UNIT PLAN – Traditional Games from around the World
11 Traditional Game Cards
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Barbados – Zambia
Teacher Notes
To celebrate the 2014 Commonwealth Games UNICEF UK worked with partners to collate a selection of traditional games from around the
world. Eleven games have been included in the selection, and each game has its own game card with illustrations and instructions.
Furthermore the games can be adapted to suit most skill levels. Notes have been included on how to reduce or increase the level of
difficulty, and to promote and enable the inclusion of children who may have disabilities to play alongside children who do not have
disabilities.
To support the use of Traditional Games in the classroom, a Physical Education learning unit directly linked to the New Zealand Curriculum
has been developed. Through this unit children have the opportunity to play a range of games that develop a variety of fundamental
movement skills. The games also help to develop Global Citizenship as students are exposed to a selection of traditional games from
around the world helping to develop the knowledge of cultural traditions in the context of traditional games. This is a positive way for
New Zealand students to learn about and share other cultures and countries. The resource also includes the traditional Maori ball game
Ki-o-Rahi.
The games are suitable for a range of ages; 5yrs – 18+ years.
The Traditional Games resource includes:
- Curriculum unit plan
- Suggested teaching and learning sequence
- Assessment
- Leadership Opportunities
- Links to other useful resources
- Game cards that can be printed and laminated.
UNICEF and Sport
UNICEF recognises the critical role of sport and physical play in children’s lives.
At the most fundamental level, sport and play are a child’s right, as detailed in article 31 of the Convention on the Rights of the Child:
States shall ‘recognise all children have a right to relax and play, and to join in a wide range of activities.’
Added to this is the broad consensus that regular physical activity is essential for the physical, mental, psychological and social
development of children and adolescents. Involvement in sport can boost children’s health, improve academic performance and help
reduce crime.
UNICEF believes that sport can be an effective programmatic tool to help achieve goals in health, education, gender equality, HIV/AIDS,
child protection and child development. That is the concept of sport for development – that sport is not just an end in itself, but also an
effective tool to help improve the lives of children, families and communities.
The many benefits of sport
Sport, recreation and play are a fun way to learn values and lessons that will last a life time. They promote friendship and fair play. They
teach team work, discipline, respect, and the coping skills necessary to ensure that children develop into caring individuals. They help
prepare young people to meet the challenges they will face and to take leadership roles within their communities.
UNICEF uses sport festivals and games to educate families about health issues, including the need for vaccination and HIV/AIDS
prevention. UNICEF supports programmes that use the power of sport to reach children and adolescents who are often excluded and
discriminated against, including orphans, children with disabilities, former child soldiers, refugee and displaced children, sexually exploited
children and children from indigenous communities.
With our partners, UNICEF is incorporating opportunities for sport, recreation and play into country programmes to reach children,
families and communities around the world. In countries at peace and at war, these activities are being used to promote good health,
encourage girls' education, create child-friendly spaces and warn about the harmful effects of smoking, alcohol and drug abuse. They are
educating young people on the dangers of HIV/AIDS and empowering them with the life skills necessary to protect themselves.
Sport and recreation programs are creating environments that are safe and promote stable relationships between children and adults, and
among children themselves. They are providing children of all ages with opportunities to express themselves, to contribute their voice,
opinions and ideas, and to become agents for change. They are helping to build communities and are contributing to a more just and
peaceful society.
For more information about UNICEF visit our website, www.unicef.org.nz
Sport and play related resource, UNICEF Fair Play Level 3 - 4
UNIT PLAN – Traditional Games from around the World
Years
1 – 8: Games can be adapted to suit a range of ages.
Levels
1-4
Approximate
duration
22 games
Values
•
•
•
Key competencies
Innovation, inquiry and curiosity: Thinking critically, creatively and reflectively. Being open to new games, problem solving how to play a
range of traditional games, and critically evaluating games played.
Diversity: As found in our different cultures, languages and heritages. Exploring diversity through traditional games.
Community and participation: For the common good. Working together to learn and share traditional games from other cultures/countries.
Thinking: Being open minded and learning traditional games from other cultures. Using problem solving to make sense of game instructions.
Relating to Others: Working cooperatively to teach a new game to peers or younger children. Being positive and encouraging to beginning players.
Managing Self: Encouraging students to reflect on their own experiences and apply this knowledge to current and new learning.
Participating and contributing: Encouraging students to learn and share games from another culture; promoting inclusion, tolerance and global
citizenship.
Using language, symbols and texts: Making sense of the instructions and descriptions to learn and play traditional games.
Achievement
objectives
Health and Physical
Education
Level 1 – Movement Concepts and Motor Skills
Students will:
Positive Attitudes; Challenges and social and cultural factors
- Participate in a range of games and activities and identify the factors that make participation safe and
enjoyable.
Relationships with other people
Identity, sensitivity and respect
- Demonstrate respect through sharing and co-operation in groups.
Level 2 – Movement Concepts and Motor Skills
Positive attitudes
- Participate in and create a variety of games and activities and discuss the enjoyment that these activities can
bring to them and others.
Challenges and social and cultural factors
- Develop and apply rules and practices in games and activities to promote fair, safe and culturally appropriate
participation for all.
Level 3 – Movement Concepts and Motor skills
Challenges and social and cultural factors
- Participate in co-operative and competitive activities and describe how cooperation and competition can affect
people’s behavior and the quality of the experience.
Movement skills
- Develop more complex movement sequences and strategies in a range of situations.
Level 4 – Movement Concepts and Motor Skills
Movement skills
- Demonstrate consistency and control of movement in a range of situations.
Positive attitudes
- Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in
movement-related activities.
Challenges and social and cultural factors
- Participate in and demonstrate an understanding of how social and cultural practices are expressed through
movement.
Related concepts:
Traditional Games
Learning Intentions
Students will:
Use language symbols and text, problem solving, cooperation, critical thinking, motor skills, strategy, tolerance, global citizenship
-
Level 1 – 2
Recall name of game.
Follow simple instructions
Join in with peers to participate in a
new game.
Share opinions about game with
classmates.
-
Level 3
Recall name of game and country of
origin.
Follow more complex instructions.
Work cooperatively to learn and play
a new game.
Reflect on the positives and
challenges of the game.
Identify ways to improve personal
performance.
Recognise cultures have pride in, and
connect to, traditional games.
Show respect for traditional games
from other cultures.
-
Learning Areas
Key Conceptual Strands:
- Movement Skills
- Positive Attitudes
- Identity Sensitivity and Respect
- Challenges and social and cultural factors
Level 4
Recall name of game and country of
origin.
Follow sets of complex instructions
with multiple steps.
Work cooperatively to learn and play
a new game.
Reflect on the positives and
challenges of the game.
Identify ways to improve personal and
or team performance.
Show commitment to improve on
personal or team performance.
Recognise cultures have pride in, and
connect to, traditional games.
Show respect for traditional games
from other cultures.
Assessment
Level 1 – 2
- Can recall name of the game.
- Can follow simple instructions.
- Can participate in a new game.
- Can share opinions about positives
and negatives of the game.
Level 3
- Can recall name of the game and
country/culture of origin.
- Can follow instructions to participate in
a new game.
- Can recall a set of instructions.
- Can communicate opinions about
positives, negatives on how the game
can improve specific movement skills.
Level 4
- Can recall name of the game and
country/culture of origin.
- Can follow instructions to participate
in a new game.
- Can recall a set of instructions.
- Can communicate opinions about
positives, negatives on how the game
can improve specific movement skills.
- Can use language, text and symbols
- to learn and communicate a new
game.
- Can show leadership and
organizational skills, identifying and
providing equipment and game space
needed to play and teach a new
game to peers.
Links to other
useful resources
Maori Traditional Games: http://www.tamuseum.org.nz/uploads/76851/files/Maori_Games.pdf
Maori Traditional Games: http://www.r2r.org.nz/games-activities-maori-youth.html
Irish Traditional Games: Playground Markings and other Traditional Games
Suggested Lesson
Sequence
Levels 1- 2
Level 3
Level 4
Pre Lesson
- Select appropriate game for age and
skill.
- Review instructions and set up
required playing area and
equipment.
In Class
- Share name of the game, practice
saying name aloud as a class.
- Locate game place of origin on a
world map or globe, and compare to
New Zealand’s global location.
Pre Lesson
- Select appropriate game for age and
skill.
- Review instructions and set up
required playing area and equipment.
In Class
- Share name of the game, practice
saying name aloud as a class.
- Ask students to locate game place of
origin on a world map or globe, and
compare to New Zealand’s global
location.
Pre Lesson
- Select appropriate game for age and
skill.
- Review instructions and set up
required playing area and equipment.
In Class
- Share name of the game, practice
saying name aloud as a class.
- Ask students to locate game place of
origin on a world map or globe, and
compare to New Zealand’s global
location.
Move to playing space
- Share instructions with the students.
- Suggestion: Complete a walkthrough of the game to provide a
visual example of how the game is
played.
- Play Game
- Check all students are participating,
and check that students understand
what is required of them to play the
game.
Move to playing space
- Share instructions with the students.
- Suggestion: Complete a walk-through
of the game to provide a visual
example of how the game is played.
- Play Game
- Check all students are participating,
and check that students understand
what is required of them to play the
game.
Move to playing space
- Share instructions with the students.
- Suggestion: Complete a walk-through
of the game to provide a visual
example of how the game is played.
- Play Game
- Check all students are participating,
and check that students understand
what is required of them to play the
game.
After Game Class Discussion
Who can remember the name of the game?
Who can remember where the game comes
from?
What sort of physical (motor skills) are we
developing or practicing through this game?
Evaluate the game:
- ‘What did you enjoy about the game?’,
After Game Class Discussion
Who can remember the name of the game?
Who can remember where the game comes
from?
What sort of physical (motor skills) are we
developing or practicing through this
game?
Evaluate the game:
After Game Class Discussion
Who can remember the name of the game?
Who can remember where the game comes
from?
Communicate specific motor skills the
students are learning in the game, eg
hopping.
Evaluate the game:
- ‘What did you enjoy about the
game?’, ‘Was there anything you
didn’t enjoy about the game, why is
that?’
- ‘This game helps us to learn and
practice our ... skills, what do you
think about that, do you think your
… is improving?
Provide further opportunities to play the
game in order to give students the
opportunity to develop their
understanding of the game and improve
their playing skills.
‘Was there anything you didn’t enjoy
about the game, why is that?’
- ‘This game helps us to learn and
practice our ... skills, what do you think
about that, do you think your … is
improving?
Provide further opportunities to play the game
in order to give students the opportunity to
develop their understanding of the game and
improve their playing skills.
Leadership Opportunity:
Ask students to share the role of explaining the
rules of the game, prompt where needed.
-
-
‘What did you enjoy about the
game?’, ‘Was there anything you
didn’t enjoy about the game, why is
that?’
‘This game helps us to learn and
practice our ... skills, what do you
think about that, do you think your …
is improving?
Provide further opportunities to play the game
in order to give students the opportunity to
develop their understanding of the game and
improve their playing skills.
Leadership Opportunity, Teach a Game to
Others :
In small groups, provide each group with a
game card. Ask them to read the card and
discuss:
- How the game is played?
- What are the rules?
- What is the purpose of the game?
- What motor/movements skills does
the game help to develop?
- What equipment is needed?
- Collect equipment, set up game and
have a run through of the game.
- Teach the game to another group or
the rest of the class.
- Encourage students to use clear
instructions and to be positive and
encouraging to other students.
Resource Credits
Traditional Game Cards – UNICEF UK, British Council and UK Sport.
Unit Plan, Teachers Notes, Suggested Lesson Sequence written by Jacqui Southey, UNICEF NZ, 2014
Ki-o-Rahi game knowledge and expertise Harko Brown; Teacher and Health, Sports and Education Consultant