Workbook PYP

ATL Skills

The PYP ATL Workbook series

Consolidate learning, deepen understanding and develop
ATL skills of Communication skills, Social skills and Self-
management skills through a range of fun, real-life engaging
activities ideal for independent learning and homework.

Workbook PYP Workbook PYP Workbook PYP Workbook PYP

ATL Skills ATL Skills ATL Skills ATL Skills

Growth mindset Interpersonal Social and emotional

Self-motivation, Perseverance
relationships Mindfulness intelligence and
Emotional management
and Resilience
Dr Kimberley O’Brien
Dr Kimberley O’Brien Dr Kimberley O’Brien Dr Kimberley O’Brien
 Workbook PYP
ATL Skills

Interpersonal
relationships
Dr Kimberley O’Brien
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 Content s
. . . . . . . . . . . . . . . . . . . . . . . . . 2

1 Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 3

2 Listening to others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Working in groups and teams . . . . . . . . . . . . . . . . . . 18

4 Helping others to succeed . . . . . . . . . . . . . . . . . . . . . 29

5 Advocating for rights and needs . . . . . . . . . . . . . . 35

6 Making decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43

7 Negotiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 50

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
 Interpersonal relationships
A hea lthy community is form
ed with interpersonal relationships ,

also known as connec tions

bet ween people. Without con
nec tions to

other humans, most people

feel lonely.

Ma king and keeping friends

can be complicated. It takes
patience

to ma nag e differences and

conflic ts within any rela tionshi
p.

Interpersonal rela tionships are

like a garden: they need ma
intenance

to help them grow. Reg ula rly

dropping in to say ‘hello’, or
checking

in by phone, is a good wa y
to communicate with friends
, family and

other people in your school

or neighbourhood. In this wa
y, you can

resolve any problems tha t aris

e tog ether, which will strengt
hen the

interpersonal rela tionship.

2
 Empathy

Empathy is the skill of being able to und

ers tand what someone

else is feeling . Empathy is imp

orta nt as it helps you to be a
bet ter

friend. You ma y demons trat

e your empathy for others thro
ugh your

words, behaviour and action

s.

For exa mple, you are showin

g empathy when you help a
friend

who is crying by giving them

a hug or checking if they are
alright.

This is because you can und

ers tand how they ma y be fee
ling .

Empa thy is like any other skil

l: you can improve with pra ctic
e. Let ’s

work tog ether to build on our

skills.

3
 ACTIVITY

Emotions come in all sha pes

and sizes. Sometimes, you exp
erience

intense emotions. At other tim

es, your emotions can be ver
y mild.

For exa mple:

4
Look at the pictures below.

angry

sad

5
 5 and think
Look at the ima ges on pag e

otion. Is it
about the intensity of each em

in bet ween?
strong, mild or somewhere

Cut out the pic tures from pag

es 59 and 61 and

put them in ord er from mild

to strong, using the

sca le below. Discus s your cho

ices with a partner.

a larg e sheet of
Copy the sca le below on to

with your ord er for

pa per. Once you are happy

s on to the sca le.

the pic tures, pas te the pic ture

mild (calm) a bit st ronger quite st rong

6
Can you remember a time when you felt a strong emotion?

Try to describe it below.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Can you remember a time when you felt a mild emotion?

Try to describe it below.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

very st rong ext reme emot ion (rage)

7
 ACTIVITY

To be empa thetic, you often

need the right words to expr
ess how

you feel and to describe how

others ma y be feeling . Let ’s
work

on our empathy vocabulary

tog ether.

the box.
fill each gap using a word from
Rea d the sentences below and

t word.
ls to help you choose the righ
Try to use your empathy skil

for each gap.

re tha n one correc t ans wer
Remember, there mig ht be mo

upset happy hurt worried embarrassed

frust rat ed sad excit ed angr y relieved ne rvous

Hussen was walking home when he dropped his ice cream. He was

clearly as he was crying.

Ming was jumping and clapping his hands. He was very

because he took first prize in the competition.

It was the last rehearsal before the school play. The children were

feeling about the opening day.

J ack was going to swimming classes for the first time. He was

feeling about using the changing rooms.

8
Write a sentence or draw a picture about a time when you felt…

upset

happy

worried

embarrassed

9
 ACTIVITY

Looking at your face and bod y in a

mirror can

help to tell you how you feel on the

inside.

Let ’s pra ctise mirroring the bod y lan

gua ge

and expres sions of another person

and trying

to und ers tand how they feel.

You will need a partner for this act

ivity.

s
Choose an emotion from the picture

r
on pag e 11. Do not tell your partne

which one you have chosen.

Use your face and body to act

out the emotion in the picture.

Your partner should copy

your expres sion and how

you are using your bod y.

Did your partner correctly

Then they try to guess which

guess which picture you

picture you have chosen.

chose? Take turns and count

how ma ny you get right.

  
How did you get on? Was it easier or harder than you thought it

would be?

When do you think it might be difficult to read someone’s

feelings from their face and body language?

10
11
 2 Listening to others

g, you
Listening is an importa nt skill. By listenin

rld
can lea rn about other people and the wo

gs you
around you, or follow ins tructions for thin

listen to
need to do. Interesting ly, the sounds you

ave.
can affect how you feel and how you beh

Let ’s find out more about listening.

ACTIVITY

Use a record ing device, such as a mobile

phone or an aud io record er,

to capture three sounds from your environ

ment. For exa mple, you could

record the sound of voices, music, the win

d or rustling paper. Be creative!

For each record ing , complete the activity

below.

How does it make you feel?

What did you record? _________________________________

_________________________________
_________________________________

How does it make your friend feel?

Describe the sound and its

characteristics (for example, loud, deep). _________________________________

_________________________________
_________________________________

_________________________________ Do you both feel the same?

_________________________________
_________________________________
_________________________________
_________________________________

12
So un d 2 How does it ma ke you feel?

_________
________________________
What did you record ?

_________
________________________

_________
________________________

feel?
How does it ma ke your friend

Describe the sound and its

_________
loud, deep). ________________________
cha rac teristics (for exa mple,

_________
________________________
_________
________________________

_________ Do you both feel the same?

________________________

_________
________________________ _________
________________________

_________
________________________ _________
________________________

So un d 3 How does it ma ke you feel?

What did you record ? ________________________

_________

________________________
_________
________________________
_________

How does it ma ke your friend

feel?
Describe the sound and its

cha rac teristics (for exa mple,

loud, deep). ________________________
_________

________________________
________________________ _________
_________

________________________
_________ Do you both feel the same?

________________________
_________
________________________
_________
________________________
_________
________________________
_________

13
 ACTIVITY

When it comes to communication, som

e people say tha t listening is

much more importa nt tha n speaking. Eve

ryone likes to be hea rd.

Sometimes, you listen for fun – for exa mp

le, when you listen to

music or nature or when someone rea ds

to you. At other times, you

listen for a specific purpose – for exa mp

le, when a tea cher is telling

you what to do nex t or trying to explain

a new idea.

It takes pra ctice to be a good listener, so

let’s get sta rted.

.
Sta rt to tune into the sounds around you

g
Ma ybe you can hea r someone whisperin

or wa lking toward s you, or perhaps you

can hea r a bird or the wind outsid e.

Close your eyes for a minute or two and

rela x. (This can be difficult, and you ma

y need

to set an ala rm or timer.) What do you hea

r?

You mig ht be surprised by how ma ny sou

nds

you notice when your eyes are shut!

14
 e of the sounds you hea rd when
Open your eyes and describe som

your eyes were closed .

____________________________
______________________________

____________________________
______________________________

____________________________
______________________________

___ _________________________
______________________________

sounds you hea rd? _ _ _ _ _ _ _ _ _ _

Were you surprised by how ma ny

Did you recognize each sound?

_________________________

Choose three sounds and describe

how they make you feel.

Sound How it makes me feel

15
 When someone is talking to
you, it is importa nt to be focuse
d and to rea lly

consid er what they are saying

. This is often called
active listening .

Active listening is where you

tune in to what someone els
e is saying by

eng aging in the conversation

. You ask questions, repeat wh
at you hea r and

offer support and

understanding for the other person’s point of
view.

Let ’s pra ctise. Work with a frie

nd or a parent for this activity
.

you to a desert
e two specia l dis hes or foods tha t you would take with
Choos

m in the spa ce below.

isla nd. Dra w and describe the

e.
Ask your partner to do the sam

16
 Take turns to describe your dishes to eac
h other.

Do not say the name of the dish!

Think about these questions:

 Why did you choose each dish?

 What is so good about it?

 How is it ma de?

 How does it ma ke you feel when you eat

it?

After your partner has finished

speaking, write as ma ny details

as possible about their two

favourite dishes.

The number of details you can

remember shows how carefully

you were listening and paying

attention.

17
 3 Working in
groups and teams
Huma ns often org anize themselves in gro
ups. For exa mple,

your family, your circle of friends, your cla

ss, your sports tea m,

and even the children on your street – the

y are all groups!

Ma ke a list of the groups you belong to.

Groups work well when group members

:

 cooperate

 communicate with respect

 take responsibility for their actions

 compromise.

Let ’s find out how well you work in a gro

up.

18
 ACTIVITY

Answer the following questions.

1 I often take time to consid er my frie

nds’ ideas. Yes No

2 I offer support to friends when the

y need my help in cla ss. Yes No

3 I let people go in front of me when

we’re wa iting in line. Yes No

4 I like to listen to everyone’s ideas bef

ore sta rting a group activity. Yes No

5 I am happy for someone else to lea

d. Yes No

6 I prefer to take turns rather tha n go

firs t all the time. Yes No

7 I like group work.

Yes No

8 I like to sha re my things.

Yes No

9 I work fas ter when I’m on a tea m.

Yes No

10 I like to discus s things with other peo

ple. Yes No

Count up your ‘Yes’ answers.

1–4 5–7 8–10

Wow! You like to work You are a good team You are a Teamwork

alone. Working in a group player, but you also value Whizz! Well done. You have

takes patience and practice. time alone. Most people do! demonstrated fantastic

It also gives you access to Group work takes practice – cooperation skills and are a

more skills and ideas. it gets easier over time. great team player.

19
 ACTIVITY

Being respec tful is a rea lly imp

orta nt skill when you are workin
g in

a group. You can show respec

t in ma ny wa ys, includ ing:

 speaking kindly

 listening

 wa iting your turn

 cleaning up your mess

 behaving appropriately (for exa

mple, being quiet in a library
)

 arriving on time.

Let ’s help J essie improve her

group work skills.

Rea d the story about J essie’s

day and then ans wer the que
stions.

6.3 0 a m

room
J essie’s mum knocks on the bed

gone
door to tell J essie the ala rm has

d.
off and it is time to get dresse

nd
J essie is tired. She ma kes a sou

pillow
like ‘aa rgh’ before throwing her

at the wa ll.

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

20
 What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

6.4 5 a m

J essie fina lly gets out of bed and get

s

dressed for school.

Then she helps her little sister Am

y by

tying her shoela ces for her.

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

21
7.3 0 a m

J essie and Amy lea ve for school.

J essie’s mum rea lizes tha t J essie

s
has left her lunch at home and run

down the street to give it to her.

J essie puts her lunch in her bag but

m.
forg ets to say tha nk you to her mu

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

22
7.4 5 a m

J essie and Amy arrive at Am

y’s

preschool. Amy’s friend J o sto

ps

J essie to tell her a long story

about

her pet fish. J essie listens car

efully

and asks lots of questions, and

this

ma kes J o rea lly happy.

J essie remembers to help Am

y put

her bag away. She says goo

dbye to

Amy before she lea ves.

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

23
9.0 0 a m

cla ss
J essie’s friend Billy is late for

a tin of
and , as he runs in, he knocks

k. J essie
pencils off the tea cher’s des

cils
helps him to pick up the pen

before the tea cher arrives.

‘Mr
In ma ths, a boy calls Mr Chew

ole
Chew Chew Tra in’ and the wh

cla ss laughs.

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

24
Lun ch tim e
J essie pla ys with her friends
Billy and

Ruby. They take turns shootin

g hoops

at the basketball court.

Andy arrives and asks if he

can join

in. The others decide tha t, sin

ce

they now have an even num

ber of

people, they can pla y two-ag

ainst-

two basketball.

Was J essie respectful? Yes No

Explain why or how.

____________________________________________________________

____________________________________________________________

____________________________________________________________

What could J essie do differently next time?

____________________________________________________________

____________________________________________________________

____________________________________________________________

25
 ACTIVITY

When groups work tog ether

to solve a cha llenge, they sha
re ideas and

sug ges tions about what to do.

Often, group members will hav
e to

accept someone else’s idea

to solve the cha llenge. This pro
ces s ma y

req uire a lot of

compromises .

Compromising ma kes it pos

sible for groups or ind ivid ual
s to find a

good outcome to a dilemma

or cha llenge. You have probab
ly been

compromising all your life wit

hout rea lizing it – for exa mp
le, by taking

turns in the cla ssroom, or by

agreeing to pla y footba ll wit
h your brother

if he will pla y Lego with you

afterwa rds.

Compromising involves:

 trust – you need to trus t tha t everyo

ne will be fair

 und ers tanding – you must und

ers tand tha t different things
are

importa nt or valuable to diff

erent people

 flexibility – you must be open and wil

ling to try different solutions.

Compromise is importa nt, bec

ause people have different val
ues. Let ’s

see how compromising works

.

26
 you:
how importa nt these things are to
Use the checkboxes below to rate

Very important Quite important Not important Totally unimportant

Me Friend Me Friend Me Friend Me Friend
Eating a healthy
breakfast
Staying up late

Reading

Choosing my
own clothes
Watching TV

Then ask a friend to do the same.

different?
value the same things? How are you
Compare your checkboxes. Do you

________
______________________________
______________________________

_____
___ ______________________________
______________________________

__
______ ______________________________
______________________________

__
______ ______________________________
______________________________

_________ _____________________________
______________________________

____________ __________________________
______________________________

_______________ _______________________
______________________________

________
______________________________
______________________________

________
______________________________
______________________________

27
 Now let ’s try to find solutions to the following challenges.

Remember to consider everyone’s ideas.

Qu es tio n 1

dra ising event. They

Your school is org anizing a fun

to sell. J essica, Hussein

need ideas about produc ts

on the bes t wa y forwa rd.

and Annelise need to agree

 J essica wa nts a flower sta ll.

 Hussein wa nts a toy sta ll.

 Annelise wa nts a jewellery sta

ll.

promise.
Sug ges t a wa y they could com

________________
________________________
________________________

________________
________________________
________________________

________________
________________________
________________________

Qu es tio n 2

Your brother wa nts to have

some friends to sleep over

but you have already ma de

pla ns to have a party. How

can you ag ree on the bes t

wa y forwa rd?

Sug ges t a wa y tha t you

and your brother could

compromise.

________________________
________________________
____________________

________________________
________________________
____________________

________________________
________________________
____________________

28
 4 Helping
others to succeed
Once in a while, you mig ht spot a cha nce
to help someone. These opportunities

are specia l and you should take them!

Why? Because helping others to succee
d
will ma ke you feel good about yourself.

Ima gine you see a boy trying to

remove his kite from a tree. He

is pulling the string but it will not

bud ge. Quickly, you rea ch up and

sta rt sha king a bra nch. The boy

smiles – you are on the same tea m

now. When the kite falls to the

ground, you sha re the success!

It is a proven fact tha t helping other

people gives us a sense of purpose

and ma kes us feel good. It can also

help us to ma ke new friends. When

we care about the same thing, this

brings us closer tog ether and often

ma kes us try harder to succeed.

29
 ACTIVITY

You can contribute in lots of

wa ys. Some people love

the spotlig ht, while others pr

efer to be quiet achievers.

Reg ard les s of your role, you

can always contribute to

the outcome.

Let ’s see how you like to con

tribute.

initions below.
Rea d the list of roles and def

Presenter You like to be in front of an aud ienc

e.

Measurer You like to obtain data and know the

facts.

Organizer You can see the big picture and how

to achieve it.

Designer You are crea tive and enjoy working

with colours.

Deep thinker You absorb informa tion and ma ke

sense of it.

Monitor You like to observe and take in the

details.

Scribe You can put things into words and

love to write.

Judge You consider all the options and ma

ke an informed decision.

Assistant You are happy to support anyone who

needs help.

Listener You know the importa nce of und erst

and ing everyone’s point

of view.

30
Choose three roles you feel repres
ent your style of contribution.

Give an exa mple for each role.

Role Exa mple

List ener I often pay attention to inst ructions, so I can help my
friends later.

31
 Let ’s complete a survey.

With your teacher’s help, ask five of your

friends to complete the survey below.

Thank you for participating in this contribution survey about

what you do in your classroom.

Please answer the following questions by circling Yes or No.

1 I help others by encouraging them when they

Yes No
need it.
2 I help others by keeping our classroom tidy. Yes No
3 I help others by taking turns. Yes No
4 If I have an idea, I will share it with my
Yes No
class.
5 I like to be given jobs in class. Yes No

32
 wered ‘Yes’ to each question.
Count how ma ny people ans

ow.
your survey on the gra ph bel
Now record the find ing s from

20
18
’seY‘ di as ohw elpoep fo rebmuN

16
14
12
10
8
6
4
2
0 4 5
1 2 3
Question number

Think about the different wa

ys people like to

contribute in your cla ss. Som

e people ma y

be great listeners, while oth

Which ways of contributing ers like to present

or measure outcomes.
were most common? Which

ways of contributing were

There are ma ny things people
can do to
least common? Why do you
ma ke your cla ssroom a bet ter
pla ce by doing
think this is?
the things they love. Ca n you
think of three?

_______________________
1 ________________________
__________

_______________________
________________________
__________

_______________________
2 ________________________
__________
_______________________
________________________
__________
_______________________

3 ________________________
__________

________________________
__________

33
   
How do you feel when you do something to help someone

else succeed?

Draw a picture to illustrate a time when you helped someone

else succeed. Use colours and symbols to show your feelings

about this experience.

34
 5 Advocat ing
for right s and needs
Did you know, advoca ting for
your own needs is very importa
nt?

To advocate for yourself means to repres

ent yourself, to ma ke sure you
r

opinion is hea rd. You can als

o advoca te for another person
, or for a cause.

To advoca te for your own righ

ts and needs, you need the
right tools, support

and confidence. You mig ht find

it easier to expres s yourself
at home rather

tha n at school, or with one frie

nd rather tha n in front of a wh
ole group.

With pra ctice, you can becom

e bet ter at representing you
rself.

Ha ve you hea rd of these ins

piring advoca tes?

35
 She believed everyone
This is Ma lala Yousafzai from Pakista n.

cha llenged a rule

should be allowed an education, so she

went to school every

tha t said girls could not go to school. She

day, even though she wa s not allowed.

wa s shot at while
One da y, when she wa s 15 yea rs old, she

kily, she survived

she wa s on a school bus with friends. Luc

te the importa nce of

and continues to speak out and advoca

education for all.

,
She published her first book, I Am Ma lala

just
at the ag e of 16. In 201 4, when she wa s

17, she became the youngest person to

win the Nobel Pea ce Prize.

This is Greta Thunberg from Sweden. She

is a teenag e climate activist.

She believes in protecting the pla net and

fighting climate cha nge.

At the age of 16, she sta rted skipping sch

ool on Frid ays and going on

strike instea d. She protested outsid e the

government offices and held

up a handwritten poster saying ‘School

strike for climate’. Her actions

have spread and now, millions of young

people all over the world

have org anized similar protes ts.

When Greta is asked to speak at meetin

gs

all over the world, she tries to find wa ys

to

travel tha t do not damage the environme

nt.

She spent two weeks sailing across the

Atla ntic

on a zero-emissions yacht to speak at the

UN

Climate Action Summit in New York City

!

36
 ACTIVITY

Here are some wa ys you can

advoca te for your rights and
needs:

 Writing a letter

 Ma king a sig n

 Researching your rights

 Preparing a speech

 Scheduling a meeting with a

decision ma ker

 Finding a support person, gro

up or org anization

 Creating a petition

 Protes ting

e tools.
ith two of thes
Let ’s pra ctise w

Imagine your school has banned ball games. Everyone is

upset and unsure what to do. You decide to advocate for

your rights by writing a letter to your school principal. In your

letter, you will explain the impact of the ban on yourself and

the other students at your school.

37
 Write your name and class here.

Write the name of

your Principal here.

Write today’s

date here.
Write the name

and address of
Write your school

your school here.

principal’s name here.

Dear

Start the letter

by saying

what you are

unhappy about.

What do you

want? Suggest

some solutions.

Sign off your

Yours sincerely,
letter like this.

Write your name

in the space.

38
 tand
ces sfully, you need to und ers
To advoca te for your rights suc

er points
You can bet ter und ers tand oth
other people’s perspectives.

of view by creating opportuni

ties for dialogue . If you eng ag e in a

n and
sation or a discus sion: you liste
dia log ue, you have a conver

points of view.
acknowled ge other people’s

our own rights while also

Let ’s pra ctise advoca ting for

of view.
und ers tanding other points

ACTIVITY

Look at the opposing ima ges

below and try to describe the
different perspectives.

Can you explain each person’s perspective?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

39
 Can you explain each person’s perspective?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Can you explain each person’s perspective?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

40
 ACTIVITY

Your town has introduced a

new rule tha t forbids childre
n to ride bikes or

skateboa rds in public parks.

Some residents have compla
ined about the noise and

safety concerns. You decide

to work with your friends to adv
oca te for your rights.

You wa nt to schedule a meetin

g with the local ma yor, so you
can try to und ers tand

his perspective and find a com

promise.

To ensure you are well prepar

ed, you will need to work thro
ugh these steps.

Firs t, number the steps in the

correc t ord er.

A H ave a B Find the postal

meeting and or em ail ad dress

C Draft a list of
conversation. for the mayor’s
questions.
office.

E Send the mayor

D Find the mayor’s a letter or em ail

na me. to arrang e a

meeting.

What questions would you ask the mayor?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

41
 compromise?
yor tha t you are prepared to
How could you show the ma

the ma yor’s
ow to show you und ers tand
Choose two of the options bel

perspective.

ore
ride bikes or skateboa rds bef
1 Children are only allowed to

and after school.

ride bikes or skateboa rds in

2 Children are only allowed to

designated areas.

und crossings.
3 Children must dismount aro

erly people.
4 Children must look out for eld

a minimum.
5 Children must keep noise to

In groups of four, create a sig

n to say why children should

be allowed to ride bikes and

skateboa rds in public parks.

42
 6 Making decisions

You ma ke decisions all the time. Some

decisions are easy to ma ke,

while others are quite difficult. Sometim

es you have to choose bet ween

two equally good things, such as riding

your bike or riding your scooter.

At other times, you have to choose bet we

en two things you do not wa nt

to do, such as set ting the table or hangin

g out the wa shing!

Let ’s pra ctise decision-making.

ACTIVITY
ha rd de cis io ns

Did you know, a child makes approximately 3,000 choices and

decisions every day? Let’s think about these daily decisions and

rate them according to how easy or hard they are to make.

43
 hard it would be to
ow. Think about how eas y or
Rea d about the decisions bel

choose bet ween the options.

difficult it would be
the letter on the decide-o-meter to show how eas y or
Write

to ma ke the decision.

y Diffic
Ea s ult

reV
ys

d y
ae

fi
tlucif
yreV

Decid e bet ween the options.

A Write a story or dra w a pic ture

.

B Eat an ice cream or eat an app

le.

C Get extra TV time or choose

something yummy for dinner
.

D Pla y your favourite boa rd gam

e or lea rn a new game.

E Wa tch a new movie or have

a friend over to pla y.

F Sleep over at a friend ’s house

or have extra computer time.

When you have put all the dec

isions on the decide-o-meter
, compare

your ans wers with a friend.

You could also ask someone
at home to

complete the decide-o-meter

.

Discus s how you ma de your

decisions.

44
 ACTIVITY

As you know, you ma ke ma

ny decisions every day. Som
e

decisions are almost autom

atic – you do not even think
about

them. Yet there are ma ny oth

er decisions you need to thin
k

about more carefully.

Let ’s explore your decision-m

aking further.

Small decisions
Look at these examples. Then write about or draw a similar small decision that you

make almost every day.

Example Your turn

Richard decides between cereal or toast for

breakfast every day.

Sarah decides between wearing her hair in a

ponytail or wearing her hair down.

45
Look at these examples. Then write about or draw a similar, more complex decision

that you make almost every day.

Example Your turn

Ali had to choose a chapter in a book to read

and present to the class.

J ohn is considering whether to invite the

whole class to his birthday party or only a

few friends.

Look at this example. Then write about or draw a similar complex decision you

might need to make.

Example Your turn

Lucy has to decide what to buy for her big

sister’s birthday.

46
 ACTIVITY

Sometimes, you have to ma

ke big decisions, like choosing
bet ween two things

you love equally. At other tim

es, you ma ke decisions tha t
come with a lot of

responsibility and sta y with

you for a long time, such as
buying a pet.

When you have to ma ke a big

decision, it is importa nt to thin
k ahead and consid er

a range of fac tors. You can use

these three simple steps.

1 Collec t: Ga ther information.

 What information do

you need?
2 Check: Think about the

 Who can you ask for help?

pros and cons of your

 Where can you look for decision.

information and find more

 What are the positive

fac ts or experiences?
points?

 What are the neg ative

points?

3 Consider: Think about any conseq uences of your decision.

 Who will your decision affect?

 How will the decision make you feel?

47
 e
rney templa te on the nex t pag
You can use the decision jou

ns. Every step along the path

to help you ma ke big decisio

g your decision.
will bring you closer to reachin

Think about a big decision you

need to ma ke.

Write it here.

________________________
_____________

________________________
_____________

________________________
_____________

________________________
_____________

ans wer the questions.

Look at each stop in turn and

  
Do you feel more prepared to make a decision now? What was

helpful and what was difficult? What would you do differently

next time, if anything?

48
Reflect: Did you make the right decision?

49
 7 Negot iat ion

Negotiation is about working tog ether to

find a solution tha t works for
everyone.

to compromise or meet
ient and fair, and being willing
It involves listening, being pat

e a little. The goa l of

fwa y. This means being prepa red to win a little and los
hal

move forward.
tion is to find ‘common ground’ or ‘the right balance’ to
neg otia

Let ’s pra ctise.

Rea d the following scenarios

.

Once you have come up wit

h a solution to each problem,
work with

a partner to role-pla y the out

comes of your neg otia tion. Rem
ember

to be flexible and use good

listening and compromising
skills.

friend, Ben,
Tom has a new drone and his

rried the
rea lly wa nts to try it. Tom’s wo

if Ben has a
drone ma y get stuck up a tree

find a solution
turn. How can the two boys

to this dilemma?

___________________
________________________
________________________

________________
___ ________________________
________________________

_____________
______ ________________________
________________________

_____________
______ ________________________
________________________

__________
_________ ________________________
________________________

50
 All
house with her friend, Millie.
Kate wa nts to sleep in her tree

ges t
cold. What could the girls sug
the parents say it will be too

the problem?
to their parents tha t mig ht fix

_____
________________________
________________________

_____
________________________
________________________

_________
________________________
________________________

_______
________________________
________________________

_____
________________________
________________________

Sarah and her twin brother,

Sam, are allowed to go to

the cinema but they cannot

agree on what to wa tch.

Their pa rents wa nt them to go

to the same movie.

How could they solve this dile

mma?

________________________
_____________________

________________________
_____________________

________________________
_____________________

________________________
_____________________

________________________
_____________________

  
How did you get on? Which skills did you use? Which skills do

you think you need to work on?

___________________________________________________________

___________________________________________________________

___________________________________________________________

51
 ACTIVITY

It is quite common to disagree when you

are neg otia ting with someone,

especially if you know the other person

well. But focusing on your differences

can get in the wa y of find ing a solution:

if you refuse to consid er other options,

you will both end up feeling frustrated.

It is bet ter to look for things you can agr

ee on. This is called finding common
ground and it is the best wa y to find a wa y forwa
rd when there are
differences of opinion.

Here is your cha nce to pra ctise!

Rea d the following scenarios and help

the cha racters to find common ground.

jamin wa nt to rais e money to protec t the ora ngutans in Ma laysia.

Olivia and Ben

ke and sell scented candles. She pla ns to use ora nge peel
 Olivia wa nts to ma

nge smell.
in the candle wa x to create a sweet ora

he would like to sell ora nge juice. He pla ns to squeeze the

 Benjamin decides

ora nges Olivia has peeled.

ove rlap

Ben

jamin’s ideas overlap? If they are the

Question: How much do Olivia and Ben
l
If they are very different, the overlap wil
same, the circles will cover each other.

be small.

52
 box below, dra w two circles to repres ent Benjamin and Olivia’s ideas.
In the

ir ideas overlap.
Overlap the circles to show how much the

Benjamin have?
How much common ground do Olivia and

______ ________________________
_________________________________

______________________________
_________________________________

Ha rlo and Ca iro cannot agree on any thin

g. Ha rlo wa nts to pla y with her kite,

but Ca iro wa nts to use the sticks from the

kite to ma ke a fire. He pla ns to use

the kite string to get the first flames sta rted

. Ha rlo will not let Ca iro touch her

kite: now tha t she knows his pla n, she wil

l not let it out of her sig ht!

Question: How much do Ha rlo and Ca iro’

s ideas overlap?

In the box below, dra w two circles to rep

resent Ha rlo and Ca iro’s ideas.

Overlap the circles to show how much the

ir ideas overlap in Scenario 2.

How much common ground do Ha rlo and

Ca iro have?

_________________________________
______________________________

_________________________________
______________________________

53
 Negotiating is fun. You can use
humour, lea rn new things abo
ut

someone and ma ke your rela

tionship stronger.

Let ’s help Alex, Emily and the

ir mum find the right balanc
e as

they try to resolve some cha

llenges.

Emily and Alex are brother and sister. They are Here’s the challenge.

trying to agree on what to do after school.

They need to stay together and they can only

Emily wants to go to the park and join her team go out after doing their jobs at home. Emily

for an important game of soccer. Alex wants to has to tidy her bedroom and Alex needs to

ride his bike at a local track with his friends. water the vegetable garden.

Now it is your turn.

In the blank comic strips on page 55, suggest two solutions to the problem. Use

humour, good listening, flexibility and compromising skills. Add speech bubbles or

Thoug ht bu bbl e s
Spe e ch

bu bbl e s

54
Before During After

Before During After

solution do they
nd, tea cher or parent. Which
Show your ans wers to a frie

2?
prefer: Solution 1 or Solution

ir preferred solution.
Ask what they liked about the

55
 Co m i c 2

Amira and Aisha are sisters.

They are Here’s the cha llenge.

allowed to decide wha t the

ir family will do at

They need to consider tha t the

the weekend. ir mother is

sca red of heig hts and their

father is not a

Amira loves rock climbing and

Aisha loves strong swimmer.

the bea ch.

What activities will ma ke the

day fun for the

whole family, including themse

lves?

Now it is your turn.

In the bla nk comic strips on pag e 57, sug

gest two solutions to the problem. Use

humour, good listening, flexibility and com

promising skills. Ad d speech bubbles or

thought bubbles if you like!

56
Before During After

Before During After

Show your ans wers to a frie

nd, tea cher or parent.

Which solution do they prefer

: Solution 1 or Solution 2?

Ask what they liked about the

ir preferred solution.

57
Glossa ry
Active listening Finding common ground
Tuning in to what someone else Looking for things you

is saying by nodding, using eye can agree on.

contact and asking questions.

You may agree, disagree, offer Flexibility

your support and ask questions Being open and willing to

to be sure you fully understand. try different solutions.

Advocate Interpersonal relationships

To represent yourself, Connections between people.

another person, or a cause,

by making sure a different

Negotiation
The process of working
opinion or experience is

together to find a solution

heard and appreciated.

everyone can agree on.

Compromise
Finding solutions which
Pros and cons
Positive and negative impacts
make it possible for people

of something; advantages
to find common ground.

and disadvantages.

Consequences
The effects or impacts of
Understanding
Recognising that different
a decision or action.

things are important or

Dialogue valuable to different people.

To have a conversation

or discussion, listening
Trust
Believing in the honesty
and acknowledging other

and reliability of others.

people’s points of view.

Empathy
Being able to appreciate what

someone else is feeling, by

imagining how you would

feel in their position.

58
 Templates

Cut out the different emotions.



59
60
Cut out the photos. 

61
62
Did you enjoy this book?
Tell Dr Kimberley what’s ha ppening in your
pla yg round and in your pa rt of the pla net.

She’d also love to know which activities you

liked best in this book!

Kimberley@quirkykid.com.a u