Students design a board game to help other young people learn about savings and borrowings.
Depending on your class, the project may involve some of the following elements:
- Divide the class into small teams and allocate responsibilities as required.
Review learning about savings and borrowings from Strand 3: Lessons Five - Eleven.
- Follow the six stages for designing a board game as outlined below:
1. Play a range of different board games, making notes about context, board design, rules, skill or luck factor, fairness etc.
2. Develop initial ideas:
Brainstorm what worked or did not work in the sample board games and how this might apply to a game about savings and borrowings.
Draw up a rough plan, outlining:
- Aim of the game (for example, to encourage players to consider the pros and cons of borrowing and saving)
- Name of the game
- Who is it for? (i.e. who will play the game – younger students, peers, family members etc.)
- What do you need to play? (e.g. character cards with small amount of information etc.)
- Rules – how to start (e.g. roll the dice, highest number begins), how to make a move (e.g. different steps outlined on spaces on board), other rules (e.g. go backwards if interest rates rise, go forwards if manage to save more than expected etc.)
3. Make the game
- Make the board for the game
- Make the props (e.g. cards, spinners, counters, props, etc.)
- Make up a box to house the game with all its parts
- Try the game out in class and revise as needed
- Sign off on the game
4. Record testing of the game with group(s) of young people (e.g. in other classes).
5. Evaluate the effectiveness of the game.
6. Revise the game on the basis of the results of the evaluation.
NOTE: If students would prefer they could make a digital or app version of a board game about savings and borrowings
Class discusses what worked well; what did not work well; what they learned; what they would do differently etc.
At the conclusion of their board game project, each student should reflect on the experience, using written, audio, visual or digital format. Student reflections should include:
- A summary of information they have learned
- Reflection on skills they have developed
- A record of particular insights they have gained
- Questions with which they are still left
- Reflection on what they have learned from this and what it means for their own lives or for the future
Students are required to complete at least three projects relating to different strands of the course and must create a Project Record for one action taken during the short course. [NB: work completed in First Year cannot be submitted for certification].
If students decide to produce a Project Record for the Board Game Project they can do so in written, audio, visual or digital form. Regardless of the format chosen, students should ensure that their individual Project Record communicates:
- Why I chose this project
- What the aims of my project were and what means I chose to achieve the aims
- How I sourced and used research
- How I worked with others in carrying out the project activities
- How I organised and managed myself
- Key moments or milestones
- Any challenges I encountered
- Evidence of my individual participation in the project activities
- My overall reflections on what I have learned through planning and participating in the project activities
- What I/we achieved