Vol 6 Issue 1.pub - Highcliffe School

num = a year) and ‘pro
rata’. We learned that a
good advert should contain
the following:
· job title
· salary/wage details
· description of
duties
· working
hours
· benefits of
employment,
eg. pension/
company car
· qualifications
/ experience
· contact details
· closing date
The Year 7 students then
had the task to produce
their own realistic job advert.
After break we started
talking careers. Using the
careers resources available
in the LRC we looked at
different areas of interest,
for example ‘sport and recreation’,
‘working with animals’,
or ‘working with
young children’. We discovered
that like all the
different jobs within one
school, that there are
many jobs that are to related
to one interest or
area. Their task was to
create an information
sheet for just one specific
job to give young people
some information about
what the job entailed and
what you needed to get the
job. The students used the
computers very efficiently
and produced some quality
careers information sheets.
Having spent 4 hours working
hard in the LRC, it was
decided to learn about
‘being a PE teacher’ with Mr
Jobbins and we played a
game of indoor softball in
the gym to end a very productive
day. Many thanks
to all who worked so hard.
Report by Mrs Finch
Activities Week – Year 8
The Real Game
The whole year took part in
this day-long event in the
sweltering heat. Each tutor
group was split into 3 or 4
teams – each with an original
name. All were kept in
suspense in the Hall by Mr
Garner, wondering what the
Real Game was going to entail
and how much of a
‘game’ it was going to be.
For those of you who don’t
know anything about the
Real Game, it is an activity
that takes you through
some real-life decisions and
challenges you to make
choices about what lifestyle
you can lead depending
on what job you end up
with.
The game starts with a
quiz where each team has
a chance to win points by
answering general careers
questions. This was the
point when shy Mrs Finch
was let loose with a microphone
and pretended she
was a TV gameshow host!
After each team had a
question, the tutor groups
went back to their bases to
put down their ‘dream’ lifestyle
regarding what type
of homes they would like
to live in – what cars,
boats, holidays they would
have if money was no object.
The second round of
the game was when each
person was given a job
and a salary that occupation
would earn. This suddenly
altered many peoples’
lifestyle choices – no
longer being able to afford
all their luxuries.
Jobs were compared
round the groups to see
who earned what and
what each could afford.
The dream lifestyle set
down at the beginning
then had to be modified
according to what could
be afforded and many
4-wheel drives and yachts
had to be returned – along
with the holiday home in
the Bahamas.
The real purpose of the
H2U, Vol 5 Issue 6, Humanities Special - June 2006 Page 19