BE REAL EVALUATION IN LINCOLNSHIRE AND RUTLAND

Background

Connexions Lincolnshire and Rutland has run 5 central INSET courses to train staff from learning organisations to deliver the Be Real game since February 2003.  67 staff from schools, colleges, training providers and units along with 11 Connexions staff and an advisory teacher from Lincolnshire School Improvement Service have been trained.  

Questionnaires were sent to the 50 learning organisations that had sent staff to the central training.  22 replies were received but 1 of these answered the questions from the point of view of using Real Game rather than Be Real and so was not included in the evaluation.

Results of the evaluation

Training
The first question asked respondents what they expected to gain from the Be Real training.  The majority of staff said they had expected to gain an understanding of the game and to review the resources.  1 said that they wanted to see how it was a progression from the Real Game.  Others commented that they hoped to gain confidence to deliver INSET on it to tutors and 1 expected to gain a free pack.

We were keen to discover how well the central training had equipped staff to implement the game in their organisation.  76% said it completely equipped them, 14% said it had partially equipped them and they needed further INSET from Connexions in school and 10% did not answer the question.

Delivery
Of the 21 organisations that replied 10 have implemented Be Real and 11 have not.  The next few questions focused on those organisations that had introduced it.  We wanted to find out how it was being used, with which year groups and when and how it was being delivered.  4 of the organisations that have introduced it are using it with Year 10, 1 with Year 11 and 5 are using it with both Year 10 and Year 11.

There were several different delivery models.  5 of the organisations are delivering it through the CEG programme, 3 are doing it through the PSHE programme, 1 is delivering it through Life Skills which includes PSHE, CEG and citizenship and 1 is delivering it through PSHE and CEG lessons and also as part of the work experience debrief.

4 organisations delivered Be Real throughout the year as part of a carousel programme.  4 delivered it in the autumn term, 1 in the autumn and spring terms and 1 school delivered it to Year 11 in the spring and Year 10 in the autumn.

In 5 organisations the game was delivered by the careers co-ordinator.  It was delivered by form tutors in 2 organisations.  The other organisations used a variety of different deliverers including form tutors and the careers co-ordinator and in 2 organisations the careers co-ordinator and a specialist team.  We asked how other staff involved in delivery of the game had been prepared.  In the school where the game was delivered by form tutors they were prepared at a tutors meeting.  2 of the schools said they had received INSET in school from the Connexions curriculum team.

2 of the schools had evaluated the effectiveness of the game by taking feedback from pupils.  Several other schools said they had not yet evaluated the game but planned to.   We also asked if they had made any changes to the delivery of the game as a result of the evaluation.  Several of the schools that had not evaluated the programme said that they had changed elements of the game before they started to fit in with the programmes they were running and the time they had available.  1 of the schools made some of the resources available on-line.  2 grammar schools said they adapted the resources to suit their pupils.

Evaluation by schools
We were keen to find out what impact taking part in the game had on pupils.  Comments included:
‘They loved it.  It was very different from other lessons.  Good response.  Always asking to do it.’
‘Enjoyed it.’
‘Students enjoyed the activities and put it into real situations.’
‘They enjoyed it!’
‘A greater insight into process of getting jobs.  They found home budgeting particularly eye-opening though prices not current.’
‘Very enjoyable and useful in preparation to work experience.’
‘An awareness of the reality compared to a dream with regard to jobs and money.’
‘They enjoyed it.  Lots of discussion about qualifications/salaries etc.’

9 of the 10 schools that had used the game said they were planning to use it again.  1 said they would possibly use it again.

The 11 organisations that had not used the game were asked to comment on why they had not introduced it.  3 said it was due to a lack of time and 2 said it was not a priority for them at this time.  1 said they did not have the staff to deliver the game and 2 others said that the staff who had been trained were no longer at the organisation.  1 organisation said that by the time they came on the training they were involved in work experience and did not have the time but that they were planning to introduce it from September 04.  8 of the 11 organisations are planning to introduce the game in the future.

We invited the organisations to make any other comments.  The organisations that had used the game commented:
‘I spent 2 x 1 hour 10 minute lessons on Be Real with each Year 10 group.  I would like to make this 3 lessons next year.’
‘Some help with expanding it in an on-line format would be very helpful.  Some pricing etc. now out of date.  A crib sheet for updating prices etc. would also be useful.’
‘Useful classroom resource.’
‘Students responded well to the Real Game and Be Real. A good resource.’
‘A valuable addition to the school CEG provision.’

The organisations that had not used the game commented:
‘We hope to implement Be Real next year as a possible day off timetable day and Sam Redington is helping us with this.’
‘Hoping to start it this term delivered by a specialist team as part of PSHE and CEG programme.’
‘Introducing Real Game this summer to Year 8.  Hoping to plan more day events into KS4, including Be Real, but it’s more difficult in this Key Stage.’
‘I have arranged a twilight session with M Wilkinson to deliver parts of Be Real to trainers at sites.’
‘Due to changes at school I have not been able to use this pack this year.  I hope it will change after we become St Clement’s College in September.’
‘I do intend using Be Real but am not completely decided at this stage how it will be combined with existing scheme.’
‘It was a very good training day.’ 

Conclusion

Although only 10 of the 21 organisations that replied to the survey had introduced the game another 8 are planning to.  Those that have introduced it think it is a useful resource and that their pupils have benefited from taking part in it.  The fact that 9 out of the 10 that have used it are planning to use it again is testament to the value that the organisations place on it.  Connexions Lincolnshire and Rutland will continue to support the Be Real game through annual central INSET.  The curriculum team will also continue to offer in house INSET to organisations that want to implement it and support to adapt the game to meet the needs of their pupils.

Emma Titley, Connexions Lincolnshire and Rutland
July 2004