Tutor notes
TT - Tutor Tips
1.Welcome
Provide a register and name labels. Outline course and its aims, ensure group is
comfortable with facilities and any special needs are addressed. Cover ‘housekeeping’
including Health and Safety and explain that a set of ground rules will be established by
the group.
2.Ice-breaker
Name game –Ball game/This is my friend -----------’ or any other that is suitable.
Note that everyone is at ease or play another game.
3. Making it Work
Create list from the group’s suggestions about how the weekend will work best for
everyone and note that



Setting ground rules/agreements are important to maintain the safety of children
and adults alike.
The setting of ground rules/agreements is an inclusive process.
They should be re-visited and revised as necessary.
They can be a useful tool to use to manage the group
Ask everyone to have a little murmer time with the person sitting next to them and
come up with ways to make this weekend work brilliantly! Tell everyone they have
about 30 seconds to chat and then tutors will get input. Both tutors will then carry
flipchart pens (to use as microphones and to scribe”!) and run (or move quickly) to a
couple and ask them “What do you think will make this weekend work for you? Keep it
simple and get them to agree on a word or short phrase and run back to the flip chart
and write it down. Immediately, race back to get input from others. Make sure
everyone has a go before you accept second ideas. As the energy wanes, give a 30
second warning - last call for ideas. (should take about 5-6 minutes)
TT - Feedback every idea (talk clearly, but quickly) and add any that appear to be
missing. General things to be included: Respect, safety (emotional and physical), fun,
food, breaks, tea, cooperation, showing up on time for sessions, mobile phones off,
etc.
Remind everyone how important it is to consult with children and young people and
consider their views.
Ground rules/agreements should be available to all including parents and it should be
compulsory for all adults working with children to be fully familiar with them. The ground
rules/agreements are beneficial because they inform every one of the rules, boundaries
and guidelines for the setting. As a worker, helper, volunteer, participant or supervisor
you know exactly what is required of you and the expectations of others.
Display on the wall, revisit and update if necessary.
4. Rough Guide to the Aims and Principles
Woodcraft Folks values, Hand out copies of Aims & Principals made easy (Handout 1a)
Divide up into groups of 2-3 and give a short time to discuss values that the A & P’s
inspire. Give out apple or flower shape paper or card (or post - its) and ask participants
to put 1 value per shape or post it and display on a Value Tree (pre-drawn by you on a
flip chart paper. Ask group to stand in a large circle and take turns to match to A&P’s
with the values on the tree, note the differences/similarities.
This can also be done in twos round a table if the group is small or in small groups.
5. Woodcraft Folk Structure - Give out copies of Woodcraft Folk Structure - Handout
1b. Let participants read thru and digest a bit. Answer any questions that may arise.
6. Benefits of Belonging to a Woodcraft Folk Group
Paper Carousel:
An information gathering exercise in small groups.
Split the group into 4 groups. Give each group a piece of flip chart paper (or other large
paper as available) with a subject or question at the top, for example:
What are the benefits of belonging to a WCF group for:
1. Young People
2. Adults
3. The local community
4. The wider world
Give each group 4 minutes to write down their idea on their sheet, then move the
pieces of paper around the groups. Give each group another 3 minutes with their new
sheet, ticking the ones they agree with, putting an X next to the ones they don’t
agree with, then adding any new comments to the list. Continue the carousel by
moving the sheets until all 4 groups have their own sheets back and then have each
group feedback the lists.
TT - This is a structured way to get everyone to consider a number of issues.
Working in small groups encourages many of the skills, concepts and attributes of
cooperation.
Only one person in the group has to be confident about writing down the ideas.
Ideas are not repeated
It allows everyone to have their say / opinion in a non-threatening way.
Watch time very closely, if the discussions are getting off-track by 3rd or 4th change,
then decrease time. Let each group feedback, but give a time limit of 3-4 minutes each
and stick to it. Hang all flipcharts up on the wall to view for further discussion/comment
during breaks.
7. Energizer - This game can be helpful for learning names, but it is mainly a bit of fun
and a great way to relax and establish a fun atmosphere. Everyone stands in a circle.
The tutor begins by walking into the centre of the circle modelling a particular walk (can
be funny, straightforward, whatever). When he/she gets to the centre of the circle,
he/she looks around the circle, waves to the group and says, “Hi, my name is _____”.
The person then does their walk back to their place in the circle. Everyone else then
mimics the person’s walk into the centre of the circle. When they reach the centre, they
turn to the person, wave in unison and say “Hi ____! They then return to their places in
the circle. One by one, moving around the circle to the left, participants walk a special
walk into the circle, say hi, return, and the group copies them.
TT - You can make a request for everyone to really get dramatic by using their “cheese
cards”, which are conveniently located in their back pockets. Instead of just saying “Hi
____!”, Everyone faces the person with a huge smile and says in their campiest way,
“Hi _____,…..You’re Special!!!!” and then return to their places. This always ends in a
giggle!!
8. .Play Space
Design and draw a play space on a large piece of paper (A1), ask groups to think about
resources and equipment first and incorporate these into designs, consider safety and
how it will influence the planning of these spaces. Let each group feedback their
designs (a set time of 3-4 minutes may be a good idea) Put these on display if
possible, if not keep plans with materials for H&S session.
9. End of session with thanks for contributions, Hand out Reflective Diary and ask
learners to complete it as the course progresses and note the most important strands of
the sessions for them. Have a short comfort break if continuing with next session.
Evaluation:
The Wind Blows:
Everyone stands in a circle. Tutor gives a series of statements e.g. “The wind blows
everyone who understand the Aims and Principles”, or “The wind blows everyone who
has enjoyed this session”. Or “I have a better understanding of the benefits of
belonging to a Woodcraft Folk group”.
Everyone who agrees with the statement must change places with someone else who
also agrees. (Those with a dramatic flare will drift in the wind either gently wisping
about or storming through to the other side)
TT - This activity can also be used as a starter as a get to know you. For example,
statements such as “The wind blows everyone who likes marmite”, or “The wind blows
everyone who has a brother” or “Everyone who has picked up a piece of litter this
week” could be used.