of North/South relations.

materials_list:
game board, four round counters (yellow, brown, green, blue), one dice, action cards (photocopied and cut), 70 dried beans or tokens

skills_developed:
systems thinking, empathy, understanding inequality, critical analysis of global economics, perspective-taking


name: Personal Heroes
category: integrare-incluziune
subcategory: intercultural awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 962-963
materials_category: stationery
materials_list: flip chart, markers, paper, pencil
skills_developed: intercultural awareness, self-reflection, empathy, critical thinking about media and culture
difficulty_level: usor
keywords: heroes, role models, culture, identity, multicultural, admiration
tags: ["intercultural", "identity", "discussion", "values"]
language: en
normalized_name: personal heroes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part60
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants reflect on three people who are their personal heroes — living or dead — then share their choices and explain what they admire in those people. Groups list heroes on flip charts by name, nationality, and field of fame, then present to other groups. The activity raises awareness of how cultural background influences our choice of heroes and helps participants get to know each other better.

rules:
1. Divide into groups of 5-6 if large group. 2. Participants individually think about three personal heroes (5 minutes). 3. Participants share choices and explain what they admire. 4. Each group lists heroes' names, nationality, and area of fame on a flip chart. 5. In plenary, each group presents its flip chart. Debrief with questions about surprises, trends in nationality or sex, what makes us appreciate certain heroes, and universality of heroes.

variations:
Make it more exciting by asking participants to bring photos, records, or newspaper cuttings of their heroes in advance. Alternatively, collect magazines/newspapers and leave them in the room.

source_excerpt:
By exchanging feelings about their personal heroes, whether they are living or dead, participants can grow to know each other better and get an insight into different cultures.


name: Personal Heroes
category: integrare-incluziune
subcategory: intercultural
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 962-963
materials_category: stationary
materials_list: flip chart, markers, paper, pencil
skills_developed: self-reflection, intercultural awareness, communication, critical thinking
difficulty_level: usor
keywords: heroes, culture, identity, role models, ethnocentrism
tags: ["intercultural", "identity", "group cohesion", "discussion"]
language: en
normalized_name: personal heroes
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants reflect on and share their personal heroes — living or dead — to get to know each other better and gain insight into different cultures. By exchanging feelings about who inspires them, participants explore ethnocentrism, cultural differences, and shared values.

rules:
1. Divide large groups into subgroups of 5–6. 2. Each person thinks individually of three personal heroes. 3. After ~5 minutes, participants share their choices and what they admire. 4. Each group lists heroes, nationalities, and areas of fame on a flip chart. 5. In plenary, each group presents its flip chart.

source_excerpt:
We all have respect and admiration for people who inspire us. Sometimes they serve as role models. By exchanging feelings about their personal heroes, whether they are living or dead, participants can grow to know each other better and get an insight into different cultures.


name: The Refugee
category: conflict-empatie
subcategory: refugees and migration
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 966-968
materials_category: stationary
materials_list: board or flip chart, pens, copies of the story
skills_developed: empathy, awareness of migration issues, storytelling, critical thinking
difficulty_level: mediu
keywords: refugees, immigration, empathy, asylum, discrimination
tags: ["solidarity", "migration", "human rights", "group discussion"]
language: en
normalized_name: the refugee
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants engage with the story of a fictional refugee named Miriam to build empathy for displaced people and understand the realities of immigration and asylum-seeking. Groups write a short story or news article about Miriam's journey and life in the host country, then discuss the challenges refugees face.

rules:
1. Facilitator reads aloud or distributes the story of Miriam, a refugee who arrived two months ago. 2. Participants form groups of 4–6 to discuss and write a short story or news article about Miriam's experience. 3. Each group presents its story or answers to the group. 4. Main points are recorded on a board or flip chart. Debriefing explores realism of assumptions and what can be done to support refugees.

variations:
1. Groups dramatise or perform a short sketch about an episode during Miriam's departure or arrival. 2. Invite a real refugee or immigrant to speak to the group and answer questions. 3. Read or distribute the story of a real refugee if no guest speaker is available.

source_excerpt:
« A refugee would like to have your problems ». What do we really know about the challenges and problems which have forced someone to leave their country, family, home and work to live in a country where they are not wanted?


name: The Rules of the Game
category: integrare-incluziune
subcategory: majority-minority dynamics
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 969-970
materials_category: props
materials_list: coloured sticky paper labels (two colours), tape or pins, large sheet of paper with rules written
skills_developed: empathy, awareness of power dynamics, critical thinking about fairness and democracy
difficulty_level: mediu
keywords: discrimination, power, majority, minority, rules, democracy
tags: ["simulation", "experiential learning", "discrimination", "power"]
language: en
normalized_name: the rules of the game
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants are randomly assigned coloured labels (green or yellow) and must follow a set of discriminatory rules throughout a session, experiencing firsthand the feelings of majority privilege and minority exclusion. The activity simulates discrimination and power imbalances to spark discussion about fairness, democracy, and minority-majority relations.

rules:
1. Distribute coloured sticky labels (e.g. green and yellow) at random; everyone wears one at all times. 2. Post the rules: green-label people face restrictions (can't sit on chairs, can't group with more than one other green, can't talk to yellows unless spoken to, need permission for equipment). Yellow-label people enjoy privileges (priority at game tables and music, free equipment access, free drink/chocolate if rules are followed). 3. Session otherwise proceeds normally. 4. After the defined time limit, step out of roles and debrief.

variations:
Arrange the groups so that yellows are in the majority and greens in the minority to deepen the minority-majority experience.

source_excerpt:
All organisations have to have rules and members should stick to them. But, are they always fair to everyone? Are they fair to minorities?


name: Seeking Similarities and Discovering Diversity
category: icebreakers
subcategory: diversity
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 971-972
materials_category: stationary
materials_list: copies of question sheet, pens
skills_developed: communication, self-awareness, appreciation of diversity
difficulty_level: usor
keywords: diversity, identity, similarities, icebreaker, intercultural
tags: ["icebreaker", "group cohesion", "diversity", "quick activity"]
language: en
normalized_name: seeking similarities and discovering diversity
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A quick icebreaker activity where each participant fills in a question sheet about themselves and then tries to find someone else in the group with identical answers to all questions. If they can't find a perfect match, they look for someone sharing four, three, or at least two characteristics. The activity celebrates both diversity and commonality within a group.

rules:
Ask each player to fill in the question sheet (birthplace, religion, allergy, pet hate, favourite music) and then try to find someone else who has the same answers to all questions. If they can't find a full match, try to find someone with whom they share four characteristics, then three, then two.

source_excerpt:
Ask each player to fill in the question sheet and then to try to find someone else who has the same answers to all the questions. If they can't find someone, ask them to try to find someone with whom they share four characteristics, if they can't do that - then someone with three or at least two!


name: Sharing Discrimination
category: conflict-empatie
subcategory: discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 973-974
materials_category: stationary
materials_list: flip chart, marker
skills_developed: empathy, assertiveness, awareness of discrimination, reflective listening
difficulty_level: mediu
keywords: discrimination, prejudice, assertiveness, empathy, personal experience
tags: ["discrimination", "empathy", "discussion", "assertiveness"]
language: en
normalized_name: sharing discrimination
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants reflect on personal experiences of discrimination — either experienced directly or witnessed — and share these with the group. The activity raises awareness of discrimination in daily life, promotes empathy, and helps people learn assertiveness in difficult situations.

rules:
1. Each person thinks of one occasion when they felt discriminated against or witnessed discrimination. 2. Go round the group for brief descriptions. 3. List all situations on flip chart; group chooses one to explore in depth. 4. The person whose situation is chosen describes it in greater detail. 5. Discuss: how the situation arose, how the person discriminated against felt, how the discriminator felt, whether the discrimination was justified, and how they responded. 6. The group explores alternative responses.

variations:
1. Use role play: a pair or small group acts out the situation while others observe and suggest alternative responses. 2. Everyone writes a brief situation on a slip of paper; papers go in a hat, each person draws one and reads it aloud; group guesses the feelings of those involved.

source_excerpt:
It was awful, it was such an embarrassing situation, I didn't know what to do..... Issues addressed: The manifestation of prejudice and discrimination in our society. How to deal with difficult situations assertively.


name: Tales of the World
category: integrare-incluziune
subcategory: intercultural stereotypes
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 975-976
materials_category: printed materials
materials_list: copies of tales version A for each participant, copies of full tales for distribution at the end
skills_developed: intercultural awareness, critical thinking, challenging stereotypes, group discussion
difficulty_level: usor
keywords: folktales, culture, stereotypes, ethnocentrism, diversity
tags: ["intercultural", "storytelling", "stereotypes", "group activity"]
language: en
normalized_name: tales of the world
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part61
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants read short tales (version A, with origins removed) and try to guess what part of the world each tale comes from. Working first individually and then in groups of 4–6, they discuss clues and reasons behind their guesses. At the end, the facilitator reveals the origins. The activity challenges stereotypes and ethnocentrism by showing how cultural values are expressed through folktales.

rules:
1. Distribute copies of the tales (version A, without origins). Give 15–20 minutes to read. 2. Each participant guesses the origin of each tale from a provided list of regions. 3. Form groups of 4–6 to exchange guesses and reasons. 4. Each group agrees on a common origin for each tale (30–45 minutes). 5. In plenary, each group presents conclusions and reasoning. 6. Facilitator judges when to close discussion and then reveals the full version of the tales with origins.

variations:
Ask participants from a multi-cultural group to bring tales from their own cultures to a future session.

source_excerpt:
Tales are one of the most interesting and revealing expressions of culture. Anchored in history, verbally transmitted, they are also the carriers of the main values of a culture. This activity uses tales to explore the perceptions (and stereotypes) we may have about different cultures.


name: Trailing Diversity
category: integrare-incluziune
subcategory: multiculturalism
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 986-988
materials_category: papetărie, echipamente opționale
skills_developed: cultural awareness, observation, research, teamwork, critical thinking
difficulty_level: mediu
keywords: multiculturalism, diversity, cultural footprints, outdoor research, interdependence
tags: ["Level 3", "Theme I & M", "All different All equal"]
language: en
normalized_name: trailing diversity
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part62
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An outdoor research activity in which small groups explore their local environment (village, city district, or town) to find 'footprints' of other cultures — in food, music, fashion, language, and mass media — documenting their findings through photos, recordings, or lists, and then presenting them to the wider group.

rules:
Part A (30 min): Split into groups of max 6. Brainstorm areas where cultural footprints might appear (gastronomy, garments, music, media, language). Part B (2–2.5 hours): Groups explore the local environment during the following week. Part C (1 hour): Each group presents its findings; facilitator helps prepare a collective exhibition (Logos). Optional Part D: if photos/recordings were taken, arrange a display. Debriefing questions explore interdependence, value of cultural influences, and patterns in the footprints found.

source_excerpt:
This activity allows participants to trail the signs of multi-culturalism and to take a new look at the social environment around them.

materials_list:
paper, pens, flip charts, markers of different colours, video recorders or cameras (optional), tape recorders (optional)


name: Tree of Life
category: integrare-incluziune
subcategory: identitate și empatie
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 989-991
materials_category: papetărie
materials_list: example of a family tree
skills_developed: empathy, self-awareness, historical thinking, communication, identity reflection
difficulty_level: usor
keywords: genealogy, family tree, identity, immigration, empathy, minorities
tags: ["Level 2", "Theme M", "All different All equal"]
language: en
normalized_name: tree of life
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part62
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A family history research activity in which participants construct their own genealogical trees, exploring how far back they can trace their roots and identifying relatives who emigrated, immigrated, belonged to minorities, or spoke other languages. Participants then share their findings with the group to generate empathy with foreigners and reflect on national identity.

rules:
Part A (30 min): Explain the concept of a family/genealogical tree. Ask participants if they have ever made one. Suggest they go home and speak with parents or relatives to draw up their tree as far back as memory allows, noting relatives who emigrated, immigrated, were from minorities, had other religions, or spoke other languages. Part B (1 day to 1 week): Participants make up their trees. Part C (30–60 min): Participants share findings — either showing their trees and pointing out relatives who moved abroad, or simply talking about facts they discovered. Nobody should feel pressured to disclose sensitive information. Debriefing (30 min): Small group discussion followed by plenary, using questions about why relatives moved, feelings about emigration, and what it would be like to lose rights as a minority.

variations:
Can be made into a competition: the further back the tree goes or the more branches/leaves it has, the better.

source_excerpt:
This activity invites participants to explore their genealogical trees and to find out if any of their relatives have been foreigners somewhere.


name: What Do You See?
category: conflict-empatie
subcategory: media literacy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 992-993
materials_category: papetărie, imagini media
skills_developed: critical analysis, media literacy, perspective-taking, communication
difficulty_level: usor
keywords: media, stereotypes, images, critical thinking, headlines, bias
tags: ["Level 1", "Theme I & M", "All different All equal"]
language: en
normalized_name: what do you see?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part62
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A media literacy activity in which participants examine photographs from magazines and newspapers, then write both a positive and a negative headline for each image. Headlines are displayed under the pictures and compared, prompting discussion about how images can be interpreted in different ways and how media use pictures to convey bias or emotion.

rules:
Collect 5–6 pictures from magazines/newspapers, mount each on a large sheet of paper, and pin them on walls. Give participants strips of paper and pens. Ask each participant to look at every picture and write two alternative headlines — one positive, one negative — on separate strips. When everyone is ready, stick the headlines under the pictures. Compare the headlines and discuss differences in interpretation. Debriefing questions: How many interpretations appeared? Did different people see different things? Do you look at captions or pictures first? To what extent do pictures show the truth? How do editors use images to arouse emotions?

source_excerpt:
Give participants strips of plain paper and ask them to look at each picture in turn and then to write two alternative headlines, one positive and one negative, on separate slips of paper.

materials_list:
5-6 pictures from magazines and newspapers, large sheets of paper, strips of plain paper, pens, glue, pins or tape


name: Where Do You Stand?
category: conflict-empatie
subcategory: valori și atitudini
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 994-996
materials_category: papetărie
materials_list: flip chart and markers or overhead projector, list of statements
skills_developed: self-awareness, argumentation, active listening, critical thinking, empathy
difficulty_level: mediu
keywords: racism, tolerance, debate, values, anti-Semitism, xenophobia, opinion
tags: ["Level 3", "Theme M & A", "All different All equal"]
language: en
normalized_name: where do you stand?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part62
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A values clarification activity on racism, anti-Semitism, xenophobia and intolerance, in which participants physically position themselves in a room (agreeing side, disagreeing side, or middle) in response to controversial statements, then try to convince others to join their position. After all statements are discussed, a debriefing explores how quickly people take positions and how open they are to changing them.

rules:
Designate one wall as minus (–) and the opposite as plus (+). Read a controversial statement. Participants who agree move to the plus side; those who disagree move to the minus side; undecided participants stay in the middle but may not speak. Those by the walls explain why they chose their position and try to convince others (5–8 minutes per statement). After discussion, anyone may change position. Repeat with each statement. Immediately after all statements, conduct evaluation. Statements include topics such as Muslim integration, nationalism, gender and racism, Roma people, immigrants and jobs, and the power of love.

source_excerpt:
Tell participants that they should imagine that on one side of the room there is a minus (-) sign and that on the opposite there is a plus (+) sign.


name: Where Do You Stand?
category: conflict-empatie
subcategory: racism and discrimination awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 994-996
materials_category: stationery
materials_list: flip chart, markers, overhead projector (alternative), list of statements
skills_developed: critical thinking, argumentation, listening, empathy, self-awareness
difficulty_level: mediu
keywords: racism, discrimination, opinion, debate, xenophobia
tags: ["anti-racism", "values", "discussion", "human rights"]
language: en
normalized_name: where do you stand?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An opinion-taking activity where participants physically move to different sides of the room to indicate agreement or disagreement with controversial statements about racism, anti-Semitism, xenophobia and intolerance. Those who agree move to the plus side, those who disagree to the minus side, and those undecided stay in the middle but cannot speak. Participants then try to convince others of their position.

rules:
1. Tell participants that one side of the room has a minus (-) sign and the opposite has a plus (+) sign. 2. Read out statements; participants who disagree move to the minus side, those who agree to the plus side, those undecided stay in the middle (they cannot speak). 3. Ask those by the walls to explain their position and try to convince others. 4. Allow 5-8 minutes per statement. 5. After all have spoken, invite anyone to change position. 6. Read a second statement and repeat. 7. Once all statements discussed, go into evaluation.

source_excerpt:
Tell participants that they should imagine that on one side of the room there is a minus (-) sign and that on the opposite there is a plus (+) sign.


name: White Future
category: integrare-incluziune
subcategory: language and stereotypes
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 997-999
materials_category: stationery
materials_list: large sheets of paper, marker pens
skills_developed: language awareness, critical thinking, cultural sensitivity
difficulty_level: mediu
keywords: language, stereotypes, prejudice, discrimination, expressions
tags: ["anti-racism", "diversity", "language awareness"]
language: en
normalized_name: white future
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A language awareness activity exploring how ethnic and cultural words embedded in everyday expressions carry positive or negative connotations. Groups categorise expressions containing words like white, black, Indian, Roma, Jew, Arab into positive, neutral, or negative columns, then suggest alternative non-discriminatory language for the negative ones.

rules:
1. Divide the group into sub-groups of 6-8 people. 2. Give each group a large sheet of paper and marker. 3. Ask them to draw a table with columns: positive (+), neutral (0), negative (-). 4. Think of expressions containing words such as white, black, Indian, Roma, Jew, Arab, Russian, etc. and categorise them. 5. Groups look at negative-column phrases and suggest alternative expressions in a fourth column titled 'alternative language'. 6. Display worksheets and ask each group to read out their expressions.

source_excerpt:
Explain that this activity is about the language we use and that they must think of expressions which include words such as white, black, Indian, Roma (Gypsy), Jew, Arab, Russian, etc.


name: I Bring a Letter For...
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1001
materials_category: mobilier
materials_list: chairs (one fewer than participants)
skills_developed: energy, observation, fun
difficulty_level: usor
keywords: icebreaker, energiser, chairs, movement
tags: ["warmup", "fun", "movement"]
language: en
normalized_name: i bring a letter for...
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An energiser icebreaker where one person stands in the middle of a circle of chairs (one fewer than participants) and calls a letter for those sharing a characteristic. Everyone with that characteristic must change chairs while the caller tries to grab a seat.

rules:
1. Arrange chairs in a circle (one fewer than participants). 2. Participants sit on chairs; person without one stands in the middle. 3. Person in the middle says 'I bring a letter for those who... [characteristic]'. 4. All those fitting the characteristic must change chairs; the caller uses this opportunity to take a seat. 5. Whoever is left without a chair becomes the new caller. 6. Stop after 5-10 minutes or when everyone has had a turn.

source_excerpt:
Tell the person in the middle to say something like: « I bring a letter for those who ...... wear glasses (....have taken a shower that morning ... who wear trousers


name: Giving You the Wink
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1001-1002
materials_category: mobilier
materials_list: chairs
skills_developed: attention, reflexes, fun
difficulty_level: usor
keywords: wink, chairs, movement, icebreaker
tags: ["warmup", "fun", "energiser"]
language: en
normalized_name: giving you the wink
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A sitting/standing game with an odd number of players. Half sit on chairs in a circle with one empty chair; the other half stand behind chairs. The person behind the empty chair winks at a seated player who must try to move to the empty chair before being touched by the person standing behind them.

rules:
1. Arrange chairs in a circle. 2. Divide participants into two groups (smaller group has one fewer person). 3. Smaller group sits on chairs (one chair left empty). 4. Second group stands behind each chair (including the empty one). 5. Person behind the empty chair winks at a seated player to 'call' them. Called person must move to the empty chair without being touched by the person standing behind them. 6. If touched, they return to their chair and the caller tries again. 7. If they escape, the person behind the now empty chair becomes the new caller. 8. Called person cannot ignore the wink.

source_excerpt:
the person sitting behind the empty chair has to try to « call » one of the people sitting on a chair by winking at them. The person to whom the call is addressed must try to move to the empty chair without being touched by the person who is standing behind them.


name: The Bridge
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1002
materials_category: mobilier
materials_list: chairs (number of participants plus two extra)
skills_developed: teamwork, coordination, cooperation
difficulty_level: mediu
keywords: relay, chairs, team, race
tags: ["team-building", "active", "fun"]
language: en
normalized_name: the bridge
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A team relay race where two equal teams each stand on a line of chairs. The last (empty) chair is picked up and passed hand-to-hand down the line to the front, placed on the floor, and the whole team steps forward one chair. The team that reaches the finishing line first wins.

rules:
1. Divide players into two equal groups. 2. Arrange chairs in two lines facing each other, 1-2 meters apart. Each line has as many chairs as team members plus one extra. 3. Fix a finishing line equidistant from both lines. 4. Each team stands on their chairs; last chair (furthest from finish) stays empty. 5. Person nearest the empty chair picks it up and passes it hand-to-hand down the line. Last member places it on the floor, stands on it, everyone else moves forward one chair. 6. Repeat until first team reaches the finishing line with an empty chair. Players must stay on chairs at all times; falling off means elimination and the team must pass two empty chairs.

source_excerpt:
the person standing nearest to the empty chair must pick it up and pass it to the next person in their team who passes it to the next, and so on down the line. The chairs must be passed from hand to hand.


name: Who Started?
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1003
materials_list: watch or timer, empty space
skills_developed: observation, attention, subtlety
difficulty_level: usor
keywords: guessing, leader, action, observation
tags: ["warmup", "fun", "icebreaker"]
language: en
normalized_name: who started?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A guessing game where a volunteer leaves the room, the remaining group secretly chooses a leader who starts actions (scratching, waving, moving head etc.) for everyone to copy and changes frequently. The volunteer returns and has three minutes and three guesses to identify who is leading the group's actions.

rules:
1. Ask for a volunteer to leave the room. 2. Group stands in a circle. 3. Choose a leader who starts an action (e.g. scratching tummy, waving hand, moving head) and everyone copies. 4. Leader changes action frequently; everyone follows. 5. Volunteer returns, stands in the middle, and has 3 minutes and up to 3 guesses to identify the leader. 6. If they fail, they pay a forfeit (something funny). 7. If they succeed, the leader leaves the room and a new leader is chosen.

source_excerpt:
Decide who is going to be the leader. Tell them to start an action (scratching their tummy, waving a hand, moving their head, simulating playing a musical instrument...) and tell everybody else to copy.


name: 4 Up
category: team-building
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1003-1004
materials_category: mobilier
materials_list: chairs, one per person
skills_developed: cooperation, awareness, self-regulation, non-verbal communication
difficulty_level: usor
keywords: cooperation, awareness, standing, group dynamics
tags: ["team-building", "warmup", "cooperative"]
language: en
normalized_name: 4 up
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A cooperative awareness game where exactly 4 people must be standing at any one instant, and no player may stand for more than 10 seconds. There is no communication allowed; players must watch each other and collectively maintain the rule through self-regulation.

rules:
1. Everyone sits in a circle. 2. Rule: exactly 4 people must be standing at any one instant. 3. No player may stand for more than 10 seconds (they may stand for less). 4. No communication between players is allowed. 5. Everyone watches and shares responsibility to ensure 4 people, no more, no less, are standing at all times.

source_excerpt:
the rule of this game is that 4 people should be standing at any one instant and that no player may stand for more than 10 seconds, though they may stand for less if they wish.


name: Human Bingo
category: icebreakers
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1004-1005
materials_category: stationery
materials_list: copies of question sheet (one per person), pencils
skills_developed: communication, interaction, getting to know each other
difficulty_level: usor
keywords: bingo, get-to-know, mingle, diversity
tags: ["icebreaker", "diversity", "warmup", "interaction"]
language: en
normalized_name: human bingo
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An icebreaker where each participant has a bingo card with boxes containing characteristics (e.g. 'has travelled to another European country', 'can play a musical instrument'). Participants mingle and ask others if they match each characteristic, trying to fill each box with a different person's name.

rules:
Explain that the aim is for each person to talk to as many different people as possible, to find out something different about each one and to write a different name in each box. Each person has a copy of the question sheet and a pencil. They mingle and ask 'are you someone who...?' for each characteristic.

source_excerpt:
Explain that the aim is for each person to talk to as many different people as possible, to find out something different about each one and to write a different name in each box.


name: Greetings
category: icebreakers
subcategory: cultural awareness
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1005-1006
materials_category: stationery
materials_list: copies of greeting sheet, scissors, hat or container
skills_developed: cultural awareness, empathy, communication, social skills
difficulty_level: usor
keywords: greetings, culture, customs, diversity, icebreaker
tags: ["icebreaker", "cultural diversity", "warmup", "intercultural"]
language: en
normalized_name: greetings
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part63
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An icebreaker where each participant draws a slip of paper describing a different cultural greeting style (e.g. rubbing noses, three kisses on cheeks, prayer bow). Participants mingle and greet each other using their assigned greeting, raising awareness of cultural diversity in social customs.

rules:
Make copies of the greeting sheet, cut around the boxes and put slips in a hat. Each participant takes one slip of paper then mingles in the middle of the room, greeting each other by saying their own name and using the action described on the paper. Debrief by asking participants to guess where each greeting comes from and to reflect on stereotypes.

source_excerpt:
Ask participants each to take one slip of paper then mingle in the middle of the room and greet each other by saying their own name and using the action described on the paper.


name: Young and Beautiful?
category: integrare-incluziune
subcategory: youth stereotypes, participation, discrimination
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1068-1070
source_excerpt: The activity uses visual images to create a collage of young people… as they would like to be seen.
skills_developed: media literacy, self-expression, critical thinking, awareness of stereotypes
difficulty_level: usor
keywords: stereotypes, youth, photography, collage, children's rights
tags: ["participation", "discrimination", "youth identity", "media", "rights of the child"]
language: en
normalized_name: young and beautiful?
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part67
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
The activity uses visual images to create a collage of young people as they would like to be seen. Participants bring in magazine and newspaper pictures of young people, discuss stereotypes, explore Article 12 of the UN Convention on the Rights of the Child, and then plan and take photographs representing how they would like to be viewed by adults.

rules:
1. Explain the session: participants will think about how they want to be viewed and what role young people should play in society. 2. Introduce the Convention on the Rights of the Child (CRC) and Article 12 if participants are unfamiliar. 3. Discuss whether Article 12 is generally observed and why adults may be reluctant to consult young people. 4. Ask participants to draw up a list of words commonly used to describe young people (on flipchart). 5. Review list and consider whether words are mostly positive or negative. 6. Break into small groups of 4-6; spread out photos and discuss: which reinforce stereotypes, which challenge them, what aspects are missing. 7. After at least 15 minutes, hand out the final task: plan and take a series of photographs (one per group member plus 3 group shots). 8. After photos are taken, proceed to debriefing.

variations:
If the group is older than 18, use Article 19 from the UDHR instead of the CRC. If no camera is available, compile a collage from the pictures brought in (also completed in less time).

materials_list:
magazine and newspaper pictures of young people (brought by participants), digital camera or camera with film


name: Young and Disabled
category: integrare-incluziune
subcategory: disablism, disability awareness
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1071-1075
materials_category: craft/simulation
skills_developed: empathy, cooperation, communication, teamwork, disability awareness
difficulty_level: mediu
keywords: disability, disablism, simulation, inclusion, teamwork, bridge building
tags: ["disability", "inclusion", "diversity", "participation", "rights"]
language: en
normalized_name: young and disabled
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part67
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participants experience the effects of having a disability in a light and gently competitive atmosphere by role-playing different disabilities while working together to build a paper bridge. Each group of 4-5 includes one person without a disability and several with assigned disabilities (blindness, deafness, wheelchair use, one arm, etc.). The task must ensure everyone participates equally.

rules:
1. Explain that groups will carry out an assignment testing imagination, cooperation and communication. 2. Divide into groups of 4-5; distribute role cards and accessories so no more than one of each disability per group, plus one person without disability. Participants assume roles immediately. 3. Task: each group builds a bridge over an imaginary river that stands on its own and allows someone to pass underneath. 4. Groups have 30 minutes; everyone must be equally included — no-one left out or given only symbolic participation. 5. Facilitator monitors to ensure rules are observed and no-one forgets their disability. 6. After 30 minutes, announce end; participants remove accessories and are called by real names. 7. Groups view each other's bridges; award each a 'winner' category. 8. Bring participants into a circle for debriefing.

variations:
Select a different task depending on materials or group characteristics — e.g., draw someone's portrait, perform a dance, or plan a television commercial.

source_excerpt:
The activity allows participants to experience directly the effects of having a disability – in a light and gently competitive atmosphere.

materials_list:
old newspapers, magazines or scrap paper, cardboard, scissors, string, sticky tape or masking tape, newspapers (for disability props), silver foil, scarf (for covering eyes), ear-plugs, wheelchair (if possible), ropes for tying hands or legs, crutches


name: Living Library
category: integrare-incluziune
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1089
skills_developed: empathy, dialogue, critical thinking, stereotypes awareness
difficulty_level: mediu
keywords: human library, stereotypes, discrimination, dialogue, inclusion
tags: ["living library", "prejudice", "social exclusion", "human rights"]
language: en
normalized_name: living library
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part68
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An activity that works like a normal library: readers come and borrow a 'book' for a limited period of time. The 'books' are human beings representing groups frequently confronted with prejudices and stereotypes, and who are often victims of discrimination or social exclusion. Books and readers enter into a personal dialogue — the books can speak, reply to questions, and even ask questions themselves. The methodology allows young people to 'meet' their own stereotypes and thereby dispel them.

rules:
Participants take the role of 'readers' who borrow a 'book' (a real person from a marginalised group) for a limited time. The reader and book engage in personal dialogue. Books can answer questions and also ask questions of the reader.

source_excerpt:
The Living Library works exactly like a normal library: readers come and borrow a 'book' for a limited period of time. There is only one difference: the Books in the Living Library are human beings, and the Books and readers enter into a personal dialogue.


name: The Living Library
category: integrare-incluziune
subcategory: human rights education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1089
skills_developed: empathy, dialogue, anti-discrimination, stereotype awareness
keywords: living library, prejudice, stereotypes, human rights, dialogue, inclusion
tags: ["human rights education", "anti-discrimination", "Council of Europe"]
language: en
normalized_name: the living library
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part69
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
The Living Library works like a normal library: readers come and borrow a 'book' for a limited period of time. The Books in the Living Library are human beings representing groups frequently confronted with prejudices and stereotypes, who are often victims of discrimination or social exclusion. Books and readers enter into a personal dialogue; Books can speak, reply to readers' questions, and even ask questions themselves. The methodology is used as an innovative part of the Council of Europe's youth programme on human rights education, allowing young people to 'meet' their own stereotypes and dispel them.

rules:
Readers borrow a human 'Book' for a limited period of time and engage in personal dialogue. The Books represent groups frequently facing prejudice and stereotypes. Books can answer questions and ask their own questions.

source_excerpt:
The Living Library works exactly like a normal library: readers come and borrow a 'book' for a limited period of time. There is only one difference: the Books in the Living Library are human beings, and the Books and readers enter into a personal dialogue.


name: Eduesc@peroom
category: escape-room-puzzle
subcategory: educational escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1105-1108
skills_developed: self-directed learning, cooperation, creativity, problem-solving, gamification
keywords: escape room, educational, gamification, creative learning, non-formal education, Erasmus+
tags: ["L@L project", "Looking at Learning", "Erasmus+", "innovative education"]
language: en
normalized_name: eduesc@peroom
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part69
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
The Eduesc@peroom is an educational escape room concept developed as part of the 'Looking at Learning' (L@L) Erasmus+ Strategic Partnership project involving Latvia, Netherlands and Spain. It adapts the adventurous escape room game format — where a group of people must fulfil a task (escaping from a room) — for educational purposes in formal and non-formal settings. The tool aims to encourage self-directed learning, cooperation, and creativity by placing learners in a gamified, unconventional learning environment. Eduesc@perooms were built and tested in elementary schools, special secondary schools, youth centres, and day care centres for young people with disabilities.

rules:
A group of people must fulfil a task — escaping from the room — within an educational context. The room is designed around specific learning objectives chosen by educators. Participants experience natural and self-directed learning through gamification and creative problem-solving in the escape room setting.

source_excerpt:
The escape room is an adventurous and exciting environment where a group of people need to fulfil a task: escaping from the room. Could this game concept be used for educational purposes?


name: Eduesc@peroom
category: escape-room-puzzle
subcategory: educational escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1105-1124
materials_category: diverse, low-cost
materials_list: bicycle locks, skype connection for monitoring, second-hand materials
keywords: escape room, educational, gamification, creative learning, non-formal education, puzzle
tags: ["eduescaperoom", "L@L project", "Erasmus+", "learning by playing"]
language: en
normalized_name: eduesc@peroom
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part70
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room where groups of learners work together to solve tasks and puzzles in a room, with the primary goal being learning rather than just escaping. The room is designed around specific learning objectives and a narrative theme. It is a creative learning environment adaptable to any educational setting (schools, youth centres, kindergartens, day care centres, etc.) and suitable for a broad variety of learners regardless of age, intellectual abilities, or background. The cost can be kept low (20-50 euro on average). After the activity, participants reflect on the experience in a debriefing session.

rules:
1. Define the target group (age, background, special needs, group size). 2. Set learning objectives — what participants should know, explore, understand, or practice. 3. Choose a theme with a solid narrative that engages players and matches the whole experience. Tasks and puzzles are connected (sometimes in parallel, sometimes linear), each clue leading to the next. The educator monitors without intervening unless asked. A time limit is optional and can be adapted to learners' needs. After the escape room, a debriefing session allows participants to share their experience, evaluate results, and reflect on what they learned.

variations:
Advanced variant: participants first experience the Eduesc@peroom, then use that experience to design a new one for other participants, deepening their learning further. Time can be stretched across multiple sessions or days to avoid time pressure.

source_excerpt:
The escape room is an adventurous and exciting environment where a group of people need to fulfil a task: escaping from the room.

skills_developed:
cooperation, communication, leadership, logical thinking, creative thinking, lateral thinking, self-directed learning


name: EduEsc@peRoom — Educational Escape Room Design Tutorial
category: escape-room-puzzle
subcategory: design-tutorial
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1121-1140
materials_category: varied
language: en
normalized_name: eduesc@peroom — educational escape room design tutorial
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part71
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A step-by-step tutorial for educators on how to design and run an educational escape room. Covers 12 steps: (1) defining the target group; (2) setting learning objectives; (3) choosing the theme; (4) building the narrative/story; (5) structuring the rooms (pre-game, game, monitoring, debriefing); (6) core game design and engaging participants; (7) puzzle flow design and levels of complexity; (8) how participants exit the room; (9) how to win; (10) the reward after the exit; (11) testing the room; (12) resetting the room for reuse. Emphasises that an educational escape room differs from a standard escape room by including structured debriefing and explicit learning outcomes.

rules:
Step 1 — Analyse target group: age, background, group size, prior escape-room experience, special needs. Step 2 — Set learning objectives: what participants already know, what they need to learn, what they will explore, understand, and practise. Step 3 — Choose a theme with a solid narrative that matches the whole experience. Step 4 — Build the narrative: decide the emotional state desired, and use puzzles, atmosphere, sounds, and materials to support discovery. Step 5 — Structure the space into a Pre-Game Room (introduce story and rules), a Game Room (where puzzles are played), a Monitoring Room (observe and communicate with players), and a Debriefing Room (reflect on and collect learning outcomes). Step 6 — Design game flow starting with simple tasks; combine verbal, visual, mathematical, logical, manual, creative, and artistic task types. Step 7 — Design puzzle flow: connect puzzles to the narrative; mix critical and non-critical puzzles; ensure all paths lead to learning; use hints and connections. Step 7C — Increase complexity from basic to advanced by adding new steps, different endings, and pausing elements. Step 8 — Design exit mechanic: finding keys, assembling a puzzle, finding a password, running out of time, or resolving group conflict. Step 9 — Set winning conditions and time limit; typically 65% win, 30% don't. Step 10 — Welcome players on exit; offer certificates, pictures, or evaluation. Step 11 — Test the room iteratively: design → test → change → repeat. Step 12 — Plan room reset; design paths with exchangeable materials; involve previous participants.

variations:
Basic Educational Escape Room (clear learning outcomes, completion of story) vs. Advanced Educational Escape Room (different endings, new steps, changing game elements, pausing the game). Room format variations: physical room with walls and doors, one physical space with lanes inside a classroom, or a virtual room with tasks on a computer.

source_excerpt:
ONE OF THE DIFFERENCES BETWEEN AN ESCAPE ROOM AND AN EDUCATIVE ESCAPE ROOM IS REFLECTING ON THE LEARNING EXPERIENCE AND COLLECTING LEARNING OUTCOMES.

materials_list:
paper, magnets, wool, wood, water, markers, colors, cloths, light, black-light, projections, boxes, cupboards, drawers, camera, laptop, walkie-talkies, tablet

skills_developed:
game design, learning objective setting, narrative creation, puzzle design, debriefing facilitation, teamwork, critical thinking

keywords:
escape room, educational escape room, EduEscapeRoom, puzzle design, debriefing, learning objectives, game design, narrative

tags:
["escape-room", "educator-guide", "tutorial", "puzzle", "learning-by-doing", "experiential-learning"]


name: Chest of Light
category: escape-room-puzzle
subcategory: educational escape room
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1152-1153
materials_list: painted cube with numbers, lock, A4 page with marked squares, webcam
skills_developed: cooperation, self-reflection, problem-solving, personal growth
keywords: escape room, personal growth, replayability, self-discovery, puzzles
tags: ["educational", "escape-room", "replayable", "team"]
language: en
normalized_name: chest of light
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part72
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room designed for groups of 3-6 players aged 4-15 (and adults), lasting up to 60 minutes. The theme is personal growth through a story about a boy who has conscious dreams about a mystic wood and light. Players solve riddles, find the right answers and choices to better understand themselves and what they want in life, while learning to work together. The room is set in a classroom with different elements. It is especially designed for replayability, with elements that change each time a group goes through.

rules:
Find clues, co-operate with others, answer questions, find secret objects and unlock the chest of light. Get the key and open doors or stay in the room until time runs out. The room is monitored via webcam and chat. Number codes, pictures, and questions change every round to enable replayability. Example puzzle: a painted cube with numbers requires finding an A4 page with marked squares to cut out, placing it on the cube to find the right combination for the lock.

source_excerpt:
"CHEST OF LIGHT" Place: Ikskiles Free School, LV Project: Looking@Learning Number of players: groups composed between 3 and 6 players Age: 4-15 (could be played also by teachers and everyone else) Length: up to 60 minutes


name: Createctura
category: escape-room-puzzle
subcategory: art education escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1154-1155
materials_category: art materials
materials_list: cardboard labyrinth, blue balloons, maroon wool strings, balls, video
skills_developed: sensorial exploration, creativity, art appreciation, fine motor skills
keywords: escape room, art education, Louise Bourgeois, children, sensorial
tags: ["educational", "escape-room", "art", "family", "creative-learning"]
language: en
normalized_name: createctura
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part72
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for up to 16 players (children aged 3-4 and their parents), lasting 15-30 minutes per room, with the theme of discovering the artwork of Louise Bourgeois. Players enter rooms to play with objects, experience art, perform craft actions, and learn about the artist's story and concepts. The room recreates the artwork 'The last climb' through a cardboard labyrinth with blue balloons and wool strings. There is also an alternate room with three areas related to the artist's works. The focus is on plastic and sensorial exploration rather than solving a single-answer problem.

rules:
Enter in the room to play with objects, dissimulate art, and operate craft actions. A pre-game room with video and first task introduces the topic. The exit is achieved by transforming the space or going to the 'Alternate Room'. The game is monitored through a see-through wall. There is a third alternate room for participants waiting their turn, with tasks but no clues.

variations:
Alternate Room: a third room without clues to find, consisting of three areas related to the spiders and other artwork of the artist, for the group not currently inside the escape room.

source_excerpt:
"CREATECTURA" Place: Enclave Pronillo, Fundación Santander Creativa, Spain; ESP Project: Looking@Learning Number of players: up to 16 Age: Children between 3 and 4 years old and their parents Length: 15 uo to 30 minutes (each room)


name: Darwin's Forest
category: escape-room-puzzle
subcategory: nature education escape room
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1156
materials_category: nature/farm props
materials_list: eggs (classified by hen, ostrich, emu), piglet snouts, farm image, puzzle, piñata, key
skills_developed: nature curiosity, environmental care, classification, problem-solving
difficulty_level: usor
keywords: escape room, farm, animals, preschool, nature, environment
tags: ["educational", "escape-room", "preschool", "nature", "replayable"]
language: en
normalized_name: darwin's forest
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part72
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for 3 participants aged 2-3, lasting 20-30 minutes, set in a pre-school patio with nature all around. The theme is farm and animals, with the plot of organizing the mess in the farm after a hurricane. The purpose is to keep children's innate curiosity about nature and promote care and respect for the environment. The room is designed for easy replayability, ready to reuse in about 15 minutes after resetting.

rules:
Players order the eggs by classifying the hen, ostrich and emu, put the snouts of piglets, attach the animals in the image of the farm, milk the cow, do the puzzle and find the chair, manage to break the piñata and find the key. Two adults monitor the game, one acting as the accompaniment person who lost the key and needs help to find it. The exit is to find the key and get out (although some participants do not want to leave).

source_excerpt:
"DARWIN'S FOREST" Place: pre-school, Spain; ESP Project: Looking@Learning Number of players: 3 participants. Age: 2 - 3 Length: 20 up to 30 minutes to escape


name: CREATECTURA Educational Escape Room
category: escape-room-puzzle
subcategory: art education
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1154-1155
materials_category: art materials, cardboard, balloons, wool
materials_list: cardboard labyrinth, blue balloons, maroon wool strings
skills_developed: creative exploration, sensorial learning, art appreciation
difficulty_level: dificil
keywords: escape room, art education, Louise Bourgeois, children, sensorial
tags: ["escape-room", "art", "preschool", "parents", "Looking@Learning"]
language: en
normalized_name: createctura educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room designed for children aged 3-4 and their parents, themed around discovering the artwork of Louise Bourgeois. The room recreates the artwork 'The last climb' through a cardboard labyrinth with blue balloons and wool strings. The focus is on plastic and sensorial exploration rather than solving a problem with a unique answer. There are three rooms: a pre-game introduction room with video, a main escape room, and an alternate room with three different areas related to the artist's work.

rules:
Participants enter the room to play with objects, dissimulate art, and operate craft actions. The room is a symbolic space to recreate through art. The exit is achieved by transforming the space or through the 'Alternate Room'. The game is monitored through a see-through wall.

source_excerpt:
The escape room match almost completely the different conditions for a creative learning environment, as they were not supposed to solve a problem with a unique answer, the focus of the activity was the plastic and sensorial exploration.


name: DARWIN'S FOREST Educational Escape Room
category: escape-room-puzzle
subcategory: nature and animals
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1156-1157
materials_category: farm props, fabrics, natural materials
materials_list: fabrics, pots, trees, drawers, cow, hay, eggs, sawdust, puzzle, piñata, chair
skills_developed: curiosity about nature, care for environment, problem solving
difficulty_level: dificil
keywords: escape room, farm, animals, toddlers, nature, outdoor
tags: ["escape-room", "preschool", "outdoor", "nature", "animals", "Looking@Learning"]
language: en
normalized_name: darwin's forest educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for children aged 2-3, themed around a farm and animals. Set in an outdoor school patio, children must 'organize the mess in the farm after the hurricane'. Tasks include classifying eggs by hen, ostrich, and emu, attaching snouts to piglets, milking a cow, completing a puzzle, and breaking a piñata to find a key. The room uses fabrics, pots, trees, drawers, hay, eggs, and sawdust to create an immersive farm environment.

rules:
Players must organize the farm by completing various tasks: classify eggs, put snouts on piglets, attach animals to farm image, milk the cow, do the puzzle, and find the chair to reach the piñata and find the key inside. The only essential requirement is that they need the chair to reach the piñata. Players can begin wherever they want, in groups or alone, with no strict order.

variations:
Easy replayability: the room is designed so the puzzle can be undone and the room ready to reuse in about 15 minutes.

source_excerpt:
The Puzzle: order the eggs by classifying the hen, ostrich and emu, put the snouts of piglets, attached the animals in the image of the farm, milked the cow, did the puzzle and they found the chair, managed to break the piñata and find the key.


name: DREAM TRIP Educational Escape Room
category: escape-room-puzzle
subcategory: life skills, autonomy
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1158-1159
materials_category: bedroom furniture, travel items
skills_developed: travel preparation, social skills, teamwork, following instructions, autonomy, decision making
difficulty_level: dificil
keywords: escape room, life skills, travel, autonomy, youth with learning difficulties
tags: ["escape-room", "special-needs", "life-skills", "teenagers", "Looking@Learning"]
language: en
normalized_name: dream trip educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for youth aged 13-15 with learning problems, themed around preparing for a trip to Disneyland Paris. Participants must find tickets, passports, clothes, backpack, money (fake 700 EUR), and determine the destination. The room teaches how to prepare for travelling, improve social skills, work together, follow instructions, and develop life skills like using an iron and making a bed. The room has a playful, colourful design in an ordinary room setting.

rules:
Ten different stages to achieve the goal. Participants don't need to follow an order but must begin some steps to discover others. Sheets are locked with a code found in three clothesbaskets by connecting numbers and colours. To exit, participants put all necessary travel objects in the backpack and knock at the door. Exit includes a celebration to save the experience.

source_excerpt:
Topic and learning outcomes: to teach how to prepare for travelling, how to improve social skills and work together, how to connect ideas, follow instructions, to cooperate, skills for autonomy (use iron, make a bed...) and how to achieve goals.

materials_list:
bed, iron-table, washing baskets, garbage basket, radio, pins for clothes, map, hanger, blankets, towels, table, bowls, paper, paintbrush, computer with Skype


name: INVENTAS Educational Escape Room
category: escape-room-puzzle
subcategory: empathy, LGBT inclusion
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1160-1161
materials_category: party decorations, diary, dartboard
materials_list: laptop as timer, ambient music, birthday party bands with hidden key, dartboard, diary pages
skills_developed: empathy, teamwork, LGBT awareness, self-development
difficulty_level: dificil
keywords: escape room, empathy, LGBT, inclusion, diary, youth centre
tags: ["escape-room", "inclusion", "empathy", "teenagers", "Looking@Learning"]
language: en
normalized_name: inventas educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for teenagers and mixed groups themed around a fictional diary of a youngster at a youth centre. Participants discover what happened to Timo, who disappeared on his birthday. Through his diary, they learn he hid his sexuality and felt excluded. The goal is to promote teamwork, empathy, and a positive attitude towards the LGBT community. The room is decorated as a birthday party and uses ambient music.

rules:
Participants find pages of Timo's diary to complete his story. The exit is not the main aim. After escaping, participants return to the room to send a postcard to Timo. Clues include a dartboard that leads to a lock combination (the black arrow indicates which numbers the darts point to). Two rooms design with a laptop timer.

source_excerpt:
Topic and learning outcomes: To promote team work; To promote empathy; To promote apositive attitude towards LGBT community; To promote self-development of the participants.


name: MYSTERY IN THE CASTLE Educational Escape Room
category: escape-room-puzzle
subcategory: history, medieval
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1162-1163
materials_category: medieval costumes, candles, puzzle pieces
materials_list: medieval clothes, candle lights, medieval music
skills_developed: historical knowledge, cooperation, attention to detail
difficulty_level: dificil
keywords: escape room, castle, medieval, history, legend
tags: ["escape-room", "history", "teenagers", "families", "Looking@Learning"]
language: en
normalized_name: mystery in the castle educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room set in Castle of Jaunpils (Newcastle), Latvia, themed around the historic legend and history of the castle. Players dress in medieval clothes and discover facts about a mythical knight guardian. The pre-game room presents the story, and players discover that one of the clothes has a hidden key. Two separated rooms/cellars are used, with riddles and tasks that lead to each other.

rules:
Players solve riddles in the first room and discover what happened in the second room. Each task leads to another, evolving the story. A monitor stays in the room dressed in medieval clothes, answering questions. The final key was always carried by one of the players, hidden in their clothing. Players can choose what tasks to do: finding things, assembling pieces, or working together.

variations:
Background medieval music in the second room creates additional atmosphere and motivates players in the first room.

source_excerpt:
The setting of the escape room was created in a historic environment and players were put into their roles by clothing and different medieval features, including candle lights.


name: POMEGRANATE Educational Escape Room
category: escape-room-puzzle
subcategory: summer camp, knowledge review
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1164-1165
materials_category: camp artifacts, classroom items
skills_developed: knowledge review, problem solving, teamwork
difficulty_level: dificil
keywords: escape room, summer camp, pomegranate, knowledge review, children
tags: ["escape-room", "summer-camp", "children", "Latvia", "Looking@Learning"]
language: en
normalized_name: pomegranate educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for children aged 7-14, created as a closing event for a summer camp called 'Pomegranate'. Players must find the hidden treasures of Pomegranate land. A hidden map in the room shows where treasuries are located, torn into 8 parts. Players solve riddles and tasks using things created by the children themselves during the camp (pictures, drawings, rules). To see the map, players must drink 'magic drink' Pomegranate juice.

rules:
Players need to solve different riddles to obtain the 8 torn map parts. After finding the map, they find the key and exit by unlocking the doors. One clue example: papers on a table each have a word describing camp activities and one letter; children must put letters in the correct order (same as activities order during camp) to spell out a key location. Instructions and rules are explained early in the morning.

source_excerpt:
This escape room was created as a closing event for one week long summer camp, where children learned different skills and knowledge. By going through escape room, educators were able to test how much children have learned.

materials_list:
hidden map (8 parts), pomegranate juice, children's drawings and pictures, camp rules, papers with words and letters


name: RESCUE IN THE MOUNTAINS Educational Escape Room
category: escape-room-puzzle
subcategory: problem solving, teamwork
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1166-1167
materials_category: unconventional tools, clues
skills_developed: decision making, teamwork, problem solving, role assignment
difficulty_level: dificil
keywords: escape room, rescue, mountains, prisoner, learning difficulties
tags: ["escape-room", "special-needs", "teenagers", "Spain", "Looking@Learning"]
language: en
normalized_name: rescue in the mountains educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for youth aged 13-15 with learning difficulties, themed around saving a prisoner and escaping from a nature classroom in La Alpujarra, Spain. The introduction is made with a video featuring a character from the plot. The room uses unconventional tools and clues including locks with magnets, invisible ink, hidden codes on a blackboard, laser reflections in mirrors, and false tracks in 3D wooden puzzles.

rules:
3 sequential rooms must be completed to escape. Two possible ways to win: (1) moving from one room to another until finding the final key, or (2) moving from room 1 to room 2 to room 3, finding the key, rescuing the prisoner, and going out with him. Freeing the prisoner is optional. Monitored by two adults.

source_excerpt:
make decisions with conviction and speed, willingness to work as a team and solve problems, respect differences and strengthen ties between participants.

materials_list:
locks with magnets, invisible ink, blackboard with hidden codes, laser and mirrors, 3D wooden puzzles, magnifying glass, pendrive


name: RUNAWAY TEENAGER Educational Escape Room
category: escape-room-puzzle
subcategory: personal development, addictions
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1168-1169
materials_category: phone, letters, invisible ink
materials_list: notebook, camera, phone with SMS messages, invisible ink, special pencil, paper for notes
skills_developed: personal growth, problem solving, empathy, teamwork
difficulty_level: dificil
keywords: escape room, teenager, addictions, personal problems, Latvia, novel
tags: ["escape-room", "personal-development", "teenagers", "Latvia", "Looking@Learning"]
language: en
normalized_name: runaway teenager educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for youth aged 13-17, based on a Latvian writer's novel, themed around coping with personal problems in a teenager's life. Participants help teenager Janis solve his personal problems (relationship issues, gambling addiction, debts) and return home. Learners find 4 reasons why Janis ran away and write an email with advice. Janis replies with the code for a safe box where the door keys are located.

rules:
Participants find 4 reasons why Janis has run away and write an E-mail to him with advice on how to solve those problems. After sending the email, Janis replies with the safe box code. Pin code for the phone is written with invisible ink on a letter. Participants are allowed to ask 3 questions. Teams carry a paper to write down each problem and use it for the email. Each team fills a follow-up survey online after finishing.

variations:
Easy to change codes in different tasks for replayability. Learners work with separate tasks, so they cannot give solutions to other teams.

source_excerpt:
Topic and learning outcomes: Personal growth; solving problems in private live situations and overcoming addictions. Participants learn the negative consequences of different actions and addictions and are able to provide solutions to their peers.


name: SCHOOL GUARD ALEXANDER Educational Escape Room
category: escape-room-puzzle
subcategory: alcoholism, personal development
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1170-1171
materials_category: video cameras, radio, letter
materials_list: video cameras, radio, mobile phones, letter from Alexander
skills_developed: awareness of alcoholism consequences, personal development, problem solving
difficulty_level: dificil
keywords: escape room, alcoholism, personal development, school guard, Latvia
tags: ["escape-room", "personal-development", "social-issues", "Latvia", "Looking@Learning"]
language: en
normalized_name: school guard alexander educational escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for youth aged 13-30 set in a youth center in Ranka, Latvia. Themed around the effects of alcoholism on personal life and relationships, partially based on real events. Participants discover the secret of school guard Alexander through solving tasks that reveal a letter written by Alexander explaining what happened. The story about a lonely, introverted guard who worked for 25 years in the school.

rules:
Two separated rooms with video cameras for monitoring. Educator communicates through radio or mobile phones. By solving different tasks, participants find a letter from Alexander that reveals what happened. The letter contains hints to find the final key and exit. After finishing, educator discusses the story and tasks with learners.

variations:
Follow-up discussions are key to the room's success, allowing educators to talk about how participants understood the story and how the information will affect their future behavior.

source_excerpt:
Theme: Effects of alcoholism on personal life and relationship with others. Topic and learning outcomes: partially based on real live events. The main topic is personal development.


name: YOUTH CENTRE ESCAPE ROOM
category: escape-room-puzzle
subcategory: Erasmus+, teambuilding
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1172
source_excerpt: The participants are detectives who have been hired by the police to catch Carmen Sandiego.
materials_category: tablet, Erasmus+ forms
materials_list: tablet with YouTube video, KA1 Erasmus+ application form, budget documents
skills_developed: teamwork, association awareness, Erasmus+ knowledge
difficulty_level: dificil
keywords: escape room, Carmen Sandiego, Erasmus+, youth centre, Spain
tags: ["escape-room", "adults", "Erasmus+", "Spain", "Looking@Learning"]
language: en
normalized_name: youth centre escape room
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part73
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room for adults (18+) set in a Youth Center of Maracena, Spain. Themed around catching Carmen Sandiego (a female character from a videogame who steals precious monuments). Participants are detectives hired by the police. Clues lead to completing an application form for a KA1 Erasmus+ project, using the application and budget as clues themselves. Focuses on establishing good relationships between participants and reflecting on being part of an association.

rules:
Participants start at the main door where a narrator plays a YouTube video. The room is divided into sections. The puzzle involves discovering the country where Carmen Sandiego is hiding and finding the key to escape together. Game is monitored after 30 minutes through phone, with visibility through windows.


name: Educational Escape Room: Janis (unnamed room with gambling/personal problems theme)
category: escape-room-puzzle
subcategory: educational escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1169
materials_category: props, phone, invisible ink, special pencil, paper
skills_developed: problem-solving, leadership, teamwork, critical thinking
keywords: escape room, gambling, personal problems, leadership, survey
tags: ["escape-room", "youth", "personal-development", "educational"]
language: en
normalized_name: educational escape room: janis (unnamed room with gambling/personal problems theme)
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part74
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room in which participants help a kid named Janis who ran away from home due to personal problems including a troubled relationship with his girlfriend, mother, and debts from gambling addiction. Teams must identify Janis's personal problems and write solutions, guided by a team leader. A follow-up survey is completed after the room.

rules:
Teams are led by a self-assigned group leader who assigns duties. Teams carry paper to write down each problem found and then use the notes to write solutions in an email. A clue example: a phone with SMS from Janis's teacher contains information to identify his personal problem; learners must find the PIN code hidden in a letter written with invisible ink, revealed using a special pencil. After finishing, each team fills an online survey.

source_excerpt:
The story is about a kid who runs away from home because of personal problems in his live and relationship with his girlfriend, mother and debts to classmates due to gambling addiction

materials_list:
phone with SMS, letter with PIN in invisible ink, special pencil, paper for notes, internet access for survey


name: Educational Escape Room: School Guard Alexander
category: escape-room-puzzle
subcategory: educational escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1170-1171
materials_category: two-room setup, video cameras, radio, letter
materials_list: video cameras, radio or mobile phones, letter from Alexander, final key
skills_developed: critical thinking, teamwork, personal development, reflection on alcoholism consequences
difficulty_level: dificil
keywords: escape room, alcoholism, personal development, Latvia, school guard
tags: ["escape-room", "youth", "alcoholism", "personal-development", "educational", "real-events"]
language: en
normalized_name: educational escape room: school guard alexander
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part74
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room set in a youth center in Ranka, Latvia, themed around the effects of alcoholism on personal life and relationships. Participants discover the secret of school guard Alexander, who disappeared after 25 years of work. The story is based on real events from the local area, creating additional relevance for learners. Two separated rooms contain puzzles that lead to a letter written by Alexander explaining what happened. Followed by group discussion about the learning outcomes.

rules:
Groups of 2-5 players have up to 60 minutes to escape. No pre-game room; instructions are given before entry. The educator monitors via video cameras in each room and communicates via radio or mobile phone. By solving different tasks, participants find a letter from Alexander that reveals the location of the final key and how to exit. After the room, the educator and learners share their experience, discuss tasks, and explore Alexander's secret. The quality of the story learners can tell about Alexander matters more than escape time.

source_excerpt:
School guard Alexander suddenly disappeared after 25 years of work in the school. Alexander is a lonely and introvert person who used to work late at nights in the school.


name: Youth Centre Escape Room (Catch Carmen Sandiego)
category: escape-room-puzzle
subcategory: educational escape room
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1172-1173
source_excerpt: The participants are detectives who have been hired by the police to catch Carmen Sandiego.
materials_category: room setup, tablet, YouTube link, Erasmus+ application form
materials_list: tablet, YouTube link, puzzle props, KA1 Erasmus+ application form, budget documents, key
skills_developed: teamwork, critical thinking, multiple intelligences, project knowledge, reflection
difficulty_level: dificil
keywords: escape room, Carmen Sandiego, Erasmus+, Spain, youth center, detectives
tags: ["escape-room", "youth", "erasmus", "spain", "creative-learning", "educational"]
language: en
normalized_name: youth centre escape room (catch carmen sandiego)
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part74
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An educational escape room at the Youth Center of Maracena, Spain, themed around catching Carmen Sandiego — a female character from an old video game who steals precious monuments and museum objects. Participants act as detectives hired by the police. Clues are designed to lead participants to complete an application form for a KA1 Erasmus+ project, using the application and budget as a clue itself. The activity promotes good relationships between participants and reflection on being part of an association.

rules:
Ideal group size is 4 players (5 still possible), age 18+, up to 60 minutes with extra time available. Participants start at the main door where a narrator plays a YouTube link on a tablet. The room is a large youth center room divided into sub-rooms. Puzzles of different types (music, language, math) adapted to different intelligences must be solved to discover the country where Carmen Sandiego is hiding and find the key to escape together. The educator checks in after 30 minutes via phone and monitors through windows. A debriefing connects outcomes with past acts.


name: Twelve Confused People
category: conflict-empatie
subcategory: Edu-LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1219-1220
materials_category: indoor
materials_list: table, chairs, glasses, drinks, snacks, note-taking materials
skills_developed: immersion, empathy, debating, persuasion, discussion
difficulty_level: mediu
keywords: LARP, Edu-LARP, jury, debate, role-playing, empathy, verdict
tags: ["larp", "edu-larp", "debate", "jury", "role-play", "empathy", "persuasion"]
language: en
normalized_name: twelve confused people
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part76
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An Edu-LARP scenario in which 8-12 players take on the roles of jurors in a room deciding the verdict of an alleged criminal under several charges. Players are assigned pre-prescribed characters with distinct social backgrounds and moral views, and must debate and discuss the case to reach a majority verdict. The scenario aims to develop immersion, empathy, debating and persuasion skills.

rules:
The space should be enclosed, intimate but comfortable. A table and chairs for characters to sit around, glasses, drinks, snacks, materials to take notes. No music or very low slow music. Briefing, story, time intervals and de-briefing to be facilitated by a Game Master. Follow Game Master's instructions on turns to speak. Play time: 80 minutes. Number of Players: 8-12. Playing style: Realistic. The jury must decide on charges: burglary, first degree murder, second degree murder (manslaughter), grievous bodily harm, or innocent of all charges. The verdict is based on majority decision.

source_excerpt:
Random people are in a jury room about to decide the verdict of an alleged criminal under a number of charges.


name: Twelve Confused People
category: conflict-empatie
subcategory: debate LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1219-1221
materials_category: props
materials_list: table, chairs, glasses, drinks, snacks, note-taking materials
skills_developed: empathy, debating, persuasion, immersion, critical thinking
difficulty_level: mediu
keywords: jury, debate, verdict, empathy, LARP, roleplay
tags: ["edu-larp", "discussion", "justice", "moral dilemma"]
language: en
normalized_name: twelve confused people
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A debate and discussion based Edu-LARP where 8-12 players take on the roles of jurors who must decide the verdict of an alleged criminal. The situation is realistic but remote, aiming to test skills in immersion, empathy, debating, and persuasion. Players immerse into pre-prescribed characters with different moral and social views and must reach a majority verdict on charges including burglary, murder, manslaughter, GBH, or innocent.

rules:
Players are assigned character sheets and briefed; they introduce themselves in character, debate the charges, then vote by majority decision. Charges options: burglary, first degree murder, second degree murder (manslaughter), grievous bodily harm, or innocent of all charges. Workshop structure: character brief + in-character exercises (10 min); character introductions (15 min); position statements (15 min); open debate (25 min); closing position (15 min); debrief (15 min). Total: ~80 minutes.

source_excerpt:
This Edu-LARP aims to place Players in a real life situation, with real life pre-prescribed Characters. Its aim is to allow the Players to immerse themselves into a Character which could be different to them and hold different moral/social views.


name: How to Make a LARP
category: jocuri-cercetasesti
subcategory: LARP
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1217-1218
skills_developed: game design, storytelling, planning, facilitation
difficulty_level: mediu
keywords: LARP, roleplay, game design, character sheets, mechanics
tags: ["edu-larp", "game design guide"]
language: en
normalized_name: how to make a larp
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A guide on how to design and run a Live Action Role Play (LARP), covering key elements: idea/setting, plot, characters, mechanics, introduction, and debrief. The creator chooses a setting, develops a plot, writes character sheets with goals and relationships, designs mechanics that replace real-world impossible elements, delivers a briefing to players, and runs a debrief after the game.

rules:
Steps: (1) Develop an idea/setting; (2) Create a plot with a beginning and end; (3) Write character sheets covering identity, personality, relations, and goals; (4) Design mechanics for elements that cannot be physically enacted; (5) Brief players (rules + story) without boring them; (6) Run debrief after play.

source_excerpt:
In LARPs you can use every possible setting - the trenches during the Second World War, a Colombian soap opera, the Queen's of England's birthday party or the sexual life of ants – the idea depends only on the creator's mind!


name: Ancient Civilisations
category: conflict-empatie
subcategory: historical LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1222-1225
materials_category: props
materials_list: materials for each city-state, Spartan flags
skills_developed: empathy, political awareness, negotiation, teamwork, historical thinking
difficulty_level: mediu
keywords: ancient Greece, political systems, democracy, oligarchy, tyranny, LARP
tags: ["edu-larp", "history", "politics", "war", "city-states"]
language: en
normalized_name: ancient civilisations
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A historical Edu-LARP emphasising the influence of political systems on individuals. Players visit three ancient Greek city-states — Athens (democracy), Sparta (oligarchy), and Corinth (tyranny) — and experience different political systems from within. Each city-state has distinct goals, and the scenario culminates in potential war triggered by the theft of Poseidon's gold statue.

rules:
The space is divided into 4 areas: Athens, Sparta, Corinth, and a battlefield. The Game Master facilitates briefing, story, battles, and debriefing. 3 optional NPCs (one per city-state) facilitate time intervals. Players are assigned characters within their city-state and pursue their character's goals. Ideas for extended play: participants rotate between teams; teams can communicate throughout the game. Workshop: character brief + in-character exercises (15 min); debrief (15 min). Play time: 60 minutes.

variations:
Participants rotate between the various teams. Teams are able to communicate with each other all the time during the game.

source_excerpt:
The Players will visit three city-states with three different political systems (Athens – democracy, Sparta – oligarchy, Corinth – tyranny) and feel how it is to be among the strong men of those times.


name: Ancient Civilisations
category: team-building
subcategory: historical simulation
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1242-1244
materials_category: printed materials
skills_developed: negotiation, persuasion, strategic thinking, historical empathy, teamwork
difficulty_level: mediu
keywords: ancient greece, diplomacy, negotiation, deception, voting, war and peace
tags: ["historical simulation", "ancient civilizations", "athens", "sparta", "corinth", "roleplay"]
language: en
normalized_name: ancient civilisations
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part78
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A negotiation and diplomacy simulation game in which participants are divided into three teams representing the ancient Greek city-states of Athens, Sparta, and Corinth. Each city has its own secret backstory, mission, and political situation. A messenger from Corinth travels between the cities delivering letters to manipulate the other factions. Teams must negotiate, vote, and decide whether to go to war or pursue peace. The game explores deception, alliances, and political intrigue set in ancient Greece.

rules:
Three teams (Athens, Sparta, Corinth) plus a Messenger role from Corinth. Time schedule per team: 6 minutes reading story and discussion, 4 minutes negotiations (or messenger travel), 10 minutes discussion and voting (war/peace), 10 minutes war/peace resolution. Athens must vote (majority of 3/5) whether to attack Sparta. Sparta must decide war or peace by agreement. Corinth must persuade Athens to attack Sparta; if peace is achieved, Corinth must choose which city to attack. The Corinthian messenger secretly delivers letters to each city-state and must bribe Lamachos (identified by the Greek letter lambda on his badge) among the Athenians to vote for war.

source_excerpt:
We should have never formed an alliance with those liars from Corinth during the Peloponnesian War. We are almost sure that it was our former ally who destroyed the Athenian temple of Poseidon and left our flags there.

materials_list:
city/team story sheets, character role cards, letters from Prokroustis, name badges with Greek letters, gift cards for bribery


name: Life or Death
category: conflict-empatie
subcategory: ethics LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1226-1229
materials_category: props
skills_developed: empathy, ethical reasoning, discussion, immersion, perspective-taking
difficulty_level: mediu
keywords: euthanasia, disability, ethics, discussion, LARP, roleplay
tags: ["edu-larp", "euthanasia", "disability", "moral dilemma", "vote"]
language: en
normalized_name: life or death
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A discussion-based Edu-LARP surrounding euthanasia and disability. Players take on the roles of family, friends, and medical professionals who must collectively decide whether a paralysed, depressed young man (John) should continue living or be assisted in committing suicide. Players immerse into characters that may conflict with their own values, prompting meaningful discussions on ethics and disability.

rules:
Room setup: two tables on opposite sides for family (Room A) and medical team (Room B), with central circle seating for all players. Voting papers and box in the centre. Game structure: rules explained + character allocation (5 min); story (5 min); character brief + exercises (5 min); character introductions (10 min); separate discussions in Room A and B (10 min); open discussion in circle (15 min); vote (3 min); outcome (2 min); discussion + unexpected news (5 min); final closure discussion (5 min); debrief (15 min). Total: 60 minutes.

source_excerpt:
This Edu-LARP aims to place Players in a real life situation, where they will be facing some current topics in society, further allowing them to immerse into the roles of those who may be affected.

materials_list:
two tables, chairs, voting papers, pen, voting box, overhead projector, laptop, name labels, low instrumental music


name: The Sea of Endless Opportunities
category: conflict-empatie
subcategory: argumentation LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1230-1232
materials_category: props
materials_list: sea sounds, name-tags
skills_developed: argumentation, negotiation, empathy, decision-making, social justice awareness
difficulty_level: mediu
keywords: boat, asylum seekers, survival, argumentation, negotiation, LARP
tags: ["edu-larp", "migration", "social justice", "survival", "negotiation"]
language: en
normalized_name: the sea of endless opportunities
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An argumentation Edu-LARP where players are passengers, staff, and captain on a sinking boat in the Mediterranean Sea. Located on different floors and unable to hear each other, they must negotiate who crosses the gates between floors during limited time windows. The game explores life-or-death decision making, argumentation, and social justice themes through characters from diverse backgrounds.

rules:
The space is divided into 3 floors. Gates between floors open and close at timed intervals (Game Master announces): first opening — one person can cross each gate in one direction; second opening — evacuation phase. Players negotiate on their floors and send representatives to other floors. Game structure: 8 min on separate floors; 4 min gates open (one person per gate per direction); 5 min negotiation before second opening; 2 min gates open; 1 min GM announces scenario per floor. Workshop Option 1 (pre-written sheets): brief (5 min), in-character (5 min), play (20 min), debate (10 min). Option 2: add 10 min for workshopped characters.

source_excerpt:
Several people are on a boat that is about to sink. They are located in different floors and do not know anything about the situation of the rest of fellow passengers. They can all be saved, or just a few of them.


name: Enigma
category: escape-room-puzzle
subcategory: surreal LARP
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1233-1236
materials_category: props
skills_developed: empathy, problem-solving, teamwork, emotional awareness, mental health awareness
difficulty_level: dificil
keywords: mental illness, puzzle, surreal, labyrinth, LARP, roleplay
tags: ["edu-larp", "mental health", "escape room", "surreal", "problem solving"]
language: en
normalized_name: enigma
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part77
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An active and dynamic Edu-LARP where 5 players wake up in an unknown situation and must navigate through four surreal rooms representing states of mental illness. The storyteller (Game Master) guides them through a labyrinthine experience. Players face physical and puzzle challenges in each room, and ultimately choose between two paths — one representing continuous struggle with mental illness, the other representing suicide. The aim is to give players an embodied understanding of the mental illness experience.

rules:
Four separate rooms: (1) blank white room with a hole in the floor — players must jump through or walls close in (NPCs with white sheets push them toward the pit); (2) dark cave where players must kill a giant spider by rolling dice (score 3+ to kill; failure means that player is eliminated and next tries); (3) cosy living room with a riddle — solve to open the next door; (4) dark tunnel with two paths — right path loops back to room 1 (continuous mental illness), left path ends in nothingness (suicide). Players have 5-7 minutes per room; storyteller intervenes with hints if they don't progress. Workshop: max 10 min introduction; 30 min play; debrief.

source_excerpt:
The aim is to present a surreal and emotionally triggering labyrinth as an image that represents the state of mind that mentally ill people have to live with.

materials_list:
four rooms, dice, rock or weapon prop, cookies and milk, fire pit, fluffy pillows, white sheets (for NPCs as walls), riddle cards


name: Enigma
category: escape-room-puzzle
subcategory: edu-larp
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1233-1236
materials_category: room setup
materials_list: four separate rooms, white sheets (for NPC walls), dice
skills_developed: empathy, problem solving, emotional awareness, roleplay
difficulty_level: mediu
keywords: larp, mental health, surreal, roleplay, problem solving
tags: ["edu-larp", "mental illness", "theatre", "surreal"]
language: en
normalized_name: enigma
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part78
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An active and dynamic Edu-LARP (Scenario no. 5) in which a random group of 5 players is placed in an unknown surreal situation with prescribed characters. The game uses four rooms to create a labyrinth representing the state of mind of mentally ill people. Players must navigate increasingly challenging rooms — a blank white room, a dark cave with a spider, a cosy living room with a riddle, and a final tunnel with two endings representing either continued struggle or suicide. The Game Master acts as a storyteller guiding characters through the story.

rules:
Four rooms are prepared. Room 1 is blank and white with a hole in the floor; if players don't jump in within 5-7 minutes, the storyteller signals that walls are closing in. Room 2 is a dark cave where a giant spider attacks; one player at a time rolls dice and must score 3 or above to kill the spider (otherwise that player dies). Room 3 is a cosy room with a riddle that opens the door when solved. Room 4 is a cave with a crossroads and two tunnels: the right path leads back to Room 1 (continuous fight with mental illness), the left path leads to nothingness (representing suicide). Players have 5-7 minutes per room. The storyteller intervenes softly if players get stuck. The workshop includes a 10-minute character introduction and ends with a 30-minute game followed by debriefing.

source_excerpt:
This Edu-LARP puts a random group of Players in an unknown situation. They are given the prescribed Characters with a short biography and only a general overview of their specific personality traits.


name: The Decision
category: team-building
subcategory: political simulation larp
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1237-1248
materials_category: props and digital
materials_list: sheets, digital Google Drive document, smartphones or tablets, costumes, music and sound FX
skills_developed: political thinking, negotiation, strategic decision making, conflict management
difficulty_level: dificil
keywords: larp, politics, war, simulation, negotiation, stakeholders
tags: ["political simulator", "wartime", "roleplay", "HP system", "multiple endings"]
language: en
normalized_name: the decision
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part78
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A political wartime simulator LARP (Scenario no. 6) for 6-12 players set in the fictional nation of Neverly at war with Taribia. Players take on roles as government, military, people, and industrial complex stakeholders and must make difficult decisions to keep the country from collapsing. The game uses a hit points (HP) system where each stakeholder has 10 HP; if any stakeholder reaches zero, the country loses the war. Multiple endings are possible depending on the final HP balance.

rules:
Each stakeholder starts with 10 HP. Each turn (up to 5 minutes), stakeholders choose one issue to submit to the government. The government decides which issue to approve. Stakeholders have one PUSH bonus to bypass government decisions, requiring the Princess's approval. The Game Master (playing the newscaster) announces random events that add or subtract HP. If two stakeholders PUSH simultaneously, the Princess decides. If one stakeholder's HP is more than 3 above others at the end, the game enters a special ending (Social Demagogy, Military Junta, or Neoliberal Technocracy). Players can also censor the press by unanimous agreement, bypassing random event effects. The game ends if any stakeholder reaches 0 HP or after a final round decision.

variations:
Extended version allows stakeholders to overthrow the government; alternate version lets all parties see each other's HP for more rational decision-making.

source_excerpt:
The fictional nation of Neverly is at war with Taribia. The government has to face difficult moments and has to guarantee that the overall morale and physical conditions of its stakeholders (the Military, the industrial complex, the people) will not decrease because of the enemy's attacks.


name: Template: Preparing
category: team-building
subcategory: visual facilitation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1292
materials_category: paper
materials_list: pre-drawn template sheet, markers
skills_developed: planning, goal-setting, reflection
difficulty_level: usor
keywords: preparation, meeting, visual template, planning
tags: ["visual", "facilitation", "template", "planning", "preparation"]
language: en
normalized_name: template: preparing
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part81
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A visual template for preparing before an important meeting or event. Participants fill in fields such as outcome, headline, purpose, need, team and plan, design principles, and target group. Helps make meaning and set intentions before a meeting or event.

rules:
Before an important meeting or event, use the pre-drawn template with fields: outcome, headline, purpose, need, team and plan, design principles, and target group. Think about certain tasks before filling it in.

source_excerpt:
Template: Preparing Think about certain tasks before an important meeting or event. Make a meaning and you can make a difference!


name: MY COMPETENCES Template
category: altele
subcategory: personal development / visual facilitation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1296
materials_category: paper
materials_list: MY COMPETENCES template sheet, pens
skills_developed: self-reflection, goal-setting, personal development
difficulty_level: usor
keywords: competences, skills, personal development, self-reflection
tags: ["visual", "template", "personal", "competences", "self-reflection"]
language: en
normalized_name: my competences template
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part81
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A personal competence mapping template for self-reflection. Fields include: vision (where do I want to go?), my knowledges, who I am, my skills, today?, my principles, successes, what steps have I already taken?, challenges, and supporters. Helps individuals map their competences and personal development.

rules:
Use the MY COMPETENCES template to reflect on personal skills and goals. Fill in each section: vision, knowledges, skills, principles, successes, steps taken, challenges, and supporters.

source_excerpt:
MY COMPETENCES vision where do i want to go? my knowledges who i am my skills today? my principles successes what steps have i already taken? challenges supporters


name: Summary of the Year Template
category: altele
subcategory: personal development / visual facilitation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1298
materials_category: paper
materials_list: annual reflection template, pens
skills_developed: reflection, goal-setting, gratitude, self-awareness
difficulty_level: usor
keywords: year review, reflection, goals, annual summary
tags: ["visual", "template", "annual", "reflection", "goals"]
language: en
normalized_name: summary of the year template
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part81
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An annual reflection template that guides participants to think about the past year before setting new goals. Fields include: dream to take along, was challenging, was surprising, was eye opening, surprising moments, pleasant moments, myself (I found...), the world, people who were..., somebody else, teaching, discovered about..., was painful but fair, changed me, saw, heard, important things, I am grateful for, said, did, surprised me, wasn't fair, I appreciate a lot, idea that still needs to work on, glad that I tried but let it be, I am proud of.

rules:
At year's end, distribute the template and ask participants to think about the past year across all the fields before setting new goals for the coming year. Feel free to use and share.

source_excerpt:
2015 summary of the year- think about some things before setting new goals! Welcome 2016 Feel free to use and share :) Dream to take along


name: Template: Thinking about the Context
category: team-building
subcategory: visual facilitation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1299
materials_category: paper
materials_list: context template sheet, markers
skills_developed: planning, strategic thinking, clarity of purpose
difficulty_level: usor
keywords: context, planning, visual template, purpose, outcome
tags: ["visual", "facilitation", "template", "context", "planning"]
language: en
normalized_name: template: thinking about the context
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part81
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A visual template for analysing the context of a presentation, meeting, or project before creating a visual or template. Fields include: context (what is the context?), desired outcome, core message, purpose, target group, situation. Guided by questions about meaning, purpose, desired goals, people engaged, values, and how to reach the outcome.

rules:
Before creating a visual or template, fill in the context template with: context description, desired outcome, core message, purpose, target group, and situation. Answer the guiding questions: what is the meaning/purpose, why are we doing it, what is the desired goal, who is engaged, what are the values and terms, how to reach the result.

source_excerpt:
Template: Thinking about the Context CONTEXT desired outcome what is the context of my presentation, meeting, project? core message purpose your template target group situation


name: Template: Thinking About the Content
category: team-building
subcategory: visual facilitation
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1300
source_excerpt: Template: Thinking About the Content What are the Main Things You Want to Tell/Show?
materials_category: paper
materials_list: content template sheet, markers
skills_developed: communication, planning, message clarity
difficulty_level: usor
keywords: content planning, visual template, communication
tags: ["visual", "facilitation", "template", "content", "planning"]
language: en
normalized_name: template: thinking about the content
extraction_confidence: low
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part81
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A visual template for planning and deciding the main things you want to tell or show in a presentation, meeting, or project. Helps facilitate thinking about what key content to include in a visual.

rules:
Use this template after defining the context. Fill in what are the main things you want to tell or show to your audience.


name: Summary of the Year Reflection Template
category: altele
subcategory: reflection template
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1298
source_excerpt: 2015 summary of the year- think about some things before setting new goals! Welcome 2016 Toolbox
materials_category: paper
materials_list: template sheet
skills_developed: self-reflection, goal-setting, self-awareness
difficulty_level: usor
keywords: reflection, year review, template, goals, self-assessment
tags: ["visual facilitation", "toolbox", "reflection"]
language: en
normalized_name: summary of the year reflection template
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part82
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A personal year-in-review reflection template that helps participants think about the past year before setting new goals. It uses structured prompts to guide reflection on challenging, surprising, and eye-opening moments, discoveries about oneself and the world, things to be grateful for, and ideas still to work on.

rules:
Participants fill in sections covering: what was challenging, surprising, eye-opening; surprising and pleasant moments; what was discovered about oneself, the world, and others; things that were painful but fair or that changed them; what was seen and heard; things to be grateful for and proud of; and ideas still needing work.


name: Five Fingers Reflection Template
category: altele
subcategory: reflection
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1309-1310
materials_category: paper
materials_list: hand template or blank paper, pens
skills_developed: self-reflection, evaluation, self-awareness
difficulty_level: usor
keywords: five fingers, reflection, evaluation, template, hand
tags: ["visual facilitation", "toolbox", "reflection template", "daily review"]
language: en
normalized_name: five fingers reflection template
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part82
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A reflection method using the five fingers of a hand as a graphic template. Each finger represents a different dimension of reflection: thumb (something liked/appreciated), index finger (something to point out/draw attention to), middle finger (something disliked/unsatisfied with), ring finger (something that struck emotionally and is taken to heart), little finger (something there was too little of). The center of the palm is for noting what to take away.

rules:
Participants draw or use a hand template. For each finger they write: Thumb – what they liked or appreciated; Index finger – something important to point out; Middle finger – something they didn't like or weren't satisfied with; Ring finger – something that struck them emotionally; Little finger – something there wasn't enough of. In the palm – what they want to take away with them.

source_excerpt:
The thumb is something you liked, which was good, or that you appreciated and could give a thumb up to. The index finger is used to point out something, for drawing attention to something important


name: Animal (Bunny) Reflection Template
category: altele
subcategory: reflection
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1310
materials_category: paper
materials_list: animal drawing template or blank paper, pens
skills_developed: self-reflection, evaluation, creative thinking
difficulty_level: usor
keywords: bunny, animal template, reflection, body parts, evaluation
tags: ["visual facilitation", "toolbox", "reflection template", "daily review"]
language: en
normalized_name: animal (bunny) reflection template
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part82
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A reflection method using a drawn animal (in this case a bunny) as a visual template. Questions for reflection are connected to different body parts of the animal, making the evaluation engaging and memorable.

rules:
Participants reflect using the body parts of the animal: Ears – what was the most useful thing you heard today? Mouth – what was the most interesting thing you said? Heart – how did you feel? Head – what you definitely wouldn't like to forget? Hands – which skills did you develop? Feet – what moved you the most? Fluffy tail – what was the most beautiful?

source_excerpt:
Ears – what was the most useful thing you heard today? Mouth – what was the most interesting thing you said? Heart – how did you feel? Head – what you definitely wouldn't like to forget?


name: Camel Trophy
category: camp-outdoor
subcategory: team competition
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1454-1455
source_excerpt: Physically demanding team competition. A race with big tires representing off-road cars.
materials_category: outdoor equipment
skills_developed: teamwork, endurance, physical strength, cooperation, navigation
difficulty_level: dificil
keywords: team competition, physical, outdoor, tires, race, obstacle course
tags: ["team-building", "outdoor", "physical", "competition"]
language: en
normalized_name: camel trophy
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part91
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A physically demanding team competition inspired by the real Camel Trophy race. Teams of 8 participants must carry and maneuver large tires through rugged outdoor terrain, overcoming obstacles such as steep slopes, streams, rivers, and muddy parts. The race finishes at a checkpoint where teams complete individual timed tasks for points.

rules:
Participants are divided into groups of 8 (with attention to even distribution of physical strength). The motivation phase involves dynamic music, a race video, and a theoretical lecture. At the start, participants discover their 'off-road cars' are big tires they must carry through the terrain together. They overcome obstacles: hilly passages, steep slopes, streams, rivers, ponds, mud. The first part of the race finishes at a checkpoint. From the checkpoint, crews set off on individual tasks (orienteering with one tire, high-rope activities, bridge construction, sending messages over long distances, or other team tasks) within the same time limit. Going downhill with tires is strictly controlled to prevent danger.

materials_list:
big tires (4 for each team), working gloves, paper ribbons for marking the track, compasses, maps, whistles, loudspeaker system, material for individual tasks


name: Colour Mass
category: creative-stem
subcategory: art
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1456-1457
materials_category: art supplies
skills_developed: creativity, imagination, sense of detail, aesthetic appreciation
difficulty_level: usor
keywords: art, creativity, painting, gallery, imagination
tags: ["creative", "art workshop", "indoor", "painting"]
language: en
normalized_name: colour mass
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part91
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An art workshop in three parts where participants first freely cover an A4 paper with water-based paint without any artistic plan, then use an improvised frame made of two L-shaped paper pieces to search for interesting details and patterns in the dried paint, and finally cut out selected details, mount them as framed pictures, and exhibit them in a mock gallery opening with awards and an auction.

rules:
Part 1: Participants cover an A4 paper with paint without any artistic plan using any technique (pouring water then adding colour with a brush, hands, or directly from tubes). Part 2: When dry, participants cut two L-shaped pieces of paper (~3cm wide) to create an adjustable frame/window. They use the frame to search for interesting details (real or abstract) in the painted paper. Part 3: Chosen details are cut out and pasted on small white paper to create a frame. Optional: create a real wooden frame and spray with varnish. Final event: all participants are invited to a mock gallery opening where 'world-famous artists and experts' award the most interesting pieces. An auction can also be held.

source_excerpt:
This art workshop consists of three parts. In the first part are the participants asked to cover an A4 paper with paint without any artistic plan. The technique is entirely up to them.

materials_list:
A4 papers, paintbrushes, water based paint, bowls for water, scissors, a razor or sharp knife, a ruler, glue, a pencil, varnish in spray, wooden laths


name: Dancing Hall
category: team-building
subcategory: drama, history
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1458-1460
materials_category: props and costumes
skills_developed: non-verbal communication, empathy, role-play, creativity, historical awareness
difficulty_level: dificil
keywords: drama, role-play, history, non-verbal, silence, characters, dance hall
tags: ["drama", "role-play", "history", "indoor", "evening"]
language: en
normalized_name: dancing hall
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part91
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A dramatic, low-structured role-playing game where participants are assigned clearly defined characters and experience multiple historical periods of 20th-century Europe in the setting of a dance hall. The game is played entirely in silence — participants communicate only through gestures and deeds. Instructors periodically create conflict situations to which characters must react in character. The game spans historical periods from the 1930s through the present day.

rules:
The room is set up as a dance hall with a bar and a big mirror at the entrance. Each participant is assigned a pre-prepared character (simplified, clearly defined, 'black or white'). About an hour before the game, rules are explained: the motto is 'Times are changing. People don't.' The game is played entirely in silence — only gestures and deeds. Participants prepare costumes and props. The bartender opens the dance hall, the appropriate year appears on a large calendar, and period music plays. Participants enter one by one, stop at the mirror to spruce up, then dance, drink, interact according to their roles. Instructors enter and provoke conflict situations. Between periods, a 5-minute break occurs during which participants may change accessories. After the last act (present day), the bartender puts chairs on tables and each character leaves. Historical periods and conflict situations: 1930s (swing/jazz, economic crisis — conflict: arrogant new-rich couples); War (bomb shelter, sirens, no music — conflict: Gestapo officers checking IDs); Liberation (military marches — conflict: injured soldiers expose collaborators); Late 1950s (rock-and-roll, Iron Curtain — conflict: rowdies provoke racial brawl); Early 1970s (Beatles, Vietnam War — conflict: hippies forcing marijuana and free love); Present Day (disco music — conflict chosen to reflect current events).

source_excerpt:
We are in a room that has been serving as a dance hall for more than a generation. In the past 70 years, it has survived the economic crises, the war, the liberation, the constructive socialistic enthusiasm, the beginnings of the rock-n-roll, the hippie movement, students' protests.

materials_list:
props and costumes for each historical period, period music, bar equipment with coloured tea or water in original bottles, a calendar with changeable year


name: Dancing Hall
category: team-building
subcategory: drama / experiential history
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1458-1465
materials_category: costumes, props, music
difficulty_level: dificil
keywords: drama, history, role play, silent game, characters, dance hall
tags: ["indoors", "evening", "any season", "experiential education"]
language: en
normalized_name: dancing hall
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part92
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A dramatic, low-structured stage game in which participants are each assigned a distinctive character (role) and experience moments from modern European history (1930s to present day) in the environment of a dance hall. Participants act out their roles entirely in silence, expressing themselves only through gestures and deeds, while instructors periodically enter to create conflict situations appropriate to each historical period. After each historical period (lasting 10–20 minutes), a brief break allows participants to adjust props/accessories before the next era begins.

rules:
Participants are assigned clearly defined, simplified characters ('black' or 'white') before the game. The dance hall is set up with a bar, a large mirror at the entrance, and a calendar showing the year. Participants enter one by one, stop at the mirror, then act according to their character. No speaking is allowed — all expression is through gesture and action. Instructors in roles (including a bartender who manages game pace) periodically enter to provoke conflict situations. After the final act, each character leaves through the mirror and 'takes off the acting'. A debrief follows immediately after the game ends.

variations:
Czechoslovakian Dance Hall version (by Milan Hanuš, first played at the Go! course in 1993): set in Czechoslovakia, covering milestones from 1918 to the present. More emphasis on experiencing national history than on character precision. Historical recordings, photos, poetry, slogans, and radio recordings are used for authenticity. Characters may be members of specific social groups or professions. Suitable especially for ages 15–20.

source_excerpt:
Dramatic, low-structured game. The characters (roles) are experiencing moments from our modern history in the environment of a Dancing hall.

materials_list:
props and costumes characteristic for each time period, music in styles needed for each period, bar equipment with relevant props (coloured tea or water in original bottles), a calendar with changeable year

skills_developed:
non-verbal communication, creativity, historical empathy, character portrayal, emotional intelligence


name: Inspector Cloosony's Tells the Story
category: creative-stem
subcategory: storytelling / drama
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1466-1467
materials_category: costumes, props, office materials
materials_list: costumes, reflectors, office material, small props suitable as clues, music
skills_developed: creativity, dramatic skills, communicative skills, storytelling, teamwork, deductive reasoning
difficulty_level: mediu
keywords: detective, storytelling, drama, reconstruction, creative, crime scene
tags: ["indoors", "outdoors", "daytime", "any season", "teams"]
language: en
normalized_name: inspector cloosony's tells the story
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part92
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A creative team game combining storytelling, crime scene creation, and dramatic reconstruction. Teams invent a detective story, create its physical 'imprint' (evidence/traces) in an outdoor sector, then move to another team's sector and reconstruct that team's story from the evidence left behind. The activity culminates in indoor dramatic performances of the reconstructed stories, followed by the reveal of the original written story.

rules:
Instructors perform a short detective dramatization to introduce the concept. Participants are divided into teams of 4–6 and each assigned an 8x8m outdoor sector plus optionally a few props or keywords. Teams have one hour to invent a detective story, write it down, and create its 'imprint' (traces/evidence) in their sector. Teams then rotate to the neighbouring sector and have another hour to 'read' the evidence and prepare a dramatic reconstruction using available costumes, props, and music. Inside, teams perform their reconstructions; after each, the original story is read aloud. Not a competition — inventiveness and creativity are key.

source_excerpt:
The game begins with a short dramatization. The instructors perform a short detective story (e.g. a man counting money, a murderer approaching from behind, attack, robbery, murder, the murderer with money fleeing the scene and leaving various traces behind).


name: Labyrinth of the World and Paradise of the Heart
category: conflict-empatie
subcategory: life simulation / values exploration
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1468-1473
materials_category: costumes, stationery, symbolic props
difficulty_level: dificil
keywords: life simulation, values, reflection, empathy, experiential, biography
tags: ["indoors", "outdoors", "full day", "any season", "psychologically intense"]
language: en
normalized_name: labyrinth of the world and paradise of the heart
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part92
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A deep, multi-hour stage game in which participants symbolically live through their entire lives, decade by decade, making choices in the 'Labyrinth of the World' (outdoor stations representing work, education, family, hobbies, etc.) and reflecting in silence in the 'Paradise of the Heart' (a cosy indoor room). Instructors play the roles of Magus (guide), Destiny (who introduces handicaps and interventions), and Angels. Over 6–8 decades, participants accumulate experiences, face simulated diseases and losses (physical handicaps), and ultimately 'die', ending blindfolded in the Paradise.

rules:
The game is divided into 6–8 decades of 10–15 minutes each (plus 5–10 minute breaks in Paradise). Each decade: participants enter the Labyrinth, must first visit the Water of Life station (compulsory), then freely choose from stations (Work, Education, Family, Hobbies, Relaxation, Personal life, Life values, etc.), collecting cards at each. On return to Paradise, Angels collect cards and record them in a biography chart. Destiny introduces random or consequence-based handicaps (blindfolds, bandages, weights). Participants 'die' progressively from the 50s decade onward, becoming ghosts or resting in Paradise. The game ends with all surviving participants blindfolded, handicaps removed, and a final relaxation. Debrief is mandatory and must continue at least one more day. A psychologist or very experienced person should be present.

source_excerpt:
A stage game. Participants go symbolically through their lives and in each decade they make various decisions. In the meantime between the decades they think about the steps they have taken.

materials_list:
costumes for instructors, music (cassettes, CDs + audio system), a roll of wrapping paper, markers, small paper cards, a big pot and cups (Water of Life), pen and notebook for each participant, a scarf (blindfold) for each participant, a backpack for each participant, handicap materials: bandages, stones, logs

skills_developed:
self-reflection, values clarification, empathy, decision making, life planning, emotional resilience


name: Land Art
category: camp-outdoor
subcategory: creative / ecology
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1474-1475
materials_category: natural materials + basic tools
materials_list: a knife, an axe, a saw, a spade
skills_developed: creativity, ecological awareness, artistic expression, observation, teamwork
difficulty_level: usor
keywords: land art, nature, creativity, ecology, outdoor art, sculpture
tags: ["outdoors", "morning", "afternoon", "any season", "any age"]
language: en
normalized_name: land art
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part92
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
An outdoor creative workshop in which participants create works of art directly in the landscape using only natural materials found on site (stones, dry trees, leaves, branches, clay, etc.). Inspired by the Land Art movement from the 1970s, the activity connects creativity, ecology, and relationship with nature. Works can be individual or group creations. The activity concludes with a 45-minute 'gallery opening' where participants walk together through the landscape viewing and discussing each installation.

rules:
Find a suitable outdoor environment — rugged, spacious, with abundant natural material. Participants are motivated through reading the game legend (philosophical text about humanity's relationship with nature). Set a clear creation time limit. Emphasize ecology: works should be manmade but must not interfere with nature. Basic tools (knife, axe, saw, spade) may be used. During creation, the instructor monitors groups, keeps them informed of time, and may offer consultation. Reserve the last ~45 minutes for the 'gallery opening' — a collective walk through all installations with free discussion, photography, and contemplation.

source_excerpt:
Creation of works of art directly in the landscape. Inspiration and the only material is the landscape and the natural resource available.


name: Land Art
category: creative-stem
subcategory: outdoor art
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1474-1475
materials_category: natural materials and tools
materials_list: a knife, an axe, a saw, a spade
skills_developed: creativity, relationship to nature, artistic expression
difficulty_level: mediu
keywords: land art, nature, creativity, outdoor, sculpture, ecology
tags: ["outdoor", "creative", "workshop", "nature"]
language: en
normalized_name: land art
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A workshop where participants create works of art directly in the landscape. The inspiration and only material is the landscape and natural resources available. Individual or group works are created, followed by a 'gallery opening' where the group walks through the landscape from one installation to another, talking freely about the works of art.

rules:
Find a suitable environment with enough material (stones, dry trees, leaves, branches, clay, etc.). Motivate participants with the legend. Set exact time for realization and emphasize ecology and the idea of Land Art. Reserve about 45 minutes at the end for 'gallery opening'.

source_excerpt:
A workshop. Creation of works of art directly in the landscape. Inspiration and the only material is the landscape and the natural resource available.


name: Multisocio
category: icebreakers
subcategory: getting to know each other / values
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1476
source_excerpt: The participants are answering various personal questions, but they can only answer YES or NO.
materials_category: paper cards
materials_list: paper with questions, cards with the answers YES/NO, bell or drum
skills_developed: self-awareness, group awareness, communication, active listening
difficulty_level: usor
keywords: icebreaker, yes/no, questions, group dynamics, getting to know each other
tags: ["indoors", "evening", "any season", "circle"]
language: en
normalized_name: multisocio
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part92
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A discussion game in which participants get to know each other better and visualize differences within the group. An organizer asks personal questions one at a time; after about 30 seconds each participant must show a YES or NO card simultaneously. After each answer round, up to 3 participants may ask follow-up questions. The game uses a prepared list of increasingly personal questions about work, love, relationships, and personal beliefs.

rules:
Participants sit in a circle so everyone can see each other. The organizer reads questions one at a time. After ~30 seconds (signalled by a bell or drum), all participants simultaneously show their YES or NO card. All questions must be answered; no abstaining. After each answer round, 3 people may ask one question each, directed at any participant (each participant may be asked only one question per round). A prepared question list is used.


name: Multisocio
category: icebreakers
subcategory: discussion game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1476-1477
materials_category: paper materials
materials_list: Paper with questions, cards with the answers YES/NO
skills_developed: self-disclosure, empathy, active listening, trust building
difficulty_level: usor
keywords: discussion, yes/no, personal questions, getting to know each other
tags: ["indoor", "evening", "circle game", "discussion"]
language: en
normalized_name: multisocio
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A discussion game where participants answer various personal questions but can only answer YES or NO. The participants sit in a circle and an organizer asks questions gradually. After about 30 seconds a bell is rung and everybody shows a YES or NO card. After presenting answers, 3 people can ask follow-up questions. Aims at getting to know each other and visualizing differences in the group.

rules:
Participants sit in a circle. Organizer asks questions one by one. After ~30 seconds, ring bell. Everyone must show YES or NO card. After each round, 3 people may ask one question to one person (one question per person per round). Start with easy questions to gradually build trust.

source_excerpt:
A discussion game. The participants are answering various personal questions, but they can only answer YES or NO.


name: Nexus VI
category: team-building
subcategory: psychodrama / stage game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1478-1481
source_excerpt: A stage game. Demanding and still vain journey to gain immorality.
materials_category: props and electronics
materials_list: a sticky tape, papers, crackers (maroons), a cassette for each team, a cassette player
skills_developed: self-knowledge, reflection on life, group cohesion, empathy, resilience
difficulty_level: dificil
keywords: Blade Runner, androids, mortality, self-knowledge, night game, stage game, existential
tags: ["night", "outdoors", "stage game", "psychodrama", "existential"]
language: en
normalized_name: nexus vi
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A stage game inspired by Blade Runner. Participants play androids (replicants) who have escaped to Earth seeking truth about their origin and immortality. In teams led by guides, they journey 6-9 km at night to Dr. Tyrell's house, collecting cassettes that reveal the truth about their limited lifespan. The game ends with participants writing what they would do with their last year of life, then reading each other's messages, provoking deep reflection on mortality and life values.

rules:
Each participant is assigned a serial number and divided into equal teams of 5-6 with a guide-instructor. Groups journey on foot (~6-9 km at night) to Dr. Tyrell's house. Groups collect cassettes and return to a 'space shuttle'. Cassettes are played in order; participants hear they have one year left (=10 minutes). Each participant writes what they'd do in their last year. Papers are collected, shuffled, then read aloud in a circle; each reader sits/lies down ('sent to rest') after reading.


name: Nitwitball
category: sports-active
subcategory: football variant
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1482
materials_category: sports equipment
materials_list: a football ball, goals
skills_developed: physical fitness, teamwork, fun
difficulty_level: usor
keywords: football, sport, tournament, fun, active
tags: ["outdoor", "sports", "team game", "energizer"]
language: en
normalized_name: nitwitball
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A variation of football (soccer) where players must run to touch their own goal line after each kick of the ball before they can play again. The game is high-energy, appeals to spectators, and is recommended as a tournament. Meant to create a fun atmosphere and for relaxation.

rules:
Follows football rules except: after kicking the ball a player cannot hold the ball more than 2-3 seconds, and must run to their own goal line to 'reload' before they can play again. Recommended format: tournament with 3 teams of 10 players.

source_excerpt:
The game is derived from the football rules. There is just one exception – the ball is being kicked as it is in a normal football match, however, one cannot keep the ball for a longer period of time (2–3 seconds). Those who kicked the ball once have to run to the goal line of their own team to "reload".


name: Sorceress
category: conflict-empatie
subcategory: psychodrama / values game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1483-1485
materials_category: ceremony props
materials_list: candles, wax tablets, nails, keys, fire, a log, a bell, a drum, 3 messages
skills_developed: self-knowledge, values clarification, decision-making, empathy, helping others
difficulty_level: dificil
keywords: values, psychodrama, self-knowledge, sorceress, candle, sacrifice, fate
tags: ["twilight", "outdoors", "psychodrama", "emotional", "values"]
language: en
normalized_name: sorceress
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A psycho-drama game focused on personal values and self-knowledge. Participants journey through a sorceress's territory carrying a candle (their 'life') and wax tablets engraved with their two most important values. They must move through marked circles without being caught in motion by the sorceress. At the Fire circle they must burn one of their two values. The game explores decision-making, life values, and helping others.

rules:
Each participant receives a candle and wax tablet. They spend 30 minutes alone reflecting on happiness, choose their two most important values, and engrave symbols into two wax halves. The 10x10m game area has circles: BEGINNING, FIRE (x3), CLAY, THEATRE. Participants cannot move when the sorceress sees them or their candle is blown out (they 'die'). Others can rescue them by relighting their candle from the BEGINNING circle. At FIRE, participants must burn one tablet half. In CLAY they create a statue of themselves. They finish in THEATRE and leave their candle there. No speaking allowed in the territory.

source_excerpt:
Participants go through the sorceress's territory in order to have their life-goal fulfilled. The sorceress can put them out of the game.


name: The Academy of Sculpture
variations: Easier alternative: themes from history. Can lengthen time limit and include costumes and props.
category: creative-stem
subcategory: sculpture workshop
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1486-1487
materials_category: stationery
materials_list: recording sheets
skills_developed: teamwork, creativity, imagination, fantasy, communication, artistic expression
difficulty_level: mediu
keywords: sculpture, creativity, teamwork, art, abstract themes, guessing
tags: ["indoor", "creative", "team game", "artistic"]
language: en
normalized_name: the academy of sculpture
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A workshop/game where teams of 3-5 participants create a human sculpture representing an abstract theme (freedom, joy, sadness, hope, etc.) using other participants as the material. Spectators guess the theme and judges award points for creativity and comprehensibility. Aims at enhancing teamwork, creativity, imagination and fantasy.

rules:
Divide participants into groups of 3-5. Each team draws a theme (abstract terms like freedom, injustice, joy, etc.). Teams prepare a draft in 5 minutes. Teams take turns creating sculptures using members from other groups by telling, showing, or 'modeling' them (no force). Sculpture holds for 1 minute (30 seconds for younger). Spectators write guesses silently. Judges (instructors) award 0-5 points for artistic performance. Comprehensibility index = correct guesses / number of spectators.

source_excerpt:
The participants' task is to create a sculpture representing a certain mood. The artistic value is evaluated by others.


name: The Day of the Triffids
category: wide-games
subcategory: blindfold survival game
content_type: joc
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: pages 1488-1491
materials_category: outdoor survival and safety
materials_list: paper ribbons, mountaineering ropes, matches, blindfolds, helmets, eating bowls
difficulty_level: dificil
keywords: blindfolded, survival, team, obstacles, dawn, leadership, trust
tags: ["outdoor", "dawn", "summer", "physical", "blindfold", "stage game"]
language: en
normalized_name: the day of the triffids
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A demanding stage game where groups of blindfolded participants are led by a single seeing guide through a challenging outdoor route with multiple physical obstacles. Inspired by John Wyndham's novel. If a group fails an obstacle or exceeds the time limit, they must sacrifice one group member who remains blindfolded at that spot until the game ends. The game runs at dawn/morning and involves rope crossings, fire-making, swimming, and abseiling.

rules:
Evening before: collect blindfolds from participants under a pretext. Before game: divide into groups of 5-6, each with one seeing guide (chosen from less assertive participants). Wake and blindfold participants; play 'radio broadcast'. Remove blindfolds from guides only. Journey marked with paper ribbons. At each obstacle, an instructor explains the task and time limit. Failure or timeout = lose one group member (stays blindfolded at obstacle). Obstacles: 1) Rope crossing 15m (secured if not over water). 2) Light fire blindfolded and boil water (guide gives verbal advice only). 3) Solve a cipher. 4) Guide 'breaks leg'—blind members make stretcher and carry him 2+ km. 5) Guide abseils blind members to water; they swim to music source; meet and proceed to gathering place.

source_excerpt:
One participant leads the group of others who are blindfolded. The journey contains various demanding obstacles. If the group fails in overcoming an obstacle it results in losing one of the members of the group.

skills_developed:
psychological endurance, self-control, obstacle overcoming, self-knowledge, team co-operation, trust


name: The Story of the Pits
category: sports-active
subcategory: couple race with emotional component
content_type: activitate
source_file: Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip
source_files: ["Resource Pack_ Learning By Playing (Catalunya)-20181011T113930Z-001.zip"]
page_reference: page 1492
materials_category: stationery and comfort items
materials_list: papers, pens, paper ribbons, tea, cups, blankets
skills_developed: empathy, co-operation, physical endurance, emotional support, written communication
difficulty_level: mediu
keywords: race, couples, Le Mans, letter writing, empathy, running, support
tags: ["outdoor", "physical", "pairs", "emotional", "running"]
language: en
normalized_name: the story of the pits
extraction_confidence: high
source_id: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930
source_ids: ["c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930"]
chunk_key: c3162825_resource_pack__learning_by_playing_catalunya_20181011t113930.part93
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A race of couples inspired by Le Mans Car Race pit stops. Pairs take turns running on a circuit (one runs while the other is in the 'pits'). While resting in the pits, the stationary partner writes a letter of support to the running partner. Communication is only through written letters. The game builds empathy, cooperation, and physical endurance.

rules:
Evening before: participants write 3 names of opposite-sex people they'd like to work with; use these to pair up people with mutual affinities. Each pair chooses a team name. They run on an 800-1000m circuit. One person runs, one is in the pits at all times. They take turns as they wish but the girl must run at least a third of all rounds. Race is time-limited (2-3 hours depending on age). Winner is the pair that ran the most rounds. Participants cannot talk during the race — only communicate through written letters.

source_excerpt:
A race of couples. One player is on the trail of a physically demanding race and the second one is in meantime writing a letter of support to him or her. They change their roles during the course of the game.


name: Beginner's Compass Game
category: orientare
content_type: joc
source_file: Compass Game Beginner.pdf
source_files: ["Compass Game Beginner.pdf"]
page_reference: pages 1-4
materials_category: orienteering
skills_developed: compass navigation, orienteering, bearing reading
difficulty_level: usor
keywords: compass, orienteering, bearing, navigation, cones, code word
tags: ["compass game", "navigation", "outdoor", "Girl Scouts", "camp"]
language: en
normalized_name: beginner's compass game
extraction_confidence: high
source_id: c8b289d0_compass_game_beginner
source_ids: ["c8b289d0_compass_game_beginner"]
chunk_key: c8b289d0_compass_game_beginner.part01
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
A fun orienteering activity for Juniors and up designed to teach navigation with an orienteering compass. The course consists of 8 labeled cones placed in a large circle. Participants use compass bearings to navigate from cone to cone, recording the letter at each cone to form a six-letter code word, which is then checked against an answer sheet.

rules:
Each participant receives one Game Paper at a time. The paper tells the player their starting position and the bearings directing them from cone to cone. At each cone, the player copies down the letter on the back of the Game Paper. The six-letter code word produced is checked against the Answer Sheet. No two Game Papers describe the same route. Pencils are placed at each cone and must remain there during the game.

variations:
The game can be set up at Camp Brighton Woods on a permanently established course, or leaders can set up their own course using a tape measure (or 30-50 foot string) and an unlabeled ground stake. The radius of the course may be changed to suit the available space.

source_excerpt:
This activity is recommended for Juniors and up as a fun way to get their bearings as they learn how to navigate with an orienteering compass. To play, the participant must be able to find a direction with a compass when given a bearing.

materials_list:
Leader Guide, 8 labeled cones, Pencils and pencil sharpener, Laminated copies of the Game Paper Sheets, Laminated copies of the Answer Sheet, Orienteering compasses (not included in kit), Tape measure or 30-50 foot string (for custom setup), Unlabeled ground stake (for custom setup)


name: Vampirii
rules: Durata poate varia. Participanții stau unde doresc, cu ochii închiși.
category: icebreakers
subcategory: spargerea gheții, violență
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 25
materials_category: diverse
materials_list: fond muzical, foi colorate, markere
skills_developed: comunicare, ascultare activă, relaxare
difficulty_level: usor
keywords: vampir, sunet, muzică, atingere
tags: ["icebreaker", "spargerea ghe\u021bii", "violen\u021b\u0103"]
language: ro
normalized_name: vampirii
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de tip icebreaker/spargerea gheții pentru orice număr de participanți, cu durata 15-20 minute. Liderul devine vampir și atinge participanții: la prima atingere aceștia scot un sunet amuzant (devenind vampiri), la a doua atingere scot un sunet de relaxare (devenind devampirizați). Jocul se desfășoară pe fond muzical și se termină când muzica se oprește.

source_excerpt:
Liderul își ia rolul de vampir. Participanţilor li se cere să stea unde doresc, apoi să închidă ochii. Liderul îi va atinge, moment în care ei vor scoate un sunet amuzant (stabilit la începutul jocului, de către lider), acest sunet marcând faptul că au devenit ei înșiși vampiri.


name: Vampirii
category: icebreakers
subcategory: spargerea ghetii, violenta (tema)
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 25
materials_category: diverse
materials_list: fond muzical, foi colorate, markere
skills_developed: atentie, relaxare, comunicare
difficulty_level: usor
keywords: vampir, sunet, muzica, atingere
tags: ["icebreaker", "spargerea ghetii", "violenta"]
language: ro
normalized_name: vampirii
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de spargere a ghetii in care liderul ia rolul de vampir si atinge participantii care stau cu ochii inchisi. La prima atingere devin vampiri si scot un sunet stabilit; la a doua atingere sunt devampirizati si scot un alt sunet. Jocul se desfasoara pe fond muzical si se opreste cand muzica se opreste.

rules:
Liderul ii atinge pe participanti cu ochii inchisi. La prima atingere: sunet de vampirizare; la a doua atingere: sunet de relaxare (devampiriziare). Jocul se opreste cand muzica se opreste.

source_excerpt:
Liderul îl va atinge, moment în care ei vor scoate un sunet amuzant (stabilit la începutul jocului, de către lider), acest sunet marcând faptul că au devenit ei înşişi vampiri. Când sunt atinsi a două oară de către un vampir, ei trebuie să scoată un sunet (ales tot la început, de către lider) care să sugereze relaxarea.


name: Citește gândurile celorlalți
category: icebreakers
subcategory: comunicare
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 25-26
materials_category: spațiu
materials_list: sală spațioasă
skills_developed: cooperare, creativitate, originalitate, muncă în echipă
difficulty_level: mediu
keywords: telepatie, sunet, mișcare, triunghi, grupuri
tags: ["icebreaker", "comunicare", "creativitate"]
language: ro
normalized_name: citeste gandurile celorlalti
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de tip icebreaker/spargerea gheții pentru orice număr de participanți, cu durata 15-20 minute. Participanții sunt împărțiți în trei grupuri care formează un triunghi. Fiecare grup găsește secret un sunet sau o mișcare care cred că vor face celelalte grupuri să râdă. Grupurile prezintă mișcările, le repetă, apoi încearcă să ghicească (prin 'telepatie') mișcarea pe care celelalte le vor face simultan.

source_excerpt:
Participanții sunt împărțiți în trei grupuri. Fiecare grup trebuie să formeze o linie, cu privirea îndreptată spre celelalte două grupuri, astfel încât să se formeze un triunghi. Fiecare grup se separă şi încearcă să găsească, într-un mod secret, un sunet sau o mişcare care, cred ei, vor face celelalte două grupuri să râdă.


name: Citeste gandurile celorlalti
category: icebreakers
subcategory: comunicare
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: pages 25-26
materials_list: sala spatioasa
skills_developed: integrare in grup, participare activa, responsabilitate, creativitate
difficulty_level: mediu
keywords: telepatie, sunet, miscare, triunghi, sincronizare
tags: ["icebreaker", "comunicare"]
language: ro
normalized_name: citeste gandurile celorlalti
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de spargere a ghetii in care participantii sunt impartiti in trei grupuri formand un triunghi. Fiecare grup gaseste in secret un sunet sau miscare amuzanta, le prezinta celorlalte grupuri, apoi toate grupurile incearca simultan sa ghiceasca prin telepatie care sunet/miscare vor face celelalte doua grupuri, scopul final fiind ca toate trei sa produca acelasi sunet/miscare simultan.

rules:
Trei grupuri formeaza un triunghi. Fiecare grup gaseste un sunet/miscare in secret. Se prezinta, se repeta miscarile altora, apoi fara comunicare fiecare grup incearca sa ghiceasca si sa produca simultan aceeasi miscare ca celelalte doua.

source_excerpt:
Scopul este, ca la revenirea în triunghi, toate cele trei echipe să facă, simultan, acelaşi sunet sau mişcare. Ei trebuie să aleagă una dintre cele trei mişcări arătate anterior.


name: Ucigașul
category: icebreakers
subcategory: spargerea gheții, diversitate
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 30-31
skills_developed: gândire critică, deducție logică, observație
difficulty_level: mediu
keywords: ucigaș, deducție, ghicire, atingere
tags: ["icebreaker", "spargerea ghe\u021bii", "diversitate"]
language: ro
normalized_name: ucigasul
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de tip spargerea gheții pentru 16-20 participanți, cu durata 15-30 minute. Un jucător special alege secret un 'ucigaș' atingându-l de două ori (pe ceilalți îi atinge o dată). Participanții dau mâna între ei; ucigașul îndoaie degetul arătător pentru a 'ucide'. Victimele cad la pământ după ce dau mâna cu încă două persoane. Scopul celorlalți este să ghicească cine este ucigașul.

rules:
Nu există limită de timp. Dacă ucigașul nu este ghicit și 'omoară' pe toată lumea, jocul se reia cu un nou ucigaș.

source_excerpt:
Liderul alege o persoană pentru a fi jucătorul special, restul grupului așezându-se cu fața la perete și ținând ochii închiși. Jucătorul special îi va atinge pe fiecare o dată, însă va alege o persoană, care va deveni ucigaș, persoană pe care o va atinge de două ori.


name: Ucigasul
category: icebreakers
subcategory: spargerea ghetii, diversitate
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: pages 30-31
skills_developed: gandire critica, deductii logice, atmosfera destinsa
difficulty_level: mediu
keywords: ucigaș, strangere de mana, deductie, eliminare
tags: ["icebreaker", "spargerea ghetii", "diversitate"]
language: ro
normalized_name: ucigasul
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de spargere a ghetii in care un ucigaș ales secret ii elimina pe ceilalti printr-o strangere de mana speciala (indoind degetul aratator). Cel atins trebuie sa mai dea mana cu doua persoane inainte de a cadea. Ceilalti incearca sa ghiceasca cine este ucigasul.

rules:
Liderul alege un ucigaș atingandu-l de doua ori. Ucigasul gadila palma la strangerea de mana. Cel atins mai da mana cu doua persoane, apoi cade. Daca ucigasul nu este ghicit si elimina pe toata lumea, jocul se reia.

source_excerpt:
Când dă mâna cu cineva, ucigaşul trebuie să îndoaie degetul arătător, în aşa fel încât să gâdile podul palmei celui cu care dă mâna. Apoi, cel care a dat mâna cu ucigaşul trebuie să dea mâna cu încă două persoane după care, discret cade la pământ.


name: Patru sus!
category: icebreakers
subcategory: relaxare, diversitate
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 35
skills_developed: muncă în echipă, implicare, sincronizare, responsabilitate
difficulty_level: mediu
keywords: cerc, patru, sincronizare, responsabilitate
tags: ["relaxare", "diversitate", "team-building"]
language: ro
normalized_name: patru sus!
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de relaxare pentru peste 20 de participanți, cu durata maximum 15 minute. Participanții formează un cerc. Regula este că exact patru persoane trebuie să stea în spatele oricui, dar nicio persoană nu trebuie să stea mai mult de 10 secunde. Jucătorii nu comunică între ei, dar toți trebuie să vadă ce se întâmplă și să-și împartă responsabilitatea pentru a asigura că exact patru persoane stau în spatele cuiva.

rules:
Patru persoane trebuie să stea în spatele oricui. Nicio persoană nu trebuie să stea mai mult de 10 secunde. Jucătorii nu trebuie să comunice între ei.

source_excerpt:
Regula jocului este că patru persoane trebuie să stea în spatele oricui, dar nici o persoană nu trebuie să stea mai mult de 10 secunde (mai puțin au voie să stea). Jucătorii nu trebuie să comunice între ei, dar toţi din grup trebuie să vadă ce se întâmplă şi să-şi împartă responsabilitatea.


name: Patru sus!
category: team-building
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 35
skills_developed: sincronizare, muncă în echipă, atenție
difficulty_level: mediu
keywords: cerc, sincronizare, non-verbal
tags: ["relaxare", "diversitate", "munc\u0103 \u00een echip\u0103"]
language: ro
normalized_name: patru sus!
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de relaxare și sincronizare în care grupul trebuie să mențină în permanență exact patru persoane stând în spatele altcuiva, fără să comunice verbal și cu un timp limitat de maximum 10 secunde per poziție.

rules:
Participanții formează un cerc. Patru persoane trebuie să stea în spatele oricui, dar nicio persoană nu trebuie să stea mai mult de 10 secunde. Jucătorii nu trebuie să comunice între ei, dar toți trebuie să vadă ce se întâmplă și să împartă responsabilitatea, astfel încât să se asigure că exact patru oameni stau în spatele cuiva.

source_excerpt:
Regula jocului este că patru persoane trebuie să stea în spatele oricui, dar nici o persoană nu trebuie să stea mai mult de 10 secunde (mai puțin au voie să stea). Jucătorii nu trebuie să comunice între ei


name: Patru sus!
category: team-building
subcategory: relaxare, diversitate
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 35
skills_developed: ascultare activa, sincronizare, responsabilitate
difficulty_level: mediu
keywords: patru, sincronizare, nonverbal, responsabilitate
tags: ["relaxare", "team-building", "diversitate"]
language: ro
normalized_name: patru sus!
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part02
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de relaxare si sincronizare in care participantii formeaza un cerc si trebuie sa se asigure ca exact patru persoane stau simultan in spatele cuiva. Nimeni nu poate sta mai mult de 10 secunde, iar jucatorii nu comunica verbal, dar toti trebuie sa urmareasca si sa-si imparta responsabilitatea.

rules:
Exact patru persoane trebuie sa stea in spatele cuiva in orice moment. Nimeni nu poate sta mai mult de 10 secunde. Jucatorii nu trebuie sa comunice intre ei.

source_excerpt:
Regula jocului este că patru persoane trebuie să stea în spatele oricui, dar nici o persoană nu trebuie să stea mai mult de 10 secunde (mai puţin au voie să stea). Jucătorii nu trebuie să comunice între ei, dar toţi din grup trebuie să vadă ce se întâmplă şi să-şi împartă responsabilitatea.


name: Patru sus!
category: team-building
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 35
skills_developed: ascultare activă, sincronizare, muncă în echipă
difficulty_level: mediu
keywords: sincronizare, cerc, nonverbal, relaxare
tags: ["munc\u0103 \u00een echip\u0103", "implicare"]
language: ro
normalized_name: patru sus!
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de sincronizare în grup în care patru persoane trebuie să stea în spatele oricui, fără a comunica verbal între ei. Participanții trebuie să se observe reciproc și să-și împartă responsabilitatea pentru a menține exact patru persoane în spatele cuiva.

rules:
Participanții formează un cerc. Patru persoane trebuie să stea în spatele oricui, dar nicio persoană nu trebuie să stea mai mult de 10 secunde (mai puțin au voie). Jucătorii nu trebuie să comunice între ei, dar toți din grup trebuie să vadă ce se întâmplă și să-și împartă responsabilitatea, astfel încât să se asigure că patru oameni, nici mai mult, nici mai puțin, stau în spatele cuiva.

source_excerpt:
Regula jocului este că patru persoane trebuie să stea în spatele oricui, dar nici o persoană nu trebuie să stea mai mult de 10 secunde (mai puțin au voie să stea). Jucătorii nu trebuie să comunice între ei


name: Șeful indian
category: icebreakers
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 40-41
skills_developed: comunicare non-verbală, leadership, intercunoaștere
difficulty_level: mediu
keywords: sarcină secretă, aplauze, ghicit, cerc
tags: ["icebreaker", "participare", "creativitate", "spontaneitate"]
language: ro
normalized_name: seful indian
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de icebreaker în care un voluntar (jucătorul special) trebuie să ghicească o sarcină secretă aleasă de grup, ghidându-se după aplauzele mai tari sau mai slabe ale grupului ca semnal de proximitate față de sarcina corectă.

rules:
Jucătorii stau în cerc. Facilitatorul alege un voluntar care iese din grup. Restul jucătorilor aleg o sarcină pe care jucătorul special trebuie să o îndeplinească. Jucătorul special se întoarce și execută sarcini fără să știe care este sarcina aleasă. Grupul dă indicații bătând din palme - mai rapid înseamnă aproape de sarcina corectă, liniște înseamnă că nu e aproape.

source_excerpt:
Grupul dă indicaţii bătând din palme când jucătorul special este aproape de a îndeplini sarcina aleasă pentru el. Bătutul din palme, mai încet, apoi mai rapid, este semnul că persoană e aproape de a ghici sarcina; când este linişte înseamnă că nu e aproape de acest lucru.


name: Șeful indian
category: icebreakers
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: pages 40-41
skills_developed: comunicare, leadership, intercunoaștere
difficulty_level: mediu
keywords: ghicit, sarcină, palme, icebreaker
tags: ["participare", "creativitate", "spontaneitate"]
language: ro
normalized_name: seful indian
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de icebreaker în care un jucător special trebuie să ghicească o sarcină pe care grupul a ales-o pentru el, ghidați de bătăile din palme ale grupului (mai tari când e aproape de soluție, silențios când e departe).

rules:
Jucătorii stau în cerc. Facilitatorul alege un voluntar care să fie jucătorul special. Se cere restului de jucători din grup să aleagă o sarcină pe care jucătorul special trebuie să o îndeplinească când se întoarce în grup (jucătorul special nu trebuie să fie de față când se alege sarcina). Jucătorul special se întoarce la grup și începe să execute sarcini fără să știe care este sarcina de îndeplinit. Grupul dă indicații bătând din palme când jucătorul special este aproape de a îndeplini sarcina aleasă. Bătutul din palme mai încet, apoi mai rapid, este semnul că persoana e aproape de a ghici sarcina; când este liniște înseamnă că nu e aproape.

source_excerpt:
Grupul dă indicaţii bătând din palme când jucătorul special este aproape de a îndeplini sarcina aleasă pentru el. Bătutul din palme, mai încet, apoi mai rapid, este semnul că persoană e aproape de a ghici sarcina


name: Cât este ceasul, domnule lup?
category: sports-active
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 41
skills_developed: reacție rapidă, intercunoaștere, mișcare
difficulty_level: usor
keywords: lup, alergare, prindere, teren
tags: ["icebreaker", "diversitate", "solidaritate", "munc\u0103 \u00een echip\u0103"]
language: ro
normalized_name: cat este ceasul, domnule lup?
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de mișcare în care un participant joacă rolul Lupului. Ceilalți jucători înaintează întrebând 'Cât este ceasul, domnule Lup?' și fac pași în funcție de ora răspunsă. Când lupul strigă 'Ora cinei', toți fug înapoi pentru a nu fi prinși.

rules:
Lupul nu are voie să se uite în spate. Se poate întoarce doar atunci când facilitatorul spune 'este ora cinei'. Jucătorii se aliniază la un capăt al terenului, Lupul stă la celălalt capăt cu spatele. Jucătorii întreabă 'Cât este ceasul, domnule Lup?' și fac pași echivalenți cu ora răspunsă. Când Lupul spune 'Ora cinei', toți fug. Dacă Lupul prinde pe cineva, respectiva persoană devine și ea Lup. Câștigă ultima persoană neprinsă.

source_excerpt:
Jucătorii vor înainta întrebând "Cât este ceasul, domnule Lup?". Lupul va răspunde o oră oarecare, iar jucătorii vor face un număr de pași echivalent cu ora pe care a spus-o Lupul.


name: Cât este ceasul, domnule lup?
category: icebreakers
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 41
skills_developed: mișcare, intercunoaștere, reacție
difficulty_level: usor
keywords: lup, prindere, alergare, icebreaker
tags: ["diversitate", "solidaritate", "munc\u0103 \u00een echip\u0103"]
language: ro
normalized_name: cat este ceasul, domnule lup?
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de mișcare în care un jucător ales ca 'Lup' stă la un capăt al terenului cu spatele la ceilalți. Jucătorii avansează întrebând 'Cât este ceasul, domnule Lup?' și fac pași conform orei indicate. Când Lupul strigă 'Ora cinei', toți fug înapoi la linia de start.

rules:
Lupul nu are voie să se uite în spate. Se poate întoarce doar atunci când facilitatorul spune 'este ora cinei'. Jucătorii se vor alinia la capătul terenului. Un participant va fi ales jucătorul special (domnul Lup) și va sta la celălalt capăt al terenului, cu spatele la jucători. Jucătorii vor înainta întrebând 'Cât este ceasul, domnule Lup?'. Lupul va răspunde o oră oarecare, iar jucătorii vor face un număr de pași echivalent cu ora pe care a spus-o Lupul. Când Lupul va spune 'Ora cinei', toți jucătorii vor alerga înapoi la linia de start. Dacă Lupul va prinde pe cineva, respectiva persoană va deveni și ea Lup. Va câștiga ultima persoană care reușește să nu fie prinsă.

source_excerpt:
Jucătorii vor înainta întrebând "Cât este ceasul, domnule Lup?". Lupul va răspunde o oră oarecare, iar jucătorii vor face un număr de pași echivalent cu ora pe care a spus-o Lupul.


name: Istoria numelui meu
category: icebreakers
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 42-43
materials_category: materiale de scris
materials_list: hârtie, markere de diferite culori
skills_developed: comunicare, auto-cunoaștere, intercunoaștere
difficulty_level: usor
keywords: nume, poveste, identitate, expresie
tags: ["comunicare", "explorare personal\u0103", "diversitate", "drepturile omului"]
language: ro
normalized_name: istoria numelui meu
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de comunicare și explorare personală în care fiecare participant scrie atât numele său real cât și un alt nume pe care și l-ar fi dorit, și povestește istoricul numelui său.

rules:
Jucătorii stau într-un cerc. Fiecare participant trebuie să ia câte o bucată de hârtie şi un marker cu care îşi va scrie numele şi un marker de altă culoare cu care îşi va scrie numele pe care şi-ar fi dorit să îl aibă. Apoi fiecare trebuie să spună o mică povestioară legată de numele său.

source_excerpt:
Fiecare trebuie să spună o mică povestioară legată de numele său (dacă cunoaşte în ce condiţii i s-a pus acel nume şi de către cine, dacă numele lui\ei are vreo semnificaţie, vreo întâmplare haioasă legată de nume) şi de ce i-ar fi plăcut alt nume.


name: Numele mă reprezintă
category: icebreakers
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 44-45
materials_category: materiale de scris
materials_list: carioci, coli colorate
skills_developed: comunicare, auto-cunoaștere, creativitate
difficulty_level: usor
keywords: acrostic, nume, caracteristici, hârtie colorată
tags: ["comunicare", "explorare personal\u0103", "drepturile omului", "\u00eencredere"]
language: ro
normalized_name: numele ma reprezinta
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de icebreaker și auto-cunoaștere în care participanții scriu numele lor pe hârtie colorată și găsesc câte o caracteristică personală pentru fiecare literă din prenume, creând un acrostic.

rules:
Pune-le participanţilor la dispoziţie carioci și hârtie colorată. Ei trebuie să îşi scrie numele şi să găsească câte o caracteristică personală pentru fiecare literă. De exemplu, cineva care are numele Adi: A-atent, D-dinamic, I-isteţ. Apoi lipesc foaia oriunde doresc în sală și motivează alegerea culorii și a locului. Fiecare împărtășește caracteristicile cu grupul.

source_excerpt:
ei trebuie să îşi scrie numele şi să găsească câte o caracteristică personală pentru fiecare literă în parte. De exemplu, cineva care are numele Adi, ar putea găsi următoarele caracteristici: A-atent, D- dinamic, I- isteţ.


name: Labirintul
category: team-building
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 45-46
materials_category: materiale de scris
materials_list: instrumente de scris
skills_developed: strategie, muncă în echipă, încercare-eroare
difficulty_level: mediu
keywords: labirint, traseu, tăcere, strategie
tags: ["comunicare", "\u00eencredere", "comunicare", "diversitate"]
language: ro
normalized_name: labirintul
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de team-building în care un careu desenat pe parchet reprezintă un labirint cu un singur traseu corect. Grupul trebuie să găsească traseul prin încercare și eroare, fără să vorbească între ei în timpul jocului.

rules:
Se trasează pe parchet un careu reprezentând un labirint. Există un singur traseu de la un capăt la altul. Participanții nu au voie să vorbească între ei. Nu poate fi mai mult de o persoană în labirint în același timp. Nu se permit pașii înapoi. Orice pas greșit face ca echipa să reia jocul. Greșelile sunt semnalate sonor. Grupul primește timp pentru planificare înainte de start.

source_excerpt:
Se trasează pe parchet un careu care reprezintă un labirint. Fiecare pătrat este o piatră pe care se poate călca, dar unele dintre ele sunt nesigure și se pot scufunda. Astfel că se stabilește un singur traseu de la un capăt la altul al labirintului, iar grupul trebuie să găsească traseul.


name: Nodul uman
category: team-building
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 47
skills_developed: colaborare, rezolvare de probleme, comunicare
difficulty_level: usor
keywords: nod, mâini, desfacere, cerc
tags: ["comunicare", "cet\u0103\u021benie", "munc\u0103 \u00een echip\u0103", "solidaritate"]
language: ro
normalized_name: nodul uman
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de team-building în care participanții formează un 'nod uman' dând mâinile aleatoriu în grup, iar apoi trebuie să desfacă nodul fără a da drumul la mâini.

rules:
Grupul trebuie să aibă un număr par de participanți și vor sta în cerc cu fața spre interior. Vor da mâna dreaptă cu persoanele din fața lor, iar mâna stângă o vor da cu o persoană aleatorie din cerc, formând un nod uman. Participanții nu au voie să își desfacă mâinile. Scopul este de a desface nodul uman fără a da drumul la mâini.

source_excerpt:
Vor da mâinile cu persoanele din fața lor, iar mâna stângă o vor da cu o persoană aleatorie din cerc, formând astfel un nod uman. Scopul jocului este de a desface nodul uman, fără a da drumul la mâini.


name: Nodul uman
category: team-building
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 47
skills_developed: colaborare, muncă în echipă
difficulty_level: usor
keywords: nod uman, teambuilding, colaborare
tags: ["munc\u0103 \u00een echip\u0103", "comunicare", "\u00eencredere", "ascultare", "solidaritate"]
language: ro
normalized_name: nodul uman
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de teambuilding clasic în care participanții formează un cerc, se prind de mâini cu persoane aleatorii din cerc, formând un nod uman. Scopul este să desfacă nodul fără să dea drumul la mâini.

rules:
Participanții nu au voie să își desfacă mâinile. Grupul trebuie să aibă un număr par de participanți, iar aceştia vor sta în cerc, cu fața spre interior. Vor da mâinile cu persoanele din fața lor, iar mâna stângă o vor da cu o persoană aleatorie din cerc, formând astfel un nod uman. Scopul jocului este de a desface nodul uman, fără a da drumul la mâini.

source_excerpt:
Vor da mâinile cu persoanele din fața lor, iar mâna stângă o vor da cu o persoană aleatorie din cerc, formând astfel un nod uman. Scopul jocului este de a desface nodul uman, fără a da drumul la mâini.


name: Nodul uman
category: team-building
content_type: joc
source_file: Activităţi şi jocuri de cunoaştere şi teambuilding.doc
source_files: ["Activit\u0103\u0163i \u015fi jocuri de cunoa\u015ftere \u015fi teambuilding.doc"]
page_reference: pages 6-7
skills_developed: comunicare, lucru în echipă, răbdare
difficulty_level: mediu
keywords: nod, mâini, echipă, dezlegare
tags: ["team-building", "contact fizic"]
language: ro
normalized_name: nodul uman
extraction_confidence: high
source_id: e7e92528_activităţi_şi_jocuri_de_cunoaştere_şi_teambuilding
source_ids: ["e7e92528_activit\u0103\u0163i_\u015fi_jocuri_de_cunoa\u015ftere_\u015fi_teambuilding"]
chunk_key: e7e92528_activităţi_şi_jocuri_de_cunoaştere_şi_teambuilding.part01
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
O grupă de 6-8 persoane se ia de mână şi îşi ţese mâinile pentru a forma un nod uman (trecând pe sub şi pe deasupra mâinilor). Fără a da drumul mâinilor, trebuie să se desfacă nodul.

rules:
Se formează o grupă de 6-8. Toţi se iau de mână şi formează un nod (trec pe sub şi pe deasupra mâinilor). Nu au voie să dea drumul mâinii vecinilor. Trebuie să desfacă nodul fără a rupe lanţul.

source_excerpt:
"Ţeseţi-vă" mâinile astfel încât să formaţi un nod uman; Poţi să treci pe sub mâini şi pe deasupra lor; Nu ai voie să dai drumul mâinii vecinului tău. Acum desfaceţi-vă fără să daţi drumul mâinii nici celui din dreapta nici celui din stânga.


name: Problemele tuturor
category: conflict-empatie
content_type: activitate
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 47-48
materials_category: materiale de scris
materials_list: hârtie, instrumente de scris
skills_developed: empatie, rezolvare de probleme, comunicare
difficulty_level: mediu
keywords: probleme, soluții, totem, anonim
tags: ["comunicare", "explorare personal\u0103", "cunoa\u0219tere de sine", "intercunoa\u0219tere"]
language: ro
normalized_name: problemele tuturor
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Activitate de comunicare și empatie în care fiecare participant scrie o problemă pe o foaie cu un totem personal, foile circulă în cerc iar colegii scriu soluții posibile, după care fiecare prezintă problema și cea mai bună soluție primită.

rules:
Fiecare participant ia o bucată de hârtie pe care îşi desenează un totem sau un simbol particular (fără să îşi scrie numele). Scrie pe foaie o problemă pe care o întâmpină el sau o persoană apropiată. Foile circulă în cerc în sensul acelor de ceasornic, iar ceilalţi colegi scriu soluţii posibile. Fiecare foaie trebuie să ajungă înapoi la persoana de la care a plecat.

source_excerpt:
Fiecare dintre participanţi trebuie să ia câte o bucată de hârtie pe care îşi desenează un totem sau un simbol particular (nu trebuie să îşi scrie numele). Apoi fiecare scrie pe foaie o problemă pe care o întâmpină el însuşi sau o persoană apropiată.


name: Problemele tuturor
category: conflict-empatie
content_type: activitate
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: pages 47-48
materials_category: materiale scris
materials_list: materiale de scris
skills_developed: empatie, comunicare, transmitere cunoștințe, rezolvare probleme
difficulty_level: mediu
keywords: probleme, soluții, empatie, comunicare
tags: ["\u00eencredere", "solidaritate", "empatie", "responsabilitate", "omenie"]
language: ro
normalized_name: problemele tuturor
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Activitate de comunicare și empatie în care fiecare participant scrie o problemă pe o foaie de hârtie (anonimizată cu un totem/simbol), după care foile circulă în cerc și ceilalți scriu soluții. La final fiecare primește foaia sa cu soluțiile propuse de colegi.

rules:
Fiecare dintre participanți trebuie să ia câte o bucată de hârtie pe care îşi desenează un totem sau un simbol particular (nu trebuie să îşi scrie numele). Apoi fiecare scrie pe foaie o problemă pe care o întâmpină el însuşi sau o persoană apropiată. Foile trebuie să circule în cerc în sensul acelor de ceasornic, iar ceilalţi colegi trebuie să scrie soluţii posibile pe care ei le văd la problemele puse în discuţie. Va trebui ca fiecare foaie de hârtie să ajungă înapoi la persoana de la care a plecat. Fiecare pe rând va putea apoi să prezinte grupului problema pusă în discuţie și cea mai bună soluţie pe care a primit-o.

source_excerpt:
Fiecare dintre participanţi trebuie să ia câte o bucată de hârtie pe care îşi desenează un totem sau un simbol particular (nu trebuie să îşi scrie numele). Apoi fiecare scrie pe foaie o problemă pe care o întâmpină el însuşi sau o persoană apropiată.


name: Pătratul cu numere
category: icebreakers
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 48-49
materials_category: materiale de scris
materials_list: foaie albă, instrumente de scris
skills_developed: comunicare, intercunoaștere, integrare în grup
difficulty_level: usor
keywords: numere, semnificații, intercunoaștere
tags: ["icebreaker", "diversitate", "\u00eencredere", "respect"]
language: ro
normalized_name: patratul cu numere
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de icebreaker în care participanții primesc o foaie cu 10-15 pătrate numerotate și trebuie să scrie numele lor în pătratul al cărui număr are o semnificație specială pentru ei, explicând de ce.

rules:
Conducătorul jocului împarte o coală de hârtie în 10-15 pătrate şi scrie în fiecare căsuţă o cifră diferită de la 1 până la 30. Participanţii sunt rugaţi să-şi noteze numele în căsuţa al cărui număr are o semnificaţie aparte pentru ei (ziua de naştere, număr norocos etc.) şi să explice de ce. Fiecare participant notează experiențele în măsura în care se simte confortabil să le împărtășească.

source_excerpt:
Participanţii sunt rugaţi să-şi noteze numele în căsuţa al cărui număr are o semnificaţie aparte pentru ei (de exemplu: reprezintă ziua lor de naştere, este numărul lor norocos etc.) şi să explice de ce.


name: Terenul cu capcane
category: team-building
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 50
materials_category: obiecte diverse
materials_list: diferite obiecte personale
skills_developed: încredere, comunicare, lucru în perechi
difficulty_level: mediu
keywords: teren minat, legat la ochi, perechi, ghidare
tags: ["comunicare", "cet\u0103\u021benie", "\u00eencredere", "munc\u0103 \u00een echip\u0103"]
language: ro
normalized_name: terenul cu capcane
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de team-building și încredere în care participanții discută despre disfuncționalitățile dintr-un grup, aruncând obiecte în teren pentru fiecare. Un participant legat la ochi trebuie să traverseze terenul minat ghidat de partenerul său.

rules:
Participanții discută despre lucruri care creează disfuncționalități și aruncă un obiect în teren pentru fiecare. Un partener este legat la ochi la un capăt al terenului, celălalt stă la capătul opus. Partenerii nu au voie să intre în terenul minat. Jucătorul legat la ochi încearcă să ajungă la celălalt capăt, ghidat de partener.

source_excerpt:
Un partener va fi legat la ochi, fiind situat la capătul terenului. Partenerul care nu este legat la ochi stă la celălalt capăt al terenului de joc, jucătorii încercând să discute între ei.


name: Terenul cu capcane
category: team-building
subcategory: comunicare
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 50
materials_category: obiecte diverse
materials_list: diferite obiecte personale
skills_developed: încredere, comunicare, muncă în echipă
difficulty_level: mediu
keywords: teren minat, legat la ochi, partener, încredere
tags: ["comunicare", "cet\u0103\u021benie", "teambuilding"]
language: ro
normalized_name: terenul cu capcane
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part04
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participanții vor discuta despre lucruri care creează disfuncționalități în cadrul unui grup. Pentru fiecare caracteristică/acțiune se aruncă un obiect în terenul de joacă, 'terenul minat'. Participanții vor alege parteneri, unul este legat la ochi și trebuie să traverseze terenul cu ajutorul partenerului.

rules:
Participanții aleg parteneri. Un partener va fi legat la ochi, situat la capătul terenului. Partenerul nevăzător încearcă să traverseze terenul cu capcane, ghidat vocal de partenerul din celălalt capăt. Partenerii nu au voie să intre în terenul minat.

source_excerpt:
Un partener va fi legat la ochi, fiind situat la capătul terenului. Partenerul care nu este legat la ochi stă la celălalt capăt al terenului de joc, jucătorii încercând să discute între ei.


name: Terenul cu capcane
category: team-building
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: page 50
materials_category: obiecte diverse
materials_list: diferite obiecte personale
skills_developed: încredere, comunicare, identificare probleme de grup
difficulty_level: mediu
keywords: teren minat, legat la ochi, teambuilding, comunicare
tags: ["\u00eencredere", "munca \u00een echip\u0103"]
language: ro
normalized_name: terenul cu capcane
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de teambuilding și comunicare în care un partener legat la ochi trebuie să traverseze un teren minat (cu obiecte personale), ghidat verbal de partenerul său de la celălalt capăt al terenului.

rules:
Participanții vor discuta despre lucruri care creează disfuncționalități în cadrul unui grup. Pentru fiecare caracteristică/acțiune se aruncă un obiect în terenul de joacă, 'terenul minat'. Participanții vor alege parteneri. Un partener va fi legat la ochi, fiind situat la capătul terenului. Partenerul care nu este legat la ochi stă la celălalt capăt al terenului de joc. Partenerii nu au voie să intre în terenul minat. La sfârșit, jucătorii legați la ochi vor încerca să ajungă la capătul terenului, fiind ajutați de către partenerii lor.

source_excerpt:
Un partener va fi legat la ochi, fiind situat la capătul terenului. Partenerul care nu este legat la ochi stă la celălalt capăt al terenului de joc, jucătorii încercând să discute între ei.


name: Terenul cu capcane
category: team-building
subcategory: comunicare
content_type: joc
source_file: 09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf
source_files: ["09.Culegere_de_jocuri_si_povestiri_IMPACT-Noi_Orizonturi.pdf"]
page_reference: pages 50-51
materials_category: diverse
materials_list: diferite obiecte personale
skills_developed: încredere, comunicare, muncă în echipă
difficulty_level: mediu
keywords: teren minat, încredere, parteneri, comunicare nonverbală
tags: ["teambuilding", "comunicare", "cet\u0103\u021benie"]
language: ro
normalized_name: terenul cu capcane
extraction_confidence: high
source_id: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi
source_ids: ["d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi"]
chunk_key: d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part04
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Activitate de comunicare și teambuilding în care participanții lucrează în perechi pe un teren "minat" cu obiecte. Un partener este legat la ochi și trebuie să traverseze terenul cu ajutorul indicațiilor partenerului. Promovează încrederea și munca în echipă.

rules:
Participanții discută despre lucruri care creează disfuncționalități în cadrul unui grup. Pentru fiecare caracteristică/acțiune se aruncă un obiect în terenul de joacă. Participanții aleg parteneri - unul este legat la ochi la capătul terenului, celălalt la capătul opus. Partenerii nu au voie să intre în terenul minat. La sfârșit, jucătorii legați la ochi încearcă să ajungă la capăt, ghidați de parteneri. Maximum 20 participanți, peste 15 minute.


name: Toboșarul
category: icebreakers
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: pages 51-52
skills_developed: comunicare, ritm, integrare în grup
difficulty_level: usor
keywords: semnale, ritm, indian, cerc
tags: ["icebreaker", "participare", "cooperare", "ascultare"]
language: ro
normalized_name: tobosarul
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de icebreaker cu semnale indiene în care fiecare participant alege un semn indian, iar liderul conduce un joc ritmic în care participanții transmit semnale în cerc.

rules:
Jucătorii stau în cerc. Liderul dă indicații să-și aleagă un semn indian (Ploaia pe față, Săgeata și un arc, Tobe, How!, Teepee, Pene, Înot etc.). Un jucător începe spunând ce reprezintă și făcând acțiunea. De-a lungul cercului fiecare spune ce anume reprezintă. Toți bat palmele pe genunchi într-un ritm constant. Liderul dă propriul semnal după care urmează semnalul altcuiva, transmițând în cerc.

source_excerpt:
Liderul dă indicații tuturor să-și aleagă un semn indian. Exemplu - Ploaia pe față (mâinile așezate deasupra sprâncenelor, degetele fiind încrucișate); Săgeata și un arc (brațele în poziția în care se simulează tragerea cu arcul); Tobe (mâinile bătând imaginar o tobă);


name: Jocul balonului
category: conflict-empatie
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 52
source_excerpt: Tipul jocului (icebreaker, rezolvare de conflicte
materials_category: rechizite
materials_list: baloane, post-it-uri
difficulty_level: mediu
keywords: baloane, post-it, conflicte
tags: ["rezolvare de conflicte", "participare", "integritate"]
language: ro
normalized_name: jocul balonului
extraction_confidence: low
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part03
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Joc de rezolvare de conflicte cu baloane și post-it-uri. Descrierea completă nu apare în acest chunk (textul se întrerupe la pagina 52).


name: T.P. Shuffle
variations: Dacă se joacă afară, se poate folosi un buștean ca spațiu de joc pentru o provocare mai mare.
category: team-building
subcategory: comunicare nonverbală
content_type: joc
source_file: impact-culegere-de-jocuri-si-povestiri.pdf
source_files: ["impact-culegere-de-jocuri-si-povestiri.pdf"]
page_reference: page 54
materials_category: rechizite
materials_list: cretă sau materiale pentru trasat spațiu
skills_developed: comunicare nonverbală, muncă în echipă, creativitate
keywords: comunicare nonverbală, data nașterii, ordonare, echipă
tags: ["comunicare", "cet\u0103\u021benie", "teambuilding"]
language: ro
normalized_name: t.p. shuffle
extraction_confidence: high
source_id: ce4b48f1_impact_culegere_de_jocuri_si_povestiri
source_ids: ["ce4b48f1_impact_culegere_de_jocuri_si_povestiri"]
chunk_key: ce4b48f1_impact_culegere_de_jocuri_si_povestiri.part04
created_at: 2026-05-29 18:59:41
updated_at: 2026-05-29 18:59:41
description:
Participanții se plasează aleatoriu într-un spațiu de joc trasat și trebuie să se aranjeze în ordine cronologică a datei de naștere (ziua și luna) fără a vorbi și fără a folosi mâinile pentru a comunica.

rules:
Se trasează un spațiu de joc. Participanții se plasează aleatoriu. Trebuie să se aranjeze în ordine cronologică a datei de naștere fără să vorbească (și opțional fără să folosească mâinile). Dacă depășesc spațiul de joc, trebuie să reia jocul.

source_excerpt:
Li se cere apoi să caute soluții pentru a se așeza în ordine cronologică a datei lor de naștere (doar ziua și luna).Vor trebui să facă acest lucru fără să vorbească, iar pentru a îngreuna și mai mult activitatea li se poate cere să nu îşi folosească mâinile pentru a comunica.


