Group 2 (5-6 year olds)

Welcome to  Cycle 4! 


Congratulations for the progress you are helping your students achieve. In the following cycle, students should become engaged with the class in an increasingly active and participative manner. This is why some of the proposed activities in Cycle 4 will require a more dearing involvement from the kids.



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  • Consolidate and make explicit their understanding of the class structure.

  • Interact with the concepts of past, present, and future.

  • Demonstrate awareness of the importance of spontaneous productions in the class environment. 

When you see that there is progress in these areas, you can move on to the next cycle. Check the rubric that will help you know if the group is ready to move forward!





  • Just like in previous cycles, the Starting Song is the moment for preparation of the Vivadí class. It is also necessary to carry out the playful tasks that the song proposes.


  • It is a transitional break to regain the student's attention, to keep them focused and to integrate their minds and bodies into one same action.


  • That children feel protagonists of their learning process by inviting them to engage as creators in a narration experience.

  • To challenge the students to find agreements as a group through the process of choice making.


  • To end the class in the same way it started. 

  • That children take responsibility for ordering their learning space and to make them feel owners of it.


  • The objective of Road Map is to enable the children’s ability to distinguish between past, present and the future by clarifying the structure of the activities that will be carried out during the class. 


  • To let the children begin to embrace the postures they have been learning and start to play with them. Fewer poses are guided step by step.


  • That students strengthen their sense of team-work and collaborate with their peers in an immersive activity through active participation.

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My class is 25 to 30 minutes long!

Remember that if your periods are shorter than 50 minutes, you can try out these shorter plans!



Starting Song - Vivadí

As always, the Vivadí Class will begin with the Starting Song. Considering one of the main objectives of this cycle, we propose a small activity to start the class and generate spontaneous group responses while the children get ready for Vivadí.

During this cycle, you will play the starting song without giving any indications to the children. In other words, you will stay still and wait to see their reaction to the introduction of the song without giving instructions. Wait for a few seconds and see if they begin to arrange the classroom, or if they take their shoes off, or somehow show that they are ready to start with the class.


If your friends are in the classroom, say hello.

If you see your teacher smiling, show your teeth

If you want to show your feelings, give a hug

If you feel like being silly, make some noise


If you want to get together, make some room

Let your heart feel so much better, make some room


Let’s get ready for Vivadi

Let’s have some fun and play with english in our world

Let’s get ready for Vivadi

We are all in this together

We’ll do it you and me

We’ll be a big great family

If you notice that the kids haven’t reacted to the song, you should intervene by giving the usual instructions of the beginning of the class. Nevertheless, it is very important that you try this exercise every class.



This activity consists in establishing the sequence of moments that will take place during the class. By making a “road map” of images you will be able to go through the different activities with your students. This will make them aware of what has been done, what is being done and what will be done.

The objective of this activity is that children identify different temporal references to past, present and future. 

At the same time, they will also be internalizing the class structure.


Print the images for the road map. You will find them in the following link.


Later during the class, when you revisit the road map, the temporary reference should have obviously changed due to the fact that some activities will be already part of the past. 


Put up or hang the flashcards on the board and explain to the children that these are the activities that will be taking place during the class. 


Game: Who is it? 

Material: Printable       Actions 

How: Put 3 papers on the floor that say “PAST” “PRESENT” “FUTURE” 
Then read out the list of actions and the students have to guess if this already happened, if it’s happening or if it’s going to happen. They will jump to the correct place.  The space “name of student” means that you will read the name of one of your students for that action. 

Online: This activity can be easily adapted, instead of showing the 3 papers explain to the students that past means jump to the left. Future jump to the right. Present jump in their place. Then read out the list of actions and the students have to guess if this happened, if it’s happening or if it’s going to happen. They will jump to the correct place.  The space “name of student” means that you will read the name of one of your students for that action.

Game: My Timeline

How:   Each student will make a timeline of their life so far (with  little drawings) You can either separate this into 3 different activities by making them complete “their past” one class, “their present” another class, and “their future” in another class.  After they can share with the class. 

They can either draw their timeline or you can use this template.

Online: If online, show the template to the students and they can copy the timeline by drawing it. Each student will make a timeline of their life so far (with  little drawings) You can either separate this into 3 different activities by making them complete “their past” one class, “their present” another class, and “their future” in another class.  After they can share with the class.

Game: Past, Present and Future

How:  Sit in a circle with your students and ask questions about things related to either past, present or future. For example, “Maria what is something you used to like?” “What is something you like now?” “What is something you will do after school? “What is something you want to do next month?” 

Online: Instead of sitting in a circle for this activity, the students will be on the screen. Other than that, it’s the same activity! 

Game: Keys to the Castle

How:  One student (student A) stands at the front of the classroom with their back to the rest of the pupils, who are sat in a huddle nearby. The teacher passes a set of keys to one pupil (student B), who jingles them before putting them behind their back. The children are also given the voice of a certain character, for example, a witch, a ghost or a giant, to say, “Who’s got the keys to the castle?” when Child A turns around. 
Child A now has three chances to guess who has the keys, and the children are encouraged to look as guilty as possible to make it even more difficult. This is a fun activity that gets children to embody different characters and emotions.

Game: Who Moved?

How:  Everyone sits in a circle except one child. Get them to look round the circle and try and remember where everyone’s sitting. Next, the child leaves the classroom and one person moves to a different place in the circle. When the child comes back into the room, they have to see if they can spot who’s moved. This is great for EYFS kids and helps develop observational skills - it’s a fun one to play with a teaching bubble.

Online: Choose one student to be “Detective” and ask them to mute their microphone, close their eyes, and count to thirty. Pick another student to be “It”. The player who is “It” begins an action, such as patting themself on the head. All the other students follow suit and pat their heads. When the Detective is done counting, they open their eyes and observe the group. When “It” thinks the Detective is looking at someone else, they change the action, such as clapping their hands together. All the other students also change their actions. The Detective gets three guesses to catch the player that is “It”.



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This is a brain break moment for the kids to change energies and prepare with their minds and their bodies for what follows. This is an optional activity, you don't always have to do it. 


You can choose between these options:​

Wink Kill

The objective of the game is for the murderer is to kill as many other players as possible without being identified and, if you are not the murderer, identify the killer before you get murdered. You can switch the “killer” for “robber” if you need to. The teacher picks a killer, a detective and the rest are victims. You can tell a story to create a background for the activity. The killer must wink to the victims, and the detective must search for the assassin. When he finds out who he is, the detective says “you are arrested”. 

Online: The activity works the same way online!


A drama warm-up game in a similar vein to the Popcorn activity. Children mime chewing a ball of bubblegum. Imagine the gum is gradually getting bigger, expanding as you move it from side-to-side in your mouth. Encourage children to really exaggerate their actions to show how creative you can be with simple facial expressions. 

Footprint Search

All you need for this fun detective game is a few large white papers and pencils. Have all the children trace one shoe or foot with the pencil on the paper. Make sure all the children do the same: or everybody’s shoe or everybody’s foot. Then you shuffle the papers and hide them at some place. The children have to go on a search to find them and you can give them clues where to look. In the end, they can also have to pair up the footprints with their owner.

Tip on A very hungry caterpillar → 

When you finish the video you can ask the children questions related to the evolution of the caterpillar.

After that, show them the following images and ask them to put them in order according to the storyline portrayed in the video.