In the Northern Ireland Primary Curriculum 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?

Curriculum objectives Creating a vehicle to access Curriculum objectives Whole Curriculum Objectives Developing young people as: 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 Developing Thinking Skills & Personal Capabilities Managing Information Thinking, Problem Solving and Decision Making Being Creative Working with Others Self-Management

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

Personal Capabilities Thinking, Problem Solving and Decision Making What might TPSDM look like? Group, classify and reclassify Explain and justify opinions and conclusions 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 Developing Thinking Skills & Personal Capabilities

Personal Capabilities 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 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 Developing Thinking Skills & Personal Capabilities

Personal Capabilities Working With Others What might Working with Others look like? Taking responsibility for tasks and roles within a group Working to reach agreements 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 Developing Thinking Skills & Personal Capabilities

Personal Capabilities Self Management What might Self Management look like? Persevere with tasks until an appropriate endpoint. 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” Developing Thinking Skills & Personal Capabilities

Aspects of the Make It Real Game can develop: Fostering Personal Development Aspects of the Make It Real Game can develop: 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 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 Providing context based Learning

The World Around Us Strand 2 Movement Strand 3 Our World 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 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

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