Games Then & Now

Lesson Overview

Duration: 35 minutes
Class: First Class (6-7 years)
Class Size: 28 students
Curriculum Framework: Irish Primary School Curriculum - History Strand (Understanding Myself and My Family, My Local Area and My Country), focused on chronological awareness, cultural heritage, and continuity & change within Irish traditions.

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and describe some traditional Irish games/sports played in the past and compare them to modern games/sports played today.
• Recognise changes over time in games and understand why some have continued while others have changed or disappeared.
• Develop a sense of Irish cultural identity by exploring local history through play.

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Curriculum Links

History Strand Units and Objectives (Primary Curriculum - IE):

• Strand: Myself and My Family / My Local Area / My Country
• Strand Unit: Story, Sequence and Change over Time
  • Objectives:
    • Recognise the difference between old and new.
    • Understand some reasons why things change over time.
    • Explore aspects of life in the past in relation to oneself and one’s family and locality.

Language and Communicative Competence:

• Develop listening and speaking skills through group discussion and storytelling.

Social, Personal and Health Education (SPHE):

• Encourage respect for cultural traditions and understanding of community changes.

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Resources Needed

• Images or drawings of old Irish games (e.g., hurley and sliotar, quoits, leapfrog, hopscotch) and modern sports (e.g., Gaelic football, soccer, camogie)
• A timeline visual aid (simple horizontal line with ‘Then’ and ‘Now’)
• Soft ball or small hurley stick (optional, for demonstration)
• Worksheet with basic picture-matching activity (old games on one side and modern games on the other)
• Art materials (crayons, paper) for creative task

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Lesson Structure

1. Introduction (5 minutes)

• Begin with a friendly greeting and brief warm-up chat: “Can anyone tell me what games you like to play?”
• Present simple images of old Irish games (e.g., hurley and sliotar, quoits). Briefly explain these were games children played in Ireland many years ago.
• Follow with images of modern games and sports that kids in Ireland play today.

Teacher Prompt:
“Today, we are going to learn about games children in Ireland played a long time ago and games we play now. Let’s see how they are different and how they are alike!”

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2. Guided Discussion and Exploration (10 minutes)

• Show pairs of images side-by-side (old vs. modern games).
• Ask guiding questions:
  • “Can you see anything the same in these games?”
  • “How are these games different?”
  • “Why do you think some games are still played today?”
• Use the timeline visual to place these games in ‘Then’ and ‘Now’ areas.
• Relate to familiar knowledge: “Your grandparents might have played this hurley game!”

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3. Activity - Picture Matching & Drawing (12 minutes)

• Hand out worksheets with pictures of old and modern games that students must match.
• Once matching is complete, students draw their favourite game from the past or the present on a blank space provided, explaining why they like it.
• Circulate and engage with students about their choices, fostering oral language development.

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4. Interactive Game Demonstration (5 minutes)

• Using a soft ball or hurley stick, briefly demonstrate one simple traditional game (e.g., rolling a ball or simple passing with the hurley stick).
• Invite a few volunteers to try under supervision.
• Compare briefly with a modern game activity (e.g., kicking a soccer ball).

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5. Conclusion and Reflective Circle (3 minutes)

• Gather students in a circle.
• Invite each child to say one thing they learned or one game they liked best (old or new).
• Reinforce the idea of how games connect us with our family's past and culture.

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Assessment

• Formative Assessment: Observation of student participation in discussion and matching activity.
• Worksheet completion: Correctly matching old and modern games indicates understanding of “then and now.”
• Oral reflections during concluding circle will demonstrate comprehension of continuity and change in Irish culture.

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Differentiation and Inclusion

• Pair students for support during matching and drawing task to assist emerging language or fine motor skills.
• Use visual aids and hands-on materials to support diverse learning preferences.
• Adjust pace and offer alternative drawing or response options for children with additional needs.

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Reflective Notes for Teacher

• Encourage links with families by suggesting students ask grandparents or older family members about games they played.
• Consider follow-up multi-disciplinary units combining history with movement and art.
• Use this lesson as a springboard for exploring other areas of Irish heritage and local community history.

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This lesson plan supports first class students in meeting key Irish curriculum competencies in an engaging, meaningful way by linking history with play — a powerful way to connect young learners to their cultural roots.