workshop 1 change is good!. innovation quiz 1. cafter-work drinks 2. bsir john harington and not...

Workshop 1Workshop 1Change is good!Change is good!

Innovation quizInnovation quiz

1. C After-work drinks

2. B Sir John Harington and not Thomas Crapper – it’s just a myth!

3. B Otto Wichterle, (1913-1989), Czechoslovakia

4. A Steve Jobs – co-founder of Apple Computers

5. A 2000 BC

6. B Mick Hegarty, spokesperson for the BT Essence of the Entrepreneur awards

7. A The telephone

8. C Barclays

9. A and BThe adhesive was invented by 3M employee Spencer Silver in 1968 and the concept was used to produce post-it notes by his colleague Arthur Fry in 1974 – a combined effort!

10. C Domino’s Pizza

Innovation quizInnovation quiz

11. C WL Gore and associates12. A US President Herbert Hoover

thought up the idea of a urinal whilst in the toilet at the White House

13. C Coventry14. B 151015. A John Montague – the 4th Earl of Sandwich! 16. A Harrods

A 187817. B Louis Cartier18. C Benjamin Franklin19. A Wrigley’s gum20. B Bank of Stockholm

We are learning to …..We are learning to …..

Incorporate Enterprise into the teaching of Business Studies

Apply the Enterprise process when delivering lessons

Engage students in different ways than at present

What I’m looking for ……..What I’m looking for ……..

An understanding of the need to innovate

An awareness of the language of Enterprise

A lesson planned to incorporate the Enterprise process

Afters ………Afters ………

By the end of today you will leave with:

An enterprising message for your colleagues Fun, active, participatory lesson ideas for your pupils A wealth of resources to use immediately A resource list to follow up when you have time……

And, if we’ve done our job properly

The desire to get started using enterprising techniques tomorrow in class

Workshop 2Workshop 2Articulating the learningArticulating the learning

Enterprise learning outcomesEnterprise learning outcomes

Enterprise Capability

Enterprise learning outcomesEnterprise learning outcomes

Financial literacy

Enterprise learning outcomesEnterprise learning outcomes

Economic and Business Understanding

The Paper Bag GameThe Paper Bag Game

Preliminary questionsHow do people earn money?

Is the money that you earn for yourself or for others?

If you had a free choice, what sort of work would you like to do? What sort of work would you not be able to do?

How many hours a day / days a week do you think it is reasonable to work?

What proportion of your pay do you think you should keep purely for yourself?

The Paper Bag GameThe Paper Bag Game

Playing the gameEach group represents a family living in a crowded and poor shanty town in Calcutta

You have to survive for a day by making and selling as many paper bags as possible in 20 minutes

Bags are sold in batches of 10 to the shopkeeper who will check quality and pay one rupee for the batch

The Paper Bag GameThe Paper Bag Game

DebriefAdd up how much money you have earned using the ‘Will you survive?’ maths sheet Question 1-4

Look at the family shopping list – what would you choose to buy first? How did you make this choice?

Return to the ‘Will you survive?’ maths sheet and answer questions 5-8

How many hours would your family need to work to buy the essentials for one week?

The Paper Bag GameThe Paper Bag Game

What is the relevance for Business Studies?

The paper bag game provides a platform for exploring many concepts:

Supply and demand Inequality of income and wealth

Methods of production Use of scarce resources

Opportunity cost Factors of production

Remuneration Added value

Chain of production

International / fair trade

The Paper Bag GameThe Paper Bag Game

Can the game deliver enterprise learning outcomes?Highlight the relevant learning outcomes

Could others be covered with changes to / spin offs from the game?

Workshop 3Workshop 3Planning an enterprise lessonPlanning an enterprise lesson

Designing enterprising lessonsDesigning enterprising lessons

Learners are expected to take personal responsibility for their own actions through an enterprise process that involves four stages:

Stage 1 tackling a problem or need: students generate ideas through discussion to reach a common understanding of what is required to resolve the problem or meet the need

Stage 2 planning the project or activity: breaking down tasks, organising resources, deploying team members and allocating responsibilities

Stage 3 implementing the plan: solving problems, monitoring progress.

Stage 4 evaluating the processes: reviewing activities and final outcomes, reflecting on lessons learned and assessing the skills, attitudes, qualities and

understanding acquired

Know your potatoKnow your potato

Working in groups of 6 give each a potatoFor 2 minutes feel your potato, observe it from all angles, search for its particular characteristicsPut the potato in the middle of the circle and mix them upClose eyes and in turn describe your potato to the groupAll close eyes and search for your potato

Uses: To practice observation and descriptive skillsAs stimulus for discussion on product differentiation

homogenous products e.g. milk, coke, beans are differentiated by brand, real and perceived differences

Labour of loveLabour of love

You are part of a group who have decided to produce and sell magazine holders to raise funds for the school. You have decided to use cereal packets as the main material.

Labour of loveLabour of love

What materials and equipment do you need?Where can you get these items from? How long will it take you to make the magazine holders? Will you be able to do everything yourselves or could someone else do part of it better

than you? How much are you going to charge for your magazine holders?If this was a real business how much would you pay your workers?What effect would this have on the price of the magazine holder?Would you prefer to pay a certain amount per hour or to pay for each completed

magazine holder? Give reasons for your choiceWhat are the unique features of your product? (What makes your magazine holder

different to everyone else’s?)

Labour of loveLabour of love

Stage 1: Pupils decide through group discussion who the target audience for their magazine holder will be. Questions for consideration lead the discussion for some groups, older / more able may not need these

Stage 2: Pupils plan the project, breaking down tasks to produce the magazine holder, organising resources, deploying team members and allocating responsibilities according to skills in the group

Stage 3: The magazine holder is produced, plans are revised as issues arise – developing flexibility, adaptability, realism

Stage 4: By articulating the USP to the class groups are reviewing activities and final outcomes – a vote on the best product or presentation allows further reflection

Lesson developmentLesson development

Task: Identify a lesson that you have delivered in the past and re-plan it using the enterprise process. Use the Enterprise process planning sheet and the enterprise menu to help.

Possible topics:

Break even analysis

The recruitment process

Barriers to communication / elements of good communication

Sources of finance / shares

Or ………………. Next weeks lesson – then you can test it out

ResourcesResources

Business activities for starters and plenary – www.businessstudiesonline.co.uk

Money, money, money – www.sesame.co.uk

Real sole traders – HE Full Circle CD

The Paper Bag Game and others – Christian Aid – www.christianaid.org.uk

Economic & Industrial Understanding KS3 – Chalkface – www.chalkface.com

The Enterprise Blog - www.tutor2u.net

Project Business – www.young-enterprise.org.uk

Business Ethics - www.consumereducation.org.uk

Cool planet – www.oxfam.org.uk

www.worldofenterprise.co.uk

Staffordshire partnership - http://www.staffpart.org.uk/enterprise_network.htm