{"activityType":[{"id":38396,"name":"Creative skills"}],"activityCategory":"Game","completionTime":"up to 10","cost":"\u00A3","energy":"Energiser","equipmentList":[],"adjustments":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EEveryone can add extra drawings to mime. \u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EYou can have as many groups as you like, and the groups can be as big or as small as you like. You can use more than one set of emoji cards if you want to. \u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003ESome people with hearing impairments (or who are D/deaf) communicate with British Sign Language. Why not learn some BSL signs together, or learn to sign a song? If you have internet access there are plenty of great resources available, for example, \u003C/span\u003E\u003Cspan class=\u0022Hyperlink0\u0022\u003E\u003Cspan\u003E\u003Ca href=\u0022http://www.youtube.com/watch?v=7-LwkSZOE44\u0022\u003Ea video of animal signs\u003C/a\u003E\u003C/span\u003E\u003C/span\u003E\u003Cspan\u003E, or \u003C/span\u003E\u003Cspan class=\u0022Hyperlink0\u0022\u003E\u003Cspan\u003E\u003Ca href=\u0022https://www.youtube.com/watch?v=Z0jFdEJ1UqM\u0022\u003Ea video of nursery rhymes with BSL\u003C/a\u003E\u003C/span\u003E\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EMany organisations support and advocate for disabled people\u2014you could invite them along to talk to everyone, and even help with the activity. Some parents and carers may be able to help (or lend an expert opinion) too. \u003Cspan class=\u0022None\u0022\u003E\u003C/span\u003E\u003C/span\u003E\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003ENo one should need to shout out, so the game should stay quiet. \u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EIf anyone has a visual impairment, someone in their team should quietly describe the actions to them, so they can guess too. \u003C/span\u003E\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":null,"countsTowardsBadges":null,"outcome":[{"id":38368,"name":"Care","outcomeLabel":"Care","outcomeDescription":"Help other people, think about their feelings, and care about the impact of your actions."},{"id":38371,"name":"Respect others","outcomeLabel":"Respect others","outcomeDescription":"Value and trust others for who they are, regardless of their background."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EThis activity helped you to respect others. How can you communicate clearly if someone has a hearing impairment? For example, it\u2019s helpful to make sure you don\u0027t cover your mouth, or face in the other direction. Why is it important that everyone can communicate? Would everyone (not just people with hearing impairments) miss out if people with hearing impairments couldn\u2019t communicate? Just like everyone, people with hearing impairments have talents to share with the world. What should you do if you\u2019re not sure how someone prefers to communicate? You can always ask, and ask people what you can do to make sure you\u2019re communicating clearly, too.\u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EThis activity also gave you a chance to think about your actions and other people\u2019s feelings. How do you think it feels if people don\u2019t try to communicate with you? How do you think it would feel if you couldn\u2019t enjoy things like watching films or joining in with a game? What can you to do make sure people are included? \u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EIf anyone has any experience of hearing impairments, they may like to share \u2013 but they don\u2019t have to if they don\u2019t want to. \u003C/span\u003E\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"","activityTags":[],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":39232,"name":"Parents"}],"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38407,"name":"Disability"}],"searchEngineDescription":"How do you communicate without using voices or hearing? Find out and give it a go with this fun game. ","plannerTimeSlot":10.000000,"safetyAlerts":[],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":10,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cspan\u003ECut up the emoji cards and shuffle them.\u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EDiscuss disability\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should sit in a circle.\u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should ask if anyone can describe what \u2018disability\u2019 means. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003EIf you\u2019ve covered the topic recently, you might find it works best to recap what everyone learned.\u003C/span\u003E\u00A0\u003C/aside\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003E The person leading the game should explain that sensory impairments are one type of disability. Everyone should try and name the five senses. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E The person leading the game should explain that a hearing impairment is when people don\u2019t hear well or at all. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003EPeople use different words to describe themselves. Some people say they are Deaf or deaf, some people say they are hearing impaired, or have a hearing impairment.\u003C/span\u003E\u00A0\u003C/aside\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003E Everyone should try and think of some of the ways people with hearing impairments may communicate. They should think about visual methods of communicating, such as sign language, lip reading, or writing. The person leading the game should help everyone understand that these are all ways of communicating without using sound and hearing. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E The person leading the game should ask if anyone knows what an emoji is, and where they\u2019re usually found. Everyone should share their answers (one at a time!). Emojis are a specific set of pictures that people use to help communicate messages. Using pictures and emojis can make it possible for people with hearing impairments to join in with games. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u00A0Play the game\u00A0\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should split into two teams. The teams should sit opposite each other, leaving enough space in the middle for two people to act at once. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should put the pile of emoji cards in the middle. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe first person in each team should take a card each from the pile and look at it. They should move into the acting space, and mime the emoji on their card without making any noise. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003ETeams may want to agree an action to mean \u2018feeling\u2019 or \u2018action\u2019, so people know what they\u2019re trying to guess. For example, they could point to their face and smile, or run on the spot.\u003C/span\u003E\u00A0\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003E When someone in the team thinks they know the answer, they should do a thumbs up. When the actor points to them, they should say (or write) the answer.\u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E Once the team has guessed the emoji, the next player in the team should have a turn. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E At the end of the game, the team that\u2019s guessed the most emojis is the winner. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003ETalk about\u003C/strong\u003E communicating\u003Cspan\u003E\u00A0\u003C/span\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should get back into a circle. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should think about the cards\u2014which were the easiest to act out, and which were the hardest? \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003EPlaying a game like this doesn\u2019t mean we understand what it\u2019s like to be D/deaf or have a hearing impairment. However, it can give us an idea of how we can communicate in a more inclusive way, and what makes an activity or environment inaccessible. \u003Cbr /\u003E\u003C/span\u003E\u003C/aside\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the activity should explain that we communicate with our facial expressions, gestures, and actions all the time\u2014for example, we might smile at someone to tell them we\u2019re pleased, or we might fold our arms and refuse to look at them to tell them we\u2019re cross. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should explain that non-verbal ways of communicating are especially important for people with hearing impairments. 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