Disclaimer:
This learning journey was originally created as part of the Game On Scotland
programme. Although the original purpose was to support learning around the
Commonwealth Games it can be applied to other educational contexts
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
Introduction:
In this learning journey, learners have the opportunity to think about their experience of playground and street games and to find out about games played
by children in the past, in Scotland and in other Commonwealth countries. As social researchers, they investigate outdoor games that used to be played
by parents, grandparents and teachers and discover which games were most popular. After comparing these games with those that are commonly
played by children today, they will discuss changes and continuities and identify some historical, social and political influences on outdoor play.
This learning journey includes the opportunity for learners to try out a variety of street or playground games, to teach them to others, to evaluate the
experience and to invent some new games of their own. They reflect on their own experiences of friendship, of unsupervised play in different outdoor
contexts and discuss issues of risk/challenge, inclusion, rulemaking and fairness.
Using games from the past and from other countries, they design and participate in their own ‘Friendship Games’ event. This learning journey also
provides ideas for schools that are linked internationally to share in some collaborative research tasks through their online engagement and
communication.
This learning journey includes the following learning experiences:
 Investigating outdoor games we play
 Glasgow’s street games
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The right to play?
Prior learning:
Interdisciplinary opportunities:
Learners will have engaged in social research activities before, through
short surveys and investigative tasks. They will bring their own knowledge
and experience of outdoor play and of games from different outdoor
contexts including games played during different seasons of the year. From
their experience of PE, they will be familiar with the structure of simple
games and their knowledge of rules and limits. From holidays and visits
abroad, some children may have experience of games from different
cultural origins. Through their free play, children will have varying
experiences of managing risk and challenge in the outdoors. Most children
will have had experience of planning simple events and celebrations.
Learning about Scotland – local communities, playground songs and
rhymes, stories and social history.
www.gameonscotland.org
Health and wellbeing – friendship building, managing situations, making
choices, learning to recognize and manage risk appropriately, physical
activity and physical literacy skills.
Religious and moral – rules, equality, rights and responsibilities,
subsistence living and needs in poorer communities.
Skills for life – working with others, time management and collaborative
planning, communication skills, problem solving and developing creativity.
1
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
Capabilities:
Successful Learners: This learning and teaching idea promotes collaborative and open-ended inquiry and provides an opportunity for children to become social
researchers investigating games and play. Children ask questions based on their own experiences of outdoor games and link their understanding across historical
periods and cultures with information they have gathered from friends, parents, grandparents and teachers.
Confident Individuals: This learning and teaching idea encourages children to pursue a healthy and active lifestyle, especially through participation in outdoor games
and play. It also promotes opportunities for children to manage risk and challenge in their environment, especially as they plan and teach their games to other children
and organise an active outdoor games event for others in their school. It has strong relational elements and through social research, presentation of their findings, links
to schools in other parts of the Commonwealth and to their neighbourhood and locality, there are many opportunities for children to further develop and communicate
their own beliefs and view of the world.
Responsible Citizens: This learning and teaching idea provides an opportunity for children to develop and demonstrate respect for others and to make informed
choices and decisions based on Commonwealth values and principles of inclusion, equality, fairness and generosity.
Effective Contributors: This learning and teaching idea aims to exemplify how the creation of games and participation in outdoor play activities in many cultures has
helped people to develop their resilience and self-reliance, including through problem solving, managing situations and conflict resolution. As children work in
partnership and in teams to organise events and share their games, they will be learning to take the initiative and developing their skills and confidence in leadership
and facilitation.
www.gameonscotland.org
2
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
C
Relevant Experiences and Outcomes and National Qualifications:
Health and wellbeing:
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I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a
I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 2-02a
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others
behave. HWB 2-04a
I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and
others. HWB 2-05a
I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible
to enjoy good mental health and that if this happens there is support available. HWB 2-06a
I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 2-08a
As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of
others. HWB 2-09a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
HWB 2-10A
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 2-12a
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 2-13a
I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 2-14a
I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 2-15a
As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively,
accurately and with control. HWB 2-21a
I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. HWB 2-22a
Social studies:
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I can use primary and secondary sources selectively to research events in the past. SOC 2-01a
I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a
Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a
I can use evidence selectively to research current social, political or economic issues. SOC 2-15a
I can explain how the needs of a group in my local community are supported. SOC 2-16a
I can explain how the needs of a group in my local community are supported. SOC 2-16c
By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 2-19a
Through exploring ethical trading, I can understand how people’s basic needs are the same around the world, discussing why some societies are more able to meet these needs than others.
SOC 2-20a
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Religious and moral education:
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I am developing respect for others and my understanding of their beliefs and values. RME 2-07a
I am developing an increasing awareness and understanding of my own beliefs and I put them into action in positive ways. RME 2-08a
I can explain why different people think that values such as honesty, respect and compassion are important, and I show respect for others. RME 2-09c
www.gameonscotland.org
3
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
Learning experience A: Investigating outdoor games we play
Introduction
Possible learning opportunities / tasks
We all have experience of playground and street
games that we have shared with friends. Which
outdoor games do we enjoy playing the most? Can we
describe how they are played so that others enjoy
them too? Can we invent new ones of our own?
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Stimulus
Look at a copy of Pieter Bruegel’s painting ‘Children’s
Games’.
http://www.brucevanpatter.com/brueghel_painting.html
Go outside and re-create some of the images in
Bruegel’s painting:
http://www.childrensgamesproject.com
Invent categories for these games and use them to
make a display of the photographs.
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Key learning
Learners can:
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investigate the outdoor games that people most
enjoy playing and find out which games our
parents, grandparents and teachers used to play
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find different ways of categorizing outdoor games
and discover which games from the past continue
to be played by children today
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collect, organize and display information so that
relevant details are highlighted
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present their views clearly and offer reasons and
evidence for them
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compare data and information and identify
patterns and attributions.
www.gameonscotland.org
Collect the names of all the different games that
the children play outdoors and their experience
of playing with others.
Sort them into categories according to different
criteria, e.g. games that girls play more than
boys, games that use equipment, games with
rhymes and songs, traditional games /
contemporary games.
Conduct a survey to discover which game is the
most popular. Design a survey for parents,
grandparents and teachers to find out about the
games they used to play outdoors.
Compare data about types of games, from
Bruegel’s painting, from the children’s survey
and from the adult’s survey. What are the
changes and continuities? How have our
outdoor games changed? Why?
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Useful resources
British Library
http://www.bl.uk/playtimes – a comprehensive site
for children and teachers about playground and
street games. There is a detailed pack of teacher’s
notes and resources to download.
Playground Fun
http://www.playgroundfun.org.uk/ – a site for children
looking at different categories of games including
outdoor games.
4
Possible evidence
Learners can:
Talk about their favourite game, describe it and give
reasons for why they enjoy it
Make a display or visual record of different categories of
games, who played them and when
Make displays or presentations of data collected from
their survey and of their findings
Write a short report about how outdoor games have
changed over the years and speculate as to the reasons
for this.
Reflecting on learning
Reflective questions for learners:
 Do we play different outdoor games at different times
of the year?
 Have these games changed a lot over the last 100 or
50 years?
 What drives the invention of new outdoor games and
which ones are related to the seasons of the year?
Taking it further
Learners could try out some outdoor games from the
past that are new to them.
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How well can they develop their skills and
strategies?
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Can they teach the game to a buddy and make it
fun to play?
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Can they devise suitable criteria to evaluate their
games?
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What makes games fun to play?
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
Learning experience B: Glasgow’s street games
Introduction
Possible learning opportunities / tasks
Some of the same games have been played at
different times in the past and in different places
around the world. The names of games often
change according to where they are being played.
Which street games used to be played in Glasgow?
Where else in the world are they played?
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Stimulus
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Read some of the stories about street games in
Glasgow
http://www.ourglasgowstory.com/category.php?id=1
075906452
Find some old photos of children playing outdoor
games in Glasgow (put ‘Gorbals street games’ into
a search engine to find some really iconic images).
Do children still play these games today? What are
they called? Is different equipment used to play
them today?
Key learning
Learners can:
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investigate which popular street games were
played in Glasgow in the past and are still
played in Scotland and around the world today
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consider the different influences on the games
children play
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recognise causal relationships and connect
these to social, economic and environmental
conditions in different periods of history and in
different places and cultures
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demonstrate their understanding of
‘subsistence living’ and the needs of different
groups and communities.
www.gameonscotland.org
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Find out about these traditional Scottish games:
Queenie, Towns, Hoppy, Bools, Plainy-Clappy,
Peevers, What’s the time Mr Wolf? 5 Stanes, gird
and cleet, hobby horse, kick the can. Children could
choose one of these games and produce a short
video clip / photo story describing and demonstrating
how it is played.
Discuss the resources / equipment used to play these
games in the past and today. How has it changed?
What are the reasons for this? How are games
invented by children? What influences which games
are played and the resources which are used?
Repeat the above with similar games played in
different countries around the world. What do they
notice about games that are played in areas where
people have few possessions and resources?
Useful resources
SCRAN has many photographs of children’s traditional
street and playground games:
http://www.scran.ac.uk/
Games from around the world
http://library.thinkquest.org/J0110166/
Games from Africa
http://www.our-africa.org/games-and-sports
http://picturemyworld.cafod.org.uk/about-picture-my-world/
Compare games around the world and find out how to
play them
http://picturemyworld.cafod.org.uk/games-glossary/
There are teacher notes to download from here.
5
Possible evidence
Learners can:
Produce a short video / photo-story
Write a description or set of instructions for a game;
make a presentation about a game played by people
in the past or in a different country, explaining why it
is popular.
Reflecting on learning
Reflective questions for learners:
 How are new games invented and developed out
of common and freely available resources?
 How do games reflect the needs of the particular
groups of children who play them?
 How do skills and strategies learned through
playing games prepare children for life and work
as adults?
 Is this link stronger in some cultures?
Taking it further
Learners could:
 look at games played with natural resources from
different places around the world
 discuss how the invention of games is often
influenced by the availability of resources
 invent games using only natural materials
collected outside (e.g. sticks and stones)
 teach their game to someone else, evaluate it and
modify it in response to feedback about
improvements.
Learning journey – Our Games
Focus: Outdoor learning
CfE Level: Second
Learning experience C: The Right to Play?
Introduction
The UNCRC article 31 includes a child’s right to
play and relax. Why is play so important to the
healthy growth and development of children and
young people? Which factors influence the
opportunities that children have for outdoor play in
Scotland, and around the world?
Possible learning opportunities / tasks
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Stimulus
Visit the Sustrans Free Range Kids site and discuss
some of the issues about why children in Scotland
might not be playing outside as much as they used
to - http://www.sustrans.org.uk/change-yourtravel/children-and-families/free-range-play
Look at what’s been happening at Echline Primary
School to encourage outdoor learning and play in
school grounds –
http://www.youtube.com/watch?v=Rg_8GE-JzuQ
What are the benefits?
Key learning
Learners can:
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understand why outdoor play is important and
why it is happening less in Scotland
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understand why the right to play is important for
all children and help others to participate in
outdoor play
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choose and combine particular words, images
and effects for particular purposes; ask and
answer relevant questions using effective
strategies for enquiry; make summaries and
draw conclusions from their research findings;
give reasons for their views and use a range of
evidence to support them.
www.gameonscotland.org
Create presentations about why outdoor play is
important for healthy growth and development.
Use toolkits and assessment tools from the resources
section to assess and evaluate the quality of play
provision in the school grounds and in the
neighbourhood.
Look at some of the issues that cause access to
outdoor play to be restricted for children in Scotland
and in other parts of the world (e.g. some children
work long hours, some children live in conflict zones).
Useful resources
Scotland’s Commissioner for Children and Young People
http://www.sccyp.org.uk/rights/uncrcarticles
Rights respecting School award
http://www.unicef.org.uk/Education/Rights-RespectingSchools-Award/
Save the Children resources on UNCRC
http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1101/Childre
ns_Rights_A_Teachers_Guide.pdf
http://www.bbc.co.uk/learningzone/clips/preservingplayground-games-with-computers/8381.html
Why might children be playing outdoor games indoors?
http://news.bbc.co.uk/1/hi/scotland/glasgow_and_west/692521
6.stm
Why might children need to be taught how to play street
games?
http://www.playscotland.org/getting-it-right-for-play/
The Getting it Right for Play toolkit includes resources for
children to assess their playground provision.
6
Possible evidence
Learners can:
Present their findings to a group or class using multimedia
presentation tools
Present their evaluations using graphs, charts and maps to
support their views
Write a short report from the perspective of a child in
another country, growing up in different circumstances from
their own.
Reflecting on learning
Rights and responsibilities always go together. Reflective
questions for learners:
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What is our responsibility to ensure that all children
have access to healthy play opportunities?
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What action can we take to ensure that rights are
being respected and made real for all children?
Taking it further
Learners could:
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raise awareness of children’s right to play by
organising a games festival for another group of
children to participate in healthy outdoor play
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celebrate PlayDay
http://www.playday.org.uk/about_playday.aspx
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revisit Bruegel’s painting ‘Children’s Games’ – some
people think the painting was a comment on the
political ‘games’ played by adults in civic society at
the time; in democratic societies, does this still
happen today?
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find out what kind of international ‘games’ do
politicians and leaders ‘play’?