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Chinese number 7.

Social action – Mahi ā-ngākau

Level 4 Achievement objective, D3/4

Students will specify individual responsibilities and take collective action for the care and safety of other people and their school and in the wider community.

Learning objectives

Students will:

  • play an inequitable game and recognise instances of discrimination and the impact this has for participants
  • make comparisons between this game and issues China is confronted with
  • refine the game in light of Olympic Ideals and replay.

Two Olympic Games themes for this lesson:

  • human rights
  • ‘one world’

Activity 1 – Boys vs. girls

Divide the class into two teams (boys vs. girls). Play a game of speedball (or own game option). Speedball is a combination of soccer and touch rugby. The game is played with a soccer ball and begins with soccer rules. The game changes to touch rugby rules when the soccer ball is kicked and caught by any player. Points are awarded when a goal is scored while in soccer mode or a touchdown is made while in touch mode.

Activity 2 – Boys vs. fewer girls

Play the same game, only this time reduce the girls' team by half; the boys' team remains the same. While playing, the non-playing girls are required to stand silently on the boundary of the field.

Activity 3 – One word whip around

At the conclusion of these games, each student is required to provide one word which summarises their feelings around participation/non-participation in this game.

Key questions and socio-critical thinking

  • Who enjoyed these games?
  • Why did you enjoy these games? Why didn’t you enjoy these games?
  • Which team had the advantage and how?
  • Who was disadvantaged and how?
  • Knowing what you know about Olympism, how could you change this game?

China links (students should have researched issues for homework):

  • How does this game relate to Chinese issues?
  • What does China need to change?
  • How will the Beijing 2008 Olympic Games help them to make these changes?
  • What are five significant changes China has had to make to ensure they are adhering to the principles of Olympism?

Activity 4 – Game with changed rules

Play a refined game implementing students’ suggested changes incorporating the principles of Olympism. For example, small sides, mixed ability, gender spread, decreased downtime, and points that relate to fair play.

Key questions

  • How do changes suggested for the game above impact on the way games are played in the playground?
  • What five things will we need to change to demonstrate our school’s response to Olympism?

Activity 5 – Amazing Race finale

Students must display and discuss their truce disc. Truce discs will now have 13 of the 14 taonga displayed on them. To seek the final taonga, ‘one world’, students must answer the following questions:

  • How would you describe the meaning of ‘one world’?
  • How does the idea of ‘one world’ relate to the Beijing 2008 Olympic Games?
  • Why do you think ‘one world’ has become an important aspect of the Beijing 2008 Olympic Games?
  • How are New Zealand and China alike?
  • How are New Zealand and China different?


Social Action phase – Olympic Games mascot

Groups design a mascot representing the characteristics of their school and Olympism. When designing the mascot, groups must consider that a mascot  essentially represents their philosophy and values and is unique to the New Zealand culture.

These can be presented in a way that groups decide but must be displayed to the school in some way.

Students will need to consider:

  • the learning they have been doing around Olympism
  • discussions regarding equal rights, accessibility, and opportunity
  • the special characteristics and nature of their school.

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