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Four children in matching blue and white checkered school uniforms sit around a wooden table, focused on a sheet of paper. One child holds a pencil over the paper while the others lean in, pointing and watching closely. A watch is visible on one child's wrist.
  • 14 took part
  • 2 facilitators

Tuesday 22 September 2026

Team challenge day at LifSkool

Facilitated by a facilitator

What the work needed: people, time, money, space and materials.
What went in
Simple team-challenge materials, paper, markers and LifSkills workbooks.
Time
45 minutes

What was done with those inputs, step by step.

Today we ran a Team Challenge Day at LifSkool.

A group of 14 boys from a Local Government School, in Std 5 to 7, took part. The session ran in a regular classroom with tables and benches. It lasted around 45 minutes.

The boys worked in pairs and small groups. They took on short challenges on memory, co-ordination, problem-solving and communication.

From the start, the boys were curious and eager to take part.

In earlier sessions, we noticed that transitions and side conversations could take up our limited time. Today we introduced a simple attention routine. It supported smoother transitions between activities.

It worked well. The boys responded quickly. The shifts between challenges felt much smoother.

We saw how naturally the life skills appeared through the games. The boys were not only talking about the skills. They were using them in real time.

This session combined a few things we had learned over the previous weeks. We had seen that too much explanation could reduce participation, especially when the ideas were abstract. Today we changed our approach. We explained less and gave the boys more space to work things out themselves.

What the activity directly produced: sessions held, people reached, things made.
  • A lively session full of curiosity.
  • The boys were not only talking about the skills. They were using them in real time.

What changed for the people who took part, and what showed it.

The boys listened to one another, made quick plans and tried different ideas. They changed their approach when something did not work. The boys completed the planned challenges.

(We observed it)

What the team will keep or change next time.

When children experience a skill first, it can be much easier to talk about the learning afterwards.

A simple attention routine made the transitions between activities much smoother.

It reminded us that the programme should keep adapting to what we learn in the room.

EducationCuriosity ClubOlimalar FoundationSDPY Boys High School

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