Diversity and Inclusion at the Games - British Council Schools Online

Ask students to research the Paralympic sports in the Games and in pairs choose 2 of
the sports played at the Paralympic Games they are not familiar with.
• Have them find out their characteristics, do the online activities and in groups, write an
acrostic poem on 1 of the sports chosen (see Resources).
• Ask students to get into small groups to write an interview with one of the Paralympian
athletes and role play it (see Resources). Take photos or video the activity to share it in
the Project Space.
• Ask students to research the Stoke Mandeville Games to find out who created them,
when they took place and the connection with the Paralympic Games (see Resources).
• Ask students to write a Trivia Quiz on the selected sports and Paralympic Games to
share with their peers in the Project Space. Have them check their peers’ quiz on their
own.
• Have students describe 3 sports for their peers to guess what they are and make a
Word Search with several other sports.
Interchange
Fourth and
Fifth Week
Have the class watch the video “Never give up” and read Sarah Storey’s blog (see
Resources). Divide the class in two groups and:
• Assign each group one of the athletes. Members of each group must state why either
Kelly or Sarah should be chosen as the Paralympic flag bearer. After the debate, have
students write a short biography of the athlete they supported.
• In smaller groups, ask students to write a story about a disabled boy/girl who wants to
become an athlete and participate in the Paralympic Games.
• Put them in larger groups again and collaboratively combine the best parts of their
stories to write the script for a play about the final story.
• Ask students to storyboard the play in cartoon format to be displayed in the classroom/
school board and post it to the exchange area of the Project Space. Students can also
make a photo story, digital collage, a video clip or other short multimedia production.
• Have students prepare the setting, props, wardrobe for the play. Encourage students
to share their work with the other group/s within the class to get feedback on their work
and if necessary, introduce adjustments.
Take photos or video them as they carry out the activities and share the photos or
footage in the Project Space. The play can be performed at school for all the
community.
Share
Sixth Week
Extension
activities
Useful
resources
Access the exchange area at the Project Space and check the multimedia productions
created by students from other participant classrooms, choose at least one and share it
with your students.
• Have your students agree on the values highlighted by the other participant
classroom’s production and find similarities and differences between their own
productions and their partners’.
• Ask your students to share their findings with their peers from the other participant
classroom.
• Encourage your students to point out what they learned from their partners during the
duration of the project. Ask them to write an acrostic/ words cloud/ poem/ rap/ make a
collage/ video / role play to convey it, and share it with their peers.
Encourage students to discuss and resolve situations or problems related to conflict that
may crop up in your school/community as if they were Paralympians. Ask students to
write up the suggested solutions, agree on the final decision collaboratively and post it.
Prepare (First Week)
Inclusion / Diversity
Dictionaries are one of the most valuable and accessible resources our students can make use
of while working on line to increase their vocabulary and command of the language. They can
look up the words they do not know the meaning of, get their phonetic transcription or the actual
pronunciation in British and American English.
Cambridge Dictionaries Online: http://dictionary.cambridge.org/dictionary/british/
The Free Dictionary: http://www.thefreedictionary.com
Merriam-Webster: http://www.merriam-webster.com/
Visual Thesaurus: http://www.visualthesaurus.com/
(Suggested activity for Argentine teachers: Ask students to discuss the connotation of the way