P. E.

4Cs and Traditional Outdoor Games in PE currículo

Firts of all, we can sign what characteristics of traditional outdoor games make them good educative contents:

• They are part of the cultural heritage of every city, region, and country.
• Easy rules and Fun.
• They don´t teach players to win and lose, values which are useful in daily life.
• No special skills needed.
• They help to develop imagination and creativity.
• Regional variation.
• Non-conventional materials used.
• Help to communicative skills.
• Passed down from generation to generation.
• Reflect and transmit cultural values.

The Galician PE curriculum consider that physical activities like traditional outdoor games: “…help to develop the relationship with other people, respect, special attention to gender equality, understanding the differences related to psychophysical abilities between girls and boys, the conditions of social stereotypes, collaboration, teamwork, fair play, conflict resolution, recognition of the effort to achieve goals, acceptance of established rules, and development of individual initiative.”

PE curriculum also specify that "it is necessary to emphasize the traditional Galician games and sports, that, together with the own dances and dances of Galicia, suppose an important element of transmission of our artistic and cultural patrimony, besides fomenting the intergenerational relations."

In the fourth secundary level, the curriculo has this specific educative content:

- Knowledge and practice of traditional games and sports in Galicia and the area itself, as well as its regulations. Search for information on local variations.

In addition, several curriculum learning standards make reference at 4Cs:

- Critical thinking in relation to competitive sport, health, behaviors…

- Collaboration to resolve a great variety of motor situations

- Creativity to design motor solutions in sports, games…

- Communication to show learnings, experiences…

Arts

The study of Traditional Games helps the educational curriculum in the school through the following cultural and theorical aspects:

• Analyze the traditional game from the theoretical perspective: Basic notions, the game as a cultural manifestation, the game as a vital need of the human being, the game and the popular / traditional game ...
• To know the specific characteristics of the traditional Galician and European games and the state of the issue in terms of their study.
•  To share the role of the traditional game in education and the strategies for introducing the Galician and forening recreational heritages in the school environment.
• To know the strategies of recovery of the Galician ans European playful patrimony that are being developed from different fields, and to debate on other possible ones. Compare and contrast Galicians with other similarities of other European peoples.
• Practice a large battery of games of different types and share variants of the proposed games, and even new games. Share with students from different places the game and the knowledge of these games, being able the students to design and create new shapes or rules to play the ones in our traditions.

We also would like to increase the value of the 4 skills inside our curriculum. So that, students would be able to:

• Being creative when desing new shapes following the structure and funtion of the traditional outdoor games
• Collaborating among different people from other cultures
• Being able to decide which aspect, shape or action select in funtion of the circunstances of each moment of the project.
• Communation their opinions, decicions to other people, using their mother tongue, as well as, in Enlish, using it as a vehicular language.

English

A close study of traditional games in a multicultural space, in one of the most motivating and interesting projects in a secondary school, and this project can mainly contribute to the enlargement of the achievement of many different aspects related to the objectives in the area of English language subject.

Among all the specific aspects we could mention here, we are only going to highlight those dealing with the Key Competences. The Spanish Law of education takes into account the development of the Key Competences put together in the Common European Framework of Reference for Languages (CEFR) divided into eight matters:

1) Communication in the mother tongue

2) Communication in foreign languages

3) Mathematical competence and basic competences in science and technology

4) Digital competence

5) Learning to learn

6) Social and civic competences

7) Sense of initiative and entrepreneurship

8)Cultural awareness and expression

If we consider these competences in deep detail, we immediately realize that the study of English as a foreign language deals with all the social abilities and skills needed for the development of the student as an open-minded citizen able to understand and respect the different cultures and folklore existing in the diverse population of the world surrounding them. That is why the study and use of English Language in ESO is considered a basic milestone for the evolution and growth of the student and their knowledge of the nearby world and cultures.

The observation and investigation of different aspects closely related to the evolution and usage of traditional games around Europe offer a widely entire opportunity to enrol our students in the practice and spreading of all the Key Competences required for future citizenship maturation. That is why we consider this major project a relevant tool for the practice and completion of the English Language subject's objectives.

Equality

ICT

• Interact with appropriate habits in virtual environments.
• Uses secure passwords for the protection of personal information.
• Performs activities responsibly on ownership and exchange of information.
• Manages equipment responsibly and knows communication applications between devices.
• Produces and models text documents with computer applications that facilitate the inclusion of tables, images, formulas and graphs.
• Produces reports that require the use of spreadsheets, which include textual, numerical, and graphical results.
•  Integrates multimedia, image and text elements in the preparation of presentations.
• It uses image, audio and video capture devices, edits information using specific software and creates new materials in a variety of formats.
• Perform activities that require sharing resources on local and virtual networks.
• Participates collaboratively in various social ICT tools.
• Participate in social networks with security criteria.
• Uses multimedia content distribution channels to host own materials.

Galician

Language

Spanish

Language