Sevil Şeker, Türkiye, İstanbul, 50.Yıl Primary School, Year 3
1)Playing Students’ Favorite Games
For our final tournament, the students selected their two favorite games from the project to play once more.
The first was One Leg Pirate from Spain which they enjoyed for its energy and balance challenge.
The second was Koroido from Greece, which we adapted slightly for easier gameplay. Instead of one player in the middle, the students passed small balls around a circle. Later they increased the challenge by using two balls at once going one after the other.
These games were full of laughter, movement and teamwork, and they reflected the spirit of our project: having fun while learning from different cultures.
In the first round of our tournament, the students played the adapted version of Koroido from Greece. They stood in a circle and began by passing a small ball to the person next to them. Later, they increased the challenge by using two balls at once passing them one after the other. This version helped improve their coordination and focus while keeping the activity fun and exciting.
In the second round, the students chose to replay One Leg Pirate, the lively game from Spain.
Standing on one leg with their arms crossed, they hopped, balanced and sang-trying not to fall or step out of the circle. This game was not only fun, but also helped them improve their body control, balance and concentration.
They laughed, encouraged each other and fully embraced the joy of playful learning.
2)Game Explorer Passport Activity
As a follow up to our final tournament, we implemented the ‘’Game Explorer Passport’’ activity to encourage to students to reflect on and document their cultural learning journey. Each students created a personalized passport featuring the countries visited through traditional games, the games they played, their favorite moments, new words they learned and their visual interpretation of each game.
This activity served multiple objectives of our project:
-It fostered intercultural awareness by helping students internalize the games they experienced.
-It enhanced multilingual and reflective skills by prompting students to describe their experiences in Turkish and simple English.
-It supported digital literacy as each passport included a QR code that links to a short video capturing moments from our journey. They learned how to create a QR code and made theirs.
This passport not only became a personal archive of our project but also a fun and creative reflection tool, showcasing students’ engagement and understanding through drawings, vocabulary and self-expression. Through this playful documentation, students reconnected with the values of diversity, cooperation and joy in learning across borders.
Students showed great enthusiasm during the passport activity. They were excited to review the games they played, illustrate their memories and use new words they had learned. The QR code feature especially caught their attention giving them a sense of ownership and pride.
The activity directly supported the project’s objectives by fostering intercultural awareness, creativity and multilingual communication. It allowed students to revisit their experiences and internalize through language, drawing and digital expression.
This activity can be replicated in future projects as a final reflective task, serving as both a reflection and fun recap. Initially, these passports are being proudly displayed on our school’s project board to share our collaborative work with the wider school community. Following the exhibition, students will keep their passports as both a memory of their intercultural adventure and tangible record of their learning.
