This page describes the range of games that were produced by the ACT team in collaboration with educators. Each mini-game or playful activity addresses a specific change towards the SDGs but can be applied to multiple change needs.

The ACT project used co-design methods to identify the priorities for change amongst our varied stakeholders. Participants contributed thoughts and ideas at Workshop 1 which were categorised and analysed to establish these six priority areas for change:

1. Communication and building relationships (with pupils, parents, other schools, and external organizations, and with high priority groups)
2. Capturing and representing diverse perspectives on what needs to change and how
3. Addressing the perception of change as ‘too risky’
4. Acting as agents of change within the confines of existing heavy workloads
5. Techniques, tools, and training for remote communication
6. Evaluating success and/or using evaluation frameworks

For the game co-design workshops, participants were asked to define a desired change within one of these priority areas or directly relevant to one of the SDGs that was also specific to their local context. This resulted in a range of mini-games which are applicable to this specific change but can also be abstracted out and used across the ACT Change Model and often for different SDG-related purposes too.

The follow table presents each mini-game alongside its primary desired change, context within the ACT Change Model, and priority thematic area.

 

MINI GAME	PRIMARY DESIRED CHANGE	ACT CHANGE MODEL STEP	MAIN PRIORITY AREA
Tricky Conversations Toolkit Game rules PDF	To overcome reluctance to engage in conversations that challenge around issues of equality & diversity	Steps 1 & 2 – Aims and Outcomes	Capturing and representing diverse perspectives
The Aha Moment Game rules PDF	Improving staff relationships and networking, empowering feelings of individual initiative and collective action	Steps 1-3 – Aim, Outcome, Action plan	Capturing and representing diverse perspectives; Communication and building relationships; Change as ‘too risky’
EvaluationBusters – Game rules PDF – Game board powerpoint – Question set	Evaluation is prioritised as a circular, continuous, and positive process	Step 2 – Agreed Outcomes, Step 5 – Evaluation	Evaluating Success; Capturing and representing diverse perspectives
Take Memories, Leave Footprints Game rules PDF	To have health and wellbeing connected to outdoor learning be an integral and valued part of school community life	Step 4 – Enactment	Change as ‘too risky’; Communication and building relationships
What Am I? – Game rules PDF – Card Deck – Game board – Jigsaws – Dice layout	To develop teacher confidence in leading activities about empathy and to develop empathy in pupils	Step 4 – Enactment	Communication and building relationships
Pass the Cake Activity PDF	Rebuilding connections to reduce social isolation and reduce the inequity gap	Step 4 – Enactment	Communication and building relationships; Tools for remote communication
1.5 Max – Activities PDF – Website	To enable as many people as possible to engage with COP26 even though we are still concentrating on recovering from the lockdown	Steps 1-4 – Aims, Outcomes, Actions, and Enactment	Acting as agents of change within the confines of existing heavy workloads
Sustainability Subject Swap Game rules PDF	To persuade colleagues in my school and beyond to engage with sustainability no matter what their subject or what age of pupil they teach	Step 4 – Enactment	Acting as agents of change within the confines of existing heavy workloads