The Make it Real Game
Trainers Guide
The Make Real Game Trainers Guide
Contents
Informationofabout
the game
Objectives
the game
Page
Objectives of the game
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Overview information sheet
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Links within the personal development curriculum
(sample of guides available on the web)
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Links with other curriculum areas
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Trainers information
Hints & tips for trainers
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Sample INSET training day
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Sample half day workshop
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Sample evaluation form
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School information
School implementation action plan
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Hints & tips for careers co-ordinators/teachers
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One-day sample lesson plan
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Ingredients for making MIR a success
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Summary of key activities
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Prospects Services February 2005
Make It Real
Objectives of the Game
The Make It Real Game is a linked careers education, PSHE and citizenship
programme that enables students, through a series of activities and experiential
learning, mostly in small groups, to discover what makes a town and how people
living within the town have a number of different roles. By learning about
themselves in these roles, students gain a realistic understanding of adult life and
see for themselves the connections between lifestyle, learning and earning.
Key objectives of the game are to enable students to:
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See how their schooling relates to their future lifestyle, learning and
earning opportunities
Explore the need for gaining a life / work balance
Analyse their skills and personal qualities
Begin to understand the key terms including community, business, job,
career and occupation
Learn the importance of education and qualifications in obtaining jobs and
understand that there are different learning pathways
Recognise and respond to the main influences on their attitudes and
values in relation to learning, work and equality of opportunity
Identify areas for development, build self confidence and develop a
positive self image
Recognise that work is more than paid employment and that there is
variation in the value individuals and society attach to different areas of
work
Describe how the world of work is changing and recognise the skills that
promote employability
Use information handling and research skills to locate, select, analyse,
integrate, present and evaluate information
Participate in organising and delivering a group presentation to the rest of
the class
Prospects Services February 2005
Make It Real
Overview Information Sheet
Make It Real is a good foundation tool for delivering the CEG learning outcomes
at KS3 and dovetails well with many of the learning outcomes for PSHE and
Citizenship. This is an important feature as the curriculum time for this is often
provided within the PSHE /Citizenship.
Through playing the game the students learn by experience, mostly in small
groups, in simulated communities within a town. The use of a colourful town map
mounted on the classroom wall is an ongoing, visible element that highlights for
students the variety of occupations, businesses, services and lifestyles in their
“town.”
During the game the students play 3 interconnecting roles within their town, which
are initially an individual work role followed by a business partner role and finally
a citizen role.
Within the units of the game the students have the opportunity to work on a
variety of activities which encourage the development of a wide range of skills
including decision making, communication, teamwork, analysis, self awareness,
creativity and critical thinking. At the same time the game provides pupils with the
opportunity to develop and explore a range of learning outcomes related to career
exploration and career management.
Students start by creating and naming their town and local neighbourhoods. They
locate key public buildings, choose their lifestyle, plan their housing and identify
transport options. As business partners they form a small company and decide
how to market themselves and secure accommodation for their new business
within the town. They explore and resolve a dilemma within their neighbourhood
and make a group presentation to the rest of the class before undertaking an
assignment within their business team.
The summary of activities on the next page shows the development of the game
by individual units and highlights the practical tasks the students undertake.
The units can be mixed and matched to meet the needs of individual groups of
students as well as curriculum time and focus.
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Prospects Services February 2005
Synopsis
Linked PSHE Learning Outcomes
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2.
3.
Unit 1
Making a Start
Unit 2
Making a Role
Unit 3
Making a
Company
Students are introduced to the Make it Real
game, the journey they are about to make and
their town. They learn about the High Five
principles to career building. Students name
and create their town.
Students are given the roles they will assume
and explore throughout the game. They
stimulate a job search exercise & each student
finds a job with a company.
Students create companies and discover how
to work as a team by combining their different
work skills.
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Make it Real: PSHE KS3 Learning Outcomes
Developing confidence and responsibility
and making the most of their abilities
Developing a healthier lifestyle
Developing good relationships and
respecting the differences between people
1. b: to respect the differences between people as they
develop their own sense of identity
3. h: to recognise that goodwill is essential to positive and
constructive relationships
1. c: to recognise how others see them and be able to give
and receive constructive feedback and praise
3. i: to negotiate within relationships, recognising that actions have consequences and when and how to make
compromises
1. b: to respect the differences between people as they
develop their own sense of identity
3. k: to communicate confidently with their peers and adults
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Unit 4
Making
Lifestyle
Choices
Unit 5
Making a
Community
1. g: what influences how we spend or save money and
how to become competent at managing personal money
Students explore and make lifestyle choices by
choosing houses, transport and leisure activities
they wish to have in their adult roles.
Students are given the roles they will assume
and explore throughout the game. They
stimulate a job search exercise & each student
finds a job with a company.
2. c: that good relationships and an appropriate balance
between work, leisure and exercise can promote physical
and mental health
1. c: to recognise how others see them and be able to give
and receive constructive feedback and praise
1. i: to negotiate within relationships, recognising that actions must have consequences, and when and how to make
compromises
Unit 6
Making a Town
Work
Unit 7
Making a Town
Complete
Students explore the working nature of their
town and discover the numerous types of
occupations that make a town work.
Students explore new businesses that become
their clients. They explore ten industry groups,
listing the existing town businesses and services
under the industry group categories, identify industry areas that the town lacks and identify new
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businesses or services to expand the industry
base of their town.
3. k: to communicate confidently with their peers and adults
3. k: to communicate confidently with their peers and adults
Make it Real: PSHE KS3 Learning Outcomes
Prospects Services Ltd. 2005
Unit 8
The Spin Game
Students in the company groups play the Spin
Game, testing their knowledge of work roles,
occupational concepts, vocabulary, town businesses and services and the major industry
groups. They increase their knowledge and
awareness of the wide variety of occupations
and businesses.
Unit 9
Making a
Living
Unit 10
Making a
Business Trip
Students are introduced to the concepts of local and global economies. Students in their
Companies secure a work contract and work
together to plan their living.
Students create companies and discover how
to work as a team by combining their different
work skills.
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Make it Real: PSHE KS3 Learning Outcomes
3. i: to negotiate within relationships, recognising that actions have consequences and when and how to make
compromises
1. c: to recognise how others see them and be able to give
and receive constructive feedback and praise
3. i: to negotiate within relationships, recognising that actions have consequences and when and how to make
compromises
1. c: to recognise how others see them and be able to give
and receive constructive feedback and praise
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Unit 11
Making it
Work
Students use their business trip findings and
the materials they have gathered to create a
marketing / advertising presentation for their
client countries.
3. k: to communicate confidently with their peers and adults
Students play the Spin Game again
3. i: to negotiate within relationships, recognising that actions have consequences and when and how to make
compromises
Unit 12
The Spin Game
1. a: to reflect on and assess their strengths in relation to
personality, work and leisure
Unit 13
Making
It Real
Students review and demonstrate the results of
their career exploration journey through the Make
it Real programme for an audience of parents,
invited guests and school staff.
1. c: to begin, through the game, to relate job opportunities
to their personal qualifications and skills; and later in KS3
understand how the choices they will make at KS4 should
be based not only on knowledge of personal strengths and
aptitudes but also on the changing world of work
2. c: that good relationships and an appropriate balance
between work, leisure and exercise can promote physical
and mental health
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Make it Real: PSHE KS3 Learning Outcomes
3. b: how to empathise with different people to themselves
Make It Real
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- Links
to Other Curriculum Subjects
MATHS
ENGLISH
SCIENCE
IT
Budgeting
Time management
Interpretation of charts and
data
Making calculations
Keywords
Reading
Communication skills
Listening
Making verbal presentations
Using reference materials
Role play
Environmental issues
Knowledge of plants, wildlife in
other countries
Using the Internet
Create own presentations
Using IT packages
Use of multi media
HISTORY
GEOGRAPHY
ART & DESIGN
TECHNOLOGY
Social history
Places of historical interest
Use appropriate vocabulary
Use atlas and globes
Location of countries
Climate & physical features
Environmental issues
Travel
Collecting visual and other
information to help develop ideas
Production of a storyboard
Designing effective posters
Design of business cards
Making presentations
PSHE
CITIZENSHIP
MUSIC
Teamwork
Understanding others
Co-operation
Equal opportunities
Identify own skills
Cultural differences and
expectations
Discussion and debate of topical
issues
Media influence
Voting
Organisation of public services
Global community
Create music / songs for
presentations
Prospects Services February 2005
Make It Real
Hints And Tips For Trainers
Logistics
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Recommended maximum number of participants per session 15 to 20
Minimum number of participants, ideally not less than 10 (2 groups of 5)
Room set up with round or rectangle tables to form small working groups of 5
Separate table for overhead projector
Separate registration table for larger groups may be helpful
Equipment needed includes overhead projector and screen as well as easel
and flip chart
Materials needed includes felt tips, markers, name tags, blu-tack, tape,
scissors and calculators
Peppermints to help concentration of participants and perhaps a small prize
for the winning group of the
Spin game
Leave plenty of time to set up room and materials
Town Map needs to be placed on a wall where it is easily accessible to
participants
Trainer Materials
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Have a kit to show and use in training
Where possible ensure each participant has a kit to use during the training
session
Photocopy sufficient handouts for each participant for use throughout the
game
Photocopy different handouts onto a variety of coloured paper
Suggest to participants that they make a copy of all the photocopiable
masters and use these when
photocopying for training sessions
Give out handouts as needed throughout the game. Do not put them all into
the packs for the participants
that are given out at the beginning of a session.
Make transparencies of handouts so that the participants are focused on what
you are explaining rather
than paging through papers
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Enlarge onto A3 a copy of each glossary page to display in the room and
laminate for durability
Laminate poster and town map to make them more durable for future use with
students
Create own overhead transparencies to cover key training points
Present each trainee with a folder so that they can keep a copy of all the
materials used in the training
session
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Presentation tips
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Provide tips on implementation and adaptations based on experience or prior
knowledge, as you proceed through the training
Give examples from local schools using the game
If possible invite a practitioner to join the training session
Make the session as interactive as possible. Ask participants if they have any
questions at the end of
each unit
Get to know your audience and what they want from the training session
Be aware of and practice good communication skills when presenting:
eye contact with all participants
clear enunciation of words
conversational rate of speech
inflection to add variety to your voice
use of pauses for think ( processing) time
Be aware of your audience to detect lack of understanding or loss of interest
Request that participants turn of mobile phones during the training session
Keep your detailed planner handy and refer to the schedule in order to keep
the training moving on
schedule. Identify areas on the agenda that could provide opportunities for
catch – up time
Have boxes of artefacts to use to stimulate research on each of the countries
chosen
At the end of the session provide participants with your contact details so that
they contact you if they
have any further questions
Explain locally how they can purchase more packs
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Prospects Services February 2005
Make It Real
Sample Outline of Inset Training Day
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09.00 - 09.15
Registration / tea & coffee
09.15 - 09.30
Introduction to Make It Real
Unit 1 – Making a Start
09.30 - 10.00
Unit 2 – Making a Role
10.00 - 10.30
Unit 3 – Making a Company
10.30 - 11.00
Unit 4 – Making Life Style Choices
11.00 – 11.15
Break / tea & coffee
11.15 – 11.45
Unit 5 – Making a Community
11.45 – 12.00
Unit 6 – Making a Town work
12.00 – 12.30
Unit 7 – Making a Town Complete
12.30 – 1.00
Unit 8 – Spin Game
1.00 – 1.45
Lunch
1.45 – 3.30
Initial Briefing
Unit 9 – Making a Living
Unit 10 – Making a Business Trip
Unit 11 – Making it Work
Unit 13 – Making it Real (Group Presentations)
3.30 – 3.45
Unit 12 – Spin Game
Evaluation & Presentation of Certificates
3.45 – 4.00
Discussion/Tips for classroom use
Prospects Services February 2005
Make It Real
Sample Outline Of Half Day Workshop
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1.15 – 1.20pm
Introduction
1.20 – 1.30pm
Materials and background information
1.30 – 1.45pm
Unit 1 – Making a Start
1.45 – 2.05pm
Unit 2 – Making a Role
2.05– 2.35pm
Unit 3 – Making a Company
2.35 – 2.55pm
Unit 4 – Making Life Style Choices
2.55 – 3.10pm
Break / tea & coffee
3.10 - 3.35pm
Unit 5 - Making a Community
3.35 – 3.45pm
Unit 6 – Making a Town Work
3.45 – 4.00pm
Unit 7 – Making a Town Complete
4.00 – 4.05pm
Unit 8 – Spin Game
4.05 – 4.15pm
Questions/Packs/Evaluation
Prospects Services February 2005
The Real Game Series Training
Evaluation Form
Trainer’s Name ……………………..…. Venue ………………………….. Date __ /__ /__
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at All
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To what extent were the training session objectives met?
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To what extent did this training session meet your
expectations?
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Indicate the level of your overall satisfaction with this training
session.
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Any further comments?
Excellent
Poor
Was the Trainer knowledgeable?
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Was the Trainer organised?
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Was the content presented in a logical manner?
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Any further comments?
How did you hear about this training session?
Which elements of the training did you find most helpful?
What suggestions do you have for improving this training?
How do you plan to use this game as part of your CEG delivery?
Do you require any further support? (If yes, please detail below)
Any other comments??
Thank you for taking the time to complete this Evaluation form
Prospects Services June 2005
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The Make It Real Game: School Implementation Plan
Things to do
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By whom
Staff Development
needs
Financial/Resource
Implication
Complete
by (date)
Success Criteria
Prospects Services February 2005
Make It Real
Hints and Tips for Teachers
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It helps to have a Real Game Series Co-ordinator for your school.
Photocopy worksheets so that you have a spare set – but do it singly, as they
are on quite thick card, and can jam the machine!
Laminate posters, town map and glossary to avoid damage.
Make a copy of the town template on white card
You could copy the Keywords poster onto A4 and just put up the words that
apply to that session – for more impact.
Use the Keywords to test understanding and learning, and as discussion
points. You could give teams points for knowing what the words mean.
The groups must be of no more than 5. They work best when they are a mix
of abilities, and when friendship groups are broken up.
Give each table a colour and a number
Have a copy of the numbers used on card in an envelope ready to use to
decide which group accesses the map first as the game is played
When allocating the job profiles – the process should appear random, but you
may want to give thought to the groups being created
Give thought to the languages you want to promote and use during the game
Photocopy the role profiles in different colours for each of the languages used
Have blu-tack available so that groups can stick their business building, logo
and card onto the town map
You can enhance the Lifestyle choices with local adverts – for houses, leisure
facilities, etc.
You may wish to reward students in some way who do not use all their credits
to reinforce the idea of saving
Laminate and cut up credits so that each students has 8 ( more tactile & last
longer)
It is a good idea to copy the lifestyle choices onto coloured paper but keep the
housing choices on white as some students like to colour these in later
Provide coloured felt tips / scissors etc
Laminate and cut up the town area cut outs so they can be recycled. Put
exact number needed into an envelope so students can choose randomly
Laminate good citizen cards – give thought prior to playing the game which
ones the students would use
If older pupils [e.g. sixth formers?] can join the class they can be a valuable
resource. Parents may also be involved
When playing the Spin Game do not give the cards to the teams which
answer correctly as you will need to reuse the questions for the different
levels
Prospects Services February 2005
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A laminated copy of a world map or a world globe is useful to identify position
of countries
To stimulate research artefact boxes on countries is required + liaison with
librarian
Material created from playing the game can be used for progress file
Students work including completed town maps and research could be used as
a display for parents evening / academic review days
Prospects Services February 2005
Make It Real
One Day Lesson Plan
LESSON PLAN 1
9.15 – 10.55am
Aims of Session
• To introduce the students to Make It Real and the journey they are about to take
• To explore business roles assumed for duration of Game
• To discover how to work as a team by combining their different work roles
Time
Learning Outcomes
9.55am
Pupils will be able to:to
10.55am
Understand The High Five and see
how the principles are realised in
their own lives.
Understand the process of voting
and use it to make a group
decision.
Identify and record personal
interests and hobbies.
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Teaching and Learning
Activities
Introduction to plan of day
and resource pack & rules
of the Day.
Resources
Differentiation
Key Words
Student pack of
Materials
Description of High Five
followed by Q & A.
High Five Poster
Description of Town Map.
Students to describe key
elements of town.
Small group discussion on
suggested name for town.
Carry out voting process to
reach decision on name of
town. Record on own
information sheet.
Definition of Citizenship
using glossary.
Map of Town
Glossary
Town Name Template
Individual Information
Sheet.
VOTE
Students given Role
Profiles and identify
personal interests and
hobbies.
Role Profiles for each
group on different
coloured paper Mexico,
France, India, China,
Egypt, Italy
CAREER
COLLEGE
DEGREE
DIPLOMA
JOB
MODERN
APPRENTICESHIP
CITIZENSHIP
Prospects Services February 2005
Time
Learning Outcomes
Recognised key terms associated
with occupational and educational
pathways.
Identify other members of their
company.
Teaching and Learning
Activities
Examination of different
occupational and
educational pathways
through Q & A session.
Sharing role information
within small groups.
Work collaboratively to make
presentation to rest of the class.
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Role Profile
Transparency
Formal formation of
companies and explanation
given on Advertising and
role of Advertising
Companies.
Students identify their skills
and interests appropriate to
Role characters.
Summary given by teacher.
Apply decision making, team work
and creative skills to create name
of company, logo, business card
and design of company building.
Resources
Brainstorm ideas to
generate new company
names and reach a
consensus on which is the
best.
Design in groups logos,
business card and
company building.
Group discussion and
presentation to class by
one member of choice of
location for the new
company/business.
Differentiation
Key Words
OCCUPATION
QUALIFICATIONS
UNIVERSITY
ADVERTISING
Individual Role Profiles
Use of our Skills and
Interests OHT.
BRAINSTORMING
CONSENSUS
Printed logo, business
card and company
building for each
student, optional OHT
showing ideas for the
above.
BUSINESS CARD
LOGO
Town Map
Prospects Services February 2005
LESSON PLAN 2
11.15 – 12.55pm
Aims of Session
• To explore and make lifestyle decisions depending on individual choice and priorities.
• To form community groups and work together to resolve community issues.
• Through Spin Game to demonstrate their understanding of the concepts and vocabulary learnt during previous units.
Time
Learning Outcomes
11.15 – Pupils will be able to:
12.55pm
Understand the basic concept of
budgeting;
Identify the essential requirements
of people who work.
Explain what is meant by lifestyle
choice and balance and illustrate
through individual spending of
credit allocation.
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Teaching and Learning
Activities
Resources
Differentiation
Key Words
8 credits per student
Distribution and
explanation of credits for
use in the Game.
Making, recording &
budgeting for individual
choices in terms of housing
/transport/leisure items/
leisure activities.
Discussion of what is
meant by balanced,
healthy lifestyle, work/
home balance. Stress
need to choose one activity
from each category family
& friends, community –
voluntary.
1 housing choice sheet
1 transport choice
sheet
1 Leisure choices
sheet
1 Leisure activities
sheet per student
BUDGET
LEISURE
LIFESTYLE
Prospects Services February 2005
Time
Learning Outcomes
Choose and describe activity with
family and friends, local community
and in terms of voluntary work.
Teaching and Learning
Activities
Completion of My Lifestyle
Sheet. Record credits
spend.
Resources
Differentiation
Key Words
My Lifestyle Sheet
STRESS OPPORTUNITY
FOR DEVELOPMENT OF
OWN INDIVIDUALITY
THROUGH BLANK BOX
PROVIDED ON EACH
LIFESTYLE CHOICE.
TOWN CENTRE
Choosing where to live
SUBURB
through random choice of
card. Placing of house on
town map.
Teacher to organise class in community groups as a result of previous activity.
Students will need to take all belongings to new group. Signs for new groups to be displayed.
Understand the concept of
Teacher led discussion on
COMMUNITY
Community
what is meant by term
Community.
Through brainstorming,
voting and coming to a
consensus decide on a
name for their community.
Place template above the
area on town map (colour
and decorate to show
individuality).
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Community Name
Templates.
Prospects Services February 2005
Time
Learning Outcomes
To compare the differences and
similarities in lifestyle choices
amongst others in the class.
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Teaching and Learning
Activities
Find out about others in the
community through
discussion and completion
of Getting to Know You
Sheet.
(TEACHER TO LINK 2
COMMUNITIES
TOGETHER AFTER
INITIAL DISCUSSION)
Resolve a Community issue by
working together.
Group discussion on how
to resolve community issue
as described on Good
Citizen Card
Participate in group presentation of
community issue.
Group presentation with
the involvement of all to
rest of class.
Class to vote on best
presentation to be put
forward for year
presentation.
Co-operate to discuss and respond
to questions presented in the Spin
Game.
Explanation of rules for
Spin Game. Playing 2
rounds. Round 1 easier
questions, Round 2 more
complex. Rules of games
to be explained by teacher.
Resources
Differentiation
Key Words
Getting to Know You
Sheet
Good Citizen Card for
each group.
Spin Game
Transparency. Spin
Game Question &
Answer cards.
Flipchart, paper & pens
for recording scores for
each Community.
Prospects Services February 2005
LESSON PLAN 3
1.40 – 2.35pm
Aims of Session
• Through Spin Game to demonstrate their understanding of the concepts and vocabulary learn during previous units.
• Explore the working nature of their town and discover the numerous types of occupations that make a town work.
Time
Learning Outcomes
1.40pm
Co-operate to discuss and respond
to questions presented in the Spin
Game.
Understanding the concept of
essential and desirable services.
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Teaching and Learning
Activities
Same as for session before
lunch.
Through questions and answer
session using the information
on Town Map, identify
business and services that
exist in their town.
Resources
Differentiation
Key Words
Same as before.
Town Map.
TOWN SERVICES.
ESSENTIAL
SERVICES.
To explore the range of
occupations located within one
business or service.
Each community to decide on
4 occupations for 2 business
services. Read out to class
and place on map.
Occupations
template. 2 per
Community.
Understand the concept of
essential services and the
importance of their locations in a
town.
Each community to suggest 4
occupations found within given
Town Service and decide on
location within town. Explain
reasons for choice to all the
other Communities.
One Town Service
Cut out per
Community
Explain the need to attract
businesses and services to
enhance town’s economic
potential.
In Community groups identify
the industry groupings that are
represented and what is
still needed. Identify the new
jobs that these industries
would bring to our town. Make
oral presentation to rest of
class.
Prospects Services February 2005
LESSON PLAN 4
2.35 – 3.25pm
Aims of Session
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To participate in formal presentations.
To evaluate own learning through playing Make It Real.
Time
2.35 –
3.25pm
Learning Outcomes
Teaching and Learning
Activities
Differentiation
Key Words
Presentation of winning good
Citizen Issue from each Group.
Completion of individual
evaluation forms.
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Resources
School designed
evaluation form.
Prospects Services February 2005
Make it Real
Ingredients for Making ‘Make it Real’ a Success:
Give the game a high profile
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Build anticipation to make it a memorable experience for the students.
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Involve parents, governors, SMT where possible.
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Use 6th formers to support / run ‘mind gym’. (They may also be able to link
into assessment for their own courses.)
Possible ways of delivery:
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Collapsed timetable one-day event.
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Weekly - as part of a carousel e.g. PSHE, citizenship etc.
Preparation and careful planning essential
1. Seating plan for each group of students.
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You can encourage students to work with people they would not
normally get to know.
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Develop social skills.
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Differentiate – put students in support groups.
Prospects Services February 2005
2. Work sheets
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Copying needs to be ordered well in advance.
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Colour code work sheets so that you can instantly see if anyone is on
the wrong task.
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Job descriptions need to be colour coded, one colour for each Country.
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Sheets need to be organised - a set for each student, preferably in a
folder of some kind so that they can keep their work for follow up
lessons.
3. Resources
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Scissors, glue sticks and coloured pencils / felts. Either tell students to
bring their own, or provide materials for each table.
4. Setting up rooms
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Map – needs to be positioned where students can all see it and can
gather round it for class discussion.
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Organise seating so that there are 5 chairs around each table.
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Colour code tables.
5. Staffing
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ALL of the staff leading groups need to have training.
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They need time to look through the packs, and do their own planning
in advance.
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Support staffing – each class needs at least one other adult present.
(LSA, parents, governors?)
Prospects Services February 2005
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Prospects Services February 2005