Skip to main content
Supported by Get Into Teaching

Adapt It! Communication Challenge

Adapt one idea, get creative, and engage any audience differently

Back to Activities

You’ll need

  • A4 paper
  • Pens or pencils
  • Stopwatch or phone

Before you begin 

  • Use the safety checklist to help you plan and risk assess your activity. There's also more guidance to help you carry out your risk assessment, including examples. 
  • Make sure all young people and adults involved in the activity know how to take part safely. 
  • Make sure you’ll have enough adult helpers. You may need some parents and carers to help. 

Running this activity

  1. Gather everyone together and explain that in this activity they’ll use different ways to present the same topic. They’ll explore how effective communicators adapt one idea to suit different audiences.
  2. Remind them that communication isn’t just about what you say, but how you say it and show it. It’s also about thinking about your audience and choosing the best way for them to understand and learn.
  3. For example, if you were teaching someone how to tie a knot, you could use strawberry laces or other props to make it fun, show them step by step, explain it clearly in words, or even use a PowerPoint or video.
  4. As a full group, agree on one topic that everyone will use to teach the rest of the group. You could choose one from a prepared list or take suggestions from the group.
  5. Once the topic is clear, split everyone into pairs or small groups.
  6. Give each group a prompt, explaining that it will either relate to the audience they are presenting to or how they should deliver their presentation. Remind them to keep their prompts secret from the other groups.
  7. If any groups are unsure, you can switch their prompt or give them examples of how to use it.
  8. Each group should then find a space with pens and paper to plan their session. Allow around 15 minutes for planning.
  9. Encourage them to think about:
    • How they’ll adapt the idea to match their prompts
    • How they’ll keep the audience engaged
    • Whether they need any props, equipment, or audience imagination.
  10. Invite each group to present their version of the topic to everyone else. The audience should listen carefully and try to work out what the group’s prompt was.
  11. After each presentation, or at the end of all of them, ask the audience who they thought the session and communication style was for, what was good about it, and what could have been improved.
  12. Finish by reminding them that strong communication is about adapting your message to suit your purpose and your audience.

These are only a few topic ideas, they can be run with real or imaginary equipment. The topic itself shouldn't be complex, but the focus should be on the creativity and delivery. 

  • How to tie a knot
  • How to pack a backpack
  • How to make a snack
  • How to set up a tent 
  • How to build a campfire
  • How to play a card game
  • How to make a jam sandwich
  • How to plant a seed
  • How to give first aid for a minor cut.
  • How to tie your shoelaces 
  • How to make a paper airplane 
  • How to fold a Scout scarf 

These are examples you could use, your young people could also come up with their own! 

  1. Your audience is Squirrels (ages 4–6).
  2. Your audience is Adults.
  3. You cannot stand still; you must keep moving around while teaching.
  4. You can only use gestures or drawings - no talking allowed.
  5. You are only allowed to smile and sound happy.
  6. You are only allowed to frown and sound sad.
  7. You can use one piece of equipment.
  8. You cannot use words longer than one syllable.
  9. Your audience must copy everything you do physically.
  10. You must teach through storytelling - no direct instructions allowed.
  11. You cannot demonstrate to the audience, but you can give them equipment.
  12. You cannot talk to your partner while presenting.
  13. Your audience must face away from you while you talk.
  14. You must teach while sitting on the floor
  15. You must teach as if your audience cannot hear you, using only actions or props.
  1. Audience is Squirrels (ages 4–6)
    • Use exaggerated movements, bright expressions, and simple steps.
    • Turn it into a game or story, for example “The bunny comes out of the hole, around the tree...”
  2. Audience is Adults
    • Explain clearly, maybe demonstrate slowly.
    • Add reasoning about why the knot is useful (camping, tying gear).
  3. Cannot stand still, must keep moving
    • Walk around the room while demonstrating each step.
    • Ask audience to mirror movements while moving.
  4. Only use gestures or drawings, no talking
    • Draw each step on paper or board.
    • Use hands to mime each loop and pull.
  5. Only allowed to smile and sound happy
    • Exaggerate joy, add fun commentary or cheers while teaching.
    • Make it a celebration when each step is done correctly.
  6. Only allowed to frown and sound sad
    • Pretend knots are “tricky” or “hard to get right.”
    • Emphasize struggle and relief at completing each step.
  7. Can use one piece of equipment
    • Use one rope or string as a prop.
    • Everything must be taught using only that rope.
  8. Cannot use words longer than 1 syllable
    • Say only simple words: “Loop,” “Pull,” “Tug,” “Tight.”
    • Keep instructions short and rhythmic.
  9. Audience must copy everything physically
    • Teach each movement slowly; audience mimics each hand movement exactly.
    • Focus on coordination and repetition.
  10. Must teach through storytelling, no instructions allowed
    • Tell a story: “The rabbit ran through the loop, then the fox pulled it tight.”
    • Audience follows along with props or gestures.
  11. Cannot demonstrate to the audience, but can give them equipment
    • Hand out rope and guide them verbally or with prompts.
    • They figure out the knot themselves with your hints.
  12. Cannot talk to your partner while presenting
    • If teaching in pairs, one starts demonstration, the other continues silently.
    • Must rely on gestures, miming, or props.
  13. Audience must face away from you while you talk
    • Give verbal instructions as if they cannot see you.
    • Could use rhyme, rhythm, or repetition to help them follow along.
  14. Must teach while sitting on the floor
    • Sit cross-legged, rope in lap, demonstrate using only hand movements.
    • Make instructions easy to see and follow from this perspective.
  15. Must teach as if your audience cannot hear you
    • Rely entirely on gestures, props, and demonstrations.
    • Could combine hand signals for each step or have the audience figure it out through mimicry.

Reflection

This activity was all about creativity, communication, and adapting one idea for different audiences. Think about how it felt to present the same skill or piece of knowledge in different ways. Which style was the easiest to use, and which was the hardest? How did you change your approach depending on the audience or the delivery challenge?

Consider your teamwork: how did your group decide who would do what, and how did each person contribute to the session? Did you notice anyone being particularly creative or finding a clever way to overcome a challenge?

Reflect on how it felt to communicate under different constraints, like using only gestures, storytelling, or limited words. What did you learn about how the same idea can be understood in many ways? How could you apply this when teaching or helping others in Scouts or in your community?

Finally, think about leadership and confidence. What made a presentation engaging or effective? What would you do differently next time to make your message even clearer or more enjoyable for your audience?

Safety

All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.

You must run your activities in line with the Safeguarding Code of Conduct for Adults (Yellow Card) and report any concerns to the UK HQ Safeguarding Team.

Active games

The game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on running active games safely.

This activity can be adapted to suit the needs and abilities of all participants. The skill and prompt can be adjusted to match the group, and young people can choose their role within the team and how they want to present their idea. For those who may find it challenging to focus, planning and presentation can be broken into smaller steps, with timers or visual cues to support attention. Young people who are more introverted or less confident can work in pairs or small groups, present to a smaller audience first, and receive supportive feedback from peers. Participants who prefer visual or hands-on learning can use props, drawings, or gestures, while those who respond better to verbal or storytelling methods can lead the session through spoken instructions or narratives. For those who find physical demonstrations difficult, activities can be adapted to be done seated or by directing a partner. Spaces can be adjusted to reduce distractions, and extra preparation time or example prompts can be provided as needed.

All Scout activities should be inclusive and accessible.

Explorers Leadership Activity Badge
Young Leader Award

Want to learn more about how Get Into Teaching is inspiring the next generation of teachers, or find out more about teaching as a career? Visit our partner page with Get Into Teaching – it’s full of tips, resources, and fun ways to develop skills that could inspire your future!