1. ICE BREAKERS

2. . What’s your flavour? Requirements: Post it’s Time: 5-10min
Activity: The group is asked "If you were to be an ice-cream flavour what flavour would you be and why?"
Ask the students to write down their answers on a post-it without sharing or discussing it with anyone else.
Ask students to describe their flavour using characteristics which relate to how they would define their own character and give examples.
Example - Neapolitan Ice-cream because it's a little bit of everything, e.g Characteristics of that person are people who enjoy getting along with other people and who are social and flexible around other people.
Learning Point/Discussion: Students are learning how to define their character and reflecting on themselves in an indirect way.
Footnote: If a students says they don't like ice-cream then ask the student to choose just a flavour.

3. Emotional Deck
Requirement- Deck of cards
Time: 10-15min
Activity: Using a deck of playing cards with the Jacks, Kings, Queens and Jokers removed -  hand each card out facing down and request that everyone must keep their cards a secret to themselves. 
Each number is a level of emotion where 1 is extremely reserved, quiet, slow and sad and angry and 10 is full of energy, bright, enthusiastic, bouncy and happy.
According to the card they have received asked them to use their own judgement on portraying that level of emotion.
Students engage with at least three other people in the room ensuring they keep their state throughout their interaction.
After the 5 min, stop the group and ask them to not discuss their cards but to line up in order of their emotion.
Once the group is lined up then ask students to say their number just to see if they are in the right place and for them to describe how they felt while holding that state and how it felt when they were engaging with others with differing states.
Learning Point/Discussion: You can change your state when ever you choose, you can change your state when interacting with others and your state affects how you feel about yourself and you can control how others feel around you.
Footnote: (remove all jacks kings queens and jokers) - Collect cards after activity is completed.

4. Measuring up
Time: min
Activity: In pairs experiment Body Language to demonstrate confidence, authority, charisma a sense of owning your own space without coming across as arrogant and inconsiderate to others.
Experiment in pairs walking and moving around a space together.
Sit in a circle and ask for volunteers to demonstrate this in pairs.
Students then describe what they read from the body language shown from each student. 
Learning Point/Discussion: Has it ever occurred to you how much you are saying to people even when you are not speaking? You are constantly sending messages about your true thoughts and feelings whether you are using words or not. Studies show that your words account for only 7% of the message you convey. The remaining 93% is non-verbal. 55% of communication is based on what people see and the other 38% is transmitted through tone of voice. So think about it. In the business setting, people can see what you are not saying. If your body language doesn't match your words, you are wasting your time.
Recognise what we are often thinking is conveyed through our body language and that in read by other people around us and our thoughts create our reality.