Interdisciplinary Support Pack

1. Interdisciplinary Support Pack City of Edinburgh Commonwealth Games 2014 In partnership with the Co-operative Education Trust Scotland

2. Contents • City of Edinburgh Commonwealth Games 2014 • Co-operative Education Trust Scotland • Interdisciplinary (IDL) Project Introduction • ‘The Commonwealth Games’ (PPT for Assemblies) • IDL Support Pack (Ideas & Resources for BGE years across all Curriculum areas and Levels)

3. City of Edinburgh Commonwealth Games 2014 • Date: Thursday 12th June 2014 • Location: Forrester/ St. Augustines Campus • Open to all schools in authority for Current S4-S6 students. • Students have the choice of competing in 11 activities: • Athletics • Hockey • Badminton • Triathlon • Swimming • Rugby 7s • Table Tennis • Indoor Bowls • Tennis • Netball • Gymnastics

4. Co-operative Education Trust Scotland (CETS) CETS are supporting the COE CW Games 2014. They will be providing the following: • Financial support for transport to the event for each school (students will be expected to arrange their own transportation home) • Adult helpers to support the running of the event on the day • Refreshments for athletes on the day of the event • Interdisciplinary learning resources and support for School working groups in lead up to Glasgow 2014

5. Why CETS? CETS is a charitable education trust that promotes co-operative enterprise and co-operation throughout all levels of Scottish education. The activities and resources of the Trust are guided by the co-operative movement's values and principles which underpin ethical approaches to business. CETS shares some core Values & Principles with a number of CW countries, making it an ideal partner for the CEO CW Games 2014. Voluntary and open membership Democratic member control Autonomy and independence

6. IDL Project Introduction In the lead up to both the COE CW Games and Glasgow 2014, it is important we take advantage of such a prestigious event being held in our own country. An IDL project is an ideal way to involve all learners with the Commonwealth Games. This PPT includes resources to support your schools IDL project, however it is just the ‘skeleton’ and you are invited to bring your own ideas to the table and ‘flesh out’ what we have provided. Ideally, each school would have their own CW IDL Working Group (containing both staff and senior pupils E.g. CSLA and Sports Ambassadors) that focused on working through the challenges contained in this pack. However, the minimum expectation would be to share ‘The Commonwealth Games’ slides with students through year group assemblies or PE.

7. ‘The Commonwealth Games’ A bit of history behind the CW Games

8. The British Empire • The Commonwealth grew from the original British Empire established in the 17th & 18th centuries. Britain had a strong naval fleet and traded goods with many nations in Europe, the America’s & Asia. Many of these countries came under the rule of Britain and collectively were known as the British Empire. • By the middle of the 20th century, many of the British Empire countries were no longer ruled by Britain and the empire became known as the Commonwealth.

9. The Commonwealth • The Commonwealth is a unique family of 53 developed and developing countries, but there will be representation from 70 nations and territories at Glasgow 2014. This is because some countries, like the United Kingdom of Great Britain and Northern Ireland (UK), are made up of a number of territories or dependencies. • The Commonwealth contains over 2 billion people - almost a third of the world’s population - and over half of them are young people under the age of 25. • These nations and territories work together to promote peace, democracy, sustainable development, human rights and health, and to share ideas, knowledge and experience. And of course every four years they all come together to take part in the Commonwealth Games.

10. Current Nations & Territories of the Commonwealth

11. The Commonwealth Games Federation • The Commonwealth Games Federation (CGF) is the organisation that is responsible for the direction and control of the Commonwealth Games. • As a means of improving society and the general wellbeing of the people of the Commonwealth, the CGF also encourages and assists education via sport development and physical recreation. • Underlying every decision made by the CGF are three values - humanity, equality, destiny. These values help to inspire and unite millions of people and symbolise the broad mandate of the CGF within the Commonwealth.

12. The Games • The Commonwealth Games, often referred to as the Friendly Games, has a unique place in sporting history. • The first games were held in 1930 in Hamilton, Canada where 11 countries sent 400 athletes to take part in six sports and 59 events. Since then, the Games have been held every four years (except for 1942 and 1946 because of the Second World War). • The event has seen many changes, not least in its name. From 1930 to 1950 the Games were known as the British Empire Games and from 1954 until 1966 they were called the British Empire and Commonwealth Games. Later, from 1970 until 1974, they took the title of the British Commonwealth Games. Finally, at the 1978 Games in Edmonton, Canada this multi-sport event changed its name to the Commonwealth Games. • Follow this link for a very informative video GameOnScotland

13. Glasgow 2014 • In 2014, Glasgow will host the XX Commonwealth Games. But it's not only Glasgow that's gearing up for the greatest Games ever. The whole of Scotland is getting ready to celebrate, with a host of sporting, cultural and heritage events planned. This is our chance to show the rest of the world everything that makes Scotland great and invite them to join our nationwide celebration.

14. The Sports

15. The Venues

16. Useful links • Glasgow 2014 • GoScotland • GameOnScotland • CommonwealthClass • CETS CW Games Resource

17. IDL Support Pack Linking with Education Scotland PDF’s attached in Email Summary, Level and Area of Focus provided

18. ‘Breakfast of Champions’ (see PDF) Breakfast is often cited as being ‘the most important meal of the day’, yet many people do not eat breakfast or choose less healthy options. Learners will explore the range breakfast choices of ordinary people and elite athletes to add depth to their understanding of Health and wellbeing whilst getting a good start to the day. It will provide learners with opportunities to engage with experiences and outcomes in Social Studies, Technologies, Literacy and Numeracy and Mathematics.   A. What’s for Breakfast?   B. What do countries of the Commonwealth eat for Breakfast?   C. Create a new breakfast cereal that celebrates Scottish produce Level: 1&2 Focus: Health & Wellbeing

19. ‘Fitness, food & fun’ (see PDF) This learning journey is intended to support learners in understanding the physical, mental, social and emotional benefits of maintaining a healthy and active lifestyle. It explores the ideas of healthy food choices and physical activity being part of everyday life and the positive impact this can have on the community. The resource is aimed at second and third level learners. Fitness is a term used generally to describe the physical characteristics of a person, but what about mental and emotional fitness? What are the social implications of being healthy and active? How can our choices of food impact on our body, mind and spirit? The material in this journey will support teachers in encouraging learners to engage in discussion on these areas and develop an understanding of the importance of being healthy and active. This learning journey contains the following learning experiences:  Fit for Living  Fitness, Fuel and Fluid  Activity for all: let’s get involved! Level: 2&3 Focus: Health & Wellbeing

20. ‘Hungry for Success’ (see PDF) This learning journey with a technologies and health and wellbeing focus provides learning activities offer which opportunities for learners to develop an understanding of problem solving strategies and the application of food safety principles in a practical food context. Learners are given the opportunity to develop their creativity, knowledge and skills through a selection of design briefs related to food product development within the context of the 2014 Commonwealth Games. Learners will plan, develop, make and evaluate a food product/s. They will also apply food safety principles when planning and making their food product. Each learner journey may be tackled individually or in a group setting. Throughout the 11 days of competition, there will be more than 2 million meals made for athletes, team officials, technical officials, the media, the workforce, the Games Family and spectators. The enormity of this challenge provides a range of possible contexts for learning. This learning journey contains the following learning experiences:   Putting Health on the Menu   A Taste of Scotland   Eat to Win Level: 2&3 Focus: Health & Wellbeing

21. ‘It takes a community to raise an athlete’ (see PDF) This learning journey is intended to support learners in understanding the dreams, support, sacrifice and commitment that the athletes and their local community make to help them achieve their goals. The resource is aimed at second and third level learners. The journey that a young athlete embarks on is a complex and meandering one that will hit the heights of the glory and depths of despair. The important role that peers, family and the local community play in supporting and molding that journey is crucial. The material in this journey will support teachers to build discussions and develop an understanding of the journey that young talented athletes will embark on. This learning journey contains the following learning experiences:   Athlete success on School ethos and the local community   Stage 1 complete, now for stage 2   Winning and Losing: The be all and end all?   The Student Athlete Level: 2&3 Focus: Health & Wellbeing

22. ‘Designing a Stadium’ (see PDF) This learning journey sets out to provide a context for exploring the National 4 Lifeskills Mathematics units, developing learners’ understanding of measurement, money and shape, position and movement third and fourth level experiences and outcomes. It is designed to be progressive, with each experience building on the previous learning opportunities of the previous experience, and could be developed as a numeracy and mathematics enterprise project. It will also challenge learners’ higher-order thinking skills by involving them in the process of design, invention and modification throughout this learning journey, resulting in development of the Creating aspect of Bloom’s taxonomy. This learning journey contains the following learning experiences:   Designing a venue   Costing a venue   Building a venue Level: 3 & 4 Focus: Numeracy & Mathematics

23. ‘What makes a successful athlete?’ (see PDF) What makes a successful athlete? Considers which countries are most successful in the Commonwealth Games and explores reasons for this in the context of numeracy and mathematics. It provides pupils with the opportunity to apply and develop their understanding of data and analysis and fractions, decimal fractions and percentages experiences and outcomes within the context of Social Studies and Health and Wellbeing.   Countries of the Commonwealth develops pupils knowledge of Scotland’s place in the world through data analysis.   What factors affect a country’s performance? Explores world development indicator statistics of a Commonwealth country and considers how these may effect performance in international events.   What factors affect an athlete’s performance? Encourage learners to consider how an athlete’s diet affects their performance through calculating BMI and nutritional content of food. Level: 3 Focus: Numeracy & Mathematics

24. ‘Financial Education’ (see PDF) Learning through financial education / money week enables learners to:   experience challenge and enjoyment through active, relevant, inter-disciplinary learning with an international perspective   improve their economic wellbeing by being able to meet financial challenges now and in the future   develop skills for life and work   understand connections to enterprise in education and employability This learning journey contains the following learning experiences:   The importance of budgeting individually, locally and globally   Trade across the Commonwealth Level: 3 Focus: Implementing Money week

25. ‘Dragons Den pitch to promote a Sport’ (see PDF) This learning journey supports the development and application of literacy and English skills (reading, writing and listening and talking) through the creation of a Dragons’ Den style pitch outlining why a sport should be included within the Commonwealth Games, 2014. This will provide opportunities for learners to research, collaborate with others, present an argument and persuade their audience. There are also opportunities for interdisciplinary learning. This learning journey contains the following learning experiences: Sports research   The pitch Level: 3 Focus: Literacy & English

26. ‘Greatest Sportspeople’ (see PDF) This learning journey supports the development and application of Literacy and English skills (reading, writing and listening and talking) through the exploration of Commonwealth sportspeople and the cultures / environments which nurture them. Learners will develop discussion and analytical skills as they explore the lives and achievements of Commonwealthsportspeople and the extent to which environment impacts on sporting ability. Researching and investigating the cultural, social and political contexts of sport in Commonwealth countries and the impact these have on success will also develop reading skills such as finding,selecting, sorting, analysing and evaluating information. Note making, summarising, drafting and editing skills will bedeveloped and applied when creating texts which capture the experiences and achievements of sportspeople. Thereare also opportunities for interdisciplinary learning. This learning journey contains the following learning experiences:   Group discussion   Research and writing   Research and presentation Level: 3&4 Focus: Literacy & English

27. ‘Scottish Tourism’ (see PDF) This learning journey is designed to support the learning and teaching of Modern Languages. Using the Glasgow 2014 Commonwealth Games as a context this learning journey suggests opportunities for learners to explore ideas about how to promote Scotland as a destination to foreign visitors and encourages them to consider the importance of being able to communicate in different languages. Learners are also encouraged to consider the sustainability of the tourist industry by considering the impact of tourism on the environment, examining Ecotourism projects overseas and designing similar projects in Scotland The learning journey covers the following learning experiences: Visit Scotland – the creation of a promotional video to attract overseas visitors to Scotland. A Journey through Scotland – the development of travel itineraries for overseas visitors to Scotland and the Commonwealth Games  Dear Green Space – the design of a webpage, booklet or advert for a Eco tourist destination in Scotland Level: 3 Focus: Languages

28. ‘Religion & Sport’ (see PDF) This context for learning explores some aspects of the relationship between sport and religion. Competing in sport to a high level places significant demands on time and commitment from athletes and their support networks. Following a religion also places demands on a person’s time and priorities. In the first learning experience learners can explore the impact of conflicting demands on a person’s choices in life through the context of the competing demands of sport and religion, and then consider areas in their own lives where different priorities can conflict. In the second learning experience learners will consider the question of whether religious faith can influence sporting performance in a positive way. In the third learning experience learners will explore the nature of religion and religious practice by considering comparisons with following a sports team. This learning journey contains the following learning experiences:   Where sport and religion meet: making choices   Can beliefs improve sports performance?   How alike are sport and religion? Level: 3 Focus: RME

29. ‘Tourism & World of Work’ (see PDF) Over 6500 athletes from 71 countries will compete in 17 sports over 11 days from 23 July to 3 August 2014. It is hoped that over £80 million will be generated throughout Scotland as a whole from the thousands of spectators who will visit. Glasgow alone is looking to increase tourism numbers to the city with the hope that in the three years following the games around 100,000 visitors will come to visit thereby creating many new jobs. This context for study is Tourism / World of Work across countries of the Commonwealth. This learning journey focuses on   Tourism in Scotland- what is a tourist? What might visitors to Scotland do and see?   Employment opportunities related to tourism   A comparison with tourism in one or more Commonwealth countries. Level: 4 Focus: Social Studies

30. Additional ideas Some basic ideas for use in lead up to City of Edinburgh Commonwealth Games 2014

31. ‘The Games’ - Video/Presentation Research the history of the Commonwealth Games in order to record a TV or radio programme to be broadcast before the Commonwealth Games in Glasgow 2014. The content of the programme should give an insight into how the games started; who takes part; and what impact they may have on Glasgow and Scotland as a whole Level: 1&2 Focus: Literacy & English

32. ‘Co-operation & Teamwork’ Involve learners in a number of teambuilding activities and challenges to empathise the importance of co-operation, listening to everyone’s opinion, working as a team and having a common goal - values shared by those nations in the Commonwealth. Level: 1&2 Focus: PE

33. ‘Producing an energy bar’ Step 1 – create an energy bar in Home Economics (Research Carbohydrates/Protein/Sugar ratio) Step 2 – Design packaging in Art & Design Step 3 – Produce packaging in CDT Step 4 – Test effectiveness of bar using placebo in PE. Complete bleep test/ 12 min cooper run Step 5 – Discuss branding and marketing in Business Education and create ‘dragons den’ style pitch to CW athletes to see what bar will be used at the CW games 2014 Level: All levels Focus: Health & Wellbeing

34. ‘Enterprise Task’ This can be done across any area of the curriculum. The goal is to raise funds to support your schools trip to the COE CW Games 2014. Learners should be split into small groups and encouraged to work co-operatively. Profits may be used to fund transport or purchase event t-shirts for all athletes. Level: All BGE years Focus: All areas

35. ‘Design a Commonwealth Games logo for your school’ Art & Design students have the challenge of designing a Commonwealth School Logo that will be printed and displayed on t-shirts worn by all athletes representing your school at the COE CW Games 2014. Level: 2&3 Focus: Expressive Arts