Commonwealth Games

Overview

In this first lesson of the Commonwealth Games unit, students are introduced to what the Commonwealth Games are, why they matter, and the values linked to participating respectfully and aiming for excellence.

Learning intentions

• WALT understand what the Commonwealth Games are and share what we already know.
• WALT identify key features and values associated with the Games (e.g., respect, excellence, friendship).
• WALT discuss ideas using listening and turn-taking in a class conversation.

Success criteria

• I can participate in class discussion by sharing at least one idea clearly.
• I can name at least two key aspects of the Commonwealth Games (for example: countries compete, athletes, values, events).
• I can explain one value connected to the Games using my own words.

Curriculum links

• Social Sciences (Geography/History emphasis): exploring events and symbols that connect people and communities.
• Developing understanding of how people participate and show values in communities.
• Key competency: Thinking—gathering and sorting information about the Games.
• Key competency: Participating and contributing—contributing ideas during discussion and working in a group.

Lesson structure (40 minutes)

1. 1–6 min: Welcome and WALT

• Teacher introduces WALT: understand the Commonwealth Games, and shows an easy discussion prompt on the board: “What do you already know?”
• Quick reset for respectful speaking and listening: “Face the speaker, take turns, and build on ideas.”

2. 6–14 min: Whole-class discussion (activate prior knowledge)

• Students share what they know in pairs first, then teacher calls on a few pairs to share with the class.
• Teacher records student ideas into simple categories: “What it is”, “Who takes part”, “What happens”, “Why it matters”.

3. 14–22 min: Video introduction

• Students watch a short, teacher-selected video introducing the Commonwealth Games (with sound and clear visuals).
• Teacher pauses once to ask: “What new information did you notice?” Students give brief answers.

4. 22–30 min: Values brainstorm in groups

• Groups of 3–4 brainstorm values linked to the Games (teacher gives examples: respect, excellence, friendship).
• Students choose 2 values to add to a group chart with a one-sentence explanation (sentence starters provided).

5. 30–36 min: Whole class share and key ideas

• Each group shares one value and one key aspect they learned.
• Teacher consolidates into an “Our Commonwealth Games Ideas” class summary with 4–5 bullet points.

6. 36–40 min: Quick check (closure)

• Students complete an oral “exit round”: teacher asks each student to answer one prompt:
• “One thing I know now is…”
• “One value I noticed is…”
• Teacher makes brief observational notes focused on participation and clarity.

Resources

• Commonwealth Games introduction video (age-appropriate, short clip)
• Discussion handout with sentence starters and a values word bank
• Visual cue cards for values: respect, excellence, friendship (and any others from the class)
• Coloured markers or sticky notes for group brainstorm charts
• “Our Ideas” class chart paper or whiteboard section
• Dyslexia-friendly reading options: large-font handout and/or audio recording of the instructions and sentence starters
• Optional: world map image to support “countries take part” understanding
• Poster paper for group-to-class sharing (pre-cut)

Assessment

• Teacher makes observational notes during discussion, group work, and the final oral exit round.
• Focus indicators:
• Participates appropriately (listens, turns, contributes).
• Identifies at least two key aspects and connects one to a value using simple wording.

Differentiation

• For ELL and students with dyslexia: provide handout with large font, clear headings, sentence starters, and a visual values word bank; allow audio support for instructions.
• For students needing support: offer a “choice set” of key aspects (cards) to help them answer without needing to recall all details.
• For students needing extension: ask “Why do you think this value matters?” and “How might it look during a Games event?”
• For SEN: provide roles in groups (e.g., “speaker”, “writer”, “values chooser”, “time keeper”) to ensure every student contributes.

Extension (optional)

• Advanced learners create a short poster next lesson or as homework: choose one Commonwealth country and include its connection to the Commonwealth Games (a flag, the country name, one sport or athlete example from class learning, and one value statement).