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Our Card Project
Our Card Project
WITH
RXXX, JXXX, OXXXXX, MXXXXXXX AND EXX
During this stage the children and I explored many different games, both card games and
board games. We did this so as to begin their interest in small group activities that were
focused on one outcome. We did not focus on the rules of the games to a great extent; we did
focus on matching, similarities and building our vocabulary around objects commonly used
in games.
Step 2- Exploration- August 14th till September 4th
Exploration experiences provide students with a common base of activities within which current concepts,
processes, and skills are identified and conceptual change is facilitated.
During this stage of the project we started to focus in on four specific card games. We looked
at Uno, Snap, Go Fish and Memories. All of these games used comparing, matching and
strategy skills that the children needed to utilise in the games. The games were completed in
varying degrees of success and some rules needed to be modified in order to make the games
accessible to the children.
Step 3- Explanation- September 11th till October 9th
The explanation phase focuses students attention on a particular aspect of their engagement and exploration
experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or
behaviours.
While in stage 3 of our project the children and I started to discuss the characteristics of the
games we were playing. Their similarities; all cards in a deck have the same backs and all of
the games were played with cards. Their differences; some cards were pictures, some were
coloured numbers, the cards of the different games were different sizes to each other. As by
this stage there was a clear interest in snap over the other games we focused on playing snap
and looking at different versions of the same game.
Hannah Stacey
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During this the final stage the children and I looked into designing our very own cards. Using
the information we had talked about in stage 4 of the project we designed a picture to be on
the back of the cards, we chose pictures that would go on the front of the cards and then when
they were all put together we tested out our new sets of cards.
Step 5- Evaluation
The evaluation phase provides an opportunity for the educator to evaluate the students progress toward
achieving the educational objectives.
In this project we learnt about similarities and differences in pictures and how to recognise
them. We practised these skills slowly in games of memory, building up our skills in Uno and
finally working quickly in snap. The fast paced nature of the game seemed to be a favourite
of the group and so it was this game we chose to make for ourselves. When making the
personalised snap games we used and extended on our skills with planning and following
through with these plans. This project was a lot of fun and having a small session every
Friday ment we were able to extend on our learning with time in between to consolidate what
we were thinking. I really enjoyed running a project and look forawrd to more into the future.
Hannah Stacey
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