Me Tycoon Guide and Lesson Plans - icould · PDF file2.1 Lesson 1 – Missed ... Problem Solving – gathering information systematically establishing facts and principles. Solving

INTRODUCTORY GUIDE AND LESSON PLANS

Me Tycoon : Introductory guide and lesson plans Page 2 of 14

Contents

1. Overview ..................................................................................................................................................... 3

Key Messages ............................................................................................................................................ 3

Resources required ................................................................................................................................... 4

Breakdown of the Game ........................................................................................................................... 4

Who is the player? .................................................................................................................................. 4

How do they control the game? ............................................................................................................. 4

How can they win? .................................................................................................................................. 4

What causes the game to be over? ........................................................................................................ 4

2. Information Covered Within the Game ...................................................................................................... 5

Jobs ........................................................................................................................................................... 5

Transferable Skills ..................................................................................................................................... 6

Qualifications ............................................................................................................................................ 7

Topics Discussed - Factors impacting on 21st Century Careers ................................................................. 7

Voluntary Work ....................................................................................................................................... 10

3. Lesson Plans .............................................................................................................................................. 12

2.1 Lesson 1 – Missed opportunities?........................................................................................................... 12

Career options 5 to 10 mins ............................................................................................................... 12

Play the Game 20-30 mins .................................................................................................................... 12

Discussion (whole class) 15 to 20 mins ................................................................................................. 12

2.2 Lesson 2 – Skills ....................................................................................................................................... 13

Work and Life 5 to 10 mins ................................................................................................................ 13

Play the Game 20-30 mins ................................................................................................................. 13

Discussion (whole class) 15 to 20 mins ................................................................................................. 13

3. Useful Contacts ............................................................................................ Error! Bookmark not defined.


1. OVERVIEW

The information contained in this guide is

based on content within ‘Me Tycoon’ – a

game in which students are encouraged to

explore and develop their own virtual life,

where their decisions directly affect their

prosperity, achievements and happiness.

Objectives include:

Getting young people to think about careers and discover different types of jobs that they may not have previously considered.

Providing an exciting online experience for players to get to grips with transferable skills and discover the career stories from iCould.com

Allowing players to discover the changing nature of the jobs market and the potential areas of future growth.

Helping players better visualise and understand that today’s careers are not always achieved as a linear progression.

Key Messages

1. Accepting that life throws up challenges.

What’s important is what you do next.

2. Grabbing any opportunities for learning,

developing skills and gaining experience.

3. Managing your money – nobody else will.

4. Other peoples experience can provide a

rich source of learning.

5. There is a vast range of careers – new

jobs are emerging all the time.

6. Actively building your networks.

7. It’s likely that you will have more than

one ‘career’ in your working lifetime.

8. Working will have a direct impact on your

lifestyle/ personal happiness and

fulfilment.


Resources required

One computer per pupil, or one

between two if working in pairs.

Me Tycoon is available online through

http://MeTycoon.org – it’s compatible

with both PC and Mac and requires Adobe

Flash version 9 to reside on the computer.

Breakdown of the Game

Who is the player?

The player plays as themselves , represented

by an avatar on the game screen. Players are

in charge of their life path and can choose to

enter further education to achieve academic

or vocational qualifications, or start a career

as soon as they end compulsory education.

How do they control the game?

Players are able to:

Manage jobs – search and apply, gain

promotions, change career paths.

Manage qualifications - Choose what to

study and how (part time of full time)

Manage friends – Search and add

friends via unique name or email; send

friends gifts; compare lives, jobs, money

and happiness.

Purchase items from the shop - items

relate to hobbies, transport,

accommodation and activities.

Improve transferable skills

Keep a check on their happiness

Watch iCould.com videos linked to jobs

Manage their upkeep and expenses,

including accommodation, transport

and lifestyle.

How can they win?

As with life, it depends on what’s important

to the individual. Players are ranked based

on happiness, wealth, jobs held,

achievements completed and items bought.

What causes the game to be

over?

The game is over when the player reaches

retirement. The retirement age increases

throughout the game in relation to events

the player may encounter, such as:

The aging population – people live

longer and there are less young. people

to help pay for their pensions.

Healthcare improvements – life

expectancy increases.

http://metycoon.org/


2. INFORMATION COVERED WITHIN THE GAME

Jobs

A wide variety of jobs encompassing 23 sectors is covered within the game, including a number

of jobs that are well known, along with others that pupils may not have heard of or considered.

The following is a list of all the jobs within the game:

Activity Instructor

Actor/Actress

Air Traffic Control Manager

Artist Manager

Assistant Housekeeper

Assistant Principal

Associate Curator

Auditor

Beauty Therapist

Biomedical Scientist

Brand Manager

Broadcaster & Journalist

Cabinet Maker

Camera Supervisor

Campaign Director

Cardio Physiologist

Chartered Surveyor

Chemist

Chief Executive

Students’ Librarian

Circus Performer

Civil Engineer

Community Safety Officer

Compliance & Risk Manager

Composites Engineer

Computer Games Tester

Copywriter

DJ

Drug Dog Handler

Ecologist

Electrician

Embalmer

Environmental Specialist

Event Manager

Exhibition Coordinator

Facilities Manager

Fashion Advisor

Fashion Buyer

Fish Farmer

Food Technologist

Fundraising Officer

Funeral Director

Furnace Bender (Welder)

Geoscientist

Graphic Designer

Guitar Maker

Hair colourist

Head of IT

Healthcare Assistant

HR Administrator

ICT Specialist

Insurance Broker

Intelligence Analyst

IT Architect

IT Specialist

Jewellery Designer

Judge

Landscape Architect

Learning Officer

Leisure Centre Manager

Maintenance Fitter

Manufacturing Manager

Mechanical Engineer

Member of Parliament

Merchandiser

Molecular Biologist

Nurse

NVQ Assessor

Olympic Athlete

Operations Manager

Outdoor Instructor

Outreach Officer

Parliamentary Assistant

Personal Trainer

Pharmacist

Police Constable

Press Officer

Property Lawyer

Public Relations Manager

Public Sector Economist

Racehorse Trainer

Radio Producer

Radiographer

Reception Teacher

Restaurant Manager

Features Writer

Lecturer

Skills For Life Lecturer

Social Worker

Solicitor

Sous Chef

Steeplejack

Stunt Coordinator

Supply Chain Assistant

Syndicate Actuary

Systems Engineer

Textile Designer

Train Driver

Valet

Veterinary Nurse

Warehouse Operative

Water Engineer

Web Developer

Windscreen Technician

Writer & Director


Transferable Skills

Transferable skills are general skills that can be used in many jobs. You gain these skills from previous jobs, projects, voluntary work, sport, your home life, hobbies, and interests. They enable you to be adaptable and flexible in case you need to change your job.

Transferable skills in ‘Me Tycoon’ are represented as stars along the top of the screen. Studying, hobbies, jobs, items bought, all release skill points to increase the level of the players transferable skills.

Jobs within the game require certain skills at certain levels. The skills are :

Communication -expressing ideas clearly and confidently in speech and in writing.

Negotiating - influencing and convincing others, discussing and reaching agreement.

Leadership - motivating and directing others.

Team Player - working confidently and cooperatively within a group.

Customer Awareness - understanding customers and their needs.

Global Skills - speaking and understanding other languages with appreciation of other

cultures.

Creativity – generating and applying new ideas and solutions.

Organisation - planning, managing time and accepting responsibility for actions.

Self Awareness - understanding personal strengths, abilities, values, weaknesses, and

what you want out of life.

Initiative - motivating self and being determined to get things done - constantly looking

for better ways of doing things.

Problem Solving – gathering information systematically establishing facts and principles.

Solving problems.

Computer - Word-processing, programming, using computer applications, the Internet &

email, designing web pages ..

Commercial Awareness - understanding the world of business.

Numeracy - multiplying & dividing accurately, calculating percentages, using statistics & a

calculator, interpreting graphs & tables. Having good financial skills.


Qualifications

Topics Discussed - Factors impacting on 21st Century Careers

Both Global and Personal events occur throughout the game at regular intervals. Some of these

cover the following topics which will affect many of the student’s future jobs:

Foreign investment

o Brands are continually bought and sold internationally.

This could result in the loss of jobs in the UK or a

different strategic direction such as the need for new

skills, rendering old jobs obsolete.

Instant communication

o The world-wide web makes it possible for

communication to take place in real time and from one

side of the globe to the other. Companies have the

potential to market their goods and services to a world-

wide audience.

o Easier collaboration with other experts in the field

leading to better solutions.

Qualifications are split into two groups – ‘Academic’ and

‘Work-Based’. Academic qualifications include: Bachelor,

Masters, and Doctorate. Work-based qualifications include:

Foundation and Advanced Foundation.

Qualifications allow the player to:

Apply for jobs with certain qualification requirements.

Gain extra skills through study.


Technology travels

o If an individual is unaware of the latest technological

advance or is techno-phobic, they face an

uncompromising digital divide. Those who are technically

literate can increasingly choose where, when and how

they work.

Environment and climate change

o New jobs are being created all of the time at both

scientific research and technician level. Identified in the

Governments strategy paper ‘Jobs in the Future’ as a key

area for future growth.

o Companies can quickly lose market share and/ or

reputation if shown to be employing environmentally

unfriendly strategies leading to subsequent job loss.

Work/life balance

o Improved ability to balance work with life is particularly

significant for carers, parents, graduates and older

workers.

o Potential for high levels of stress as people find it difficult

to manage the blurring of boundaries.

The need for continuous learning

o The constant upgrading of technology allows businesses

to constantly improve their competitive advantage. But

the change implied by overhaul and implementing new

technology can be difficult for the workforce.


Raising of the school leaving age to 18

o The Department for Education has confirmed plans to

raise the school leaving age in England by 2013. This

means that:

It will no longer be possible to receive benefits between the ages of 16 to 18.

Teenagers could face £50 on-the spot fines and even jail if they do not comply with the rules, and could end up with a criminal record.

Students will be offered diplomas, apprenticeships etc.

Jobs of the future

The government has identified key industries which is

supported by policies in response to the impact of

globalisation and other key drivers such as demographics

and technology. These include :

Low carbon economy Advanced manufacturing Life sciences Digital economy Business and professional Services The care sector The retail sector Tourism, hospitality and leisure

Increasing longevity, declining fertility, and the disproportionate size of the "Baby Boom" generation. This means that:

o As workforce growth slows, there are not enough young workers to replace the population and skills of Baby Boomers as they reach retirement age.

o The retirement age will increase as people live longer and longer - this is already happening.

o ‘Not working’ is no longer a desired option – as it becomes possible to work flexibly and as we live longer and needs more funds.


o Combining work with education/learning will become increasingly more normal.

Voluntary Work

Cat Fosterer - providing daily hands-on cat care in your own home.

Performing Arts Enabler - helping physically disabled young adults to put on a musical

performance.

Classroom Assistant - taking part in classroom activities to help young students with their

learning.

Disability youth worker - supporting disabled teenagers taking part in social activities like

movie nights, bowling, and meals out.

First Responder - responding to 999 emergency calls where a response ahead of the NHS

Ambulance will make a difference to the patient.

Activities Organiser - working with elderly people in a residential care home and helping

organise and participate with activities.

Charity Shop Worker - helping sort and organise donations, create exciting displays or

perhaps develop new areas.

Conservationist - helping to improve local countryside, including the restoration, creation or

conservation of ponds, woodlands, heath lands and self-guided trails.

Employment Advisor - supporting the homeless and those at risk through advice, skills

development, and maintaining relationships with agencies and employers.

Community Service - providing gardening services for older people, helping them stay in

their own homes for longer.

Graduate Mentor - sharing experiences with young people in school and support them

through examination and career choices.

School Shop Manager - ordering stock, serving in the shop, counting takings, balancing the

books.

Guided Walks leader – helping to enthuse people about the environment by working with

RSPB.


Football Coaching - working with a team of disabled youngsters during the football season.

Gym buddy - helping in the smooth running of the gym e.g. opening /closing gym,

refreshments, supervising gym members, promoting gym facilities and membership.

Activity Day Helper – helping to put up signs, directing people, selling raffle tickets and

generally lending a hand on an activity day.

Tourism Assistant - doing general admin to support an organisation trying to promote a

failing seaside resort in an office-based environment

Stable hand - mucking out the stables, grooming horses, leading horses for riding for the

disabled.

DJ - DJ-ing and organising disco's for Year 10 students.

Kennel Assistant - cleaning kennels, walking and feeding dogs.


3. LESSON PLANS

LESSON 1 – MISSED OPPORTUNITIES?

Career options 5 to 10 mins

Introduce students to the notion that work is a fundamental part of their lives which will

take up to a third or more of their life time. It is therefore worthwhile making sure you

make good choices.

Ask them to brainstorm where they see themselves when they are 21, 35, and 50 years

old and then feedback to the rest of the class. Emphasise that to reach these goals they

must start planning.

Ask them how they think they will reach this goal – i.e. through further education,

through a family member, through working their way up etc.

Play the Game 20-30 mins

Introduce the game to the class and then as individuals or pairs, ask them to begin

playing, paying particular attention to the range of jobs and videos accompanying them.

Ask them to pause the game when the time is up (we recommend at least 20 minutes for

the students to have a good feel of the game and have explored several jobs or paths).

Discussion (whole class) 15 to 20 mins

Bring the class together for discussion.

QUESTIONS FOR CLASS:

Did you discover any interesting jobs you hadn’t heard of before?

Have any of your future career plans changed or have you a new idea of how you

could reach your goal?


LESSON 2 – SKILLS

Work and Life 5 to 10 mins

Define and explain transferable skills to the class. Help them understand that they can

gain skills through a range of activities, including work experience, hobbies, voluntary

work and casual work.

Ask students to think about their own personal skills or qualities and how they might

relate to a particular career or job.

Explain that transferable skills play a part in the game they are about to play and can help

them win jobs.

Play the Game 20-30 mins

Introduce the game to the class and then as individuals or pairs, ask them to begin

playing.

Ask them to pause the game when the time is up (we recommend at least 20 minutes for

the students to have a good feel of the game and have explored several jobs or paths).

Discussion (whole class) 15 to 20 mins

Bring the class together for discussion.

QUESTIONS FOR CLASS:

Do you think transferable skills are more important than qualifications, or vice-

versa? Or are they both important?

Do you think that developing these skills can help you choose a career option that

fits you?


PRIVACY STATEMENT

We are committed to protecting privacy of our users. MeTycoon requires the users to login, in order to

play the game, however users have a choice of registering with the site directly or using one of their

existing accounts from Facebook, Twitter, Yahoo, Google or OpenID to play. Where email addresses are

collected, this is for the purpose of keeping the player up to date about the game. This information will

never be passed onto any other party.

MeTycoon does not allow players to pass any personal details between one another, any interaction with

other players are through the game and are limited to ‘high five’, ‘sending gifts’ or ‘comparison’, under

no circumstances is it possible to find out real identities or email addresses of players through the game.

If you have any questions concerning safeguarding please contact us at: [email protected]

Documents

Me Tycoon Guide and Lesson Plans - icould · PDF file2.1 Lesson 1 – Missed ... Problem Solving – gathering information systematically establishing facts and principles. Solving