Professional report on the work of the "Historical Finances" vocational course
Professional report on the work of the "Historical Finances" vocational course
In 2022, thanks to the NTP and the Hungarian Prime Minister's Office, our school, Balassi Bálint eight-year high school, won a grant worth about HUF 2.7 million. During the implementation of the application, we held 68 hours of specialized sessions, and also invited a one-day study trip, a studio visit, a film club, and two historians of the Hungarian Academy of Sciences.
The main goal of our program was to make the subject of finance and economics attractive to talented students with an interest in the humanities. Our other goal is to support a generation that is familiar with the media, able to use it, and able to cultivate science and science communication at a high level, to learn about historical finance by searching for and reviewing the sources of the given historical era, through conversation and constructive discussions. Connecting history, media and the arts and involving students interested in these sciences in the program.
The target group of the program/programs (by age, number of employees, type of talent): Given that successful participation in the program requires a certain level of knowledge of history, primarily the history of finance, we therefore mainly expected our students in grades 10-12 to participate in the program (it is important that our school has eight grades, so the teaching of history is different from the usual 4+4 grade schools, so the lower grades do not yet have the prior knowledge of the most relevant eras from the point of view of economic history). The number of students included in the program is 15, of which 6 are in the 10th grade, 6 are in the 11th grade, and 3 are in the 12th grade. The age of the students is 16-19 years. Most of the students selected for the program have achieved excellent results in financial competitions on several occasions, or have been members of the school's successful student enterprises in recent years, or have visited Figura Magdolna's specialist circles in recent years, and won national competitions (e.g. Student Enterprise of the Year title; BankVelem PénzOkos Kupa ). Competing with university students in the national finals of the Student Management Championship, they achieved 7th place. A team won the national 3rd and 2nd place in the BankCode high school competition, and also reached the finals of the National High School Problem Solving Competition. In 2021, 3 students received the "Golden Compass" award for their achievements in the development of financial awareness. Most of the students are regularly successful solvers in numerous mathematics and IT competitions.
Based on the work plan of the program, we held specialized sessions on economic and financial history at the school and at the Institute of History of the Hungarian Academy of Sciences. We discovered Buda Castle in the Money Go group outdoor escape room. In subsequent sessions, there was a board game analysis, followed by an economic board game creation/board game club. As part of the program, we organized a film club and watched several films on the topic of economy, finance, and history: We examined the effects of certain economic theories in historical situations, as well as their effects on the development of individual states, and the characteristics of the stock market and OTC market.
The goals set out in the application, the impact of the program on the target group
Our goals have been achieved. We observed a mutual interest in the humanities and real knowledge, which was helped by the fact that students with different interests, initially only open to one area, worked together on a problem. While those interested in history and finance worked on the exploration and discussion of historical alternatives, their counterparts oriented towards media and technology supported the audiovisual presentation of the problem and its solution and its communication in a form that was easily understandable even for the wider community that did not participate in the project. joint work. Short-term results: acquisition of knowledge related to historical financial and economic topics, development of problem-solving skills and logical, financial, competences. The students' additional competencies, such as the ability to cooperate, social skills, debate skills, self-awareness, ICT competencies, communication skills, and metacognition, were developed. The joint work of the two teachers provided an opportunity for internal knowledge sharing, methodological competences and professional knowledge expansion.
Activities, methods and organizational frameworks that help to achieve the goals set in the program
The program was implemented in the framework of a professional course, which was complemented by one-day mobilities. The sessions were planned, organized, conducted by the two teacher colleagues, and assisted by two historians: Rudolf Paksa and Gábor Demeter, researchers at the Institute of History of the Hungarian Academy of Sciences. The experts provided the professional background from the historical point of view, and the female teachers from the financial, economic and pedagogical point of view. The opportunities for deepening ICT and media knowledge at the beginning of the program ensured that all the members of the group were able to use the knowledge necessary for the implementation of the main program, with the expected result
produce y products. In this phase, our students who were proficient in it helped us in holding the classes.
In the topic group "Alternatives in economic history", the most important milestones and problems of economic history were discussed on each occasion, and the alternatives in economic history were elaborated with the help of a coordinated discussion. The processing was carried out in 10*2 hours, the students individually processed the economic historical situation - given to them in advance - and read the literature, then summarized their knowledge in a session led by the historian and teachers, discussed alternative options and related historical events. The processing of the topic was concluded in the following session in the framework of individual or group work, and was summarized and recorded in the form of a presentation, infographic, and video.
The film club sessions were also realized with the help of a historian, which may have been done, on the one hand, after watching the film together, by exploring the film's message, the visual and verbal communication of the message, as well as their means. The other method is that the participants watched the given film independently before the session, and only discussed and discussed it in the session. We used the latter method when we have a film that sheds light on a given historical situation from the perspective of several people, who are basically in different roles, so the discussion can take place in such a way that the students can argue according to their role by hiding in the role of each person involved.
Last, but not least, in history teaching, we showed a possible form of gamification, the evolutionary analysis of board games, and the development and creation of board games based on one's own ideas, individually or in groups. The head of the board game collection of the Szórakatenusz Toy Museum in Kecskemét, museologist Anetta Fekete, helped us in this, who provided us with Capitaly, Monopoly, Manage Smartly! viewing and analyzing the copies of a family of board games in their warehouse spanning a period of about 80 years, and gave a lecture on the history of the game family, and at the end of the program, the students could play with copies of some copies.
The relationship of your chosen activity to each other
The specialist sessions were well complemented by other activities, they served to implement the complex approach to the talent management program. The development of mutual interest in humanities and real knowledge was helped by the expansion of the originally narrow range of interests: students with different interests who were only open to real or only humanities worked on the tasks together.
The mutual acquaintance with the different types of activities carried out in connection with the program made our students more open-minded, they got to know each other's activities, they inspired each other, they learned their working methods from each other, and they tried the transfer of knowledge, and they became able to mentor their younger / more inexperienced peers. While those interested in history and finance worked on the exploration and discussion of historical alternatives, their colleagues oriented towards media and technology supported the audiovisual presentation of the problem and its solution, and by communicating it in a form that was easily understandable even for the wider community that did not participate in the project. implementation of the program. Cooperation, helpfulness, tolerance, listening to the ideas of others, accepting their opinions, empathy are all skills that determine a successful future, and our students have already improved a lot, but they can be developed even further. In order to develop these, we included group and personal discussions, debates, group, project, collective work in the professional work, but the filmmaking was also meant to facilitate this. These activities also aimed at the development of team spirit, responsibility for each other and one's own work, accuracy, awareness, and skills necessary for independent knowledge acquisition. In order to develop success and failure tolerance, adequate self-knowledge, and metacognition, our plan also included solving independent tasks, setting and preparing project work. We also developed the speaking skills and professional language of the students during discussions, group work, and the processing of foreign language (mainly English) literature. The student reports were aimed at developing writing skills and communication skills.
The students participating in the program were encouraged not only to get to know the games made by others, but also to make board games for recognized historical financial dilemmas and summarizing financial knowledge. The processing of the tasks in pair work, group work, and project work also offered the children many experiences. They could test their abilities, develop their imagination and creativity. During the academic year, we asked the students for preliminary collection work several times, e.g. search for information and articles on the subject related. Team games were also included in the program to help children learn. During the whole year's work, making presentations and short films also helped us achieve our goals.
Objectified works created as a result of the implemented program
We created the planned objectified works, these were the following: historical and economic board games made by the children, an analysis of the family of economic board games found in the Szórakáténusz Toy Museum's warehouse, a short film, presentations, and articles for the school website and the gombigeometria.hu website, social media sites (Facebook). We made the professional material available in English on the gombigeometria.hu website. The created board game is suitable for recalling the world of old times. The game develops a variety of children's skills, so it requires their logical thinking and great attention. The goal of the game is to acquire all possible assets as quickly as possible. for - both adults and small children. The rules of the game are easy to learn, and the game itself teaches children the correct use and management of money in a simple and child-friendly way. The means of payment, the game discs and cards, and the graphics of the game are attractive. We uploaded short films about the work of the specialist group and the implemented programs on the Internet. The ppt was presented by Magdolna Figura at the conference of the Hungarian Talent Management Association.
Tools acquired during the program and the final game
The acquired tools and the created game can be used widely and in several fields of science. We acquired the following equipment: Computer; shotgun microphone, microphone stand/holder, wind deflector microphone sponge; Camera: Canon EOS M50; which we used both in the "Economic History Alternatives" series, during the film club events, and during events to be held on a wider scale. In the future, it can be used not only in the field of finance, but also during school programs and celebrations by high school students and teachers, regardless of gender or age. The economic board game made partly by our students with 3D printing (puppets, houses), and partly by printing (baseboard, money and other forms) and similar and self-directed games can be used to build the knowledge of financial economics and student enterprises, and board games are also a useful way of spending free time , class programs, school student days, talent contests, school open days, we will also see great use of it.
The impact of the tender program
The competition served to enrich and develop the complex thinking of the young people participating in it covering several fields of science. Our students are creative, and in order to develop them, we elaborated the topics of the course with the help of lectures, mobilities, and subsequent discussions, group work, and project tasks. During the program, our students faced many challenges: they will make a short film about historical dilemmas. We also encouraged them to do collection work, make a presentation, and create a board game in connection with the acquired knowledge. We also improved students' memory and financial awareness. In order to develop their presentation skills, communication skills and ICT competences, they were given the task of filming and editing a short film in professional studio conditions, after getting to know the tools and methods used in the studio, they also had to process the task in the form of a presentation and present the completed work.
The tender program also served multi-generational and multi-talented/scientific joint works. We tried to involve the students of our school as well as parents and grandparents in the development of the board game and in the events of the film club. To this end, we invited representatives of several talent fields and professionals active in various professional organizations to the open day. The students who participated in the competition also presented the work they had done in the field on the school talent day and synthesized their knowledge acquired so far within the framework of the program, and the professionals and parents involved enriched our students with a new perspective and helped to create works involving several areas of talent.
Additional activities implemented during the program
The events and additional activities related to the program were useful.
On September 23, 2022, we promoted our application field among about 80 parents, grandparents, and colleagues at an open day organized on the occasion of the Balassi Fest. On Nov. 30, 2022, at the prize distribution of the talent competition organized by our school, during Talent Day, 3 members of the department presented the work of the department to the 100 parents and students present and presented their experiences in the development of board games. Those interested could also try the Rebellió board games, see the presentations made by the children, and the posters on display.
On 30.09.2022, we participated in the Money Go escape room group game with 15 students, in Buda Castle. Our assistants were employees of the Monetary Council. The economic and financial knowledge of our students improved in the framework of the multi-hour program and outdoor escape room. This somewhat more relaxing leisure program was also successful. The off-line escape room program, which is more relaxed but also tests financial and economic knowledge and creativity, helped me break away from the online space a little. In the meantime, we got to know some of the typical buildings of the castle and their history. Since we were able to acquire the tools late, we made a short film about this program.
During our visits to the Institute of History of the Hungarian Academy of Sciences, we were able to listen to interesting lectures, watch and discuss films, and with the help of interactive games. The two expert historians, Rudolf Paksa and Gábor Demeter, also visited our school. During their presentations, another 40 students were involved in the work of the specialist group, and they were also able to participate in the film club. The experience of going to the cinema and watching movies together made their economic history studies more varied and experiential. Our events were successful. After processing the theme "Alternatives in economic history" by searching the literature, the historians summarized their knowledge and discussed the alternative options and related historical events.
Our research day took place on Dec. 1, 2022. Our activity was aimed at researching the warehouse material of the economic board game family of the Szórakatenusz Toy Museum in Kecskemét, the day ended with a visit to the Czifra Palace. The students made an analysis of the economic board games, based on which the "reprint" board games were prepared, which we made with the help of a 3D printer and printing house.
In addition, we visited Objektiv Stúdió in December 2022. The purpose of this activity was to expand ICT competences, work in a professional studio, through getting to know studio equipment and tools, testing them, using them, and making a short film.
Changes compared to the planned program
There were two main reasons for modifying the financial plan. We did not receive part of the amount of money originally applied for. The other reason was that the tender could start in January instead of the planned date of the previous fall, and the price of the equipment to be purchased and other costs increased significantly. We were finally able to implement the program with the redesigned budget.
Completed professional indicators:
Total number of children/students/young people participating in the program/activity(s): 15
1. a. of which the number of domestic (Hungarian) children/students/young people is 15
1.b. of which the number of children/students/young people across the border (abroad) is 0
1. c. of which the number of talent promises is 5
1. d. of which the number of talents is 6
1.e. of which the number of exceptionally talented is 4
1. f. of which the number of disadvantaged children/students/young people is 1
1.g. of which the number of Roma children/students/young people is 0
1. h. of which the number of boys/men is 11
1.i. of which the number of primary school students is 0
1.j. of which the number of high school students is 11
1.k. of which the number of students in higher education is 0
2. The number of talent development programs/tasks realized from the support is 7
3. Number of pedagogues, instructors, and talent support specialists who took part in the implementation of the program 6
4. Number of speakers and experts invited to implement the program 3
5. Number of volunteers involved in the program: 0
6. Number of additional activities undertaken in the program 7
7. The number of tangible assets acquired for the implementation of the talent management program
8. Number of public appearances related to the program, in addition to the mandatory ones: 0
The report containing the name and official graphic logo of the NTP and the Prime Minister's Office as Supporter, as well as the place of publication of the photo documentation (firstly the website, secondly the exact web address of the social media page):
https://www.balassi-bp.hu/
https://www.facebook.com/balassibalintbudapest17
Short film, 2 minutes long, for the tender field of historical finance
Video link:
https://youtu.be/Qzg4m7i9lSM
https://www.gombigeometria.hu/fotogaleria/
https://www.gombigeometria.hu/palyazati-szakkori-elmenyek-1/
https://www.gombigeometria.hu/gazdasagi-tarsasjatekok/
https://www.gombigeometria.hu/l/gazdalkodj-okosan/
https://www.gombigeometria.hu/l/tortenelmi-penzugyek-kiallitas-a-palyazati-szakkor-munkajarol/
Additional press releases (print and electronic)
1. https://www.okosanapenzzel.hu/hirek/penzugyminiszterium-goethe-kapaksolata-a-penzugyi-kulturafejlesztes-elismeresevel
2. https://www.okosanapenzzel.hu/hirek/a-pedagogus-mint-a-penzugyi-es-valalkozoi-kompetenciafejlesztes-kulcsa
3. https://penziranytu.hu/tanarklub
(Knowledge and experience sharing, 01.02.2022. Students and Figura Magdolna, and 06.04.2022. Students)
4. https://penziranytu.hu/sajtomegjjelenesek
5. Kossuth Rádió - The BankCode competition provides useful financial knowledge and a good learning experience (18.01.2023) (Ákos Hidasi: talks about the competition)
6. https://penziranytu.hu/mindennapi-penzugyek-mar-tiktokon
7. https://www.smartfamily.hu/2021/12/16/curion-kincs-smart-family-nagydij-2021-okosyoung people-kulondij/ (Smart young people award 25.11.2021)
Prepared by: Magdolna Figura and Dr. Erika Rozália Vígh-Kiss
Budapest, Jan. 30, 2023.