The Great European Pastimes Challenge

The Great European Pastimes Challenge

Methodological Guide

VASLUI

2021

The Great European Pastimes Challenge project has been funded with support from the European Commission. It was granted funds by the Erasmus+ programme, KA 229, agreement number 2018-1-UK01-KA229-047902. All publications related to this project reflect the views only of the author, and the Commission can’t be held responsible for any use which may be made of the information contained within those publications.

PREFACE

We all meet different people, situations and environments from which we learn to manage and develop tolerant cultural awareness through social and educational activities. The Erasmus+ project The Great European Pastimes Challenge offered the people involved the chance to do exactly this.
The impact of individual and collective creativity increased through interaction with peers.
Educational and lifelong learning understanding became more practicable and equitable through observation, participation and discovery of successful, well managed activities and student exchanges which were demonstrated throughout the project.
The present ebook is a collection of games and activities that have been experienced first hand. The ebook contributors are part of a wider network who ensured audience and platform for our activities and tried to turn them into a way of life - part of the children’s childhood and something they will see as valuable to pass on to future generations.
The present eBook is a tool for teachers, and not only, that can be used in curricular and extracurricular activities to encourage students to learn to explore different culture and their games and engage with these activities through play in their own environments,
The success of this eBook is due to the active involvement of a large number of teachers and students from the six partner countries. We are convinced that those who will use the content of the eBook, will spend as many unforgettable moments as we did.

Authors

SUMMARY

1. Erasmus Map Reading Pastimes............................. 7
2. How to make a friendship bracelet........................ 9
3. Friendship bracelet/ Spanish version................... 11
4. (Sweet) Pirohy.......................................................... 14
5. Tile painting.............................................................. 16
6. Decorative stitches.................................................. 20
7. Traditional Bulgarian crafts.................................... 23
8. How to make a paper mache bowl........................ 26
9. Let’s shoe a chair...................................................... 30
10. Marbles..................................................................... 32
11. Portuguese Traditional Games.............................. 34
12.Spanish traditional game: “EL PAÑUELO”..............39
13. Parachute Game – Sheep and Dog........................42
14. The week.................................................................. 44
15. The Chemist’s Handkerchief.................................. 47
16. Spoon painting......................................................... 49
17. Choreography/traditional games.......................... 51
18. Student impressions............................................... 53

PARTNERS

Appleby Primary School, UK

Agrupamento de Escolas de Casquilhos, Portugal

Scoala Gimnaziala "Stefan cel Mare" Vaslui, Romania

Vtoro OU „Nikola I. Vapcarov”, Bulgaria

C.D.P.Fernando de los Ríos, Spain

Zakladna skola s materskou skolou, Slovakia

OBJECTIVES

We need to work together with schools across Europe to explore/learn about the cultural inheritance of Pastimes which have passed down from previous generations representing our history, identity, values and traditions.
Through mobilities of students, sport activities, craft and games (Pastimes) activities, we want to experience historical monuments and buildings/ archaeological sites, towns and the natural environment and landscape, traditions, social practices, craftsmanship and the knowledge and skills/ subject knowledge transmitted from generation to generation within a community and rejuvenate interest to preserve it for future generations with which to foster intercultural understanding and collaboration with peers across Europe.
Revive old traditions/activities, reduce some of the time we spend on electronic games, TV and social media sites and inspire everyone to explore traditional/new ways to socialise, interact and communicate for themselves in a risk controlled environment to encourage their own active health and personal well being and motivation to learn.

Erasmus Map Reading Pastimes

Subject: Erasmus Pastimes/ Geography
Year Group: 3rd
Unit/Standard:
NC- Geography - Locational knowledge
NC - Geography - Reading Maps
NC - PHSE - Relationships - Workings as a team, sharing
Learning Objective:
To learn about location of European Countries through the introduction of the Erasmus Pastimes Project
Resource:
World Maps; Country Flags; Ipad; IWB World Map
Introduction:
Discuss holidays with children, and where they have been In the world, how they got there.
Show IWB google maps to see different countries.
Introduce the Erasmus Pastimes Project to the children.
Explicit Instruction:
Look in more detail at the continent of Europe.
Split children in groups and give a large map per group.
Children to use Ipad to match Flags to countries and then find the location on the map
Supported Practice: TA to support to groups, with Ipad search, working together and sharing.
Individual practice: Teacher to oversee that groups are on task and are able to find the correct Information.
Next steps: Once children have matched flags with location on map, they will then discuss what information the map gives them about the individual countires, e.g. terrain, cities, coastline, etc. Teacher to support this discussion.

Differentiation:
Split ability level groups.
2 lower ability groups to be support by TA.
Mid group to work Independently with Teaching observing
2 higher groups to work with Teacher, to also discuss what other information the maps give us about the countries, e.g. terrain, cities, coastline, etc.
Assessment:
Took flags away, to check If children could remember where the European countries were, and which flags belonged to which country.

How to make a friendship bracelet

Subject: Erasmus Pastimes/ history/ DT
Year: 3/4
Unit/Standard:
NC History KS2 - changes within living memory.
NC DT - Design, make and evaluate
NC- Geography - Locational knowledge
NC - Maths - measure
Learning Objective:
To learn about traditional crafts and children's activities in Ronda, Spain
Materials Needed:
Photographs from Spain mobility
Nought and crosses hessian travel games
Card circles (bracelet makers)
Wool

Introduction:
Talk about what toys children play with now, what if you had to go on a long journey? (tablets)
Show IWB google maps of the location of Ronda and show some Images from the mobility.
Tell the story from the teacher in Spain about children frequently visiting grandparents while parents worked and having to travel lights. Show 0X game. Ask children if they recognise the materials. How could it have been made? Why were these materials chosen?
Children have a go at playing the game in pairs.

Explicit Instruction: Discuss how children would often make gifts and presents for their families and friends using inexpensive and easy-to-find materials. Show children how to cut the slits in the bracelet makers and model using the skill. Show how the bracelet appears to grow from the back of the card. Model measuring the length of wool needed to go around my wrist 4 times - children to think about who their gift is for then measure the length and cut other pieces the same size.

Supported Practice: JT and EM to circulate, helping children to pick their colours (design) based on their planned recipient then reminding children to evaluate as they are working. What is going well? What isn't?
Individual practice:
Children to make bracelets and give them as a gift to a family member or friend.

Next steps: Children evaluate their bracelets. How could they be improved? What about more/ fewer strands? Could charms be added? Could they try different materials to make them? Was their bracelet long enough?
Differentiation:
Different levels of support
Mixed ability seating
Some pre-cut wool for particular Individuals.

Assessment:
Children had some difficulty remember the order of strings so had to write numbers on the cuts in the card.
Some tangling but supported undoing fixed this.
Some children noticed the patterns made and made second bracelets based on reflections from their first ones.