The Real Game Series Facilitator Worshop PM Session

1
Facilitator Workshop P.M.
2
Workshop Overview

• Unit One
• Unit Two
• Unit Three
• Unit Four
• Unit Five
• Training Other Facilitators
• Complementary Resources
• Mapping against ABCD

3
Change

• Changedoes not have to be forced on us by
  crisis and calamity. We can do it ourselves. If
  changing isonly another word for learning, then
  the theories of learning will also be theories of
  changing. Those who are always learning are
  those who can ride the waves of change and who
  see a changing world as full of opportunities
  rather than of damages. They are the ones most
  likely to be the survivors in a time of
  discontinuity.
• Charles Handy, The Age of Unreason,
  Harvard Business School Press, 1990, p. 56

4
Change

• TRG as a learning and teaching tool is a
  response to the particular challenges the new
  working world is throwing at young people. It
  not only introduces them to the nature of the
  future they face, but helps them to understand it
  and gives them the skills to explore how they can
  function successfully in it.

5
Unit Summaries

• 1. Learning a Living students become
  acquainted with the basic concepts associated
  with The Real Game and the world of work
• 2. Making a Living students assume
  occupational roles and lifestyles
• 3. Quality of Life students learn about
  leisure and holidays and how these relate to
  their occupations and interests
• 4. Changes and Choices students learn about
  some of the forces shaping the world of work
• 5. The Personal Journey students learn that a
  career is the sum total of personal, family,
  working and leisure events

6
Unit One Session One

• Foundations
• Key Words Chart
• The High Five Poster
• Discussion
• Letter to Parents/Guardians
• What I Know about the World of Work optional
  survey pre post program

7
Delivery Tips 1.1

• Essential for students to understand the
  difference between the concepts of job,
  occupation and career
• The High Five principles can be built into other
  school activities like pastoral care, life skills
  and leadership
• Some teachers think The High Five principles are
  American jargon. If so, change the terminology
  eg Access your allies is networking, Follow your
  heart is balance
• Some students dont get The High Five principles
  but they are a good basis for discussion during
  TRG
• Sending the letter to parents/guardians is
  optional
• Optional student survey stress that it is not a
  test but more like a magazine quiz
• Optional student survey students like the idea
  of completing the survey at the start and finish
  of TRG to discover how much they have learnt
  discussion around the survey can be a rich
  learning experience

8
Unit One Session Two

• The Spin Game
• The Spin Game
• Question and Answer Cards
• Discussion

9
Delivery Tips 1.2

• In the early stage of TRG, its better to move
  straight into the budgeting activity allow
  plenty of time for this core activity
• The Spin Game is not long enough for a whole
  lesson though students enjoy playing it
• Use the Spin Game in lessons where theres some
  spare time remaining after other activities are
  completed or where a natural break in the Game
  occurs
• TRG recommends playing the Spin Game 3 times 3
  levels of questions are provided
• Play the Spin Game in groups keep a tally of
  group scores each time it is played and have a
  small prize for the winning group
• Scoring 2 points for the group getting the right
  answer on their turn, 1 point for getting the
  right answer on another groups turn
• The Spin Game is available online at
  http//www.realgame.org/assets/flash/TRG_demo.html

10
Unit Two Session One

• The Dream
• Wish List
• Distribute Student Folders
• Discussion
• Wish List Dream Clouds

11
Delivery Tips 2.1

• Some students may initially be upset that TRG is
  paper based and not computer based
• TRG uses numerous handouts photocopiable but
  its more economic time efficient to buy
  Student Handout Pads (53 pp.) _at_ 2.00 each
• Its not necessary to purchase official Student
  Kit _at_ 1.80 each document wallets work just as
  well
• Some type of student folder is essential to keep
  the many handouts together
• Colour code student document wallets by group for
  team activities
• Better to deliver TRG in the same classroom as
  able to display students posters eg Wish List

12
Delivery Tips 2.1

• Prices used for the Wish List are out of date
  however do not update as they are matched to Job
  Profile salaries so that the budget will balance
  in the end
• Junk mail especially from supermarkets is useful
  for the Wish List activity
• Do not allow students to take their handouts home
  they cannot do further activities without their
  current handouts
• Student wallets/folders are best kept in the
  classroom for ease of access
• Students dont need to consider budgets when
  creating their Wish List and Dream Cloud

13
Unit Two Session Two

• Whats My Line
• Job Profiles
• A Day in the Life of exercise
• Discussion
• Visual Job Representation optional
• Sample Business Cards optional

14
Delivery Tips 2.2

• Do not hand out the Job Profiles with gross
  monthly income levels before the students have
  completed their Wish List
• 42 Job Profiles are not in the Student Handout
  Pads and must be photocopied from the
  Facilitators Kit
• Students should not choose their own job
• Appendix A of the Facilitators Guide, pg 169
  has the collation order for using TRG with either
  20 or 40 students for smaller classes, use 1-20
  or 21-40 as this still gives the full range of
  income, education and work types
• Job No 1 Entrepreneur is good to give to a
  student with low self esteem if trying to match
  students to jobs BUT this is not necessarily the
  best strategy for using TRG
• Putting the Job Profiles into envelopes and
  letting students pick an envelope or delivering
  the envelope like a letter adds excitement to TRG
  

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Unit Two Session Three

• Who Am I? Who Are You?
• Activity Poster activity
• Brief oral presentation about each students job
• Who Am I? Who Are You? activity
• A Day in the Life of students interview their
  parents/guardian optional
• Discussion

16
Delivery Tips 2.3

• Complete the top section of the Activity Poster
  with information from the Job Profiles
• Some students may need help with graphing to
  complete their Activity Posters involve the
  Maths teachers

17
Unit Two Session Four

• Reality Check
• Monthly Budget
• Monthly Expenses
• Chance Cards
• Discussion
• Real Money optional
• Students ask parents/guardians about the real
  cost of living optional
• Financial institution visit optional

18
Delivery Tips 2.4

• Monthly Budget needs more than two periods to
  complete. It will probably take longer than the
  Facilitators Guide suggests. Dont worry its
  worth taking the additional time.
• Not having this as a double period is useful as
  students have time to check out prices before the
  2nd period
• Getting the Budget correctly completed is
  important to the rest of TRG so its worth
  spending extra time on it if required
• Photocopy extra copies of the Monthly Budget and
  Monthly Expenses worksheets for students as they
  do make mistakes the first time they fill it in
• Monthly Budget important to get students to
  consider options to make do eg sharing
  accommodation costs
• NOTE some students may become rather down about
  the realities of life that this activity
  confronts them with. It is important to debrief
  them on this and discuss issues such as personal
  motivation and satisfaction, life goals and
  identifying options to reach their goals

19
Unit Two Session Five

• Building Blocks
• Activity Poster
• Naming their community
• Discussion
• Charity Auction optional
• Real Money optional
• Visit to local community optional

20
Delivery Tips 2.5

• Some students may need help with percentages and
  graphing to complete their Activity Posters
  involve the Maths teachers

21
Unit Three Session One

• After Work
• Where Does All the Time Go? exercise
• So Much To Do handout
• Time for Me! worksheet
• Discussion
• Visual Leisure Representation optional
• Favourite Activities optional
• Written Report Weekend in the Life of
  optional
• Visit a volunteer organisation optional

22
Delivery Tips 3.1

• Its not necessary to use the Time for Me!
  activity So Much to Do achieves the same outcome

23
Unit Three Session Two

• Getting Away
• Guest speaker travel agent optional
• Holidays handout
• Holiday Portfolio
• Reality check
• Oral reports on planned holidays
• Visual holiday representation
• Discussion
• Plan a fun day trip optional simulation
• Visit to travel industry optional
• Passports optional

24
Delivery Tips 3.2

• You do not need to follow the sequence of
  activities for 3.2 in the Facilitators Guide
• Following their research, students will realise
  that Holidays Possible Destinations prices are
  not current but they are realistic relative to
  other costs in TRG
• Research can be captured on the Holiday Portfolio
  handout

25
Unit Three Session Three

• Spin It Again
• Spin Game
• QA Cards
• Discussion
• Add new occupations to the Spin Game optional

26
Delivery Tips 3.3

• The Spin Game is not long enough for a whole
  lesson though students enjoy playing it 10 to
  15 minutes is adequate
• Use the Spin Game in lessons where theres some
  spare time remaining after other activities are
  completed or where a natural break in TRG occurs
• TRG recommends playing the Spin Game 3 times 3
  levels of questions are provided
• Play the Spin Game in groups keep a tally of
  group scores each time it is played and have a
  small prize for the winning group
• Scoring 2 points for the group getting the right
  answer on their turn, 1 point for getting the
  right answer on another groups turn
• School subjects you like jobs they can lead to
  (DEST) useful for researching other jobs to
  create extra QA Cards
• The Spin Game is available online at
  http//www.realgame.org/assets/flash/TRG_demo.html

27
Unit Four Session One

• Fair Play
• Mans Work or Womans Work? worksheet
• Reflecting on Gender Facts handout
• Gender Equity Facts Figures
• Gender Equity Proclamation

28
Delivery Tips 4.1

• Expect some stereotypical responses from students
  in the first instance
• Gender Equity Facts and Figures important to up
  date this activity with latest data from the
  Australia Bureau of Statistics as trends and data
  do change

29
Unit Four Session Two

• Think Again
• Think Again! handout
• Job Profiles
• Dream Clouds updated
• Discussion
• Essay/Paragraph An Ideal Day at Work optional

30
Delivery Tips 4.2

• My Guide on the myfuture website is a useful
  computer based, personalised career exploration
  tool helps students to identify, explore and
  decide on their ideal career
• Australian JobSearch has a short Career Quiz in
  the Careers section

31
Unit Four Session Three

• The Redundancy Notice
• Oh No! What Do I Do Now? handouts
• Event Poster
• Individual Resumes
• Discussion
• Case History handout optional
• Circle of Trust activity optional

32
Delivery Tips 4.3

• The Be Real Game Facilitators Kit has 40 Job
  Change Notices which can be used as models of
  redundancy letters if the school has a copy
• Encourage students that solutions to their job
  losses can be as creative as they want them to be
• The resume in TRG is suitable for the Games
  needs but is not like real world resumes.
  Provide students with other models suitable for
  gaining part time work and/or for their Ideal Job
  (link with Unit 5.2 Mock Job Interview)
• Resume My Transferable Skills include the
  employability skills here
• myfuture and the Career Information Service have
  resume tips

33
Unit Four Session Four

• Transitions
• Define transition
• Work Projects
• New employment opportunities
• Discussion
• Drama or game playing optional
• Simulated job interviews optional

34
Delivery Tips 4.4

• The simulated job interviews are with other
  students and the teacher. Use this as
  preparation for Unit 5.2 Mock Job Interview with
  an employer and/or LCP representative
• myfuture and the Career Information Service have
  interview tips

35
Unit Five Session One

• The Big Picture
• Circle of Life or Time Line handout
• Discussion
• Students complete Circle of Life with a parent or
  friend optional

36
Delivery Tips 5.1

• Discussion of the Circle of Life could also link
  to the High Five Principles
• Jobs/occupations students list on their Circle of
  Life can be investigated in My Ideal Job Profile
  (Unit 5.2 ) and then these are the areas from
  which industry guest speakers are invited to the
  Careers Day (Unit 5.3)
• Personal choice and job satisfaction have
  students reflect on their part time jobs in
  relation to both of these concepts

37
Unit Five Session Two

• Follow Your Heart
• Discussion
• My Ideal Job Profile
• Students research their ideal job optional

38
Delivery Tips 5.2

• Students have a mock job interview for their
  Ideal Job with a local employer and/or the Career
  Transition Coordinator from the Local Community
  Partnership (LCP)
• Students provide the selection panel with resumes
  (Unit 4.3 outcome) prior to the interviews so
  they can receive feedback on them
• myfuture and the Career Information Service have
  interview tips

39
Unit Five Session Three

• Career Day
• Guest Speakers talk about their careers
• Discussion
• Career Day optional

40
Delivery Tips 5.3

• Students plan and organise the event as a
  learning activity
• If TRG is used over a number of years, older
  students who previously played TRG can act as
  mentors or peer coaches for this activity
• Wrap Up for TRG could be a feature of the Career
  Day eg if school decided to present The Real Game
  Diplomas to students

41
Unit Five Session Four

• Wrap Up
• The Spin Game
• QA Cards
• The Real Game Diplomas
• Discussion
• What I Know about the World of Work optional
  survey pre post program

42
Delivery Tips 5.4

• The Spin Game is not long enough for a whole
  lesson though students enjoy playing it
• Use the Spin Game in lessons where theres some
  spare time remaining after other activities are
  completed or where a natural break in TRG occurs
• TRG recommends playing the Spin Game 3 times 3
  levels of questions are provided
• Play the Spin Game in groups keep a tally of
  group scores each time it is played and have a
  small prize for the winning group
• Scoring 2 points for the group getting the right
  answer on their turn, 1 point for getting the
  right answer on another groups turn
• The Spin Game is available online at
  http//www.realgame.org/assets/flash/TRG_demo.html
  

43
Time Required

• Recommended 20-25 hours for 18 sessions
• Core activities are units 1.1 and 2.1-3.2 to
  complete the budgeting cycle can be completed
  in 20-25 hrs
• 15-18 hours is OK
• Less than 15 hours poorer outcomes are achieved
  as delivery becomes too rushed
• Optional activities enhance the program and add
  value if time allows
• A double period is best for TRG delivery in most
  Units

44
Class Size

• Ideal class size 32 4 groups x 8 students
• Group and class size have an impact on the
  success of TRG
• Very small classes mean less discussion about the
  range of jobs available to students and less
  community interaction

45
Career Education

• TRG can be used as a stand alone CE activity or
  embedded across the schools curriculum in
  English, Maths, SOSE, Arts and Technology
• TRG can be expanded into a complete CE program
  using complementary careers resources eg myfuture
• TRG suitable for inclusion in a personal
  development or alternative education program or
  for pastoral care
• TRG supports Year 10 students making choices for
  their SET Plans
• Involve the Guidance Officer/Career Counsellor
  and/or the Career Transition Coordinator from the
  Local Community Partnership (LCP) in delivery of
  TRG

46
Assessment

• TRG useful for optional student assessment in
  the following units
• Unit 2.2 Whats My Line research the Job
  Profiles for current information on each job,
  income level, education requirements, conditions
  of work, work experience and skills, and current
  employment and career opportunities
• Unit 2.3 Who Am I? Who Are You? A Day in the
  Life of interview with a parent/guardian/neighb
  our/community member
• Unit 2.5 Building Blocks a business plan for
  the Charity Auction businesses
• Unit 3.1 After Work report about a Weekend in
  the Life of
• Unit 3.2 Getting Away research on holiday
  destinations presented as posters, postcards,
  brochures, travel maps, holiday diaries, videos
  or other creative materials
• Unit 4.1 Fair Play research people working in
  non traditional roles
• Unit 4.2 Think Again! report on an ideal day at
  work in their job

47
Assessment

• TRG useful for optional student assessment in
  the following units
• Unit 4.3 The Redundancy Notice resume for
  finding part time work
• Unit 4.3 The Redundancy Notice case history of
  an adult who has experienced redundancy written
  or oral assignment
• Unit 4.4 Transitions individual or group report
  on local community disaster scenario and
  responses eg environmental disaster
• Unit 5.1 The Big Picture report on differences
  between student and adults Circle of Life
• Unit 5.2 Follow Your Heart My Ideal Job Profile
  (can also link with Unit 4.2 assessment)
• Unit 5.3 Career Day report on what students
  discovered about work, employers, further
  education and training, and jobs that interest
  them
• Unit 5.4 Wrap Up reflection on their learning
  from TRG by students completing the optional
  survey, What I Know about the World of Work,
  pre and post playing TRG

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Complementary Resources

• Australian Blueprint for Career Development
  Glossary
• Australian Job Search Job Outlook
• Career Information Service Queensland Studies
  Authority
• Career Keys
• Career and Transitions Step 1 - designed for
  Years 9-10 and concentrates on self-awareness
  activities
• Career and Transitions Step 2 - builds on Step 1
  skills with a stronger focus on decision making -
  designed to help Year 10 students write their SET
  Plans
• Employability Skills Framework DEST
• Job Guide
• myfuture
• OZJAC (if the school has a subscription)
• School subjects you like jobs they can lead to
  - DEST

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Questions

• ?
• Thank you for your participation in this workshop