Children's Multilingual School · Raising Global Kids Programme
Raising Global Kids
Activity Book
Foundation · Mind · Character · Voice · Thinking · People · World
👩👧 Seedlings · Ages 3–7
📋 45 Exercises
🏅 Certificate on Completion
💾 Auto-Saved
How to use this workbook: Ask a grown-up to do each activity with you after watching the video together. Your work saves automatically!
Foundation Layer
Foundation Layer
Raising an Independent Child
F.1
Foundation Layer · Activity 1
Things I Can Do All By Myself!
Circle or draw the things you can already do yourself: Get dressed · Make my bed · Pour my own drink · Put my toys away · Wash my hands · Pack my bag · Take my plate to the kitchen · Say hello to new people
✦My Commitment
The one I am most proud of:
F.2
Foundation Layer · Activity 2
One New Thing I Will Try This Week
Talk with your grown-up. Choose ONE new thing you will try to do all by yourself this week. Choices: Make my own breakfast · Pack my school bag · Get dressed without help · Tidy my room · Set the table. Or write your own idea!
✦My Commitment
After I try it, I will tell my grown-up how it went!
✓ Foundation Layer Complete — move to the next section
Section 1 of 7
Mind
The Internal Operating System
1.1
Activity · Module 1.1
The Listening Game
▶ Module 1.1
Sit quietly with your child for two minutes. Tell them you are both going to be completely still and listen — really listen — for every single sound you can hear. After two minutes, ask them to name everything they heard. This trains focus and present-moment attention in a way that feels like play. Do it in different places — outside, in the kitchen, in the car. Children are consistently amazed by what they notice when they are actually listening.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
1.2
Activity · Module 1.2
The Feelings Map
▶ Module 1.2
Draw a simple outline of a body on a large piece of paper. With your child, talk about what happens in their body when they have big feelings. Where do they feel anger? Where do they feel scared? Where do they feel excited? Colour each feeling zone a different colour. This is a conversation that builds body awareness and emotional vocabulary at the same time — and children absolutely love it.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
1.3
Activity · Module 1.3
The Wait and Win Game
▶ Module 1.3
Put a small treat in front of your child. Tell them: if you can wait while I count to ten without touching it, you get two. Count slowly. Celebrate the wait — not just the reward. Over the following weeks, gradually extend the wait. Add distractions. Make it a game you play together. Track their personal best. The child who finds this hardest is the one who benefits most from practicing it.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
1.4
Activity · Module 1.4
Things I've Got Through
▶ Module 1.4
Together with your child, make a list or a drawing of hard things they have already experienced and survived. A first day somewhere new. A friendship that was difficult. A fall. A time they were scared and did it anyway. Make the list visible — on the wall or in a frame. When a new hard thing arrives, you can point to it together: look at everything you have already come through.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
1.5
Activity · Module 1.5
My Week Map
▶ Module 1.5
Make a simple seven-day visual calendar with your child — hand-drawn or printed. Mark what happens each day: school, activities, family things. Put it somewhere visible. Each morning, point to today and name yesterday and tomorrow. Within a few weeks your child will start pointing to it themselves. That is time awareness becoming real.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
1.6
Activity · Module 1.6
The Question Jar
▶ Module 1.6
Get a jar — any jar, decorate it together if you like. Write each of the four questions on a piece of paper, fold them, put them in the jar. Each evening your child draws one and answers it. Keep it warm and light. Don't push if they give a short answer — over weeks the answers grow. The habit builds. And the conversations become some of the best you will have.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ Mind Complete — move to the next section
Section 2 of 7
Character
Who They Are
2.1
Activity · Module 2.1
Things I Kept Trying
▶ Module 2.1
Together with your child, draw or write (or use stickers!) a list of things they have kept trying even when it was hard. The shoe. The puzzle. The monkey bars. Making a friend. Learning something new. Display this somewhere visible — on the fridge, in their room. When something new feels impossible, point to the list: look at everything you kept trying.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.2
Activity · Module 2.2
I Did It Myself
▶ Module 2.2
Start an 'I Did It Myself' journal with your child — one page per week. Draw or write or stick photos of things they did themselves, without help, this week. Not the big things necessarily — the small ones matter more. Pouring their own cereal. Tying a lace. Sorting out a disagreement. Getting dressed before you asked. Over weeks and months this journal becomes a visible record of a capable, growing person.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.3
Activity · Module 2.3
The Not Yet Star Chart
▶ Module 2.3
Make a 'Not Yet' star chart with your child. Write or draw three things they are still learning — things they cannot do yet but are working on. Put a star next to each one every time they practise. When they get it, celebrate properly and add a new 'not yet' to work toward. This reframes difficulty as a temporary state — not a verdict on who they are.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.4
Activity · Module 2.4
I Followed Through
▶ Module 2.4
Make a simple chart with your child — draw it together, let them decorate it. Every time they do what they said they were going to do — tidied their room, put their shoes away, helped set the table — they put a sticker or a star on the chart. After five stars, a small celebration of their choice. This makes follow-through visible, positive, and owned by the child rather than demanded by the parent.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.5
Activity · Module 2.5
My Chore Chart
▶ Module 2.5
Make a chore chart together with your child — draw it, print it, decorate it together. List the chores they own (not help with — own). Put it somewhere visible. Let them put a sticker or a tick when they complete each one. The point is not reward — it is visibility. A child who can see their contribution to the household feels differently about themselves than one who cannot.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.6
Activity · Module 2.6
Feelings Faces Storybook
▶ Module 2.6
Make a simple feelings storybook with your child. Each page has a drawing of a face with a feeling — happy, sad, angry, scared, excited, proud, embarrassed, confused. Under each face, together write or dictate: 'I feel this way when...' and 'When I feel this way I want...' This builds emotional vocabulary, self-awareness, and the beginning of empathy — the understanding that other people have these feelings too.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.7
Activity · Module 2.7
The Wonder Journal
▶ Module 2.7
Give your child their own Wonder Journal — any notebook, decorated however they like. It is for questions they do not know the answer to yet. Each week, add a new wonder question. Sometimes look one up together. Sometimes leave it as a question. The point is not the answer — it is the habit of wondering. A child who keeps a Wonder Journal learns something profound: that not knowing something is the beginning of learning it, not a problem to be embarrassed about.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
2.8
Activity · Module 2.8
When I Grow Up
▶ Module 2.8
Sit with your child and ask them to draw or tell you about when they grow up — not what job they want, but who they want to be. What do they want to do every day? What do they want to be good at? Who do they want to be kind to? Write their words around the drawing, in their voice exactly. Date it. Frame it or keep it somewhere special. This is the beginning of their personal story — and it belongs entirely to them.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ Character Complete — move to the next section
Section 3 of 7
Voice
How They Express Themselves
3.1
Activity · Module 3.1
The Word of the Day Jar
▶ Module 3.1
Make a Word of the Day jar together — decorate any jar or box. Each day, write a new interesting word on a piece of paper and put it in the jar. Try to use the word three times that day in real conversation. At the end of the week, pull all the words out and see how many your child can use in a sentence. Children this age collect words the way they collect stones — with pride and pleasure.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.2
Activity · Module 3.2
The Listening Walk
▶ Module 3.2
Take a ten-minute walk with your child and make it a listening walk — the goal is to hear as many different sounds as possible. No talking (mostly). Just listening. At the end, sit down and write or draw every sound you heard. Compare lists. Who heard something the other person missed? Do this in different places — inside the house, outside, near traffic, in the garden — and notice how different each soundscape is. This trains genuine attentional listening in a way that feels like an adventure.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.3
Activity · Module 3.3
The Language Treasure Box
▶ Module 3.3
Find a box — any box, decorate it together. This is your Language Treasure Box. Fill it with things connected to a language you love or are learning: a word written in beautiful letters, a song you know the words to, a photo of a place where that language lives, a food label, a story, a drawing. Add to it every week. Take things out and talk about them. The language is not just sounds — it is a whole world. The box is the beginning of that world.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.4
Activity · Module 3.4
Family Story Time
▶ Module 3.4
Pick one evening this week for Family Story Time. Your child is the storyteller — they can tell a real story (something that happened), a made-up story, or a retelling of a book they love. The family listens. After the story, each person says one thing they loved about it. No corrections, no interruptions, just genuine listening and genuine appreciation. Make this a regular family event — weekly if possible. The child who has an audience that listens becomes a person who is comfortable speaking.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.5
Activity · Module 3.5
The Story Starter Jar
▶ Module 3.5
Make a Story Starter jar — fill it with story beginnings written on pieces of paper. Some ideas: 'Once there was a dragon who was terrified of fire...', 'The day everything in the kitchen started talking...', 'A very small girl discovered she could understand what birds were saying...', 'On Tuesday, the rain started falling upwards...'. Each evening, draw one and tell the story. Draw with your child, help them write their own story starters to add. The jar grows. The stories get better. The imagination opens.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.6
Activity · Module 3.6
My Show and Tell
▶ Module 3.6
Every week, choose one thing you know a lot about or are proud of. It can be anything — a toy, a drawing, something you learned, something that happened. Practice telling the family about it: what it is, why it matters to you, one interesting thing about it. The family listens. The family asks one question each. This is your time. Practice makes presenting feel as natural as talking to a friend — because it is the same thing.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
3.7
Activity · Module 3.7
The Please Can I Game
▶ Module 3.7
This is a game you play with a grown-up. One of you asks for something (it can be silly — 'please can I have a pet elephant?'). The other person has to give one reason why they should say yes AND one reason why they should say no. Then they decide! Take turns being the asker and the decider. The rule is: reasons have to be real and true. No making things up to win. This is how real persuasion works — you find the true reasons and you make your case honestly. Practice this and then use it in real life.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ Voice Complete — move to the next section
Section 4 of 7
Thinking
How They Process the World
4.1
Activity · Module 4.1
The Why Chain
▶ Module 4.1
Play the Why Chain game with your child. Start with any fact: 'The sky is blue.' Then keep asking why. Why is the sky blue? Because of the way light scatters. Why does light scatter? Because of the molecules in the air. Why are there molecules? And so on. The rule is: never say 'I don't know' and stop — you say 'I don't know — what do you think?' The chain keeps going until you both dissolve into laughter or wonderful confusion. Both are excellent outcomes.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.2
Activity · Module 4.2
The Problem Solving Challenge
▶ Module 4.2
Set up a simple problem for your child — a puzzle, a building challenge, a maze, anything that requires thinking and trying. The rule: before you ask for help, you must try at least two different ways. After each try, draw or write what you tried and what happened. The goal is not to solve it perfectly — the goal is to try more than once. Problem solvers are people who try again when something does not work. That is the whole skill.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.3
Activity · Module 4.3
My Decision Journal
▶ Module 4.3
Start a decision journal with your child. Each week, write down one important decision they made — big or small. What were the options? What did they choose? What happened? How do they feel about it now? Keep this journal for a year. Looking back at it together is one of the most satisfying things you will do — because you will both be able to see how their judgment has grown.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.4
Activity · Module 4.4
The Invention Factory
▶ Module 4.4
Clear a space and put out some materials — paper, cardboard, tape, old boxes, whatever you have. The challenge: invent something. Anything. It does not have to work. It does not have to make sense. It just has to be something you made up and made real. After they finish, ask: what does it do? What is it called? What inspired it? Draw or photograph it and add it to this workbook. This is the beginning of an inventor's portfolio.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.5
Activity · Module 4.5
Strategy Game Night
▶ Module 4.5
Pick one evening a week for Strategy Game Night. Play any game that requires thinking ahead — not pure luck. After the game, ask your child: what was the most important decision you made? Why did you make it? Was there a moment you wish you had thought further ahead? Draw or write about one strategic decision from the game. Over weeks, this journal becomes a record of a growing strategic thinker.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.6
Activity · Module 4.6
Fact Detective
▶ Module 4.6
Play Fact Detective with your child. Write down a claim — something they heard or believe. Then investigate it together: look in a book, ask someone who knows, find a reliable source. Write what you found out. Was the claim true? Partly true? False? Make this a regular game — the Fact Detective is always on the case. Young children love the detective framing, and the practice of checking claims is one of the most important intellectual habits they can build.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
4.7
Activity · Module 4.7
My Deep Dive
▶ Module 4.7
Choose the one thing your child is most interested in right now — the thing they could talk about for hours. This week, learn everything you can about it. Books, videos, visits, asking people who know. At the end of the week, draw or write the most interesting thing you discovered — something you did not know before. Then teach a grown-up what you learned. The teacher is always the one who understands it best.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ Thinking Complete — move to the next section
Section 5 of 7
People
How They Lead and Connect
5.1
Activity · Module 5.1
My Leadership Moments
▶ Module 5.1
Make a Leadership Moments board with your child. Every time they show real leadership this week — including someone who was left out, solving a problem for the group, standing up for what is right, taking initiative when something needed doing — draw or write it on the board. Leaders are not the loudest. They are the ones who notice what is needed and do something about it.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.2
Activity · Module 5.2
The Big Build
▶ Module 5.2
Set a building challenge that requires two people — something neither could do alone. Build the tallest tower you can together, or the longest bridge, or the most creative structure. The rules: you have to use ideas from both people. Neither person can do more than half the building. After it is done, write or draw it. What made it better having two people? What was hard about working together?
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.3
Activity · Module 5.3
The Deal Game
▶ Module 5.3
Play the Deal Game. Each player gets three small objects. The goal: end up with the set you want most by trading. You can offer any of your objects for any of theirs. They can accept, decline, or counter-offer. No one has to accept any deal. After five minutes, everyone shows what they ended up with. Talk about: what was the best deal you made? What was a deal you wish you had made? This is negotiation — finding what both people value and building an agreement around that.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.4
Activity · Module 5.4
Feelings and Solutions Cards
▶ Module 5.4
Make two sets of cards with your child. Feelings cards: draw faces showing angry, sad, frustrated, left out, scared, hurt. Solutions cards: write 'take turns', 'ask nicely', 'walk away and breathe', 'use your words', 'ask a grown-up'. When a conflict happens, find the feeling card first. Then look at the solutions. Which one could work here? Keep the cards somewhere easy to find.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.5
Activity · Module 5.5
Emotion Detective
▶ Module 5.5
Play Emotion Detective. Look at pictures of faces in books, magazines, or photos. For each face: what emotion do you see? How do you know — what signals is the face giving? What do you think happened just before this moment? What do you think the person needs right now? Practice this everywhere — at the park, watching films, in everyday life. The Emotion Detective notices what others miss.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.6
Activity · Module 5.6
World on Our Table
▶ Module 5.6
Once a week, cook a meal from a different culture together. Before you cook, read or watch something about where that food comes from. While you eat, talk about it: what do people in that place eat this for? When do they eat it? What makes it special to them? After the meal, draw or write about what you learned. Over months, your family will have travelled the world through food.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
5.7
Activity · Module 5.7
Speaking Up Practice
▶ Module 5.7
Practice these situations with a grown-up. Take turns. Practice 1: Meeting someone new — how do you introduce yourself? Practice 2: Asking for something you need from an adult — a teacher, a shopkeeper, a doctor. What do you say? How do you start? Practice 3: Someone does something that is not okay — what do you say? Practice 4: You need something but are not sure how to ask — what do you do first? Practice until it feels natural. Self-advocacy is a skill, and skills get easier the more you use them.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ People Complete — move to the next section
Section 6 of 7
World
How They Operate in the Real World
6.1
Activity · Module 6.1
My Money Jars
▶ Module 6.1
Set up three jars or containers with your child. Label them: Spend, Save, Give. Decorate them together. When pocket money arrives, decide together how to divide it — some in each jar. Track what goes in and out of each jar. When the Save jar has enough, buy the thing you were saving for. When the Give jar has enough, decide together who to give it to. This is real money management — the same principles adults use, at the right size for right now.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.2
Activity · Module 6.2
Problem Spotter and Solution Maker
▶ Module 6.2
Play the Problem Spotter game. Walk around your home, your street, or anywhere you go. Every time you spot a problem — something not working, something someone needs, something that could be better — write it or draw it here. After your walk, pick one problem. Now be the Solution Maker: what could you do to solve it? Could you help someone? Could you make something? Could you create a service? Try it. Write what happened.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.3
Activity · Module 6.3
Our Screen Time Agreement
▶ Module 6.3
Make a family screen time agreement together — grown-up and child both sign it. Decide together: when can we use screens? What do we use them for? What are the screen-free times? What do we do instead? What happens if the agreement is broken — for anyone, including the grown-up? Draw or write the agreement. Both sign it. Put it somewhere visible. Review it in a month — is it working?
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.4
Activity · Module 6.4
Human vs Computer
▶ Module 6.4
Play the Human vs Computer sorting game. Write or draw these things and decide: can only a human do it, can a computer do it, or can both? Feeling happy. Adding 1,000 numbers very fast. Caring about someone. Recognising a face in a photo. Writing a poem. Understanding why a joke is funny. Making a moral decision. Drawing something brand new.
Talk about your answers — some are surprising! The point is: computers are very powerful tools. Humans are the ones who decide what to build and what matters. That's always true.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.5
Activity · Module 6.5
Ad Detective
▶ Module 6.5
Become an Ad Detective. Find an advertisement — on TV, on YouTube, on a packet, anywhere. Now investigate it. Who made this? Why? What are they trying to make you feel? What do they want you to do? What did they choose to show? What did they NOT show? Is there anything in the ad that is not completely true? What tricks did they use?
Draw or write your detective report. The Ad Detective knows the tricks. Knowing the tricks doesn't ruin the fun — it makes you the smartest person in the room.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.6
Activity · Module 6.6
My Morning Routine
▶ Module 6.6
Draw or write your morning routine — every step, in order. Decorate it however you like. Put it somewhere you can see it every morning. Tick off each step as you do it. The goal: to do the whole routine yourself, without anyone reminding you. This is your routine. These are your steps. When you can do the whole thing yourself three mornings in a row, you have earned a celebration of your choice.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.7
Activity · Module 6.7
Professional Skills Practice
▶ Module 6.7
Practice these adult communication skills with a grown-up. Take turns. Practice 1: Meeting someone new — how do you introduce yourself? What do you say? Where do you look? Practice 2: Asking for something you need from an adult. What do you say? How do you start? Practice 3: Answering when an adult asks you a question — how do you answer fully rather than just yes or no? Practice until it feels natural. These are skills you will use your whole life.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
6.8
Activity · Module 6.8
Future Explorer
▶ Module 6.8
Imagine you are a Future Explorer — someone who gets to discover what the world will look like when you are grown up. Draw or write: What do you think the world will look like? What new inventions might exist? What problems do you hope someone will have solved?
Now the most important question: what qualities do you already have that will help you in any future — however different from now it might be? Write three things about yourself that will always be useful, no matter what the world looks like.
You are more ready for the future than you know.
After this activity:
I tried this and it was fun!
I want to show someone what I did
✦My Commitment
One thing I am going to try this week:
✓ World Complete — Collect your certificate below!
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Raising Global Kids — Complete!
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Globally Fluent. Culturally Rooted. · Children's Multilingual School