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Program Elements The entire program, excluding optional activities, takes:
Unit 1 - Time Travel: Exploring The Future
Unit 1 Overview: Each student embarks on a realistic, contemporary career and life journey, role-playing a 20-30 year old adult character with a unique history. Each character follows a different career path, and faces a series of setbacks and opportunities. Students' goal is to create the best possible lifestyle they can for their character with the work roles they are assigned. Session 1: In The Beginning Time: 1.5 to 2 hours [Core] Students are introduced to the game, complete a survey to measure their career knowledge, and receive their character's role history. Between this session and the next, they interview an adult about their life/work journey and familiarize themselves with their character's role history. Session 2: The Real World of Work Time: 1.5 to 2 hours [Core] Students are introduced to the High Five Principles, Essential Skills and Character Traits. Then they explore and share stories about real life changes in the world of work based on their adult interviews. Finally, they explore their own and others' role histories by interviewing each other in role. Session 3: My Job Search Time: 2 hours [Core] Students develop a Résumé Worksheet based on their Role History, then search, apply and interview (optional) for an advertised job based on their character's educational achievements and work history, and receive their first Job Profile. Session 4: My Lifestyle Choices Time: 1.5 to 2 hours [Core] Students explore lifestyle choices, envisaging accommodation, transportation, material possessions and leisure activities they would like in their adult lives. Session 5: My Life/Work Balance Time: 1 hour [Core] In their adult roles, students discover how they might spend their hours in a typical week, and they make choices about “must do” and leisure activities. Session 6: My Monthly Budget Time: 1 to 2 hours [Core] In their roles, students explore the relationship between income and lifestyle, needs and wants, within the constraints of their character's monthly income. They prioritize their needs and balance their monthly budget, while exploring the relationship between occupations and lifestyle choices. Session 7: Change Is Constant Time: 1 to 2 hours [Recommended] Students experience the consequences of job loss and/or job change based caused by diverse factors including downsizing, restructuring, environmental factors, technological change, and personal initiative. Session 8: Focus On The Journey Time: 1.2 to 2 hours [Recommended] Using their character's education, skills and work experience, students update their résumés then seek, interview for and obtain a new Job Profile. Session 9: My Lifestyle Adjustments Time: 1 to 1.5 hours [Recommended] Students revisit their lifestyle choices making necessary or desired adjustments based on their new income, hours of work, and new awareness of priorities and changing personal preferences. Unit 2 - The Personal Journey: Creating My Future
Unit 2 Overview: In this unit students complete intensive self-exploration and career planning processes and activities drawing upon their experience role-playing an adult in the Unit 1, they explore their personal future, identify a personal Dream Role, and develop a Job Search Toolkit to include in their Portfolio. Session 1: Looking Back, Looking Ahead Time: 1 hour [Core] Students reflect on the work roles and lifestyle choices their character experienced and identify what they liked and disliked most in their character's Role History, Job Profile 1 and Job Profile 2, and those of others in the group, and develop a checklist of factors they want in their future work roles and lifestyle. Session 2: Who Am I Really? Time: 1.5 to 2 hours [Core] Through intensive self-assessment informed by their role-playing experience, students explore their personal interests, skills, learning style preferences and values. Session 3: My Dream Role Time: 2 hours [Core] Using available online and/or offline career exploration, information and planning resources, students use their self-assessment results to identify the Dream Role and associated career path that most appeal to them . Session 4: Making Connections Time: 1.5 to 2 hours [Recommended] Students identify organizations in their community, region or state that employ people in their Dream Role, or in a role on a career path to their Dream Role. They then engage in one or more activities (i.e., site visits, interviews, job-shadowing, work experience, co-op education, volunteering, community service-learning,a career panel or fair, etc.) to expand their knowledge of career possibilities and employers in their area, and confirm or refute the suitability of their Dream Role. Session 5: My Life Story Time: 1.5 to 2 hours [Recommended] Based on their experience in Unit 1 and in life to date, students further research life, learning and career options that appeal to them as they imagine how they would like their entire life to unfold, then they draft and refine their My Life Story as a written narrative. Session 6: My Job Search Toolkit Time: 2 to 3 hours [Core] Students develop a Job Search Toolkit based on their My Life Story which they will include in their Portfolio and adapt and use in real life. They role-play and rehearse job search techniques and procedures, including calls to potential employers and interviews. Session 7: A New Beginning Time: 1 to 2 hours [Recommended] Students present what they have learned from their Be Real Game experience to invited guests and receive a Certificate of Completion
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