Games Kit RO ISJHD Cu Modificari

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ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

Hunedoara County School Inspectorate
DEVA – ROMANIA, 2016-2018

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Coordinator: Mihaela TETILEANU
Elaborated by Partner 6 – Inspectoratul Școlar Județean Hunedoara

Maria ȘTEFĂNIE
Lavinia ILINA
Mihaela MANOLEA
Claudia PĂUN
with support of all partners.
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CUPRINS
P1 – ASOCIATIA EUROEDUAS PETROSANI – ROMANIA – COORDINATOR ............................... 6

GAME: DON’T BE UPSET, MY BROTHER! ......................................................................................... 8
GAME: COUNTRY, COUNTRY, SEND US SOLDIERS! ................................................................... 15
GAME: HOPSCOTCH ............................................................................................................................. 20
GAME: DUCKS AND HUNTERS .......................................................................................................... 23
P2 – CENTRO PROVINCIALE ISTRUZIONE ADULTI TARANTO – ITALY .................................. 26
GAME: BATTLESHIP ............................................................................................................................ 29
GAME: BINGO ......................................................................................................................................... 32
GAME: MULTIPLICATION TABLES .................................................................................................. 35
GAME: I KNOW THE TRASH .............................................................................................................. 39
GAME: TABOO ....................................................................................................................................... 42
GAME: FAZZOLETTO ........................................................................................................................... 45
GAME: SCOPONE SCIENTIFICO ....................................................................................................... 47
GAME: BIGLIE ........................................................................................................................................ 49
GAME: SALTO DELLA CAVALLINA ................................................................................................... 51
GAME: SACCO PIENO SACCO VUOTO .............................................................................................. 54
P3 – NIHAL AKCURA MESLEKI VE TEKNIK ANADOLU LISESI MANISA – TURKEY .............. 56
DODGEBALL ........................................................................................................................................... 59
NINE STONES ......................................................................................................................................... 66
SKIPPING ................................................................................................................................................. 71
HOPSCOTCH ........................................................................................................................................... 76
LEAP FROG.............................................................................................................................................. 79
P4 – STOWARZYSZENIE POZYTYWNYCH ZMIAN – POLAND ..................................................... 82
GAME: HOPSCOTCH ............................................................................................................................. 85
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GAME: COLOUR GAME ........................................................................................................................ 87

GAME: PIG IN THE MIDDLE ............................................................................................................... 89
GAME: PICK-UP STICKS ...................................................................................................................... 91
GAME: DOMINO ..................................................................................................................................... 93
GAME: GOAL-BALL ............................................................................................................................... 95
GAME: SHOWDOWN .......................................................................................................................... 101
P5 – EKPEDEFTIRIA VASSILIADI THESSALONIKI – GREECE .................................................... 106
GAME: PETTEIA – LANTRUCULI .................................................................................................... 109
GAME: ENNEADAI ............................................................................................................................... 112
GAME: TRIAS (TIC-TAC-TOE) ......................................................................................................... 114
GAME: KIKLIKI TRIAS – TABULA LUSORIA ............................................................................... 116
GAME: LICE GAME .............................................................................................................................. 118
GAME: SNAKE AND LADDERS GEOGRAPHY GAME .................................................................. 120
GAME: GAME OF ANKLES AND PICTIONARY FOR ART CLASS ............................................. 122
P6 – INSPECTORATUL SCOLAR JUDETEAN HUNEDOARA – ROMANIA ................................. 124
GAME: I LOST MY HANDKERCHIEF .............................................................................................. 126
GAME: THE FARMER’S ON THE FIELD ......................................................................................... 131
GAME: MUSICAL CHAIRS .................................................................................................................. 134
GAME: JOKER ....................................................................................................................................... 136
GAME: COUNTRIES, CITIES, MOUNTAINS, WATERS, PLANTS, ANIMALS AND NAMES 139
P7 – AGRUPAMENTO DE ESCOLAS DE PENACOVA – PORTUGAL............................................ 141
GAME: SNAIL GAME ........................................................................................................................... 143
GAME: LORD BOATMAN GAME ...................................................................................................... 146
GAME: SECRET MESSAGE ................................................................................................................. 150
GAME: NOUGHTS AND CROSSES .................................................................................................... 154
GAME: GAME OF THE PEBBLES ..................................................................................................... 157
GAME: SKIPPING ROPE..................................................................................................................... 160
GAME: SEVEN GAME .......................................................................................................................... 163
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P8 – IES HIPONOVA MONTEFRÍO – SPAIN ..................................................................................... 166

GAME: ARANCHA ................................................................................................................................ 169
GAME: DONKEY ................................................................................................................................... 173
GAME: SIMON SAYS ............................................................................................................................ 178
GAME: THE GOOSE GAME ................................................................................................................ 181
GAME: THE HANDKERCHIEF .......................................................................................................... 187
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P1 – ASOCIATIA EUROEDUAS PETROSANI – ROMANIA – COORDINATOR
The Association EUROEDUAS is a non-profit association located in a disadvantaged region

named Jiu Valley. The Romanian organization is located in a urban area of about 40.000
inhabitants. Related to the projects, the association has developed a number of activities and
projects aimed at preparing young people for life, as required by the modern European spirit.
Thus, environmental camps, thematic competitions, open days, exchange projects and
mobility groups, international youth camps, competitions modern languages – some of the
activities in which young people have experienced tolerance, acceptance of differences,
solidarity, cooperation Europe and developed organizational skills, critical thinking,
independence, responsibility, civic attitude.
Fields of action:
– Education;
– Social media;
– Human rights protection;
– Corporate social responsibility;
– Entrepreneurship;
Activities:
– Educational projects (seminars, conferences, training, summer schools);
– Intercultural projects (youth exchanges, study visits, networking events);
– Research projects;
– Challenges;
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– Raising awareness campaigns;
Permanent activities:
– Our Facebook page (https://www.facebook.com/AsociatiaEuroeduas) aims to be an
informative portal for young people providing valuable content in the following fields: news,
education, entrepreneurship, responsibility, human rights, Romanian culture and civilization,
Culture and intercultural dialogue and entertainment.
– Euroeduas Association has a close partnership with the public institutions: Schools, high
schools, Clubs, Save the Children Organisation-Branch Hunedoara, Petrosani City Hall;
-Networks: SALTO Youth (https://www.salto-youth.net/);
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P1 – ASOCIATIA EUROEDUAS
GAME: DON’T BE UPSET, MY BROTHER! (Nu te supara, frate!)
NUMBER OF PARTICIPANTS: 20-24 pupils, 5-6 groups of 4 pupils, aged 12-13
LOCATION: classroom
TIME: 20-30 min
MATERIALS: game board, papers with the rules of the game/game regulation and the
evaluation tests (first semester/term);
AIMS: 1) to define the operation of measuring the mass of bodies;

2) to recognize mass measuring tools;
3) to apply their knowledge/studied information in solving exercises;
4) to define the weight of bodies;
5) to argue the difference between weight and mass;
6) to associate a text with the concept/idea of interaction;
7) to analyse the results experimentally obtained;
8) to draw conclusions based on observation and values experimentally obtained;
9) to apply the acquired knowledge about weight in solving problems;
10) to know the standards used for determining mass;
11) to know how to determine measuring errors;
12) to know the mass measuring units;
13) to solve transformation exercises from one unit to another.
SCHOOL SUBJECT USED: Physics, the 6th grade
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TYPE OF LESSON: Revision / Consolidation / Evaluation

We find games closely related to the idea of work, learning, creating as the whole existence of
mankind is related to the ‘’game of being”.
Games are doubtless strongly connected, related to imagination which represents the most
important feature of everyone’s personality.
The games represent a set of actions, which, besides joy and a good mood, has also important
aims such as: intellectual, moral, technical and physical training of the child.
Be introducing games in the teaching process, lessons become more attractive, interactive and
create psychological comfort, diversity, removing/eliminating fatigue, boredom and
monotony.
One of the children’s favourites during communism was “Nu te supara, frate!”
We shall detail below how this popular game appeared and what were its rules.
These rules, adapted, as you’ll see, represent the starting point of our lesson. During the dark
years of communism there were many other games which helped children socialize face do
face, meet, communicate. Among these “Piticot”, “Sus, Jos” , “Maroco” , “Domino”, “Pacalici”,
“Tara, tara vrem ostasi!” are worth mentioning.
The most popular and loved games during communism were those played with a dice, pawns
and a special game board but also those which had cards. “Nu te supara, frate!” was, perhaps,
the most popular.
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“Nu te supara, frate!” can be played by two, three or four players. There were four colour
pawns for this game: red pawns, yellow pawns, blue pawns and green pawns. Dice and a game
bored were also needed.
The aim of the game was to go around the game board with the pawns.
Each player cast the dice in turns. The first player (who started the game) was the one who
scored most when casting the dice. This one made the steps forward on the board according
to the number he scored when casting the dice. The other players would follow the first one,
in turns. Those who scored six would have the right to cast again. When one pawn “met”
another pawn on the same circle on the board, the latter would return on the home/start
circle and could get into the game again only if he scored six on the dice.
The players could get on the finish circles only if they scored the right number so as to make
the exact steps on the circles left.
The first player who managed to room the board with all the four pawns and get of all them
on the final circles (a, b, c, d) was the winner.
“Nu te supara, frate!” was without any doubt, one of the most popular of those times. It was
the ideal choice to make, during boring days and it could be played together with both family
and friends.
“Nu te supara, frate!” can be played by 2-4 people and the game can be bought in any toy
shop. Besides the special game board, you need 4 pawns of the same colour for each player
and dice.
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The rules of the game aren’t difficult at all, and that’s exactly why it is appreciated by children,
too.
The rules of the game „Nu te supara frate” adapted, in our case for a Physics revision lesson,
6th grade, first semester.
As a first rule, we shall decide how many players will be involved in the game.
We can have either 4-5 teams of 4 players for each colour. For example, the red colour will be
played by 4 or 5 players who can help one another with the answers for the most difficult
questions („trap” questions) and the rules remain the same for the other colours.
Before the start, all the players must choose a colour of the four pawns they are going to use
during the game.
Once they have done that the game can start. All the players or teams of players must try to
roam the game board with all the four pawns and finally get them to the finish circles (the
home circles) marked with a, b, c, d.
In turns, the players or the leader of team will cast the dice once and will decide who’s going
to be the first to start. The player or the team who scored most will start, followed by the
others in descending order.
The first team or the player will cast the dice again and will make the steps forward on the
board according to the number on the dice. On the last circle on the board, the player or team
will find 2 or 3 questions. He’ll choose what question he will answer. If it’s a team, they may all
work together to give the correct answer. If the difficulty level of the question is high, the
players will make 3 steps forward if they give the right answer. If the question has a medium
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level of difficulty they will make 2 steps forward and if the question is an easy one, they will
make one step forward.
If the player or the teams will give a wrong answer, they will make the steps back according to
the same rules.
The coordinating teacher is the one who makes the questions and establishes the difficulty
level. Not all the circles on the board may ‘’hide’’ questions. The questions are hidden at
random and you may very well not find a ‘’trap questions’’ in certain stages of the game.
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Those who score 6 have the right to introduce another pawn in the game and cast the dice
again. If one pawn “meets” another on the same circle, it may stay there if the player or the
team answers correctly to a set of questions (2, 3 at most). If they can’t do that, the pawn will
return to the “home” circle and may start again if the player/team scores six.
If they give the right answer, then they may continue the game and make one step forward.
The circles which already have other players’ pawns on them are skipped on but the steps are
counted on the board.
On the finish circles will get only those who score the exact number for these circles.
The winner is the player /team who get on the final circles with all his four pawns.
The rules of the game will be read before the start but if the pupils decide to change them,
they may do it themselves, on the spot. This way they will feel they play an important part in
the process and will understand that the teacher is not the only one who’s always right and
makes all the rules.
“Nu te supara frate!” is both complex and interesting. Applied in teaching different subjects, it
will the turn educational process into a more pleasant, relaxing and diverse one.
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GAME: COUNTRY, COUNTRY, SEND US SOLDIERS!
NUMBER OF PUPILS: 16 pupils (2 teams, each of four pupils and two groups of supportes for
the 2 teams).
AGE: 13-14 years
MATERIALS: the game board, work sheets with the rules of the game for all the players, work
sheets with the South America map and work sheets with pictures of South America/Brazil.
Aims:
1) to know the geographical position on the globe;
2) to enhance the skills for identifying the main geographical units of the continent;
3) to know the features/characteristics that define the geographical specifics of South
America;
4) to locate and mention the geographical position and the limits of Brazil when using the
word map;
5) to identify at least 4 specific aspects of the natural environment/settling of Brazil (relief,
climate, rivers, vegetation) by reading the worksheets, the atlas and the wall map;
6) to present general information about population and human settlements of this country,
using the pictures and the maps from the textbooks;
7) to present general characteristics about the natural resources and the economy of this
country (Brazil) using appropriate pictures and maps;
8) to solve/fill in the items on the worksheet correctly.
SUBJECT: Geography, 7th grade
TYPE OF LESSON: Teaching/Consolidation lesson
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In our childhood we used to play the best possible games. The first traditional game we
approached in our project was adapted to comply with the curricula, and to meet both the
teachers and the students’ needs, to help pupils learn more easily and efficiently.
This time we chose another traditional game, very popular in past times, a game we played
during school breaks and our spare time. It is called „Country, country, send us soldiers!”. This
game was adapted to be applied on Geography and it will approach only a
teaching/consolidation lesson.
The traditional game was played with 2 teams of five members each, in open space/outdoors
where they could run.
As we have already mentioned, there are 2 teams. The two teams will leave a few metres
distance between them and they shall stand face to face. In each team all the players will hold
each other’s hands (will stand hand-in hand).
The first team starts the game by shouting‚ „Country, country, send us soldiers!”
The second team will ask:
„Whom do you want to choose?’’
Then, the members of the opposite team will answer by choosing a child, usually a thinner one
so that he / she should become a „prisoner”. They call his / her name. This one must run fast
towards the opposite team and try to‚ „break” in force the hand-in-hand „chain” formed by the
players of the opposite team. If he succeeds, he gets back to his team but if he doesn’t, he is
taken „prisoner” by the opposite team and becomes one of its members.
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The winner is the team who managed to „capture” all the „soldiers”. When there is only one
player left in a team, the other one becomes automatically the winner.
As we have already said, we adapted this game to use it for a Geography class and we
approached a teaching/consolidation lesson.
The subject of our lesson is South America, general characteristics and information about
Brazil.
The teacher teaches the lesson using traditional methods and in the second part of the class,
he/she divides the students into 2 groups/teams. If the class has many pupils, the teacher may
decide not to involve all of them in one of the two teams. Those ones will also play an
important part in this activity and will develop and improve their knowledge, not as players
but as supporters. For example, when a member of the opposite team must answer one
question with the help of the map, the supporters of that team may draw certain „clues” on
the board or they may even help the player answer the question, becoming this way a support
for the whole team.
So, once we have formed the 2 teams (6 members in each of them) we can start the game.
The first team will be the one who succeeds in giving the correct answer to 2-3 questions from
previous lessons, questions asked by the teacher.
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This team will start the game by shouting „Country, country send us soldiers!”. The other team
will ask „Whom do you want to choose?”
A member of the opposite team will be chosen and if he succeeds in breaking the hand- in-
hand „chain” will have the right to take one „prisoner” from that team. If the „prisoner”
manages to answer 2 questions correctly, without any help, he may go back to his team. If he
can’t, he will stay in the opposite team and became one of its members. If he’s not strong
enough to break the „chain” he’ll be taken „prisoner”. However, if he answers correctly 3
questions about the lesson, he’ll be given the chance to return to his team. In answering these
questions, he may ask either the team or the supporters’ help, but not both.
The rules of the game may be changed according to the priorities and the aims of the lesson,
the students’ or the teacher’s interests. The winner is the team who manages to
gather/„capture” most soldiers.
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GAME: HOPSCOTCH
NUMBER OF PUPILS: from 2 to several pupils.
AGE: 12-14 years
MATERIALS: chalk, ground, the pavement, or permanently marked on the floor
SPACE: Outdoor, indoor
TIME: No time limitation
Hopscotch is a widely played children’s game that can be played with several players. It is a
popular playground game in which players toss a small object into numbered circles or
rectangles outlined on the ground (with a piece of chalk) and then hop or jump through the
spaces to retrieve the object.
There are various ways of playing this game. A player must hop through the course after
tossing a flat stone for example in one of the numbered squares. The player must skip the
square with the marker in it, without touching the lines of other squares or outside the lines;
otherwise another player will take their place.
This game can be played outdoors as well as indoors. Depending on the available surface, the
court can be drawn with chalk on the pavement, or permanently marked on the floor.
Designs vary, but the squares are always numbered in the sequence in which they are to be
hopped, starting with number 1.
The minimum number of players is two, but it can also have several players. The more
players, the longer the game lasts.
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SUBJECT: Mathematics, 6th grade
TYPE OF LESSON: Teaching/Consolidation lesson
PLAYING THE GAME:

Players must successfully complete all squares numbered 1 to 8 and backwards. The first
player to complete one course for every numbered square on the court wins the game. The
game then continues until all the players complete their course. Players toss the marker onto
the court. The marker must land completely within the square without touching the line,
otherwise another player will toss. On the way back, the player stops in the square before the
marker and reaches down to retrieve the marker, then continues hopping through the course,
without touching a line. Then the stone will be tossed within the next square and so on. After
completing all the numbers from 1 to 8, a player must do the same from 8 to 1. When players’
hops from one square to another, they must carefully skip the square with their stone,
complete the entire course, and on their way back they retrieve their marker from the square.
This game can be used in almost all school subjects in the teaching process. In this
description, I will give an example of how to use this game in Maths when revising
geometric shapes with 6th graders.
The game can be played in small groups made of 2 to 4 or 5 students. The bigger the number
of students involved, the more efficient the method. The classical rules of the game will be
explained to the players. Two or three groups of players will be formed, with two or three
students each. A die will be rolled to decide the first group to play. A flat stone will be used as
a marker, and a flat surface will be provided so that the court can be easily drawn with chalk.
The design of the court may vary; it may be longer or shorter, simple or complex, made of
squares, rectangles or circles.
Players must successfully complete all squares numbered 1 to 8 and backwards. Each square
will have questions connected to the subject of that Maths lesson. For example, rectangle
shaped squares will have questions about a square: sides, right angles, diagonals, parallelism,
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perimeter and area. A round shaped square will have questions referring to the circle, arc,
segment, sector, area, semicircle, perpendicular, area, sine, cosine etc.
The group starting the game will choose someone from their team to represent them and do
the game. If that person tosses the stone outside the lines of the target square, they will still
have the chance of staying in the game if they manage to answer the set of questions from that
square (circle, rectangle, square).
For instance, if a player is on number 2, which happens to be a square, the team will be asked
questions about the four sides of a square, angles, etc. All the members of the team can
contribute to the answers. The first team to complete the entire course wins.
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GAME: DUCKS AND HUNTERS
Only a few years ago, childhood games mainly meant free outdoor play, no constraints, totally
hands-on and highly creative play. Nowadays, it is quite difficult to compete with computers,
smart phones and virtual games.
NUMBER OF PLAYERS: 6 and above.
MATERIALS: a ball and plenty of running space (school playground, park, football pitch etc..)
PLAYING THE GAME:

Two of the players will be the hunters and the rest of the players are the ducks. The ducks will
stay in a perimeter limited by any objects you find and consider suitable. The hunters stay on
each side of this perimeter, facing each other, and they try to hit the duck with the ball. If the
ball doesn’t touch the duck, then it will be caught by the other hunter, who will try to hit one.
A duck has 3 lives. If it is hit by the hunters 3 times, the duck is out of the game. But a duck can
also catch the ball from a hunter, only if the ball did not touch the ground. By doing this, the
duck will get another life.
When only one duck remains in the game, the hunters will do a number of throws that equals
the age of the duck. For example, if the duck is 7, the hunters will throw the ball 7 times.
At the end of the game, new hunters are assigned.
This game can be used as a teaching method.

Players: a group of minimum 4 students
Description: The game is played as described above. The children can avoid being touched
with the ball by making a step forward, backward, left or right, by jumping or by bending. In
teaching, the game can be used in the assessment process, in any school subject (History,
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Geography, Biology, Maths etc). The “duck” touched with the ball must answer the teacher’s
question to stay in the game. Otherwise, the duck is out of the game.
Examples of questions based on the Biology and the History curriculum
 Biology
1. Name three actions that students can take to protect the environment.
2. Imagine you are in a trip in the countryside near your town. Which is the countryside code?
3. Describe two ways of making seeds sprout.
4. Which is the right answer?
Ornamental plants are grown for:
a. eating and food
b. feeding animals
c. decorative purposes
d. medicine industry
Wild animals in our country are:
a. dogs, bears, cats
b. foxes, wolves, deer
c. cats, wild boars, cows
d. sheep, wolves, deer
Herbivores prefer:
a. meat
b. insects
c. any type of food
d. plants
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 History
A. Choose the right answer for the following statements:

1. The type of state in the Antiquity period was called:
a. slave state
b. feudal state
c. modern state
2. The Edict of Milan was an agreement to treat Christians benevolently within the Roman
Empire during the period of Emperor:
a. Trajan
b. Aurelian
c. Constantine I
3. Which Byzantine Emperor tried to reconstitute the Roman Empire?
a. Charles the Great
b. Justinian
c. Otto I
4. The origins of the Romanian language are:
a. Slavic
b. Greek
c. Romanic
B. Read the following statements. Are they TRUE or FALSE?

1. The title of ancient Egyptian monarchs was Pharaoh.
2. The Persian Empire was established by Alexander Macedon.
3. The Adamclisi Monument (Tropaeum Traiani) from Transylvania was built in 109 to
commemorate Roman Emperor Trajan’s victory over the Dacians, in the winter of 101-102.
4. The Barbarian Invasions (the Migration Period) marked the ending of the Western Roman
Empire.
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P2 – CENTRO PROVINCIALE ISTRUZIONE ADULTI TARANTO – ITALY
Founded in 2014, the Centro Provinciale per l’Istruzione degli Adulti (CPIA) is the
largest public provider of adult education in the province of Taranto. It was estabilished by
the Italian Ministry of Education and the Apulia region (DDG n. 6154 del 09.06.2014) to meet
the educational needs of many young and older adults. With the support of nearly 30 local
branches (former Adult Education Providers, schools with courses for adults and the local
prison), 51 staff members and local authorities, the CPIA provides student-centred and tutor-
led education for young and older learners (about 750) from all walks of life.
Taranto is a big town in the region of Apulia, the third-largest continental city of
Southern Italy with a population of more than 200,000 inhabitants. Taranto is an important
commercial and military port. It has well-developed steel and iron foundries, oil refineries,
chemical works, some shipyards for building warships, and food-processing factories. The
province of Taranto has an area of 2,437 sq km and a total population of about 600,000.
The socio-cultural context of the CPIA is characterized by some features common to the
rest of the south of Italy: low cultural level, search for the first job with inappropriate
professional and cultural competences, search for new competences to improve the personal
curriculum, racial integration among different ethnic groups.
The institution works with various target groups from 16 to old age: Italian people at
risk of social exclusion (NEET-Not in Employment, in Education, in Training) or simply
looking for new competences, migrants (from Europe, Africa, Asia), people with impaired
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physical or mental abilities. Being Taranto a short-term destination for migrants, refugees and
asylum seekers nowadays tragically escaping from Africa and Asia, those foreign learners are
becoming a leading target group.
The objectives of the school include bringing education into the heart of communities,
providing learners with pathways to improving competences and knowledge, offering new job
or return-to-learning opportunities, providing cultural and educational background for
vulnerable social groups, developing innovative teaching practices and helping students
broaden their horizons and community engagement programmes that encourage active
citizenship.
The CPIA organizes: the general secondary school certification for those who didn’t get
the diploma of Secondary Junior school in time, courses of Italian for foreign people (A2), a
number of long- and short-term courses to give participants the possibility to gain knowledge
and competences in: English, Spanish, New Technologies, Film Storytelling, Acting, Art,
Environment, Dance, Music, Handicrafts, etc. The CPIA cooperates with a number of external
experts with the support of internal tutors. According to the learners’ feedback, they are
satisfied with the knowledge acquired in those courses.
GAMES AS A SCHOOL SUBJECT IN CPIA
Games helps us to lighten the everyday matters. Thus, the goal of our non-formal
education is to get the students play and organise game events, through the analysis of games
in all their aspects. The students involved are adults attending the Adult Education Provider.
We are concerned that many of them are socially excluded people who need another chance
in life to get better opportunities with their work aspirations or migrants having various
school levels/degrees but no knowledge of Italian and little or no knowledge of other
European languages.
There also are people who want to improve their ICT and language skills. Students
analyse a wide range of popular games and pastimes:
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 Toys;
 Traditional card games;
 Board games;
 Pub games;
 Computer games;
 Intelligence games;
 Street games.
The students are given the opportunity to become organizers of events: board games
or cards competitions, pub game Quizzes and street games exhibitions.
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P2 – CENTRO PROVINCIALE ISTRUZIONE ADULTI TARANTO
GAME: BATTLESHIP
NUMBER OF PARTICIPANTS: At least 2
AGE: 8 years old and on
SPACE: Indoor (in the classroom)
TIME: about 30 mins
MATERIALS:
Paper, pencils
AIMS:
 Destroy the opposing player's fleet;
 Interact with other people;
 Communicate in the same language;
 Respect the rules;
 Develop concentration;
 Correctly plot coordinates on the coordinate plane.
TEACHING SUBJECTS: Maths
TYPE OF THE LESSON:

Learning and developing mind capabilities; evaluating knowledge
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RULES AND DEVELOPMENT OF THE GAME:
The game is played on four grids, two for each player. The grids are typically square –
usually 10×10 – and the individual squares in the grid are identified by letter and number. On
one grid the player arranges ships and records the shots by the opponent. On the other grid
the player records their own shots.
Before play begins, each player secretly arranges their ships on their primary grid.
Each ship occupies a number of consecutive squares on the grid, arranged either horizontally
or vertically. The number of squares for each ship is determined by the type of the ship. The
ships cannot overlap (i.e., only one ship can occupy any given square in the grid). The types
and numbers of ships allowed are the same for each player. These may vary depending on the
rules.
The 1990 Milton Bradley version of the rules specify the following ships:
# Class of ship Size

1 Carrier 5
2 Battleship 4
3 Cruiser 3
4 Submarine 3
5 Destroyer 2
After the ships have been positioned, the game proceeds in a series of rounds. In each
round, each player takes a turn to announce a target square in the opponent's grid which is to
be shot at. The opponent announces whether the square is occupied by a ship, and if it is a
"miss", the opponent player marks their primary grid with a white peg; if a "hit" they mark
this on their own primary grid with a red peg. The attacking player notes the hit or miss on
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their own "tracking" grid with the appropriate colour peg (red for "hit", white for "miss"), to
build up a picture of the opponent's fleet.
When all the squares of a ship have been hit, the ship is sunk, and the ship's owner
announces this (e.g. "You sank my battleship!"). If all player's ships have been sunk, the game
is over and their opponent wins.
POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD, …)
Battleship is a classic game of strategy and logic kids of all ages love to play. Best of all,
it is a great to play in your maths class as it teaches students how to use a Cartesian plane and
understand how to use co-ordinates on a grid.
Students must draw coordinate planes.
After the have played a few times, I can write down ten coordinates on the board and
have them graph them. I check their graphs to see if they are correct. I have them turn in their
game sheets and give them a 100 for a class-work grade if they completed the games.
There can be more advanced versions suitable for older and more competent students.
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GAME: BINGO
TIME: 30-60 mins
MATERIALS:
Game cards. In the learning version we can create our own cards.
AIMS:
 Develop essential skills such as concentration and respect of the rules;
 Learn different categories and words;
 Apply formative assessment;
 Interact with others;
 Learn new things by playing.
TEACHING SUBJECTS:
All foreign languages (Italian, English, French, Spanish…)
TYPE OF LESSON
This game can be used as a learning activity, since students must recognise the
numbers or other categories of words (colours, flowers, …)
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RULES AND DEVELOPMENT OF THE GAME

There are 2 packs of cards: in one there are the pictures and in another one there are
the names of the correspondent pictures. The teacher gives the pictures cards dividing them
into the number of the students (e.g. if the cards are 60 and the students are 10, it will be 6
cards per student), then he mixes the name-cards and start picking the first name card
reading loudly its name. The student who has got the correspondent picture-card overturns it.
The first student that gets all his cards overturned says “Bingo” and he will be the winner only
if he is able to read his cards. The game restarts as many time as needed. The final winner will
be the one that won more games than all the others.
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This game can be used when learning foreign languages and new vocabulary.
Everybody in the game has to listen and understand, look at the cards and understand.
The winner, in particular, has to be also able to read in a good way at least all the cards that he
has. The teacher can be able to evaluate and correct the mistakes. In a further step, students
can create cards by themselves with vocabulary topics (family, body, classroom objects,
actions, parts of a house, etc.).
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GAME: MULTIPLICATION TABLES
NUMBER OF PARTICIPANTS: Two or more
TIME: 30-60 mins
MATERIALS: Cards
AIMS:
 Follow instructions;
 Encourage learning of difficult topics;
 Increase self-esteem;
 Promote the acceptance of rules;
 Promote the importance of listening one another;
 Value the importance of communication;
 Develop essential skills such as concentration and interaction;
 Promote learning to make decisions.
TEACHING SUBJECTS:
Mathematics
TYPE OF THE LESSON:

Evaluation of calculation and memory
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For every multiplication table we can prepare 11 cardboard cards, one per number
(two or three sets of 11 for each number if we have more cards more pupils can play).
The deck to play grows as pupils learn new tables. Eventually we will have a box or a
bag full of papers.
Pupils can play individually, in pairs or in groups. Each player gets 25 cards at random
and puts one on the table by the side of the multiplication. The next player has to guess the
result. You can check by turning the card. If the result is right he continues. The pupils who
makes a mistake must take all the cards on the table.The player who runs out of cards, wins.
We may then suggest the game of tables on the contrary (the card must be presented
by the part of the result and the opponent must guess the corresponding multiplication).
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This game is a very good way to improve mathematical skills. We can prepare the game
of multiplication tables as students learn a new multiplication table. It’s a good method to
assess a didfficult task. We can play the tournament with the whole class, challenge other
classes, or play with pupils with special needs.
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GAME: I KNOW THE TRASH
NUMBER OF PLAYERS: 4 or more
SPACE: Outdoor (Courtyard, Ground)
TIME: 30 mins
MATERIALS: Various wastes
AIMS:
 Search for traditional internet games;
 Develop manuality;
 Encourage positive competition;
 Learn new knowledge by playing;
 Apply formative assessment;
 Know materials and waste differentiation;
 Understand rules of social life;
 Memorize and remember the position of an object,

 Using a syllabus and accept the challenge.
TEACHING SUBJECTS:
Science
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TYPE OF THE LESSON:
Learning specific knowledge of ecology and environmental issues and formative

evaluation. To make progressive the learning of the contents related to the topic, we can
repeat the game as new knowledge is taught.
The game consists in giving each competitor a lot of undifferentiated solid urban waste,
selecting each of the wastes, associating it correctly with the material (raw material or
derivative) (points 1) and placing it in the exact container (points 1), marked by a special
colour. The player who scores more points, wins.
It can be played individually or in pairs/groups.
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GAME: TABOO
TIME: 60 mins
MATERIALS: Blackboard and cards
AIMS:
 Learn a foreign language;
 Promote the importance of listening one another;
 Increase interaction and integration among participants;
 Value the importance of communication;
 Develop essential skills such as concentration;
 Facilitate team dynamics;
 Value the importance of each in the joint activity;
 Learn lexicon and use of grammar;
 Practice memory.
TEACHING SUBJECTS:
Foreign languages
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TYPE OF THE LESSON:

Learning new vocabulary and formative evaluation.

This game is the opposite of the game of TABOO. In this game students have to use the
words written on the cards to explain the meaning of an expression that the teacher asks.
Before the game starts, the teacher writes on the blackboard some useful French expressions
to help students in the description: “it is a job” (c’est un travail), “it is a place” (c’est un lieu),
“it is a verb” (c’est un verb).
The teacher divides students in two groups, TEAM 1 and TEAM 2. The teacher puts on
the table all the cards (that contains words) on their back. A student of the team 1 takes a card
and in maximum one minute, he must make his teammates guess the request expression,
trying to use the other words written on the card.
If his teammates guess, the card becomes a property of their team. If they don’t guess,
the card comes out of the play and it’s the round of team 2. In every round each team must
present a different student that takes the card and explains. Once all the rounds have finished,
they start again from the first student. The team that has collected more cards wins.
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Keeping my class engaged with new and interesting classroom resources is vital in
helping them reach their potential. Taboo is a fun review game that can serve to improve the
language competencies. An important skill I try to develop in my students is the ability to
communicate their message even when they don't have the exact vocabulary for what they'd
do. It’s an excellent activity with the whole class or in groups.
At higher levels, taboo cards can refer to a specific category (the body, colours, clothes,
animals, jobs, …) and can be made by the students themselves.
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GAME: FAZZOLETTO
NUMBER OF /AGE:
SPACE: Gym of the school
TIME: Half an hour
MATERIALS: A piece of cloth
AIMS: To improve dexterity, to be fast, to encourage fair-play,
TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities
TYPE OF THE LESSON: Sport
RULES OF PLAYING:
It’s a famous game of shrewdness and ability of movement.
There are two teams, opposite each other. Each participant is a number.
There is a boy who doesn’t play that has the piece of cloth in his hand and calls different
numbers. The goal of the game is to steal the cloth and to come back to the team without being
touched from the other team.
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GAME: SCOPONE SCIENTIFICO
NUMBER OF PARTICIPANTS /AGE: 4 participants, age: 18-20
SPACE: classroom
TIME: one hour
MATERIALS: Neapolitan cards
AIMS:
1) to develop calculation abilities, to reinforce logical-operative abilities,
2) to increase memory, to learn to collaborate and cooperate (team game) and to
encourage fair play
TEACHING SUBJECTS WHERE IT CAN BE USED: mathematical abilities
TYPE OF THE LESSON: evaluation of calculation and memory
RULES OF PLAYING:
It's a famous Italian game of cards.
We need 40 Neapolitan cards (typical cards from Naples, divided in 4 different symbols that
start from one to ten: money, cups, sticks and swords). Only four people, in two pairs, can
play: each of them have 10 cards.
The aim of the game is to do the maximum score.
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GAME: BIGLIE
NUMBER OF PLAYERS/AGE: 2 players
SPACE: Open, Courtyard, Ground
TIME: 15 minutes
MATERIALS: marbles
AIMS:
1) Search for traditional internet games
2) Develop manually skills
3) To encourage positive competition
4) Use the marbles to introduce geometric reasoning: the sphere
5) Studying the motion
TEACHING SUBJECTS WHERE IT CAN BE USED: The sphere, The motion
TYPE OF THE LESSON:

A feature to develop and learn through the game is memorizing and remembering (recall,
recognize), for example, the position of an object.
Use a syllabus and accept the challenge
RULES OF PLAYING:
With the marbles you can do dozens of different games. The best known is that of the "den"
(the pit). The game consists of hitting the opponents' marbles by becoming owner. Before you
can hit them, however, you have to put your own bead into a previously prepared pit (the
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lawn) (you usually choose a land plot where you dig a hole of diameter more or less a span).
At the start, in turn, you pull your own bead, hitting it with your thumb or index, and try to get
into the hole. When one succeeds in joining, he or she may, by a later shot, aim for the other
bats by pulling him from the edge of the den or vertically (the player puts himself at an
opponent's whip and drops his or her beard from the chest height). If he succeeds in striking,
he or she earns the opponent's bet and continues the game, otherwise the game passes to the
other players. At every shot he/she is allowed to move forward his/her own blade of a span.
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GAME: SALTO DELLA CAVALLINA (ZOMPA CAVALLO)
NUMBER OF PLAYERS/AGE: 2 players or more, age: from 5 to …20
SPACE: open air, courtyard, ground
TIME: until you are tired
MATERIALS: nothing
AIMS:
1) Resistance and body control also when you are tired.
2) Respect of the rules.
3) Knowing your body.
TEACHING SUBJECTS WHERE IT CAN BE USED:

Civic education (following the rules, being good with your friend, accepting the decisions of
the group) and science (the body and its muscles).
TYPE OF THE LESSON: evaluating the control of the body even when the player is tired and
his/her behaviour during the game.
RULES OF PLAYING:
Jump over your friend without falling or touching your friend with your legs as many times as
you can. Doing this, you will need to save energy so that you will be the last in losing control of
the body and win the game.
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GAME: SACCO PIENO SACCO VUOTO
NUMBER OF PLAYERS: 5 people (no limits of people)
AGE: 16-18
SPACE: Gym of school
TIME: Half an hour
MATERIALS: Large Plastic bags
AIMS:
 to increase concentration
 to reply quickly to commands,
 to encourage fair-play
 to increase reflex to be ready
 teaching subjects where it can be used, Sport
TYPE OF THE LESSON: learning, evaluation, ...

Evaluation of concentration
RULES OF PLAYING:
There is a person that says to a group of people some commands: stand up! or - sit down!
He repeats the commands quickly and if one of the groups makes a mistake he is eliminated.
The winner is the one that doesn’t make mistakes.
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P3 – NIHAL AKCURA MESLEKI VE TEKNIK ANADOLU LISESI MANISA –

TURKEY
HISTORY
Our school is called Manisa Tourism and Hotel Management High School was established in
2008 as a part of Trade High School building and managed by the same administer even in the
same building. Today it is separated from the trade school and has its own building. The
school moved to the new building in the 2012 – 2013 education year. The school was built by
a philanthropist and dedicated the name of the school to his wife as “Nihal Akçura” who is still
known as the spiritual mother of the school students. Muzaffer ŞAŞMAZ is the first and
Mehmet GÖKÇE is the second headmaster who is continuing his management.
MISSION
To give education at the highest quality level modern and flexible professional education
according to Atatürk’s principles.
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SCHOOL DEPARTMENTS
A BLOCK EDUCATIONAL FIELDS

Administrative 1. ACCOMONDATION AND TRAVEL
B BLOCK - Reception and front desk
Dormotories - House keeping
Restaurant - Travel Agency
C BLOCK 2. FOOD AND BEVERAGE
Classes - Cookery
Labs - Service
D BLOCK
Library
Gym
ESTABLISMENT
- 16 CLASSES
- 6 PRACTICE CLASSES
- 1 COMPUTING LAB
- 1 LANGUAGE CLASS
- LIBRARY
- TEACHERS ROOM ON EVERY FLOOR
- DORMOTORY FOR FEMALE
- DORMOTORY FOR MALE
- 3 SINGLE TEACHERS ROOM
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TARGETS
Training qualified staff including the newest knowledge, trainee who are aware of
knowledge technology that private sector and governmental offices need. Our school would
like to be known as a reliable institution that focuses on development with institution culture
and staff potential. To give the response to the demands of the sector by increasing the
institution capacity and performance.
ERASMUS+ PROJECTS
1. INNOVATIVE TECHNIQUES IN FOOD AND BEVERAGE IMPLEMENTATIONS (2016-

2018)
2. WE PLAY-WE LEARN-WE TEACH (2016-2018)
3. CAPTIVATING TEACHING STRATEGIES FOR VULNERABLE LEARNERS. (2013-2015)
4. SHARİNG INNOVATE LANGUAGE TEACHİNG METHODS AT VOCATİONAL SCHOOLS
(2013-2015)
5. TREASURING NATURE THROUGH LANGUAGE. (2013-2015)
Traditional Turkish Children's Games
 Turkey's culture includes games which children have played for generations.
 Every region of Turkey has a different history of cultural games the children have
played.
 But, similarities exist between the games in different regions.
 Children's games can involve objects, such as sticks, pebbles, balls or knuckle-bones.
 The game may be an active game, with jumping and running, or be a riddle, rhyme or
game accompanied by a song.
 We believe that we play all the games in each country.
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DODGEBALL
NUMBER OF PARTICIPANTS: group game each team has at least 2 or more players
SPACE: Outdoor / Indoor (in the gyms)
TIME: 15- 30 min
MATERIALS:
In the original game, one small size of ball to play dodgeball.
AIMS:
1) Meeting new friends;

2) Being careful by;
3) Develop quickness of thinking and movement;
4) Learning game rules;
5) Increase personal interaction;
6) Develop to give quick decision in classroom;
7) Warm up before starting a class;
8) Increase memory and fix contents;
TEACHING SUBJECTS: Especially primary school subjects to secondary school (history,

foreign languages, science, maths, etc.)
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TYPE OF THE LESSON: Increase and developing quickness protective and developing
personal capabilities;
1-The game is played with two groups

2-Each group will have a goal keeper. (s/he stays at the opposite side of his/her team)
3-The goalkeeper hits the other team players.
4-If the goalkeeper hits somebody, s/he will go by the side of their goalkeeper. Or one of the
players can catch the ball and they can hit the other players.
5-If the goalkeeper throws the ball on the ground then the ball hits somebody s/he will
continue to play.
6-If the goalkeeper hits somebody first and another player catch the ball (the ball won’t touch
to the ground). Two players will continue to play.
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HOW TO PLAY DODGEBALL
Dodgeball is one of the popular game between kids in Turkey. Why is it enjoying such
success?
"Dodgeball has many advantages over other sports, but none more than its absolute
accessibility. It is played right across the world by people of all ages, sexes and sporting
abilities. It is very simple to learn, and ‘everyone’ has the ability get involved as part of a
team" UKDBA
Dodgeball is a simple, fast paced game that can be played by anyone. Teams of mixed ability,
gender and age are possible, and there are plenty of rule variations to keep your sessions
fresh.
The aim of the game is to eliminate the opposing team by either hitting them with a ball or
catching one of their throws. You have to keep your wits about you to land hits on opposing
players whilst avoiding getting hit yourself. Each game only lasts 2 minutes, but after a couple
of high-intensity matches, you will be getting one heck of a cardio workout!
Object of Dodgeball
Eliminate all opposing players by getting them 'out.' The easiest way to eliminate a player is to
hit them with a dodgeball. You can also eliminate a player by catching one of their throws.
This is how to really turn around a game; when you catch a thrown ball, not only do you
eliminate the thrower, but you can bring back one of your own eliminated players (FOFI - first
out, first in). Players can fumble catches but must retain possession of the ball without it
touching any other player, ball, object, or surface. Catches win matches.
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Winning a Game
You win a game of dodgeball when either:

1. All the opposing team have been eliminated
2. You have more players than the opposing team at the end of a 2minute game
If both teams are equal in number after 2 minutes, 1minute overtime is played. If teams are
still equal after this, sudden death begins. The next team to eliminate an opposing player wins.
Opening Rush
Each game begins with the 'opening rush' where three players from each team run to gain
possession of the three balls in the centre of the court. These balls must be taken or passed to
the back of the court before they can be thrown at the opposition.
Getting 'Out'
You are called out when:
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1. A live ball (i.e. one that has not bounced, hit another player, hit another ball or hit a wall)
hits you directly. Clothing counts as part of a player's body;
2. An opposing player catches your throw;
3. When you step into the dead zone (hands/arms are allowed);
4. When you touch, or step over, a boundary line;
5. When a referee calls you 'out' for any reason. (Arguing with the officials just gets you out
anyway)
Dodgeball Strategy
Dodgeball is a team sport, and like any other team sport, requires a certain amount of
strategy to win. Yes, you can win by just going all out in a free-for-all scenario, but more
experienced teams will soon pick you off. To win against the best you must play like the best.
There are several strategies that you need to be aware of to succeed in dodgeball:
 Throw as a team: Solo throws are often seen in rookie players. You should call out the
number of balls your team has at any one time. If you have more than one ball, co-
ordinate your team to throw at a single target, at the same time. This is much harder to
catch or dodge and makes you look much more professional. Develop your own cues and
calls so the opposition cannot guess who you are about to throw at.
 Spread out: If your whole team is bunched in one area it will make it harder to dodge
incoming balls and much easier for the opposition to hit someone - they just lob it in your
general direction!
 Stay back and away from the side-lines: Too close and you are going to get hit easily,
too far back and your own throws will be easier to dodge. You should move forward (as a
team, remember) when you throw your balls, and move back to avoid the counter. Stay
away from the edges of the court as this limit your dodging space.
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Apart from these two general rules, there are specific strategies used by the top dodgeball
teams:
 Eliminate stronger throwers first.
 Aim at players in the corners to force them to step out of bounds.
 Hold a ball behind your back for a teammate to grab and throw. If the opposition don't
know who has the balls, they are easier to hit. Even if you don't have a ball, hold your
hands behind your back to fool the opposition into thinking you might.
 Don't celebrate hits. The opposition will be vulnerable immediately after losing someone,
so follow up with some low, fast throws.
 Practice plays where balls are passed between players, or players cross paths before
throwing.
 If you are last one standing, crouch down and hold a ball to deflect incoming hits. This
makes you harder to hit (you are a smaller target) and may give you a chance at a catch.
When all the balls have been deflected onto your side, you can go on the offensive.
POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD)
Both ball dodgers and ball throwers must have good hand-eye coordination. To
successfully hit other players, throwers need to coordinate their throws not only with the
other players' current location, but also with their anticipated location when the ball lands.
Runners must keep abreast of the current location of the ball, adjusting their location
accordingly.
This game can be used in Technology class they can search the objects made of wood,
steel, iron, etc. In language lessons students can learn the verbs of “throw, catch, run, win” etc,
they can also learn different prepositions, verbs and nouns
In maths subjects they learn to find the solution in a short time.
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NINE STONES
NUMBER OF PARTICIPANTS: Two team (3-4 players in each team)
SPACE: In the school playground
TIME: 15-20 min
AIMS:
1) Hitting the stones;
2) Strategy of reaching the aim;
3) Develop essential skills such as concentration;
4) Learn how to be successful;
5) Learning capacity;
6) Team work;
7) Making new friends.
TEACHING SUBJECTS:
This game is very useful for primary school subjects especially social studies or physical
education or language classes.
TYPE OF LESSON
This game can be adapted for classroom teaching. For example, at physical education subjects
this is very much useful for developing happiness, worries after winning or losing the game. In
language classes the verbs or phrases used in the game rules could be taught.
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Nine Stones is a traditional Turkish game which was very popular some 30 or 40 years
back. It appears to be a simple game but is very complex. It is unfortunate that the new
generation kids do not even know about this game.
This game does not need any expensive items. All you need is:
 A Ball - Something like a tennis ball or one made of rubber.
 9 stones which can be stacked up one above another
 Minimum 2 players in each team. But it will be more fun with a more players.
 And a playground.
1- The game plays with two team.

2- One player puts nine stones over the top.
3- One team will be chosen for waiting near the stones.
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4 – The other team players go back 12 or 13 steps away, draw a line and try to pull down the
Stones with a ball.
5- If one of the first team’s players pull down the Stones, the second team players try to hit the
first team’s players with the ball. At this time the first team players run away but they have to
put the stones over the top. If they can’t put the stones over the top, they lose the game.
6- If the first players achieve to put the stones over the top, they say “stop” and it means they
win the game and scored one- zero. If someone is hit with the ball, he leaves the game. If the
first team players can’t pull down the Stones, they will wait near the Stones.
HOW TO PLAY
You can make two teams as many players can play it. just equally divide them. A
minimum of six players will be good.
Step 1 - Make heap of 9 stones in the centre.
Step 2 - From centre, measure around 8 feet to mark line from where one of the team throw
ball to the heap of stones.
Step3 - Now 1 team will bat and other will field, decide it by toss or mutual understanding.
Step 4 - 1 player of batting team will throw the ball and one player of fielding team will stand
to catch the ball. And others will spread in the ground.
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Step 5 - batting team cannot cross the boundaries otherwise they are out.
Step 6 - Now player will throw the ball.
 case 1- opponent player catches the ball in one tip and stones are not destructed then
player will be out next player will come.
 case2 - opponent player cannot catch the ball and stones are also not destructed then
he will get another chance up to 3 and after three chances he will out, and next player
will come.
 case3 - opponent player catches the ball and stones are destructed then player will get
chance from one
 case4- opponent player cannot catch the ball and stones are destructed now the
drama begins.
Step 7- The aim of the batting team is to arrange stones back in the heap then shout and
fielding team is to hit the ball to batting player.
Step 8- Fielding team cannot run while having ball in the hand, they can pass the ball to their
teammates.
Step 9- If batting team is able to arrange stones back they will get one point and their all
players who are out will alive again.
step 10 - If fielding team can hit the ball to any one of batting team member then whole
batting team will be out and fielding team will do batting.
Step 11 - The team which scores nine points first will be winner.
Following Skills are required to play the game:

1. Throwing ball.
2. Escaping hit from ball if you are in batting team.
3. Arranging stones quickly if you are in batting team.
4. Distracting opposite team from the stones.
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POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD)
This game can be used in many subjects relating categories.

In an English lesson we can create vocabulary topics (friendship, body education, actions,
etc.). But we can also play in a different way if players must create logical sentences.
SUBJECTS: Players names, you, we, they.
VERBS: throw, catch, come, give.
PLACE COMPLEMENTS: in the garden, at school, in the street, at home.
TIME COMPLEMENTS: in the morning, in the afternoon, in the evening, every day.
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SKIPPING
AGE: From 7 years old and on
NUMBER OF PARTICIPANTS: individual or more players

SPACE: Outdoor (playground or gym) / Indoor (in the classroom)
TIME: 10- 15 min
MATERIALS: 5 metre rope
AIMS:
1) Develop control of body movements
2) Adjust the body balance;
3) Increase the speed of action;
4) Exercises;
5) Concentration and interaction;
6) Promote learning to make decisions;
TEACHING SUBJECTS: Especially primary school subjects to secondary school (history,

foreign languages, science, maths, etc.)
TYPE OF THE LESSON: Increase and developing quickness protective and developing
personal capabilities;
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1-First, they choose how they will skip. For example; to skip one, two, three….; to skip first
slowly after than fast…
2-Two players hold a long rope. They turn the rope.
3-The players skip how they choose. When the player couldn’t’t skip, the player will hold the
rope.
4-The game follows the same way.
When I was a little, I used to play a very fun game. It was a girls' game; boys never played with
us. We played at school during the break or in my neighbourhood in the afternoons. We spent
hours playing it, and we never got tired of it because we had such a good time.
To play the game, you will need three or more people. Two players, one in each corner, hold
an elastic band and the rest play. If one of the players loses, she has to change places with one
of the girls who is holding the elastic band.
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A player starts by jumping the elastic at ankle height. Then it is raised to the middle of
the leg, then to the knees, the hips, the waist, the chest, the shoulders, the neck, and head. In
the last level called heaven, the elastic band is held up with raised arms.
This is played on the streets mostly by girls. There are three ways to play:
1. Alone, turning the rope alone.
2. One girl jumping a rope twirled by two girls
3. More than one jumping in a rope twirled by two girls.
The rope should be long enough to touch the ground and allow for the heights of the
girls jumping. When more than one play, one player must jump as many times as another.
There are various ways to jump:

Çat arası: Catching the rope between the legs at the end of the jumping.
Kurbağalama: Catching the rope between the hands and legs at the end of the jumping.
Tek ayak üstünde atlama: Jumping on one foot.
“No break” jumping. Played together, with no break. Whoever fails to jump or to do the right
action at the end of the jumping is out, and takes the place of one of the girls turning the
rope. Whoever makes it through without a mistake wins the game.
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Here's how we played this special jump rope game

 Two persons stood opposite each other and extended the rubber band.
 One player jumped and stood on one side of the rubber band, carrying the two sides
together.
 Then she jumped again and made the two sides separate.
 Then she jumped again into the middle of the rubber-band and after that she jumped
outside it.
 If we finished these steps without any mistakes, we started the next level.
As the game continued, the level of jumping got higher and higher. There were four jumping
levels: ankle high, knee high, waist high, and under the shoulder. More and more girls tried to
jump, and we competed as teams. The game was fun, and I think it taught us competition and
cooperation.
To play this jump rope game, players follow these steps:

 Jump into the middle of the elastic band. Open and close your legs three times.
 Jump to one side of the elastic band and step on it. Jump to the other side and do the
same.
 Jump out of the elastic band.
 Jump from the outside to the inside and try to take the elastic band with you. You must
cross the elastic from the right to the left.
 Jump to open and close your legs three times.
 Make a big hop and try to keep the elastic band between your legs.
 Jump out and go to the next level.
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You must play like that until you get to the fifth level, then you can do the same thing
but this time you are not going to use your legs, rather you will use your head. In the last level
(Heaven), you play with your arms.
Sometimes two or three people played at the same time. Whoever fell or stepped on
the elastic band at the wrong time lost her turn.
I had forgotten how much fun it is to play this game, and I realize times are changing.
We were so creative and innocent; we had fun in a simple way. You can't compare our old
games in those times with today's games.
POSSIBLE APPLICATION IN EDUCATION (SUBJECT, LEARNING FIELD,)
This game is a very good way to improve vocabulary in foreign languages, not only to
learn action words, but also you can play with your students standing and holding a rope, so
you can play “word game” a comparative adjective, or a preposition.
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HOPSCOTCH
NUMBER OF PARTICIPANTS: At least 2 people, but more people make for more fun
SPACE: Outdoor / Indoor (in the gyms)
TIME: 10 min
MATERIALS:
One flat stone, a chalk for drawing playing lines
AIMS:
1) Strength and speed;
2) Concentration;
3) Focus on the game;
4) Learning game rules;
5) Increase personal interaction;
6) Warm up before starting a class;
TEACHING SUBJECTS: Especially primary school subjects to secondary school (Foreign

languages, physical Education, etc.)
TYPE OF THE LESSON: Developing personal capabilities and spoken in foreign languages;
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Hopscotch Game is one of the media in teaching speaking. It is purposed to help the
students more.
What You Do:

1. With chalk, draw a hopscotch grid on the driveway or sidewalk (10 squares, number
consecutively, with the numbers 1, 2, 5, and 8 in single squares and the numbers 3 and
4, 6 and 7, and 9 and 10 in side-by-side squares)
2. Your child tosses his marker onto the square marked with the number 1.
3. He then hops over that square (when possible, there should be no touching down on
the square with the marker on it) and lands on one foot in the square marked 2.
4. He jumps in the squares marked 3 and 4 (a two-footed landing with the left foot in the
left square and the right foot in the right square), hops (one-footed landing) in the
square marked 5, and so on, up the grid.
5. At the top of the grid, he turns and follows the same pattern back to the beginning,
once again hopping over the first square.
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You can play this game indoors by using numbered carpet squares. Or you can use letters
instead of numbers in the square to help your child with the alphabet. Ask her to say the letter
aloud as she moves onto each square for added learning!
1. There can be any number of players, and a stone is the only object you need to play it. If you
are the first player, you draw a figure on the floor with a piece of chalk.
2. Then you throw the stone inside square one. After that, you must hop into each square,
starting with square 1 and ending in square eight.
3. If there are two squares together, you jump landing with one foot in each square; but if
there is only one square, you must hop on one foot.
4. When you reach squares 7 and 8, you have to turn back jumping again until square 1. Then
you continue playing the next level.
5. This time you begin by throwing the stone into square number 2. In the next level, you
throw it into square number 3. You continue until level 8.
6. The first player who does all the levels is the winner. The most important thing is that the
player must skip the square where the stone is.
interested in teaching-learning process. The objectives of this research are to describe:
1) the procedure of using hopscotch game in teaching speaking,
2) the advantages of using hopscotch game in teaching speaking,
3) the disadvantage of using hopscotch game in teaching speaking.
The result of the research shows that:
1) there are some procedures of using hopscotch,
2) hopscotch game makes students have fun in speaking class, and it can be a media to
motivate students in the teaching-learning process.
3) the disadvantage of hopscotch game is spending much time.
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LEAP FROG
NUMBER OF PARTICIPANTS: At least 2 people, but the merrier
SPACE: Open space (indoors or out – you just need to be able to fit all people into a line and
leave about a meter before the line for the run-up and about 3 metres after the line to land
and continue leaping).
TIME: 5 min
MATERIALS:
One flat stone, a chalk for drawing playing lines
AIMS:
This classic game is not only great for agility and fitness; it also encourages teamwork and
trust. Children must be aware of their place in the game, and it’s all about getting the timing
right, knowing when to leap, and trusting the person they’re leaping over. It’s a fun, easy game
to play in the garden, in the playground, or even indoors if you have space.
 Playing a simple game with friends is the best way for children to build their
confidence and strength
 Kid’s games include at least two of the following six features in different proportion:
physical skill, strategy, chance, repetition of patterns, creativity, and vertigo.
TEACHING SUBJECTS: Especially primary school subjects to secondary school (Foreign

languages, physical Education, etc.)
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TYPE OF THE LESSON: Developing personal capabilities and spoken in foreign languages;
1. Grab at least one of your friends and head to an open space. (At least two people are
needed to play, but the more the merrier)
2. Line up
Get into a straight line facing forward. All players kneel and cover their heads with their
hands, except for last person.
3. Put hands on another player's back
The last person places their hands on the back of the next person in line. Their back becomes
a platform to jump over.
4. Leap
Leap over the person, spreading your legs like a frog. Continue leaping over everyone until
you reach the front of the line, kneel, and place your hands over your head.
5. Wait for the next player
Wait while each player repeats the steps in order. The game can go on forever as each person
leaps up the line and into the front position.
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It is possible to use this game in many subjects relating categories.

In an English lesson we can create vocabulary topics (friendship, body education, actions,
etc.). But we can also play in a different way if players must create logical sentences.
We can teach Subjects of the sentences, such as WE, I, YOU, THEY.
It is also possible to teach some vocabulary such as; stand still, jump over, bend down, run.
After the activity completed in the open area, in the class it can be discussion to speak how the
game rules and telling the story what they did outside.
This game is available to play in the morning, in the afternoon, in the evening, every day.
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P4 – STOWARZYSZENIE POZYTYWNYCH ZMIAN – POLAND
Positive Changes Association is a group of people interested in the international work

in the fields of education and culture. Our activity covers the whole area in Poland.
Our aim is to work with children, youth, adults and seniors with fewer opportunities.
Our association supports also the European integration by the cooperation of people from
other countries in organizing together social and cultural events.
We cooperate with various specialists (computer scientists, psychologists, therapists,
linguists, lawyers and teachers) who help us in common activities.
Carrying out our projects, we prepare accessible versions of guides, handbooks,
teaching aids, etc (large print and Braille).
Our group is a social active community, who wants to share and improve experiences
by implementing common actions and projects. They are tutors/ teachers/ volunteers who
have cooperated in different projects. Our Association has signed a contract of cooperation
with the Special School for Blind and Partially Sighted People in Krakow (Tyniecka 6) -
Krakow Center for Blind.
Our Association has extensive experience and commitment to the exchange of
experiences both with other NGOs and educational institutions, local governments in whole
area of Poland.
We are interested in sharing experiences with educational centers /schools teaching
people with disabilities. In recent years, it implemented many projects at international level
targeting teachers and students from the Krakow Center for Blind specializes in the following
topics:
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 Developing adapted training methodologies in vulnerable groups (unskilled, disabled

e.g. physically impaired, blind) to increase their motivation to learn and to fight
feelings of resignation and apathy.
 Supporting students to leave their inner isolation surpass their own barriers and
become more open to other human being families in coping with obstacles in life and in
society
 Strengthening and initiating aspirations of individuals and communities
 Implementation of projects of various kinds and workshops and activities to
strengthen the involvement disabled students
 Encourage the use of training and professional skills enhancement training
 Engaging students to cooperate with colleagues from different countries
 Engaging students to learn English
 Enable participants to self-development through work, often volunteering for their
environment
 Identify and support participants who are unable to achieve employment
 Integration of people with various disabilities; integration throughout music and
culture
The Association's team consists of dedicated professionals who have developed innovative
ways of working especially in the topic of the project.
The team is led by professional, who graduated in the subject of education, pedagogue (tyflo),
psychologist, revitalization and construction of local communities. The team conducted many
innovative projects in various sectors across Europe. Since 2005 team has collaborated with
other educational organizations in different EU projects Grundtvig, Leonardo da Vinci,
Daphne, Youth in Action, Erasmus Plus. At present we are a coordinator of the Erasmus Plus
project “I observe, I react!”.
Basing on our experience, we know that majority of these young people are very sensible, full
of new ideas, dreams and desires to have a normal life.
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Informal education has been an element of practice within casework, schooling, youth work,
for some time. It has been an important part of the activity of our organization.
Trainers and coaches have been involved in seniors, adults and youth education for more than
10 years and have gained experience in European projects by coordinating and participating
in several Grundtvig learning partnerships, Leonardo da Vinci, Youth in Action, as well as
Daphne - as a staff in Blind Assistance Foundation. They promoted lifelong learning, sharing
experiences and development of new teaching methods which would allow adaptation of new
technologies.
The association’s key persons include qualified and trained professionals with university
degrees and training certifications who have been working in the areas of:
- IT teachers,
- Music teachers,
- Psychologists
- Tyflo - pedagogues
- English, Spanish, French languages
- Tutoring
- Course management
- Assessment commission
- Vocational education
- Adult education.
They have gained skills and expertise:
- Social skills: intermediating conflicts and taking action in order to mitigate them;
- Communication and interpersonal relationship skills;
- Mediating skills;
- Coordinating work of visually impaired volunteers.
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P4 – STOWARZYSZENIE POZYTYWNYCH ZMIAN
GAME: HOPSCOTCH
NUMBER OF PLAYERS: intended for two or more children. The more people, the more fun.
But generally, the game can be played in small groups: 2 - 6 students.
AGE: children and youth: 8-12 years old
SPACE: Outdoor, indoor
TIME: max one hour
MATERIALS: we use chalk and stone. On the pavement we draw 6 identical squares and
semicircle at the end. Then we number every square from 1 to 7.
AIMS: play together, integration, introduce geometric shapes
TEACHING SUBJECTS WHERE IT CAN BE USED: Mathematics- when revising geometric

shapes
TYPE OF THE LESSON: Teaching/Consolidation lesson, physical abilities, geometry
RULES OF PLAYING:
The game begins when one of the players tosses the stone into the square number 1. When
tossing, we are back to the hopscotch. The person who tosses the stone into the first square
starts the game. She/he hops through all the squares on one foot (or on both feet) and
straddles on the side-by-side square. We cannot hop unsteadily – otherwise we have a trip
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and the game must be restarted. After the first round we try to reach the square number 2,
etc. The game ends when everyone finishes it, or it gets boring.
HOPSCOTCH - Facilities for the blind

Hopscotch layout is made of plates with light and sound effects or musical mat.
The game is assisted by a guide (a person who is not visually impaired) who informs where
the cube is (also the musical one) and helps the blind person hop, for example by holding
his/her hand.
Rather than hopping, younger children should walk through the plates.
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GAME: COLOUR GAME
NUMBER OF PARTICIPANTS: at least two people. Any number of people may participate in
the game
AGE: children and youth, from 6 -11 years old
SPACE: indoor, outdoor
TIME: max 45 minutes
MATERIALS: a ball
AIMS: improving teamwork skills, supports motor development, reflex, social values
TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Science, Sports etc.
TYPE OF THE LESSON: sport, personal development
RULES OF PLAYING:
Players sit in a circle. One person tosses a ball up and says any colour. If she/he says ‘black’
(sometimes also ‘white’), you cannot catch it. If you do, you pay a forfeit. You have to catch a
ball when all other colours are mentioned. If you do not, you pay a forfeit. A person who was
to receive a ball, throw it to another person. And so on...
Forfeits are not always used. Sometimes you may have to do something or simply quit. It
depends on you.
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COLOUR GAME - Facilities for the blind

A musical ball is used in the game.
When a given colour (most often black) is mentioned, a player does not catch the ball that
heads towards him.
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GAME: PIG IN THE MIDDLE
NUMBER OF PARTICIPANTS: minimum two persons standing face to face throw a ball to
each other and the third person in standing in the middle
AGE: children and youth - from 5 to 14
SPACE: open air, courtyard, ground
MATERIALS: ball
AIMS: game develops motor coordination, reflex and perceptivity, developing general
motricity and attention
TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Math, Sports etc.
TYPE OF THE LESSON: sport, personal development, pupils’ development, adapt and refine
catching techniques and tactics for catching the ball
RULES OF PLAYING: the third person turns to the one who throws the ball and tries to catch
it. She/he can do it either when the ball is thrown in a wrong way and falls down or by
jumping high to reach it before a person behind him/her does it. When ‘pig in the middle’
catches the ball, she/he switches places with the person who threw a ball.
PIG IN THE MIDDLE - Facilities for the blind

In the game a musical ball is used.
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GAME: PICK-UP STICKS
NUMBER OF PARTICIPANTS: more than two persons
AGE: from 4 years old
SPACE: indoor
MATERIALS: the set of pick-up sticks includes: 3 tridents (3 x 25 points), 3 spears (3 x 15

points), 3 paddles (3 x 10 points), 3 boathooks (3 x 5 points), 24 javelins (24 x 1 point),
AIMS: it develops the power of will, concentration and manual dexterity, developing
interpersonal skills, reflex and perceptivity
TEACHING SUBJECTS WHERE IT CAN BE USED: From primary school subjects to secondary
school - Personal Development
TYPE OF THE LESSON: learning mathematic
RULES OF PLAYING: a party game which consists in picking up sticks one by one out of a
tangled pile, without moving others. The winner is the person with the highest number of
points, depending on the kind and number of sticks picked up.
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The set of pick-up sticks includes:

• 3 tridents (3 x 25 points), 3 spears (3 x 15 points), 3 paddles (3 x 10 points), 3
boathooks (3 x 5 points), 24 javelins (24 x 1 point).
PICK UP STICKS - Facilities for the blind

Pick-up sticks cannot be adjusted to the needs of the blind people because they are not able
to see distribution of the sticks
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GAME: DOMINO
NUMBER OF PARTICIPANTS: two
AGE: it depends on the version - it can be up to 2 years old
SPACE: indoor
MATERIALS: plastic, wooden block with a number of meshes between 0 and 6 (sometimes
are pictures)
AIMS: it develops concentration, memory and manual dexterity, perceptivity, arithmetic

exercises
TEACHING SUBJECTS WHERE IT CAN BE USED: Personal Development, mathematical

abilities
TYPE OF THE LESSON: maths
RULES OF PLAYING:
The game uses dominoes that are rectangular in shape, with a number of meshes between 0
and 6. There are blocks in each set with each mesh combination, and each combination occurs
exactly once.
In the beginning each player receives 7 blocks and one participant is drawn as the starting
player. He lays out any of his blocks, starting the so called. The chain to which the players
ended up in succession, is in such a way that the number of meshes at the ends of the contact
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pads must be the same. If a player does not have a pad that could fit into one of the ends of the
chain, he must take the dominoes out of the unused and add them; If the collected domino
cannot be added, it takes another until it reaches or expires unused tiles (if it runs out and
cannot do anything, it loses the queue).
Score and finish. Players earn points if, after the tile is laid, the sum of the meshes at the ends
of the chain is divisible by five; It then gets the number of points equal to that sum. In the case
of doubles to sum, the eyes of both ends of the domino count.
VARIETIES
It is possible to play a domino with a chain with four ends. After the first loft is laid, the chain
arrangement is modified so that it is in the center, and when the blocks are inserted into its
sides, it is also possible to apply the top and bottom.
DOMINO - Facilities for the blind

Domino - can be touchable – with the different convex shape.
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TYPICAL GAMES for BLIND
GAME: GOAL-BALL
Goal-ball (sound ball) - is played in Poland by the blind and visually impaired people. Goalball
was invented in 1946 by Austrian Hans Lorenz and German Sepp Reindl to improve
rehabilitation for blind veterans of The Second World War.
Goal-ball is the only Olympic team game for the blind and visually impaired people. For the
first time Goalball was presented as demonstrational discipline on the Paralympic Games in
Toronto, in 1976. Four years later Goalball was concluded into a program of the Paralympic
Games. The first Championship was played in Austria in 1978. Goal-ball is currently becoming
very popular sports discipline, which is played in more than 100 countries all over the world.
For the first time it was played in Poland, Lublin in 1982. Firstly, the game was played as
inter-voyage unofficial tournament of the Polish Championship. The competitors in the game
Goal-ball may be the visually impaired or blind, who based on carried out medical
classification got the appropriate sports group, who states minimum disability, that will allow
to compete in the game for disabled people (with visual impairment).
NUMBER OF PLAYERS: it is a team game. Each team consists of six players, three-point
guards and three scrubs. There are six players altogether in both teams during the game. To
level up chances all players have their eyes glued with the special patches and wear big
opacity ‘’ski’ ’goggles. The point is in having confidence, that all players don’t see at the same
scale. As it has already been mentioned at the beginning, there are other players who can’t see
completely. The visually impaired can also take part, who have limited field of vision or
compromised visual acuity. In Goal-ball can play only those people, who have one of the under
mentioned category of disability
AGE: from 8 years old
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SPACE: outdoor/ gym. The court can be e.g. a standard gymnasium volleyball court.
TIME: The match is divided into two parts, the each of them continues 12 minutes.
MATERIALS: The game Goal-ball is held on a playground of the size of 9 X 18 meters and the
gates are 9 cm in width and 1,3 cm of height.
ATYPICAL BALL:
A ball in this game plays a key role. The ball weighs 1,25 kg, has around 76cm of
waistline and drilled holes. There are from 4 to 8 holes. What are they made for? There are
special bells in the middle of the ball, which allow players to locate exactly a track for
movement of the ball. The holes help to hear the sound better. When the players hear the
sound of the ball, which is thrown by an opponent, the players lash out with a whole body to
defence the ball, catch it and after they stand up, make a throw and after they return to their
place, get a foot in the door and defence their field again. Player’s hands touch the parquet
almost all the time, in order to recognize its own position and bounds.
The ball needs to touch the kick zone of the throwing team and defending team as well.
Otherwise, the possible gate, which was reached during such kick is considered to be
irrelevant. So, the throwing team will be punished by penalty. It means, that the thrown ball
must touch the floor at least in a strip of 6 meters the goal crease of attacking team and 3
meters for the goal crease of the opponent’s team. The player, who is intending to roll in a ball
may pass from the own gate away only for the 3 meters’ distance. However, not everyone uses
such opportunity. It turns out, that comeback to the own place may take too much time and a
player may even lose a goal. The caught ball the team is allowed to hold on for barely 10
seconds. So that a team must turn the ball down to the rival as fast as it is possible.
During the defence, the player must touch the defence zone at least of one part of its
body. Players defence the shot, lying on one side with outstretched hands in order to occlude
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maximum gate’s territory. The gate is admitted only when it was thrown a significant kick and
came goal line round with a full perimeter.
Players have their eyes glued with a special patch and wear big glued ski glasses. There
are affixed ribbons in order to help players with orientation on the field under which thin line
is situated. Player’s hands touch the parquet almost all the time, in order to recognize its own
position and bounds.
AIMS:
 to inform students and encourage to fair-play
 developing general motricity and attention
 to increase concentration
 to increase reflex to be ready
 to reply quickly to commands
 to improve relationships;
TEACHING SUBJECTS WHERE IT CAN BE USED: physical abilities, Sports, Personal

Development, developing interpersonal skills, reflex and perceptivity
TYPE OF THE LESSON: sport, learning and general knowledge of different issues on several
subjects
RULES OF PLAYING:
Goalball is an extremely simple game to learn but can take years to master. It allows you to
use senses that you don't normally rely on such as hand/eye coordination.
The aim of Goal-ball is similar to football or handball. The most important is to score as many
goals as possible. However, with the only difference, that balls are not kicked, but bowled (the
same as a ball for bowling). Simply saying the aim is in rolling a ball to the opponent’s gates.
That team wins, which will be able to roll in the biggest quantity of balls than its opponent.
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The game is held on the field with the size of 9 X 18 meters. The field has two halves and each
of them is a zone of:
Defence – 3 meters from the gate
Echelon- 3 meters from the defence zone
Neutral- occupying the middle of the field.
The gates are stretched all over the width of the field, which has 9 meters. All the more, they
are only 1,3 meters long. External lines of the field, borders of the zones and additional lines
in the line of defence are glued with a patch. There is a binder under the patch, which
simplifies the competitors’ movements and orienting in the situations in the field. Viewers
must keep silence during the game. The interesting thing is that coaches can’t communicate
with their players and enter the field during the game. They can do that just during the break.
Each team may use three breaks, which continue 45 seconds during the game. Competitors
may get penalties for unfair kick or unfair defence, holding on a ball more than 10 seconds.
Also, for the third kick, which is done by the same player and ordinal punishment for behaving
incompatible with the principal of ‘’fair play’’. Penalty is also threatened for touching the
goggle.
Match is divided into two parts. A team may hold on a ball for 8 seconds, defend it and roll a
ball from only 3 meters’ defence zone. Players’ T-shirts can’t be off more than 10 minutes
from a body, so that they don’t amortize balls too much. Breaking at least one rule causes
penalty. During the game viewers have to keep complete silence, because players identify
position of the ball on the basis of sounds, which they produce in the ball, which has three
bells. There are 8 small holes, that are drilled in a ball for better hearing. Players have their
eyes glued with a special patch and wear big glued ski glasses. There are affixed ribbons in
order to help players with orientation on the field, under which thin line is situated. Player’s
hands touch the parquet almost all the time, in order to recognize its own position and
bounds.
At first glance, it is seemed that Goal-ball is an easy and simple game. The point is in scoring a
goal, and precisely saying in rolling 9 meters long gate (similar to rolling a ball to a bowling).
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The team, who will roll in balls faster is a winner. The player, who is intending to roll in a ball
may pass from the own gate away only for the 3 meters’ distance. However, not everyone uses
such opportunity. It turns out, that comeback to the own place may take too much time and a
player may even lose a goal. Such players must be really agile, to have exceptional reflex,
hearing and perfect spacial imagination.
Requirement and tactics

Goal-ball is such game, that requires a lot of efficiency and physical condition from a player.
Especially besides from three 45 seconds breaks, that every coach can take three times and
sometimes, when the ball is situated for a few seconds aside from the field, players are
continually on the move. The players lash out with a whole body in order to defence the ball,
catch it and after they stand up, make a throw and after they return to their place, get a foot in
the door and defence their field again. They repeat it again and again at a fast pace during 20
minutes’ game.
Tactics and recognition of opponent’s weakest points are remained. The strategy mainly relies
on misleading. A player who takes over a ball sometimes transports it to a colleague silently
so that the colleague rolls it mightily by surprise. It may happen oppositely. The player may
roll a boll very slightly in order not to hear the bells. In such case, there is a complete silence
so that players from the opposite team may ‘’fix the position of it’’. Preferably is when is able
to ‘’spoon’’ it in such way, so that it changes the direction of a track, while the bells trail away
in it. It is the supreme art. Only the best players have such ability, which is trained for many
years.
During the game viewers have to keep complete silence, because players identify position of
the ball on the basis of sounds, which they produce in the ball, which has three bells. There are
8 small holes, that are drilled in a ball for better hearing.
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GAME: SHOWDOWN
The game appeared in 1960. It was invented by unknown Canadian Joe Lewis. Patrick York
(unknown Canadian athlete) helped him with developing rules. This game became public and
got an international success while the Olympiad in Arnhem in 1980, where it was played
recreationally. Later it was presented on many Olympiads and international competitions. The
game is currently known in many continents. From 1922 ‘’showdown ‘’ has been aspiring to
be the Paralympic discipline. It was played out first Paralympic demonstrational tournament
on 2012 Olympics in London.
Big merits in popularization ‘’showdown’’ in the world has Jaroslav Pata from Czech Republic,
great player and longstanding leader of the showdown committee in an International Blind
Sports Federation.
NUMBER OF PLAYERS: Showdown is an individual and team game as well. There are 3
players in the team and minimally one woman.
AGE: from 10-year-old
SPACE: indoor
TIME: till 15 minutes
MATERIALS - EQUIPMENT
Bats
Bats must be made of smooth material and to be 34 cm long. They may be covered with a
rubber layer. A paddle may be rounded or cut down.
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Balls
Balls must be heard during the game. In the middle they may be consisted of small metal
pieces (for example, balls of non-wood steel). Balls must be 6 cm in the diameter. Also they
must have stiff and smooth surface.
Table
Measurements: a length -364-366 cm, width- 121-122 cm, height- 78 cm, side walls -14 cm,
corners (inner radius) -23 cm, pocket gate (gate semicircle-30cm in the diameter, borderline
in touching within the ambit of the gate -40 cm in the diameter, blackboard in the middle of
the table (rectangular screen based on the side walls above the game area and divisive it into
two parts)- 46 cm from the table’s surface.
AIMS: Develop essential skills such as concentration and discipline
TEACHING SUBJECTS WHERE IT CAN BE USED: physical education class, Sports, Personal
Development, developing interpersonal skills, reflex and perceptivity
TYPE OF THE LESSON: Teaching/consolidation lesson
RULES OF PLAYING: The game ‘’showdown’’ (mistakenly sometimes named as table tennis
for the blind) is designed for two players. It is rolled around rectangular table and in his
opposite extremes are situated gates. There is a vertical board in the middle of the table. This
game is played with using a bat and a ball, in the middle of which small balls are situated. For
example, they may be made of non-wood steel), with the help of which the ball is heard during
the game. The aim of this game is rebounding the ball under the board, which is situated in the
middle of the table directly to the opponent’s gate, while when the other attempts to prevent
the goal’s failure.
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There are two responsible people next to each table. They are: judge, who completely see the
game; a person, who measures time of the game and its brakes also a person, who is
responsible for counting points and serve.
The game is started and ended with the judge’s whistle. One whistle to start or to pause the
game, double whistle means that a player got the goal, and long whistle means the end of the
set or the game.
That player wins, who will faster gain 11 points, having 2 points of advantage over the
opponent. If there is a lack of 2 points advantage over the opponent, the game rolls around
until someone gets 16 points. After the player wins, who gets the next point even if he doesn’t
still have points advantage.
During the contest, the time allocated for each set is limited in general to 15 minutes. If the
time limit, allocated for the set ends, a player with more points wins. In the case of remission,
a coin is thrown with the aim to decide which player is the first to do the serve. That player
wins, which is the first to get a point.
Contestants change table sides after each set. In the last set of the game, players change their
sides after one of them achieves 6 points of if the half of the game passed. If it is played only
one set, players change their sides after achieving by one of the player six points or if the half
of the game’s time passed. With changing sides players move to the right side. During the
game the viewers must keep silence.
Counting points
If a player put a small ball to the opponent’s gate, he gets 2 points, (the judge tells the
achievement of the gate by double whistle). A player may get a point independently from
which of the players currently serves. If a player strikes a ball into the board, which is situated
in the middle of the table and pausing the moves of the ball, the opponent forward gets the
point. The opponent gets a point also for:
-sending a small ball above the table,
-touching a small ball at the game zone by something else than paddle
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-knocking out a ball outside the game zone

-holding on a small ball and not continuing a game within 2 seconds.
Before the game starts, the judge throws a coin to decide who of the players starts the set and
after rolls the ball in the direction of the player who is serving and asks both players if they
are ready to start a contest. After getting agreement, the judge gives the sign to start the game
whistling once.
Tricks
After sounded signal, which starts off the game, a player must serve a ball within two seconds.
If he doesn’t manage to do it, he losses one serve and one point in favor of the opponent.
During serving, each attack in the direction of the ball is counted as one serve. Each of the
players serves 5 times in a row and after that he passes down the serve to his opponent. The
served small ball before transition under the board in the middle of the table can rebound
from one side wall. If it doesn’t happen, the judge must stop the game so that a player, who is
serving, loses a serve and the point is awarded to the opponent.
Game
The game should be played from the end of the table. The ball in the game must be transferred
under the central board. The paddle is always needed to be hold in one hand. The
contravention of this rule results in getting one penalty point. In the case when a player holds
a hand without paddle infield (except for the moment when the player currently is changing
the hand, holding the paddle), is awarded one point to the favor of the opponent. If a small ball
is hit out by a player and touches the upper surface of the walls side or upper piece of contact
panel or goes down once more on the infield, one point is immediately awarded to the
opponent.
A ball in the impasse: The judge can appoint repeat serve, if in his opinion a small ball
moves slowly enough, that it slowdowns that game or if a player loses a small ball.
Penalties
It is forbidden to get in touch with a ball outside of the gate. In case if one of the players
breaks this rule, one point is awarded to the another. In the case when a ball touches a paddle
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in the field of gate and after flies directly to the gate, the goal is classed, and two points are
awarded for the opponent. If a ball touches a paddle or its handle and after whichever part of
the opponent’s body, it is classed as a false move and the opponent is awarded with one point.
If the ball touches a paddle or its handle and after is bowled in an optional direction on the
table or aside from it, it is classed as an incorrect advocacy. So, the point is awarded to the
opponent. The player also loses a point when: drops the paddle, talks during the game or
somebody will call him.
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P5 – EKPEDEFTIRIA VASSILIADI THESSALONIKI – GREECE
The primary goal of Ekpaideftiria Vassiliadis is education and the proper preparation of its
students for knowledge, seen as the best asset to promote culture and value of the students.
Vassiliadis Vassiliadis School of Education has been promoting the educational and
intellectual activities of our city two decades ago as the educational organization that came
from the transformation of the city's largest training organization.
They exploited the many years of experience and knowledge of the educational processes of
the teaching space, aspiring to translate them into practices aimed at wider teaching
objectives. In the course of these years the Vassiliadis Schools envisioned, designed and
implemented a modern, free and creative school environment that listens to the cognitive and
psycho-emotional needs of the children. Our students live and work in the warm and friendly
environment of our school, ensuring them a smooth transition from adolescence to adulthood
and guaranteed preparation for their access to the University Institutions of our country.
We continue with the conviction that we are contributing to the advancement of
Thessaloniki's educational activities.
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We communicate: We seek effective communication between management, teaching staff,

parents and students. Collaboration and understanding acquire substantive content in the
class outside of it, but also through regular scheduled meetings.
We teach: An excellent staff of teachers is our teaching staff. People who have been educated
for years and consistently have both teaching experience and the necessary pedagogical
training to support every student's need.
We support: We provide our students with the auxiliary material needed to better approach
the curriculum: Notes on paper and electronic lessons, advanced smartboard, e-learning
platform (moodle) and access to the lending library of the school. Our school has stepped up
the program with extra hours of teaching all-Hellenic classrooms for the Lyceum classes,
providing more preparation time for students and relieving parents of additional financial
expenses.
Innovating: We have been leading the introduction of new technology in the educational
process, equipping all rooms and workshops with interactive boards (smart board). We
continue to take the lead by making use of their potential to activate the attention and
assimilation ability of our students. The continuous training of all our teachers in the use of
computers and corresponding educational programs guarantees the effective contribution of
the new supervisory instruments to the effectiveness of teaching.
We encourage: We stimulate and mobilize the creativity of children from the level of class to
the specialized engagement in clubs. We actively participate in the established competitions
with both cognitive and cultural-sporting content. We encourage the participation of our
students in programs with social, ecological and artistic orientation.
Inspiring: We are targeting a school open to society. We strive to keep in constant contact
with people living in social realities in local, national and international contexts.
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P5 – EKPEDEFTIRIA VASSILIADI
1. ANCIENT GREEK STRATEGY BOARD GAMES
The Ancient Greek class focuses on aspects of everyday life in ancient Greece, as well as on the
language and the ancient Greek literature. This year the second grade of Junior High School
(age 13-14) and their teachers of Homer’s Iliad decided to focus their research on ancient
Greek strategy board games, via which young people used to sharpen their minds and gain
critical thought, something necessary to have in both their everyday life and in war.
Ancient Greek inventiveness, which went together with thirst for knowledge and life, drove
Greeks to create a great variety of games, to such an extent that only a very small number of
games were later added by the Romans and the Byzantines and, in effect, whatever game is
still played in the geographical area covered by the Greeks has its origins in ancient Greece.
The games we chose are four strategy board games, Petteia, Enneadai, Trias, and Kikliki Trias,
which are all in the market redesigned by the SEIKILO team in Thessaloniki
(http://seikilo.com/).
For the purposes of the Ancient Greek Literature class we first collected historical information
on each of the games.
Apart from collecting information on these ancient Greek games, some of the games (Trias,
Kikliki Trias, and Enneadai) were used in class to teach Ancient Greek grammar. We adjusted
the games for the purposes of our class, which was split in teams. Ancient Greek grammar
exercises were used instead of a draw, e.g. the team which supplies the correct forms of the
requested Past subjunctive starts the game. In this way, learning grammar is achieved
through a fun way.
A description of these four strategy board games is following.
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GAME: PETTEIA – LANTRUCULI
Historical information
‘Petteia’ or ‘Pesseia’ was one of the games invented by ancient Greeks to sharpen the minds of
children and adults. ‘Petteia’, being the oldest form of Greek board games, it is rightly
considered by many to be the forerunner of chess.
‘Petteia’ was called by ancient Greeks every game that was played with pawns (pessoi).
A multitude of references to ‘petteia’ appear in ancient sources, e.g. in Homer’s Odyssey,
where there is mention of Penelope’s suitors playing ‘petteia’. Plato ranked the knowledge
offered by the game as of equal value to that of arithmetic and geometry. In addition, apart
from being a game of strategy it was a game of soothsaying, as mentioned in the description of
Achilles and Aias who were trying to guess the outcome of the Trojan war by playing ‘petteia’.
According to ancient sources, the inventor of the game was Palamides. He invented it when
the ancient Greek fleet was gathered in Avlida, waiting for the wind to blow, in order for them
to sail to Troy. Other sources mention that he invented it during the siege of Troy by the
Greeks. In Euripides plays also Palamides is mentioned playing this game with Protesilaos.
A scene of ‘petteia’ is found in a terracotta figure which was found in the royal palace of
Athens. Two players are seated facing each other and so close to each other that their knees
touch, while a third is observing the game and showing a strong interest. The player who is
leaning his chair to the back has a beard and looks like a man, while the other player has long
hair and is wearing a woman’s dress. A heavy board rests on the two players’ knees and its
upper surface is divided into squares. 12 big pawns are scattered on the board. The woman
must have made an unexpected move and won the game. The man appears to be challenging
the validity of the game’s outcome, this is why the woman is has her hands over the game
while the discussion is taking place. The observer is listening attentively to the conversation
or taking the woman’s side.
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Such were the dynamics of this ancient Greek board game that it didn’t take long to make the
ancient Romans passionate about it: they enriched it with an extra piece (pesos), the leader,
and named it ‘lactus latruncularum’ or simply ‘lantruculi’. The Roman version of this game has
pawns and bishops instead of checkers. The moves they make are in a straight line or by
jumping. The purpose of the game is to win the game by losing as few pawns as possible.
Roman era pawns have been found, colored yellow, red, and black. The Byzantines took the
game from the Romans and evolved it to ‘skakos’ or ‘zatrikio’ (chess).
Description of the game

The rules of the game have not survived, but the Seikilo team has adjusted their one rules,
according to which we played the game in the Ancient Greek Literature class.
The game is designed for 9 to 109 years old players. We applied the game to the second grade
of Junior High School (age 13-14), and we divided our class into two groups.
The materials we need are a leather board with 12x8 crosslines, 12 pawns (pessoi) for each
team, and a pawn (pesos) to be used in the manner of head or tail in order to decide which
team will make the first move.
The purpose of the game is for one player to block the other player’s pawns, so that s/he
cannot make a move.
The game begins with the 12 pawns in front of each player.
The movements are the same for everyone and each one of the pawns.
Every single pawn moves the same way.
Two pawns cannot take the same position.
Every player moves a pawn in every round.
A pawn is not allowed to jump over another or to change its direction during its movement.
A pawn is out of the game when the opponent puts two of his pawns on the left and the right
or up and down of the first pawn.
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A pawn can move between two of his opponent pawns without be captured, as long as it
doesn’t stop between them.
If the first player has a pawn in the corner, the opponent can capture it with two of his pawns.
The game is over if one of the players is left with no pawn to move.
A variation of the game

In order to turn the ‘petteia’ to a fortune or gambling game we can use a die.
Fortune game:
Before every movement each player throws the die in order for him to move his pawn
according to the number of the die, e.g. if the die shows 3, then the pawn can move only from 1
to 3 positions.
Gambling game:
For every capture of a pawn, the player which loses a pawn will pay his opponent the number
of the coins defined by the die.
Educational aim
The educational aim of the game is for the children of the Ancient Greek Literature class to
learn an aspect of the everyday life in Ancient Greece, through a strategy board game which is
considered to be the forerunner of chess, in an entertaining way.
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GAME: ENNEADAI
One of the ancient Greek strategy board games was ‘Enneadai’, in which two ‘pesseftes’
(players) went to battle. Holding nine pawns (‘pessoi’) as their army and following a
‘lachnisma’ (draw) to determine who will make the first move, each developed their strategy
in a cross-line.
The name ‘enneada’ comes from the present-day names of the game, known as ‘enniada’ or
‘enniara’ or ‘enniapetro’ and appears to be a variation of the ancient Greek ‘triodin’ (tic-tac-
toe).
Many carved games were discovered in the Greater Propylaea of Eleusis and fewer in
Epidaurus, these were most probably carved by people who visited these areas during the
classical and pre-classical eras.
The dynamics of the ancient Greek board game ‘Enneadai’ were such that it survived up until
the Middle Ages, during which time it was one of the most popular games together with
backgammon and chess.
Through ancient Greek findings we know its exact format and how it was played.
of Junior High School (age 13-14), and we divided our class into three groups.
The materials we need are a leather board of tic-tac-toe enniara with three squares, one small,
one bigger which encloses the small and a bigger one which encloses the other two, nine
pawns for each player of different color or kind to those of their opponent, and a pawn
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(pesos) to be used it in the manner of head or tail in order to decide which team will make the
first move (‘lachnisma’, i.e. the draw to determine who will go first).
At this point we adjusted this game for the purposes of our Ancient Greek Language class,
which was split in three teams. Ancient Greek grammar exercises were used instead of a draw,
e.g. the team which supplies the correct forms of the requested Past subjunctive starts the
game.
We start playing.
The player who makes the first movement has the right to choose a “vital” spot for his first
pawn.
The one who managed, either from the beginning or during the game, to form a ‘triodin’ by
placing three pawns in a straight line removed one, any one s/he wanted, ‘pessos’ (pawn) of
their opponent’s.
The player who ends up with only two pawns loses the game.
Educational aim
The educational aim of the game is for the children of the Ancient Greek Language class to
learn Ancient Greek grammar in an entertaining way.
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GAME: TRIAS (TIC-TAC-TOE)
‘Trias’ is the simplest Ancient Greek strategy board game. The Romans called it ‘ternilapilli’,
i.e. today’s tic-tac-toe (also known as noughts and crosses).
Despite the fact this is the simplest of mind games, many people think that the secret of the
true strategic thought of the ancient Greeks lies in the simplicity of its pawn moves.
Cross-lines of ancient ‘trias’ have been found in multiple archaeological findings, for example
in the Greater Propylaea of Eleusis, on a tombstone in a cemetery of Saint-Irénée in Lyon, etc.,
while original samples came to light in Trajan’s school in Ostia, as well as in the Basilica Julia
of the Roman Forum.
The materials we need are a leather board of tic-tac-toe, three pawns for each player of
different color to those of their opponent, and a pawn (pesos) to be used it in the manner of
head or tail in order to decide which team will make the first move (‘lachnisma’, i.e. the draw
to determine who will go first).
We start playing.
Like the tic-tac-toe, it is played by two players, each of whom uses three pawns of different
color.
A draw takes place to decide who will go first.
Each player tries to form a straight line by placing their pawns in the right spot.
Following this, each player is only allowed one move.
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Each player can move any one of their pawns in an attempt to prevent their opponent from
forming a straight line with their own pawns.
When this happens, they win and the game is repeated.
At this point we adjusted this game for the purposes of our Ancient Greek Language class. In
case of a draw, Ancient Greek grammar exercises were used, e.g. the team which supplies the
correct forms of the requested Past subjunctive starts over again the game.
Educational aim
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GAME: KIKLIKI TRIAS – TABULA LUSORIA
The ‘kikliki trias’ is one of the everyday mind games of cross-lines which the Greeks practiced.
It is a descendant of ‘triada’ (tic-tac-toe), which changed into something a lot more
complicated, demanding greater effort and strategic thinking. It is not incidental that many
soldiers and officers practiced this game, while it also survived in ancient Rome where it was
particularly popular, known there as ‘tabula lusoria’. It is a very simple and entertaining
Roman game, in which the players have three marbles each, of the same colour, and try to put
all three in a single lie or in the circle’s periphery. The exact translation of the Latin term
‘tabula lusoria’ is still used even today: ‘pinakas koroidias’ or ‘pinakas gia…plaka’
Cross-lines of ‘kikliki trias’ were found carved on many ancient findings, such as a stone of the
road in ancient Nikopolis, a city built on the peninsula separating the Amvrakikos Gulf from
the Ionian Sea. In addition, many carvings of this particular board game were found on stones
in the historic city of Filippoi.
The huge ‘kikliki trias’ found carved, skilfully crafted on via Maximus, under Thessaloniki, on
Egnatia street, is impressive and reveals that in the middle of this very busy street roman
soldiers and centurions used to play ‘triada’.
The materials we need are a leather board of tic-tac-toe (this time on the board there is a
circular line cross), three pawns for each player of different colour to those of their opponent,
and a pawn (pesos) to be used it in the manner of head or tail in order to decide which team
will make the first move (‘lachnisma’, i.e. the draw to determine who will go first).
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We start playing.
Like the tic-tac-toe, it is played by two players, each of whom uses three pawns of different
color.
A draw takes place to decide who will go first.
Each player tries to form a straight line by placing their pawns in the right spot.
Following this, each player is only allowed one move.
Each player can move any one of their pawns in an attempt to prevent their opponent from
forming a straight line with their own pawns.
When this happens, they win and the game is repeated.
At this point we adjusted this game for the purposes of our Ancient Greek Language class. In
case of a draw, Ancient Greek grammar exercises were used, e.g. the team which supplies the
correct forms of the requested Past subjunctive starts over again the game.
Educational aim
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GAME: LICE GAME
It is an outdoor team game played with a ball and, in most cases, more than 10 children (even
20 children) from 6 to 76 (!) years old can take part.
In order to play it, we need just a ball, the players and the school yard.
Then we can start playing.
All the players form a circle and each of them picks the name of a country (and its capital) that
he/she will represent.
One player stands in the center of the circle and holds the ball.
He throws it into the air and calls out the name of one of the chosen countries (or the capital).
When the players listen to the name of the country, they run away from the circle, except the
player who heard the name of the country/capital he represents.
This person should run quickly so as to catch the ball before it hits the ground.
If he catches the ball, he throws it again calling out the name of another country/capital.
Otherwise, if the player fails to catch the ball, when he gets it, he shouts “1, 2, 3 – stop”, so that
the other players stop running and stand still.
The person holding the ball picks one player, usually one close to him, moves 3 steps forward
in order to reach him and tries to hit him with the ball.
If he succeeds, the player who was hit is given one “louse” and the game starts again, with the
ball being in the center of the circle.
If he fails to hit someone, then he is the one who gets the “louse”.
The player that gets 5 “lice” is given a nickname and the rest of the players start calling him
using the chosen nickname.
After 8-10 rounds, children get to pick completely different countries/capitals. In this way,
players should try to remember new countries/capitals each time.
The winner of the game is the player who has got the minimum number of “lice” in the end.
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This game can be used as a cross-curricular project (this means a project involving different
subjects). In combination with the P.E. (Physical Education) subject, the “lice” game could be
used in the learning procedure of Geography, trying to remember names of countries and
their capitals during movement and under pressure. Furthermore, History subject could also
be involved in this enjoying game, by learning and remembering important people in ancient
or modern history, of different time periods and places in the world.
Finally, we could say that the “lice” game not only aims in having fun and improving
knowledge, but also enhances memory, reaction skills, speed and targeting abilities (with the
ball).
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GAME: SNAKE AND LADDERS GEOGRAPHY GAME (EUROPE)
It is the traditional snakes and ladders game that we adjusted for the Geography class in order
to teach children geography of Europe in an enjoying way.
We applied the game to the second grade of Junior High School (age 13-14), and we divided
our class into groups.
For this game the materials we need are a board of the game, a die, and cards with questions
and answers.
The cards in our game have four different kind of colours:

Blue: for islands, seas and oceans and peninsulas
Yellow: for mountains, plains, rivers and lakes
Green: for climate and vegetation
Red: capitals and European Union
Each card should have on one side the colour of the category (blue, green, yellow or red) and
on the other side the question and three suggested answers with the right one underlined.
The object of the game is to be the first team to reach the end by moving across the board
from square one to the final square.
Follow the numbers on the board to see how to move forward.
For example, if you rolled a five and you were on space number 4, then you would move your
game piece to space number 9.
And now we play.

We divide our class in groups of 4 -6 students.
Each group is a team that must have a leader who will represent the team and will answer the
questions after discussing it with the whole team.
They roll the die to see which team will play first.
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Each team should roll one die to see who gets the highest number.
Whoever rolls the highest number gets to take the first turn.
Each team has a game piece.
If two or more people roll the same number, and it is the highest number rolled, each of those
people roll the die an additional time to see who gets to go first.
To take your turn, roll the die again and read the number that you rolled.
Pick up your game piece and move forward that number of spaces.
If the game piece moves to a post without a ladder or a snake, the team has to answer the
question of the category.
If the answer is correct, the team rolls the dice again and plays again.
If a team answers correctly, they can play two times in a row but not more.
If the game piece moves to a post with a ladder, the team must first answer correctly the
question of the post and then they can use the ladder.
If the team’s answer is wrong, they lose their turn.
When it is their turn again, they can choose to roll the dice again and move on or if they want
to use the ladder, they have to answer the next question of the same category.
If the game piece moves to a post with a snake, the team can answer the question and avoid
being eaten by the snake if the answer is correct.
If the team’s answer is wrong, the snake “eats” the game piece of the team and they lose their
turn.
When it is their turn again, they roll the die again and move on.
The first team to reach the highest square on the board wins.
But there's a twist! If you roll too high, your piece "bounces" off the last square and moves
back.
You can only win by rolling the exact number needed to land on the last square and answer
correctly the question!
Have fun!
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GAME: GAME OF ANKLES AND PICTIONARY FOR ART CLASS
“Astragalizein” (άστραγαλίζειν) and custom “Pictionary” game was used as tools for creativity
awakening and liberation from the “I do not know how to draw this” fear in the class of Arts.
We applied the game to the second grade of Junior High School (age 13-14), and we divided
our class into groups.
HISTORICAL INFORMATION:
‘Astragalizein’, also known as the game of ankles (‘kotsi’), was one of the favorites ancient
Greek games, both for boys and girls. The children gathered their ‘kotsi’ from the rear legs of
goats and lambs. Sometimes they would use stones or walnuts and almonds instead that they
would eat in the end!
Children were playing and ‘artiazein ankles’. One would hide one’s ankles in his hand and the
other would try to guess if the number of the ankles was odd or even.
EDUCATIONAL AIM:
This is a game that uses both an ancient Greek game called “Astragalizein” as well as a
drawing game in order to help students work as a team, liberate their creativity and liberate
themselves from the obligation of a naturalistic look alike drawing.
NUMBER OF PLAYERS:
As many as we want
MATERIALS:
‘Kotsia’ (the special ancient Greek games pawns, made out of clay), a marker board and a
marker, little pieces of paper and pencils, small recipients (for example little boxes).
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RULES:
We divide the players in two teams.
We present them first the “Astragalizein” rules.
Then according to them, we correspond each side of the “kotsi” (4 sides) with noun, adjective,
verb, adverb etc.
We give each player 4 little pieces of paper and we ask them to write accordingly on each
paper one word from the previous categories (for instance one noun, one verb etc.). Each
team has 4 little recipients (one for the verbs, one for the adjectives etc.) and puts their words
inside them.
Attention: The players from each team should not know the other team’s words!
AND NOW WE PLAY!
One player from the first team gets up in front of the marker board, throws the “kotsi” and
finds out (depending on its side up) which word category he or she will play with. He or she
then picks one up from the corresponding box and reads it.
The player has 2 minutes in order to draw on the board and for its team members to find out
the word.
No writing is allowed, only drawings! The team that arrives in 5 wins first is the winner.
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P6 – INSPECTORATUL SCOLAR JUDETEAN HUNEDOARA – ROMANIA
Brief history of the institution
Hunedoara County School Inspectorate was founded in 1968, March 1st.

It is a decentralized institution subordinated to the Ministry of National Education.
Its main objective is to monitor the proper functioning and organising of the subordinated
schools, according to the national education policy.
The management of the institution: one general school inspector, two deputy general school
inspectors, 22 speciality school inspectors.
Since 1970 the School Inspectorate Statute has been observed and the Teacher Training
Center was founded as a subordinated institution.
Mission
The mission of Hunedoara County School Inspectorate is to develop the young generations
through education and the development of an educational system built on values, skills and
responsibilities.
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The institution coordinates the way in which the material resources, as well as the
methodological ones are used.
Romanian Education System, Priorities of the Education

• Equal and improved access to education;
• High educational standards and training for a knowledge-based society;
• Decentralizing of the education system;
• Turning education into a basic tool in the modernisation process of Romania;
• Envisaging the investment in human resources as the most profitable long-term
investment;
• Reconstruction of rural education;
• Combining excellence and general education in an efficient way;
• IT contribution to education;
• Enhancing the European dimension of education;
• Institutional development of permanent education.
• The Romanian System of Education
The main objectives of the Hunedoara County School Inspectorate

• To ensure coherence between the national strategy and local education process;
• To develop the implementation of local and regional programs;
• To set up public education units – kindergartens, primary schools, gymnasiums, art and
trades schools;
• Together with the local public administration, to ensure high educational standards, as well
as the development of the material resources in all schools, according to the present
national standards;
• To supervise, monitor, support and evaluate the activity of teachers of all subjects at pre-
university level.
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P6 – INSPECTORATUL SCOLAR JUDETEAN HUNEDOARA
The child laughs: „My wisdom and my love is the game!"

(Lucian Blaga - Three faces)
GAME: I LOST MY HANDKERCHIEF
NUMBER OF PARTICIPANTS: from 10 to 30
AGE: from 4 years old to 9
SPACE: outdoor/ gym
TIME: 10-15 min.
MATERIALS: a handkerchief or a piece of paper
AIMS: developing general motricity and attention
TEACHING SUBJECTS WHERE IT CAN BE USED: Math, Science, Literature, Sports etc.
TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit we
are teaching.
RULES OF PLAYING: Students stand in a circle holding their hands. They are interpreting the
following song:
When I lost a handkerchief
My mommy is asking me:
Where I lost it, where I lost it?
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If you find it, please give me!

The handkerchief is charmed,
A beautiful girl found it,
A beautiful princess,
The only that I love.
One student is out of the circle.

The student which is out of the circle lets fall the handkerchief, the piece of paper behind
someone's.
The child who has the handkerchief at the bag, pick up it and start to run around the circle. He
tries to catch the child who left down the handkerchief behind him, trying to prevent him from
sitting in his place. If he manages to sit in his place, the one who remained outside the circle
resumes the game, following the same rules.
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POSSIBLE APPLICATION IN EDUCATION:

This game can be applied to different subjects, for example when we want our students to
fixing knowledge or to revise the unit we are teaching.
For example, to learn vocabulary in English you write a word on a piece of paper. The one
behind the piece of paper has to say what that word means or put it in a proposition.
In a Literature, History, Music or Math etc. there are various questions specific to those
subjects on the piece of paper in can be use.
If the student does not answer the question correctly, he / she gets a challenge: he / she jumps
10 times in one leg.
This game could be easily used almost in any subject only with changing some aspects of the
original game.
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GAME: THE FARMER’S ON THE FIELD
AGE: from 4 years old to 9
SPACE: outdoor/ gym
TIME: 10-15 min.
MATERIALS: nothing special
AIMS: developing general mobility and group collaboration
TEACHING SUBJECTS WHERE IT CAN BE USED: Sports, Personal Development, Natural

Science
TYPE OF THE LESSON: This game can be used to fixing or to revise the unit
RULES OF PLAYING: Students stand in a circle holding their hands. They are interpreting the
following song:
The farmer is on the field,
The farmer is on the field,
Hey, hey my lovely girl,
The farmer is on the field.
He has a lovely wife,

He has a lovely wife,
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He has a lovely wife.
His wife has a kid
His wife has a kid
His wife has a kid.
The kid has a nanny

The kid has a nanny,
The kid has a nanny
The nanny has a cat,

The nanny has a cat,
The nanny has a cat.
Each character speaks, at the end of the song, of the role it plays in life on the farm.
The cat is catching mice,
The cat is catching mice,
The cat is catching mice.
The mice are eating cheese,

The mice are eating cheese,
The mice are eating cheese.
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The shepherd makes the cheese,

The shepherd makes the cheese,
Hey, hey, my lovely girl,
The shepherd makes the cheese.
The shepherds have gone,

The shepherds have gone,
Hey, hey, my lovely girl,
The donkeys are left.
At the beginning of the song, one student is inside the circle. He is the farmer and he must
choose a wife. Then, the wife chooses a kid, the kid a nanny, the nanny a cat, the cat a mouse,
the mouse a cheese, the cheese a shepherd, corresponding to each strophe.
When the last verse of the song is played, all children must sit as fast as possible in their initial
places. The last one will receive a task: he / she jumps 10 times in one leg.
POSSIBLE APPLICATION IN EDUCATION: This game can be used to fixing or to revise the
unit about domestic animals and farm life.
https://www.youtube.com/watch?v=yIL3Xq_-RPE
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GAME: MUSICAL CHAIRS
AGE: up to 6 years old
SPACE: classroom, outdoor
TIME: 10-15 min.
MATERIALS: Chairs with one less than the number of participants
AIMS: Development of attention and speed of reaction
TEACHING SUBJECTS WHERE IT CAN BE USED: Sports, Personal Development, Math,

Language
TYPE OF THE LESSON: This game can be used to fixing or to revise the unit
RULES OF PLAYING: As with the favourite party game – the ring of chairs for the children to
dance around; sit down at the signal. The teacher will take one chair away each round so that
there is one person out each time and an eventual winner.
POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game, we must

choose one teaching point and have the children sit down when we say it.
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http://www.itsybitsy.ro/jocuri-de-dansat/
Some examples:
English: The teacher says random letters; children sit down when you say a vowel.
Maths: The teacher says numbers; children sit down when you she says an odd number / a
multiple of 3/4/7, etc.
Other subjects: say random words; children sit down when you say one from a selected topic.
https://grupaiepurasilor.wordpress.com/tag/scaunele-muzicale/
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GAME: JOKER (PACALICI)
NUMBER OF PARTICIPANTS: groups of 4
SPACE: classroom
TIME: 10-15 min.
MATERIALS: Playing cards that have printed either different images or questions and
answers, from which the children will make correspondence
AIMS: making connections between concepts
TEACHING SUBJECTS WHERE IT CAN BE USED: Math, Language, History, Science,

Geography
TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit.
RULES OF PLAYING: Students are divided into groups of 4. They have playing cards with
different images / questions and answers and among them a Joker. Each player receives 4
cards, which are placed face down. The rest of the cards are placed on the table, face down.
The game is started with the child from the right hand of the card divider. If he finds one or
more pairs in his cards, he puts them on the table, face up and says: Go ahead! If he has no
pair, take a card over the package. If now he can make a pair, he put it on the table. Now, he
says: Go ahead! Even if he does not have a pair and the game moves to the next one.
When the package ends, they will draw one card from one to the other until one of them
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remains with one card: Joker.

He will mix and divide the cards for the next game and he will receive a fun punishment: to
sing, to jump in one leg.
POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game, we must
choose one teaching point and have pairs of books related to that subject.
Some examples:
English: Playing cards contain different pairs of synonyms / antonyms
Maths: Playing cards contain problems and solve them.
Geography: playing cards contain Countries and their neighbours.
Biology: playing cards with animals.
Original playing cards: Pacalici (Joker)
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http://www.clubuljucariilor.ro/pacalici-cu-cartonase-mega-image/
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GAME: COUNTRIES, CITIES, MOUNTAINS, WATERS, PLANTS, ANIMALS AND

NAMES (TOMAPAN)
NUMBER OF PARTICIPANTS: groups of 10
SPACE: classroom
TIME: 10-15 min.
MATERIALS: Paper, pencil/pen, ruler
AIMS: fixing, revise knowledge
TEACHING SUBJECTS WHERE IT CAN BE USED: Natural Science, Geography
TYPE OF THE LESSON: This game can be used to fixing knowledge or to revise the unit.
RULES OF PLAYING: Students are divided into groups of 10. They draw a table with 8
columns, the last one is for score. A student says the alphabet in thought and another says
STOP. The student who said the alphabet says the letter he arrived at.
POSSIBLE APPLICATION IN EDUCATION: To use it as a learning/drilling game.
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http://www.yoda.ro/stiinta
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P7 – AGRUPAMENTO DE ESCOLAS DE PENACOVA – PORTUGAL
E-mail: direcao.aepenacova@gmail.com
Website: www.aepenacova.pt
Adrress : Rua Dr. Homero Pimentel, 1, 3360 - 344 Penacova, Coimbra – Portugal
Size (number of students): around 1400

Size (number of staff): 51 to 250
The grouping has: 1 Secondary School, 2 Basic Schools, 8 Primary Schools, 10 Nursery
Schools
Our school offers a basic and secondary education including regular and vocational courses
such as: Geriatrics technician, Computer Technician, Socio cultural animation technician,
Sports technician.
What we want for our school:

• A more humanized and socializing approach that educates, integrates and forms for
citizenship;
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• Inclusive education that provides quality educational responses to all students;

• A strong contribution to the progressive transformation of society;
• The promotion of autonomy, responsibility and qualification of the whole school
community
• To develop cooperation projects in its educational territory, highlighting the
participation, negotiation and establishment of partnerships;
• Try to manage change processes;
• To reflect, to learn interactively with their mistakes and successes, generating
meaningful learning for all;
• Promote the development of European projects.
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P7 – AGRUPAMENTO DE ESCOLAS DE PENACOVA
GAME: SNAIL GAME
NUMBER OF PARTICIPANTS: Multiplayer (individual or team)
AGE: Up 7
SPACE: Outdoor/ Indoor (in the classroom)
TIME: 45-90 min
MATERIALS: Pebbles (little stones), chalk or ink, cards with questions.
AIMS:
1) Reach the center of snail without losing the stone.
2) Answer the questions correctly in each move;
3) Promote general knowledge on different subjects and different levels;
4) Adapt the questions to the different levels in order to test knowledge and become
aware of difficulties;
5) Apply formative assessment;
6) Facilitate the construction of knowledge and reinforce the contents already learned;
7) Develop essential skills such as concentration, memory and discipline.
8) Promote learning how to deal with results regardless of outcome;
9) Make your own discoveries by playing;
10)Increase interaction and integration among participants
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TEACHING SUBJECTS:
From primary school subjects (mother tongue, social and science studies, maths) to middle
school (mother tongue, second languages, history, geography, science, maths, physics and
chemistry).
TYPE OF THE LESSON: Learning and general knowledge of different issues on several
subjects and formative evaluation;
RULES OF PLAYING: A large snail is drawn on the ground. At the beginning of the snail
(starting point) the first player throws a stone;
Then with his foot he will push this stone until he can reach the center of the snail, without
leaving it outside the drawn area.
If the stone leaves the inside of the snail, it is the turn to play another player, and so on.
In this game we use cards of different colours (a colour for each subject) with questions on the
several subjects.
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Each player answers a question every time he moves the stone with his foot to the next
square.
If the player fails, the correct answer he/she will have to be replaced by another player.
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GAME: LORD BOATMAN GAME
NUMBER OF PARTICIPANTS: This game should be played by more than 6 players (always
use a uniform number of players)
AGE: from 6- 12;
SPACE: Large open space outdoor
TIME: Around 45 min
MATERIALS: None
AIMS:
1) Each player must answer the questions correctly;
2) Each team must try to secure the highest number of players;
3) Each team must provoke the opposing team to cross the mark on the ground;
4) Facilitate the construction of knowledge;
5) Promote knowledge on different subjects;
6) Use formative assessment;
7) Help to develop concentration, memory and discipline;
8) Promote the acceptance of rules;
9) Increase integration and interaction among the participants; Improve the relationship
between students;
10)Help to build self-confidence and self-awareness.
TEACHING SUBJECTS:
History, Geography, Science, etc...
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Different levels of questions (Depends on the age and level of education)
TYPE OF THE LESSON:

Learn general knowledge of different issues on several subjects
Make your own discoveries by playing
Test knowledges and overcome difficulties
Includes formative evaluation
RULES OF PLAYING:
To start the game, two players pick a theme each. The themes can be countries, monuments,
plants, world capitals, animals, and so on. These players are called the boatmen, and they
stand together, facing one another, holding each other’s hands over their heads so their arms
form an arch. The rest of the players form a line, with every player putting their hands on the
shoulders of the player directly in front of them. Once the train of people is formed, they move
around freely, following the first in line, while singing a song: “What a beautiful sailboat
that’s coming this way, it’s a little sailboat that comes from Belém. I ask of the Boatmen
to let me pass through, I have little children that I need to raise”.
The two boatmen respond with: “You’ll pass through, you’ll pass through, but someone
will stay behind. If it’s not the mother at the front it’ll be the children in the back”. As
the players pass under the arch formed by the boatmen’s arms, the boatmen lower their arms
in order to randomly trap one of the players in the line. Once trapped, the player can only be
released if he or she answers a question. The Boatmen ask the player which of the themes
they want to be questioned about, and after the player pick one, the respective boatman will
ask a question. If the player is being held captive answers correctly, he or she will move to
stand behind the boatman who asked the question. If they fail, they move back to the line.
The game continues like this until all the players are behind both boatmen. Then, a line is
drawn on the ground between both boatmen, and they grab each other by the wrists while the
other players grab the player directly in front of them by the waist. After this, a game of
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human tug-of-war begins, where each team has to pull the other until one of the teams crosses
the drawn line and loses the game.
SONG:
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GAME: SECRET MESSAGE
NUMBER OF PARTICIPANTS: Multiplayer (minimum 6 people, preferably 10 or more)
AGE: Up 7 (even adults)
TIME: Depends on the number of players and number of messages to be sent.
MATERIALS: No material is needed
AIMS:
1) Compare the original and final message;
2) Bring awareness to the misunderstandings through retelling;
3) Show how easily information can become corrupted by indirect communication
4) Practice vocabulary/phrases/short sentences in different languages;
5) Promote ability to listen attentively, understand and transmit a message orally –
comprehensibly speaking;
6) Adapt the message to the different levels/age group in order to become aware of
difficulties in understanding a whispered message and ability to pass it on correctly;
7) Reinforce importance of good pronunciation/spelling in communication/verbalization;
8) Facilitate team dynamics;
9) Develop essential skills such as hearing, concentration, memory, creativity and orality;
10)Increase the integration and interaction among participants;
11)Improve relationships;
12)Apply formative assessment;
13)Citizenship.
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TEACHING SUBJECTS:
Mother tongue, second/foreign languages.
Other subjects: history, geography, science, citizenship, etc.
TYPE OF THE LESSON:

Apply vocabulary knowledge and sentence building;
Improve pronunciation;
Learn to moderate the volume of one’s voice;
Practice listening attentively;
Test knowledges;
Citizenship (rumour/gossip).
RULES OF PLAYING:
A player thinks of a word/phrase/sentence to transmit (whisper) – the message! Each player
must listen attentively to the message he hears and then be able to transmit it correctly. Pass
around the message without it becoming misheard and altered along the way. The message
should arrive to the last player the same as the one that the first player created and
transmitted
Have everyone stand or sit in either a line or a circle. Players should be spaced far enough
apart that they won't overhear the message when it isn't their turn.
Choose a person to start the game. This person will think of a word/phrase/sentence and
whisper it to the ear of the person on his/her right.
Players continue listening to the message and repeating what they think they heard to the
person next to them. This is done until the last person in the line or circle is told the message.
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Once the last person hears the word, phrase or sentence, he/she announces the message to
the entire group out-loud. This is compared to the original message that the game started
with. This is the awaited moment when all the players get to learn just how much the word,
phrase or sentence changed through their “telephone line”.
An important rule for this game is that you can only whisper the message once on your turn.
Always whisper. Whispering helps in two ways: keeping the word a secret and making it hard
to interpret correctly. Keeping the message quiet can make it more likely that it will end up
being misheard and wildly different from the starting phrase.
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GAME: NOUGHTS AND CROSSES
NUMBER OF PARTICIPANTS: Two teams (4-6 players)
AGE: from 7- 15
TIME: 45-90 min
MATERIALS: Bows, vests
AIMS:
1) Develop essential physical and motor skills/abilities;
2) Introduce geometric shapes;
3) Stimulate;
4) Develop various muscle groups;
5) Value the importance of each in the joint activity;
6) Developing the group's overall vision.
TEACHING SUBJECTS:
Physical Education / Sports / Maths /Geometry
TYPE OF THE LESSON:

Monitoring physical and motor skills;
Learning and developing logical reasoning and attention, mind capabilities.
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RULES OF PLAYING:
Two teams against each other where they are separated by a distance and in the middle of
that distance will be game of the cock made with large bows and going one at a time of each
team have to run and put the vest in the place that they want.
As soon as possible to be the first of the other team to make a line of three jackets (horizontal,
vertical, oblique).
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GAME: GAME OF THE PEBBLES (LITTLE STONES)
NUMBER OF PARTICIPANTS: 2 players
AGE: from 7- 15;
TIME: Uncertain; championships can be organized;
MATERIALS: Drawing on the floor or on a paper and 6 stones or coins;
AIMS:
1) To arrive with the 3 stones to the opposing field;
2) Develop essential physical and motor skills/ abilities;
3) Develop mind capabilities;
4) Develop strategy capacity;
5) Increase spatial perception;
6) Develop essential skills such as concentration, memory and discipline.
7) Promote learning how to deal with results regardless of outcome;
8) Make your own discoveries by playing;
9) Increase interaction and integration among participants;
TEACHING SUBJECTS:
From primary school subjects to secondary school (maths; geometry; arts)
TYPE OF THE LESSON: Learning and developing mind capabilities; Learning by doing;
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RULES OF PLAYING:
Pictures of the game (jpg format)

The pebbles or coins must be aligned in the back line, 3 on each side and each player;
Each player makes one move at a time, until reach the back line of his opponent;
You cannot go back in the houses, you can only walk sideways and forward;
Cannot eat / skip pieces;
The game may be locked and must be restarted;
The one who finishes with all the 3 pebbles or coins in the opponents line wins the game.
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GAME: SKIPPING ROPE
NUMBER OF PARTICIPANTS: Individual or group game
AGE: Up 4 (even adults)
TIME: 45-90min (depending on the number of participants)
MATERIALS: A rope with at least 1,50m
AIMS:
1) Develop balance;
2) Develop control of body movements;
3) Develop laterality;
4) Develop the concept of number;
5) Develop phonological awareness;
6) Develop temporal concepts;
7) Develop attention, memory and concentration skills;
8) Develop social skills.
TEACHING SUBJECTS:
Pre-school education until adulthood. It is also applied to students with disabilities in the
several areas of development: motor, cognitive and language.
TYPE OF THE LESSON: learning and general knowledge of different issues on several subjects
and formative evaluation;
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RULES OF PLAYING:
Individual game: The player tries to jump as long as possible without stepping, tripping or
failing the spinning rope in the air.
Group games:
1. Two elements spin the rope and the third jumps. The players play each one in turn and win
the one that remains longer to jump, just like in the individual game.
2. Litany of the months of the year: two elements spin the rope and sing the lenga lenga and
the other, or other elements jump to the rope. The players who are on the rope say the various
months of the year, each month corresponding as many laps as their ordination: January - 1
lap, February - 2 laps ... Each player who jumps must complete the full sequence of the 12
months of the year. If you step on the rope, you will switch to the next element.
3. Litany with orders: two elements make turn the rope and each player when jumping must
comply with the given order:
"Witch, little witch, get in the game
Witch, witch, lift up the skirt
Witch, witch, jumps on the floor
Witch, witch, turn around
Witch, witch, get out of the game. "
Note: other litanies may be used and, depending on their content, other areas of development
will be worked on.
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GAME: SEVEN GAME
NUMBER OF PARTICIPANTS: 2 players (minimum)
AGE: from 5 - 13;
TIME: 45-90m (depending on the number of participants)
MATERIALS: A ball (larger -type volleyball or smaller -type tennis, depending on the age and
difficulties of the players)
AIMS:
Complete all steps according to the variants;
Develop balance;
Develop control of body movements;
Develop spatial perception;
Develop laterality;
Develop the concept of number;
Develop attention, memory and concentration skills;
Develop social skills.
TEACHING SUBJECTS:
Pre-school education until middle school.
It is also applied to students with disabilities in the several areas of development: motor,
cognitive and language.
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TYPE OF THE LESSON: learning and general knowledge of different issues on several subjects
and formative evaluation.
RULES OF PLAYING:
Players have to perform the seven steps of the game, trying not to lose any of them.
The one who can finish all the stages first, in the different variants, wins;
The player places himself in front of a wall (about 3 meters) while the others wait their turn.
The player only gives his /her turn in if one of the releases fails.
The player throws the ball to the wall, differently over seven stages:
1st - Throw the ball to the wall and catch it in the air (seven times);
2nd - Throw the ball at the wall and pick it up after hitting the floor (six times);
3rd - Beat the ball on the floor with the palm of the hand (five times);
4th - Throw the ball to the wall by throwing it under the leg (four times);
5th - Drop the ball on the ground and after the rebound hits it under the palm of the hand so
that the ball hits the wall and returns (three times);
6th - Throw the ball to the ground so that it hits the wall and returns (twice);
7th - Throw the ball to the wall and in the meantime, he hits his hands on his shoulders,
crossing his elbows with his elbows (once).
After completing all these steps, the variants are carried out, always making the same series of
launches. In the first variant, the player claps between each pitch, eventually completing three
series by increasing the number of hits to three.
In the second variant the player performs two more series in which in the first picks the ball
with only the right hand and then only with the left.
In the third variant the player performs three more series in which the first one has to throw
the ball without leaving the place, in the second one it does it to the right foot-pin and then
with the left one.
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P8 – IES HIPONOVA MONTEFRÍO – SPAIN
The years have passed and in all of Spain there is an air of social change. The economy of the
country is developed by European stability, the beginnings of tourism, the commercial
opening of borders and migration. These are the first years of a very significant advance in
sectors such as ours. People like Montefrío citizens struggle to have an educational
infrastructure that did not exist until then. People want to learn and see education as a good
possibility of progress. In September of 1969 the high school is inaugurated in Montefrío. A
year later, the "La Paz" school was inaugurated.
The first audiovisual methods looked timidly at the classes, although it did more the will than
the very scarce means available. The centre opens up as a delegated section of the Padre
Suárez high school in Granada and is maintained for several years.
At the end of the decade, and after a short time as delegated section of Íllora's "Diego de Siloé",
the high school becomes autonomous and takes the current name "Hiponova".
There are memories of the dictatorship but the atmosphere of freedom and, at the same time,
of tranquillity and illusion begins to become general, to soak the air. First rallies, first
elections, constitution in 1978, coup attempt in 1981. Everything changes rapidly, and the
centre is just another appendage of reality.
Since then the high enters into a fruitful period of stability, and its life is projected on the
population through its curricula and its activities.
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Generations of young people leave the centre year after year in search of higher education or a
working life. Many of them will only return to Montefrío to visit. This is part of the price to
pay.
The pages of the book "Hiponova" and "Abén Ismail" from Montefrío are repeated until, in
1992 and after many discussions, the educational authorities decided to unify the two centres
and to advance the implementation of the L.O.G.S.E.
We are already in the future. The 21st century has arrived and the "Hiponova" High School of
Montefrío continues its history course after course. Since 1992 the I.E.S. "Hiponova" of
Montefrío advances the implementation of the L.O.G.S.E. New terms begin to become familiar
for the entire educational community: diversification, curricular adaptations, educational
purposes, social guarantee programs, counselor, baccalaureate modalities, itineraries,
reinforcements, curricular projects, ...
Later, while other centres begin to meet this reality, ours already had some projects rolled
and was working to the full.
As a consequence of the reform, students from 12 to 14 years old were once again considered
as secondary school students.
The generalization of compulsory education up to the age of sixteen and social development
itself means that this fact is diluted and does not decisively influence the centre.
At the gates of a new educational structure with the entry into force of the Quality of
Education Law, Montefrío has a high school that is prepared to face these new challenges. The
planning of the centre will have to be touched up in the face of this new law. Also, in the face
of the new reality that comes out of the "globalization". New law, new building, ... It's the
future!
During the courses 2008-2009 and 2009-2010 the activity of the centre moves to the block of
the school complex and the residence. Let's hope the sacrifice is worth it.
The new situation has had some changes compared to what was foreseen.
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The building that was projected has been built, with some remodelling. It is already working
and welcomes the courses of baccalaureate, the training cycle and the P.C.P.I. It is a modern
building with great spaciousness and magnificent facilities.
In recent years our centre, like almost everyone else, has been greatly affected by the
economy crisis. The dream of the unified enclosure has vanished, and we continue to develop
our task in two different buildings with the inconveniences that this entails.
In addition, the budget cuts in education have led to a decrease of approximately 30% in the
number of teachers when the number of students has dropped by only about 10%.
There have also been lost the teachings of the Medium-level Formative Cycle although the
Basic Vocational Education (former PCPI, former PGS) in the branches of Administration and
Electricity are maintained. The centre begins to notice the loss of population and in some
levels of ESO we lost line three (depending on the year).
Some changes during the current course: Basic Vocational Education (FPB) of the branch of
Electricity is being replaced by another one of Agricultural Activities. The change in 1st of said
FPB has already occurred and next year will be completed with the 2nd course.
We continue to lose units. The ESO has two groups at each of the levels (from 1st course to 4th
course). The 1º of Bachillerato is with a single group (mixed) in which the two modalities are
integrated (Sciences and HCS).
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P8 – IES HIPONOVA
GAME: ARANCHA
SPACE: Outdoor / Indoor (in the classroom)
TIME: 15- 30 min
MATERIALS:
In the original game, no material is needed, but in some variations, we can create different
cards or posters to play.
AIMS:
1) Find the selected item;
2) Avoid being caught by “Arancha”;
3) Develop quickness of thinking and movement;
4) Reinforce the knowledge we have on a subject;
5) Learn new content by playing;
6) Increase interaction within the classroom;
8) Promote the ability to find and discard elements;
9) Warm up when starting a class;
11) Work under pressure.
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TEACHING SUBJECTS: From primary school subjects to secondary school (history, foreign
languages, science, maths, etc.)
TYPE OF THE LESSON: Learning and developing mind capabilities; evaluating knowledge

Original game: One player will be “Arancha” and will stand near a wall looking to it while the
rest are more or less 2 metres from him / her. Then the rest of players sing a song:
“Arancha, what colour, what colour do you want it to be?”
Then “Arancha” will choose any colour and the rest of participants must run trying to find
something with the colour that has been chosen and stay touching it. If “Arancha” catches
someone before he or she has found something of that colour he or she will be the new
“Arancha”.
Adapted version (for example in history): The teacher will stick words relating to different
periods of history (Prehistory, Mesopotamia, Egypt, Rome, etc.). One player will be “Arancha”
and will stand near a wall looking to it while the rest are more or less 2 metres from him /
her. Then the teacher will choose one period and the students must run trying to find a word
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related to the period that has been chosen and stay touching it. If “Arancha” catches someone
before he or she has found a good word he or she will be the new “Arancha”.
Example words: pyramid, Homo Erectus, ziggurat, coliseum, Achilles, stone axe, Akhenaton,
Tigris, Nile…

The game can be changed so that the players will search for information instead of searching
for something of a colour and adapted to different subject. For example, in a Science or
Technology class they can search for objects made of wood, steel, iron, etc. In language lessons
students can learn the colours, but they can also learn different kinds of words as for example
prepositions, verbs, nouns, etc.
In geography we can stick on the walls names of countries and the teacher can choose a
continent or stick names of different geographical features and students must find its category
(rivers, mountains, etc).
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In maths the teacher can stick different numbers and the teacher can say an operation so that
students have to find the solution.
In science the teacher can stick different organs and the students should find the proper
system (digestive, respiratory, circulatory, etc).
Every teacher could apply this game to his or her subject, and almost to every content and age.
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GAME: DONKEY
SPACE: In the classroom
TIME: 20-30 min
MATERIALS: In the original game some cards from a deck. In the learning version we can
create our own cards.
AIMS:
1) Collect 4 cards with something in common;
2) Think the cards you pass and which you search;
3) Develop essential skills such as concentration and memory;
4) Learn different categories;
5) Develop strategy capacity;
7) Interact with others;
8) Learn new things by playing.
TEACHING SUBJECTS:
From primary school subjects (mother tongue, social and science studies, maths) to middle
school (mother tongue, second languages, history, geography, science, maths, physics and
chemistry, etc.).
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TYPE OF LESSON
This game can be used as a learning activity, since students must be thinking of the category
they are collecting and also, they must recognise the categories they don’t need.

We select some cards from a deck. We select all the cards with the same number, and we
select as many numbers as players there are.
For example, if there are 4 players we select from the deck the four cards with number 1, the
four cards with number 2, the four cards with number 3 and the four cards with number 4.
The cards are shuffled and then we deal 4 cards to each player.
The aim of the game is to collect 4 cards with the same number. It is very difficult to get 4
cards with the same number when we deal them, and the more players in the game, the more
difficult it will be. So, when all players have their 4 cards they decide which number of cards
they are going to collect. The decision is usually taken according to the cards they have and
logically they will try to collect those numbers they have repeated. For example, if a player
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gets two numbers 1, one number 2 and one number 4, he or she will surely try to collect
numbers 1.
Then, all players select one card and on the count of three they pass it away to the player on
his/her right and take the card the player on his/her left is passing away. This process is
repeated until one of the players has collected all the cards with the same number.
When a player gets the four cards with the same number, he or she shouts “donkey” and puts
one hand on the centre of the table. The rest of players must do the same, putting their hands
on the other players’ hands. The last player doing so is the loser.
So, the winner gets one point and the loser loses one point.
If two or more players get the four cards with the same number at the same time, the winner
will be the first saying “donkey” and obviously his/her palm will be touching the table and not
another player hand.
Adapted version (for example in language): 5 players, so we must create 5 categories. For
example we can create: nouns, verbs, adjectives, pronouns and adverbs. We create then 4
words for every category:
NOUNS: cat, ball, pencil, window.
VERBS: sing, run, talk, eat.
ADJECTIVES: happy, long, big, funny.
PRONOUNS: they, she, we, you
ADVERBS: well, quickly, often, now
We shuffle the 20 cards and deal 4 to every student. They have a look and select one to pass it.
They say “1, 2, 3” and pass it to the right, and taking the one coming from the left. The first
student getting 4 cards of the same category will say “donkey” and put a hand in the middle of
the table, getting 1 point. The last student putting a hand will lose one point.
We can create many cards for every category, and after 2 or 3 games we can change the cards
so they will be constantly learning new words and relating them to their categories.
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This game can be used in many subjects relating categories.
In a geography lesson we can use geographical features (rivers, countries, mountains, lakes,
seas, etc.).
In a science lesson we can use different kinds of animals (mammals, fish, reptiles, insects,
etc.).
In a chemistry lesson we can use different kinds of elements from the periodic table
(actinoids, noble gases, lanthanoids, poor metals, etc.).
In a music lesson we can use different kinds of instruments (strings, percussion, woodwind,
brass, etc.).
In an English lesson we can create vocabulary topics (family, body, classroom objects, actions,
parts of a house, etc.). But we can also play in a different way if players must create logical
sentences. For example, we make 4 cards with a subject, 4 cards with a verb, 4 cards with a
direct object, 4 cards with a place complement and 4 with a time complement.
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SUBJECTS: I, you, we, they.

VERBS: like, eat, throw, give.
DIRECT OBJECTS: chocolate, rice, bread, pasta.
PLACE COMPLEMENTS: in the garden, at school, in the street, at home.
TIME COMPLEMENTS: in the morning, in the afternoon, in the evening, every day.
In fact, changing the categories, this game can be used in almost every subject.
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GAME: SIMON SAYS
AGE: From 3 years old and on
SPACE: Outdoor (playground or gym) / Indoor (in the classroom)
MATERIALS: No special materials needed.
AIMS:
1) Follow instructions when necessary;
2) Not to do things without thinking;
4) Promote the acceptance of rules;
5) Promote the importance of listening one another;
6) Value the importance of communication;
7) Develop essential skills such as concentration and interaction;
8) Promote learning to make decisions;
9) Learn about duality;
10) Develop control of body movements.
TEACHING SUBJECTS: From primary school subjects (mother tongue, foreign language) to
middle school (mother tongue, second languages, history, geography, science, maths, physics
and chemistry, etc.).
subjects. This game can be used as a warm up activity at the beginning of a week to make
students remember what the previous week has been taught.
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One of the players is “Simon”, and he or she is the one who directs the game.
“Simon” must command the others to do different things, but they must obey only if “Simon”
starts the command with the words “Simon says…”.
For example:
SIMON: “Simon says: jump”.
Then the other players must jump.
But:
SIMON: “Jump”.
Then, the players must stay without moving. Those who make the action when “Simon”
doesn’t begin with “Simon says…” will be eliminated, and also those who are too slow to obey
when “Simon” says “Simon says…”.
Obviously “Simon” cannot command impossible things, and if somebody can not perform the
action, but he or she is trying to do it or acting to do it, he or she won’t be eliminated.
The winner will be the one who remains when the rest have been eliminated, and he or she
can be “Simon” or will choose a new “Simon”.
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This game is a very good way to improve vocabulary in foreign languages, not only to learn
action words, but also you can play with your students sitting on their chairs and with a pen
and paper, so you can play “Simon says: write down an irregular verb” or a comparative
adjective, or a preposition.
It can also be used in this way in any other subject, for example “Simon says: write down 3 +
3” and the students must write down the result, or “Simon says: write down the capital of
France”, etc.
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GAME: THE GOOSE GAME
NUMBER OF PLAYERS: At least 2
SPACE: In the classroom
TIME: 40-60 min
MATERIALS: In the original game we only need the board, 2 dice and counters. In the
variation for learning we need to create some question cards.
AIMS:
1) Be the first arriving the goal;
2) Answer correctly the questions;
3) Promote general knowledge on different subjects and different levels;
4) Adapt the questions to different levels;
5) Learn new knowledge by playing;
7) Evaluate the knowledge at a certain point of the learning process;
8) Facilitate the construction of knowledge.
TEACHING SUBJECTS: From primary school subjects (mother tongue, second language, social
and science studies, maths) to middle school (mother tongue, second languages, history,
geography, science, maths, physics and chemistry, etc.).
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subjects and formative evaluation. To make progressive the learning of the contents
established for each level, we can mark our cards at the back with the number of the unit we
are learning. So, if we are in unit 1, we can make questions only with the cards marked with 1.
And as we move forward with our book and our units, we can add more and more cards, so
that at the end of the course we can have all the cards in the game.

The object of the game is to be the first person to get to the end of the journey set on the
board. This game is very popular in many countries and the board of the game has plenty of
variations and we can use any of them.
Players roll the dice and the one with the higher number will be the one to start the game.
He or she will roll the dice and move his/her counter one square for each spot on the dice.
If the counter lands on a Goose square, he or she will move the counter to the next Goose
square and then roll the dice again.
If you land on the Bridge you will miss a turn while you pay the toll.
If you land on the Inn, you will miss a turn while you stop for some tasty dinner.
If you land on the Well you will miss 3 turns. But if another player passes you before your
three turns are up, you can start moving again on your next go.
If you land on the Labyrinth, square 42, you will get lost in the maze and have to move back to
square 37.
If you land on the Prison, square 52, you will have to miss three turns while you are behind
bars. If another player passes you before your three turns are up, you can start moving again
on your next go.
If you land on Dead, square 58, you have to go back to square 1 and start all over again!
Players may not share squares, so if your dice roll would land you on an occupied square you
will have to stay where you are until it is your turn again (in other versions you change
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positions and the player who was in this `place will go to the place where you were before
rolling the dice)
Original boards:
To win you must reach square 63 exactly. If your dice roll is more than you need then you
move in to square 63 and then bounce back out again, each spot on the dice is still one square
in this move. If you land on any of the special squares while you are doing this then you must
follow the normal instructions.
When you land on square 63 exactly you are the winner!
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This game can be turned into a question and answer game.
The Goose squares can be changed into a new picture showing something related to the
subject we are going to apply the game to. For example, in English class it can be changed into
the typical red phone boxes from England.
The rest of squares will be coloured with 4 different colours (they can be more, or they can be
less). Each colour will stand for a different category of questions.
For example, green, blue, yellow and pink.
Green squares will be for Vocabulary questions.
Blue squares will be for Irregular verbs questions.
Yellow squares will be for grammar questions.
Pink squares will be for other kind of questions (culture, spelling, telling the time, etc.)
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The important issue is that all questions will be adapted to the level of the players. This will be
easily done since our students are the one who will create the cards with the questions. They
will do it using the textbook and with the help of the teacher.
If you create a set of questions for every level of your school, you can use it in following years,
but the making of the cards is also an important way of learning, since students will be aware
of different aspects of the language.
Obviously, this can be done exactly the same way in other subjects or even as a
multidisciplinary game with more colours and where every colour can relate to a different
subject.
Cards to play in English class made by 13 years old students:
Cards to play in English class made by a teacher:
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Boards to play in English class made by 12 year old students:
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GAME: THE HANDKERCHIEF
SPACE: An open space (playground, gym).
TIME: 20-30 min
MATERIALS: A handkerchief or any piece of clothing
AIMS:
1) Take the handkerchief and go back to your team;
2) Try to catch the student before getting to the opposite team;
4) Promote the importance of listening one another;
5) Increase interaction and integration among participants
6) Value the importance of communication;
7) Develop essential skills such as concentration;
8) Develop control of body movements.
9) Facilitate team dynamics;
10) Value the importance of each in the joint activity;
11) Develop essential physical and motor abilities;
12)Develop balance.
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TEACHING SUBJECTS:
From primary school subjects (mother tongue, maths, physical education) to middle school
(mother tongue, second languages, history, geography, science, maths, physics and chemistry,
etc.).
subjects and formative evaluation.

Original game: There are two teams and a “referee”. The two teams are placed at different
sides and separated at the same distance from the referee. Every member of the team must
have one number (if they are teams of 3, the numbers will be 1, 2,3, etc.). The referee holds in
the air the handkerchief and shouts a number. Then the person from every team with that
number must run towards the referee and take the handkerchief and go back to his/her team
with it.
You win if you pick the handkerchief and take it to your team.
But if you pick the handkerchief and the person from the other team catches you before
reaching your team, you lose.
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If you lose you are eliminated and you must pass your number to another member of your
team. Then that person will have two numbers and will have to run for the handkerchief when
it is named.
The game ends when all the members of a team are eliminated.
Adapted version: in English class every student will be given a vocabulary field instead of a
number. So instead of 1, 2, 3, 4, etc, they will be: food, means of transport, family, clothes, etc.
When the referee shouts for instance “T-SHIRT”, each team will have a member who was
assigned with clothes and he or she will be the one to run for the handkerchief.
VARIATIONS AND REMARKS

This game can be used with different races versions. For example, running on only one leg,
running in pairs (holding hands, tied back to back, one carrying the other, etc).

This game can be applied to different subjects, for example when we want our students to
make connections.
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In a Literature, History, Music or Art lessons it could be used assigning to each student a
period and the referee can shout names of important characters or important events (or
works such as books, compositions, monuments, etc) of such periods. Obviously in this case it
would be important that the referee know well the periods and its features.
So, this is another game that could be easily used almost in any subject just changing some
aspects of the original game.
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INSPECTORATUL

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

DEVA – ROMANIA, 2016-2018

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

Coordinator: Mihaela TETILEANU

Elaborated by Partner 6 – Inspectoratul Școlar Județean Hunedoara

with support of all partners.

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

P1 – ASOCIATIA EUROEDUAS PETROSANI – ROMANIA – COORDINATOR ............................... 6

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

GAME: COLOUR GAME ........................................................................................................................ 87

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

P8 – IES HIPONOVA MONTEFRÍO – SPAIN ..................................................................................... 166

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

P1 – ASOCIATIA EUROEDUAS PETROSANI – ROMANIA – COORDINATOR

The Association EUROEDUAS is a non-profit association located in a disadvantaged region

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

– Raising awareness campaigns;

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

GAME: DON’T BE UPSET, MY BROTHER! (Nu te supara, frate!)

NUMBER OF PARTICIPANTS: 20-24 pupils, 5-6 groups of 4 pupils, aged 12-13

TIME: 20-30 min

AIMS: 1) to define the operation of measuring the mass of bodies;

SCHOOL SUBJECT USED: Physics, the 6th grade

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

TYPE OF LESSON: Revision / Consolidation / Evaluation

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

GAME: COUNTRY, COUNTRY, SEND US SOLDIERS!

AGE: 13-14 years

SUBJECT: Geography, 7th grade

TYPE OF LESSON: Teaching/Consolidation lesson

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

NUMBER OF PUPILS: from 2 to several pupils.

AGE: 12-14 years

MATERIALS: chalk, ground, the pavement, or permanently marked on the floor

SPACE: Outdoor, indoor

TIME: No time limitation

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

SUBJECT: Mathematics, 6th grade

TYPE OF LESSON: Teaching/Consolidation lesson

PLAYING THE GAME:

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

GAME: DUCKS AND HUNTERS

NUMBER OF PLAYERS: 6 and above.

PLAYING THE GAME:

This game can be used as a teaching method.

ERASMUS+ KA2: 2016-1-RO01-KA201-024405, “WE PLAY-WE LEARN-WE TEACH”

Examples of questions based on the Biology and the History curriculum