SOCIAL STUDIES
Interdisciplinary planning approach
Use mapping skills to look at where the countries in
the commonwealth are.
Consider the climate of the other countries in the
commonwealth and compare them with Glasgow.
What may be the implications?
Commonwealth Games
Related experiences and outcomes: SOC 2-12,
SOC2-04a, SOC 2-06a
LITERACY AND ENGLISH
Read about the history of the commonwealth and
consider why the commonwealth games have
changed.
Write newspaper articles about sporting heroes after
learning about their successes in social subjects.
Plan an opening ceremony that showcases the
art, dance styles, and music of the countries in
the commonwealth and perform in country
groups to present what they have learned.
Second level
Compare the countries in the commonwealth now to
countries in the commonwealth through history and
consider why the countries are no longer members of
the commonwealth.
Look at sporting heroes from the past and consider
how they have shaped the games legacy. (This may
include athletes who have been banned from the
games for using performance-enhancing drugs.)
EXPRESSIVE ARTS
Related experiences and outcomes: EXA 203a, EXA2-05a, EXA 2-18a, EXA 2-01a
This interdisciplinary approach shows some possible learning
opportunities which link to the experience and outcome codes
shown. These are ideas for starting points, though, and could be
amended with other links depending on your context. In this
example we have highlighted a lead curriculum area, however, to suit
needs and interests a different curriculum area could easily be used.
LEAD CURRICULUM AREA - HEALTH AND WELLBEING
Hold a school games with similar events and compete in a school
games.
Study the muscles in the body, what they are used for and how to
care for them.
CITIZENSHIP ACROSS THE CURRICULUM
Consider the Scottish Government Games
Legacy Plan for Glasgow 2014 with particular
reference to making Scotland more ‘active,
connected, flourishing and sustainable.’
(Overarching themes in HWB, SCI)
Consider the ways in which respect and values
underpin the commonwealth games and how
the games legacy promotes equality.
(Overarching themes in RME, HWB)
Explore how this applies to their school
environment.
(Overarching themes in RME, HWB)
Consider the career paths of Scottish Commonwealth athletes.
Discuss and plan their commonwealth games in
groups.
Write a report about why performance-enhancing
drugs are banned from competitive sports.
Related experiences and outcomes: LIT 2-14a, ENG
2-17a, LIT 2-25a, ENG 2-27a, LIT 2-06a, LIT 2-29a
Study diets of athletes and explain the links between energy, food
and physical activity.
Explore the pros and cons of performance-enhancing drugs and
explore why they are banned from competitive sports looking at the
health implications of using any drug.
Related experiences and outcomes: HWB 2-19a, HWB 2-21a, HWB
2-26a, HWB 2-28a, HWB 2-41a
Plan whole school games in their setting with
associated planning and preparation.
(Overarching themes in HWB, LIT, NUM)