I introduced probability to the pupils, who then entered the World Cup league on to spreadsheets using ICT, ordered team players’ ages and calculated numbers of fans watching matches. Whatever could be done with World Cup statistics in the name of numeracy, we did it.

In literacy, we wrote notes on matches, turned them into match reports using both ICT and handwriting, enacted role plays, rehearsed direct and reported speech and practised grammar using football terminology. World Cup and geography - a gift. History - astonishing facts about the development of the game. Music - all those wonderful team songs. Art and design - drawing people in a variety of football poses.

And, with defeat - learning how to bear disappointment, persevering, accepting it graciously. These, and more, are all “lessons” that are in many ways more important than some of those numeracy or literacy hours.

It’s not just football. As I teach in the town where that game with the odd-shaped ball started, there are a few ideas I still want to try.

Angela Pollard is a part-time teacher in Rugby, Warwickshire Send in your contributions - up to 300 words - for Teacher to Teacher. We pay pound;50 for the ones we print. Remember to add your job title, school and LEA. See postal and email address on page 3.