Project: Board game

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 Section 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
(see www.toolsforeducators.com/boardgames/boardgame.php).

Debrief