The Make It Real Game
In the Northern Ireland Primary Curriculum
M Mulligan (Assistant Principal Officer – Primary Team)
How can the Make It
Real Game support
some of the key
areas of the
Northern Ireland
Curriculum?
Whole Curriculum Objectives
Developing young people as:

Creating
a vehicle to access
Curriculum objectives
Individuals
Including, Personal and Mutual Understanding and Moral Character

Contributors to society
Including, Citizenship, Cultural Understanding, Media Awareness and Ethical Awareness

Contributors to the economy and environment
Including, Employability, Economic Awareness and Environmental Responsibility
 It is about better equipping young people to adapting to
and taking advantage of change in 21 Century
Thinking Skills and
Personal Capabilities
•Managing Information
•Thinking, Problem Solving and Decision
Making
•Being Creative
•Working with Others
•Self-Management
Developing
Thinking Skills &
Personal Capabilities
Managing Information
What might Managing Information
look like?
Develop methods for collating and
Recording information and
monitoring progress on a task
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 9 Making a Living
Researching information about their client countries
Suggesting the kind of information they will need
Using the research plans and guidelines
Developing
Thinking Skills &
Personal Capabilities
Thinking, Problem Solving
and Decision Making
What might TPSDM look like?
Group, classify and reclassify
Explain and justify opinions and conclusions
Developing
Thinking Skills &
Personal Capabilities
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 4 Making Lifestyle Choices
Making choices between what they want and what they can afford
Deciding for themselves how to spend leisure time
Being Creative
What might Being Creative look like?
Generate as many ideas and options as
possible, building and combining ideas
Make ideas real by experimenting with
different outcomes
Developing
Thinking Skills &
Personal Capabilities
How can the Make It Real Game
provide opportunities for this?
Examples:
Unit 1- Making a Start: Naming the town
Unit 13- Making It Real: Presenting their advertising campaign
Working With Others
What might Working with Others
look like?
Taking responsibility for tasks and roles
within a group
Working to reach agreements
Developing
Thinking Skills &
Personal Capabilities
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 9- Making a Living: company groups divide the areas of research
equally among members, with each member being responsible for
two or three areas of research
Unit 5- Making a Community: work together to reach agreement on
ideas/solutions for the issues discussed in the Good Citizen cards
Self Management
What might Self Management look like?
Persevere with tasks until an appropriate endpoint.
Developing
Thinking Skills &
Personal Capabilities
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 13- Making It Real: Presenting their advertising campaign
The High Five Poster - Focus on the Journey – “It’s good to have a
goal but we need to take one step at a time”
Aspects of the Make It Real
Game can develop:
Fostering Personal
Development
 A sense of self-esteem
amongst children
 Insights into their own attitudes
and moral values
 Insights into society and the environment, our interdependence and
the need for mutual understanding and respect
 Their ability to use these insights to contribute to relationships,
family life, the local and global community and the environment
 An awareness of the immense value of personal and interpersonal
skills in future life and employment contexts
The Make It Real Game
Providing
context based
Learning
 The Make It Real Game
is not additional nor is it a bolt on
 The Make It Real Game provides
an approach to creating a new
learning culture in the classroom
 Children are learning in a real and relevant context and with a
purpose
The World Around Us
Strand 2 Movement
 Research how places fit within the
wider world and are interdependent
through the supply of goods and services.
Strand 3 Our World
 Explore how to best care
for a changing environment
Connecting the
Learning Areas
Personal Development
Strand 2: Mutual Understanding
in the Local and Global Community
 Relationships in school
 Relationships in the community
 Relationships with the wider world
Connecting the
Learning Areas
Additional opportunities can be
developed in the other
Learning Areas:
The Arts:
by observing, recording and representing their
work through the skills used in Art & Design and Music
Language & Literacy:
by encouraging imagination and creativity through
expressing opinions and ideas about people and places
in the world around them
Mathematics & Numeracy:
by exploring different ways of solving problems by
collecting, formulating and interpreting numerical data
Connecting the
Learning Areas
Information and Communication
Technology skills
 Using ICT to develop skills in
researching, handling and
communicating information
 Translating their thinking into creative
productions which show an awareness of
audience and purpose
Connecting the
Learning Areas