Real Game Series Demo
The Game


Individual lessons

In lesson 1, students are introduced to the game and learn basic concepts and terminology associated with the programme and the world of work. The class is divided into mixed ability groups, ideally of 5 students. They remain in these groups, working together and scoring team points as the programme unfolds. This competitive element engages all students from the less committed to the more enthusiastic. Teams are uploaded once at the outset of the game and scores are maintained automatically when playing on-line.

Students complete a questionnaire that measures their baseline knowledge and understanding of work and career planning.  The questionnaire could be completed a couple of weeks prior to starting the programme.  The same questionnaire is used at the end of the programme to help evaluate what has been learned. 

The first game is played to reinforce teaching of the terms occupation and job.

in class presentation

Screenshot: In Class Presentation

See a demonstration of the Introduction (includes sound)

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In lesson 2, students play the Spin Game, which draws on their existing knowledge of and attitudes to, the working world.  The spin game is used three times during the programme but many schools play it more frequently as a tool to engage students, review key learning points and/ or aid discussion.

spin game

Screenshot: Spin Game

See a demonstration of the Spin Game

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In lesson 3 students dream and select from a Wish List the items they see themselves owning and leisure activities they hope to pursue in their adult lives.

dreamcloud

Screenshot: Dreamcloud Interactive

In lesson 4 and 5 students are given a job role and learn about working life – a typical day, salary, leisure time and the educational route that they took to reach their position.  They compare their job roles with those of their neighbours.

job role

Screenshot: Job Role Interactive

In lesson 6 reality strikes when students complete a monthly budget and compare what they dreamed of owning and activities they wish to undertake with what reality and chance will allow them. They then review their lifestyle choices and activities to meet their monthly income.

budget sheet

Screenshot: Budget Sheet Interactive

In lesson 7 students learn about leisure and holiday time and how they relate to earnings, jobs, attitude and educational achievements Students divide their free time among the activities that must be done and the ones that they want to do, choosing from many options or creating their own.

leisure time

Screenshot: Leisure Time Interactive

In lesson 8 students plan a group holiday: choosing a dream destination, combinig dreams with budgetary realities, negotiating timing around job roles and undertaking research to find their agreed destination. This group activity is completed off line but an on line post card has been developed which students can email to family and friends.

postcard

Screenshot: Create Holiday Postcard

Note some schools play the game to this point with the students retaining their roles. The following lessons broaden students’ awareness of diversity in the work place. They start to apply their knowledge and understanding gained from the job roles to themselves and their own future careers.

In lesson 9 students play The Spin Game to review the material covered in the first part of the programme.

In lesson 10, students explore their attitudes and preconceptions about gender stereotyping and equality of opportunity. They examine their feelings and perceptions about jobs through the Fair Play game. Live case studies from the GERI project (gender, equality, race and inclusivity) are used as the basis of the game to draw students into discussion whilst the competitive game retains their attention, enabling them to add points to their team scores. 

fair play 

Screenshot: the Fair play game

Example Fair play game case study:

You are not what people expect, how do you get around this?

Being good at your job overcomes any normal apprehension. Its natural to help people, so be natural, be yourself.

Have you encountered any prejudice?

The greatest prejudice comes from male friends, who are surprised at my love for care work.

I say

Lets stop and examine this. The last people on earth who should hold you back are your friends, family and community. Friends should back me up, not tell me what I can’t do. You need to be true to yourself and listen to the voice within.

In lesson 11, students begin to make comparisons between different aspects of their job roles and what they would like in real life.

thumbs up

Screenshot: Thumbs Up! Thumbs Down! Interactive

In lesson 12 students explore the notion of transferable skills to deal with the harsh realities of working life and the possibility of undertaking more than one job in their working lives. Students play the Skills Match game which demonstrates that similar skills are experienced by workers in different occupations.

transitions game

Screenshot: Transitions Game

In lesson 13, students take steps to realise their dreams by completing a profile of activities and decisions that they can or will take during the next 12 months to 2 years. This covers learning, work experience/ volunteering and improving their transferable skills. It helps students to start the process of choosing a career and making the links between learning, identifying what they want from their career and the transferable skills that would place them in a better position to achieve it. This outcome can form part of the students’ personal portfolio.

realising your dream

Screenshot: Realising your dream profile

In lesson 14 students broaden what they have learned and link it to the real world by hosting a career day. They invite members of the working world and business community to school for a discussion on the members' experience and learning during their careers.

In lesson 15, students complete the What do I know questionnaire for a second time, enabling them and the teacher to see how much they have learned from the programme. They play the spin game for the final time and the winning team is declared. All students receive an individual certificate for their personal portfolio.

end screen

Screenshot: End screen

Next: "Cost and Ordering"