1 | P a g e ©Copyright 2015 Young Enterprise Scotland
YOUNG ENTERPRISE
SCOTLAND
Scottish Inventors Project Bringing the Entrepreneurs of Yesterday
into the Enterprising Minds of Today
Young Enterprise Scotland
2 | P a g e ©Copyright 2015 Young Enterprise Scotland
Table of Contents
Page Numbers
Introduction 3
Rationale 4
Outline of Topic 5 & 6
Lesson 1: Introduction to the Scottish
Inventors and Topic
7
Lesson 2: Researching the Scottish
Inventors
8
Lesson 3: Selection of Inventors/Further
Research
9 & 10
Lesson 4: Designing and Financing the
Invention
11 & 12
Lesson 5 and 6: Inventor’s Challenge 13
Lesson 7: Market Research 14 & 15
Lesson 8: Advertising the Product 16 & 17
Lesson 9: Preparing for Sales Pitch 18 & 19
Lesson 10: The Sales Pitch 20
Appendices
Appendix A: Planning and Assessment 21 - 37
Appendix B: Themed Worksheets 38-43
Appendix C: Website for Research 44
Appendix D: Research Notes 45 & 46
Appendix E: Example Timeline 47
Appendix F: Team Checklist 48-50
Appendix G: Points to Consider 51
Appendix H: Job Responsibilities and
Qualities
52
Appendix I: Roles and Responsibilities 53
Appendix J: Costs Involved 54
Appendix K: Materials and Costs 55 & 56
Appendix L: Profit and Loss Account 57
3 | P a g e ©Copyright 2015 Young Enterprise Scotland
INTRODUCTION
The Scottish Inventors Project is one that aims to bring Enterprise in Education together with
other curricular areas. The purpose of the topic is for children to learn about Scottish
Inventors, select a famous Scottish Invention to redevelop and design for use in the future
then develop and run a mock business to make and market their product. The topic
culminates in a day of presentations and pitches, allowing the children to demonstrate their
learning over the course of the topic. This topic not only meets many of the experiences
and outcomes of CfE, but can help children develop towards the four capacities, as well as
giving a real and relevant context to their learning with a perceivable goal to work towards.
This pack is a complete topic for teaching staff with teachers’ notes giving detailed
descriptors of each activity. Appendices contain lesson planner and assessment tools as well
as a set of resources for photocopying if required. The sequence of lessons and activities
planned for this integrated topic are directed at covering many areas of the curriculum, all
relevant to the aims of the Project.
As you are aware learning is not just about children achieving set goals and academic
standards, but is about their development into fully rounded and participating citizens who
are equipped with the knowledge, skills, abilities and attitudes to make their way through life
and be a valuable member of society. This is an ideal basis for directing a topic that is not
only furthering the children’s knowledge and skills but is also increasing their awareness and
respect of others in the global community, helping them understand their place within it and
the development that has occurred in society from both a sociological and technological
aspect.
There is a range of learning experiences planned to allow for skills development across the
subject areas, with most of the work undertaken being done in a collaborative group work
setting. This way the children can direct their own learning and can learn from and with one
another. There is a large emphasis on building children’s confidence in their own abilities,
particularly with regard to speaking out; learning to give formed opinions and reasons;
listening to others and respecting their views and ideas ; helping them to be able to assess
their own and others learning - as well as working together towards a common goal. This is
not a teacher directed topic; instead the majority of the work should be managed by the
children themselves.
The end goal of this topic is for the school to host a day for parents/visitors to recognise and
value the children’s work and achievements and to allow them the opportunity to present
their work to an audience.
RATIONALE
4 | P a g e ©Copyright 2015 Young Enterprise Scotland
One of the main purposes of an integrated curricular topic such as this is to give coherence
and purpose to the children’s learning. If subject areas can be linked together through a
single topic basis, then the children can better understand the meaning and reason for the
learning behind it. We know that children are more motivated and learn better if they see a
purpose to their learning and this way of working means that subjects are not being picked
up individually with no common thread running through.
There are clear overlaps throughout the different curricular areas. From the early
recommendations of moving towards a more child centred approach to education, themed
and topic learning has featured largely in the recommendations of how to accomplish this.
CfE is reintroducing this way of working, putting more onus onto the class teacher to design
and develop active learning within their classroom.
The lessons planned are designed to be more engaging and active than the children merely
being given information and processing it. They are encouraging the children to use
independent thought processes, work collaboratively with others, use a variety of media to
research and find information and to use their imagination and creativity in many different
ways. This also matches what is being recommended through CfE. There is a large focus on
making ‘learning active, challenging and enjoyable’ and wishing to employ a wide range of
experiences to help children develop and build towards the four capacities.
The Project is aimed at year groups P5, 6 and 7 and the topics are themed so that the
children’s learning is maximised as the required level of understanding and knowledge is
developed.
P5 groups will base their project work around the theme of Transport and Travel
P6 groups will base their project work around the theme of Life and Leisure
P7 groups will base their project work around the theme of Science and Technology
Groups will come together at 2 points in the delivery (therefore, it will be necessary for
teachers to liaise concerning their delivery approach) to:
1. Inventor’s Challenge – groups will comprise (ideally) two learners from each year
group where they will be challenged to design and create a futuristic telephone or
television and pitch their idea to an audience. The Inventor’s Challenge is delivered
over a school day and incorporates lessons 5 and 6 and is fully facilitated by YES
trainers,
2. Inventor’s Project Presentation – Based on feedback received on the Challenge,
learners are expected to present their project to the other participants (guidelines
provided). YES will arrange a panel of business volunteers to judge the event and
present prizes (based on criteria set by the school).
TEACHERS’ NOTES
5 | P a g e ©Copyright 2015 Young Enterprise Scotland
Outline of Topic
This topic is designed to be almost entirely pupil led, therefore teacher input is minimal. The
teacher should be available for guidance, but should be as ‘hands off’ as possible.
It is suggested that throughout the duration of the topic the children complete a Learning
Log after each activity. This should contain notes of what they have been learning; the main
learning objectives; and self-assessment. A sample layout of each entry should be
something similar to this example:
Name: Date:
Main Curricular Area:
Activity:
Learning Intentions:
Self-Assessment:
I achieved/did not achieve the learning intention because…
I found this activity enjoyable/not enjoyable because…
6 | P a g e ©Copyright 2015 Young Enterprise Scotland
Traffic Lighting:
It should be noted that not all of the activities and lessons planned are designed to be run
over one session, but may take several days work to complete each task.
The time management of the topic is up to the individual teacher and how it can work within
their timetable.
Each of the activities covers at least one main curricular area and often several are married
together and can be clearly seen in Appendix A – Plan and Assess. The experiences and
outcomes noted in each lesson are by no means exhaustive but give an example of the
wide range that will be covered during the topic. Some of the suggested activities require
specialist resources, so alternative suggestions have been made within the notes for each
activity, should these not be readily available.
Under separate cover there is a Judging Pack explaining the marking and giving guidance.
7 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 1: Introduction to the Scottish Inventors and Topic
INTRODUCTION
Introduce the topic by giving a brief outline of what will be expected of the children in the
coming weeks, along with an outline of the final aims and outcomes of the topic e.g. their
day of presentations/pitches.
Begin discussions with a mind map on the board of children’s prior knowledge of Scottish
Inventors and their Inventions. Allocate children into groups – explain that these will be the
groups that they will be working in for the duration of the topic and that these groups
represent a company. The groups should be mixed ability where children can share and
learn from each other’s skills and knowledge (suggested group size circa 6 children per
group). Number can go higher or lower depending on class size – but no group should have
less than 4 children).
Ask the children to discuss what is meant by a ‘Company’, examples should be given.
Company names do not have to reflect their invention but can be anything at all.
Development
Children need to come up with a name for their company and this will be their name for the
duration of the topic.
Issue the Inventors Project themed worksheets. Ask the children, in their groups, to discuss the
inventors and identify: Which do they find interesting and why?
Which would they particularly like to find out more about?
Plenary
Draw class back together and ask children to share their ideas with whole class – asking
questions when necessary to get children to try to develop their thinking process and
reasoning skills.
Ask children to give initial thoughts on the topic, whether they think it will be
interesting/difficult/challenging etc.
Resources
Whiteboard/marker pens
Paper and pencils for the groups
Themed Worksheets
Timescale
One session
8 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 2: Researching the Scottish Inventors
Introduction
Discuss the task and activities – all groups will be conducting further research into the Scottish
Inventors and their Inventions as per the theme. This will allow an informed decision to be
made when selecting the Invention they will base their product on.
They will have to create a timeline of the Inventors, showing when the Inventions were
produced, who by and what their purpose/use was.
Show an example of a completed timeline (Appendix E).
Development
Children should be given time to access internet to conduct research as well as access to
books if any available within the school.
Use Appendix B to direct children to appropriate and useful websites.
At this stage, children should be carrying out their research in their groups, but taking
individual notes that they can use when creating their timelines (Appendix E).
Each individual child should create a timeline and this should be presented neatly, contain
the correct information and be colourful.
Plenary
Bring children back together and ask for some volunteers to show their timelines to the class
and discuss their findings.
Resources
Appendix C (photocopied)
Appendix E (one per group for guidance)
Computers and internet
Books on Scottish history/people if available
Paper and pencils/coloured pencils for the groups
Timescale
One or two sessions
9 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 3: Selection of Inventor/Further Research
Introduction
Based on their earlier research, the groups have now to decide which Scottish Inventor they
wish to research further and base their product/invention on. The invention selected will be
one that they will have to redesign for use in the future, so they should select an invention
that they have an interest in.
Once selected they will have to undertake further research to give them a greater
understanding of that Inventor and the impact their invention had on Scotland and
worldwide, socially and economically. They should at this point be given their ‘Team
Checklist’ that they are expected to keep and use throughout the topic (Appendix F).
Before beginning discuss the type of information that the children may be looking for and put
a list on the board for guidance. For example, they may wish to investigate elements such
as; early life, previous work history, when and how the Inventor came up with the idea, what
they had to do to make the invention a reality, where they were from, education and family.
The children will also hopefully give some suggestions about what they may wish to find out
about.
Development
Children should first discuss their ideas in their groups and decide fairly on the Inventor that
they wish to research further. It is not problematic if more than one group select the same
Inventor.
Once children are ready, this can become a whole class discussion for them to share their
ideas together.
Once they have decided on their Inventor, they should be given time to conduct further
research via the internet and reference books if available. Much of this research can be
done at home as homework and then class time used for the groups to collate their
information together.
Once research is completed, the groups should prepare a short PowerPoint presentation,
highlighting the relevant information that they have discovered, including their reasons for
the choices made.
Plenary
Each group should have the opportunity to share their PowerPoint presentation with the rest
of the class. This will give the opportunity for questions and answers from both the children
and teacher.
A suggestion is that each group is given feedback about their performance from both
teacher and peers.
Resources
10 | P a g e ©Copyright 2015 Young Enterprise Scotland
Computers and internet
Appendix F
Books on Scottish history/people if available
Paper and pencils
PowerPoint software
Interactive Whiteboard or projector screen for presentations
Timescale
Two to three sessions + homework time
11 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 4: Designing and Financing the Invention
Introduction
The children will now have the opportunity to get their Inventor’s hats on and begin
designing their new and improved version of a Scottish Invention, for use in the future. This
could be as far ahead as 100 years in the future, or something for the market place in the
next couple of years.
Give children out the hand out (Appendix G) which gives some points to consider when
undertaking the design process and discuss these elements with them. What do they think
they mean? How important is each one.
Emphasise the importance of focussing on all the elements of the product and think about
the consumers and what they would want to know about.
At this time, the children should also be thinking about roles and responsibilities within their
group (referred to from this point forward as “Company”). Have a discussion with the
children to help them identify key roles that will be required. Use Appendix H as a guide for
this discussion and to help children allocate roles within their Company. Discuss the idea of
salaries within a Company, and their thoughts on divisions of wages, e.g. is everyone paid
the same? Who is paid more?
Development
Before beginning the design process the Companies should allocate roles to each member,
decide on a salary for that person (an amount per hour) and take a note of their roles and
responsibilities on Appendix I.
The Companies should take note of how much time they spend on their topic work, as this
will be an indication of how much wages would be paid.
Children should also be introduced to the concept of Profit and Loss accounting, see
Appendix L, as they will need an understanding of this for the upcoming Inventor’s
Challenge.
Ask the children to think about the costs involved in running a business. Get a bank of ideas
up onto the board to show the variety of costs.
Once children have given their ideas, hand out Appendix J and discuss the elements that
they will have to consider. Discuss the terms Profit/Loss/Turnover with the children and how
they relate to the running of any business.
The children also need to understand that they will have a budget to work to and that they
cannot go over this budget at any point. They may underspend however if they are able to
look at ways of cutting their spending which in turn will help to maximise their profit margins.
Each Company will have an upper budget limit of £500. This should allow for wages, as well
as materials, and advertising.
12 | P a g e ©Copyright 2015 Young Enterprise Scotland
Children should now be given ample time to discuss, decide upon and design their basic
Invention. They should be making notes and sketches and be able to demonstrate and
explain how each group member participated. They should also be looking at their checklists
regularly to see if they are including all the relevant information. All the children should be
involved in the design process in some way.
Teachers can be available for advice and guidance, but should not offer too much input
into the actual inventions and designs.
The children should ensure that their design has a link to the original invention that they
selected.
Plenary
Once each Company has completed their designs in full they should have the opportunity to
present their poster to the rest of the class. This will give each Company the chance to
answer questions about their design and perhaps help to highlight and solve any potential
issues with their design.
There should also be an opportunity for ‘Walk and Talk’ peer assessment where the children
leave their designs on the desks and go around in their Company looking at each design
and discussing their opinions of them.
Resources
Information on chosen Inventor/invention
Appendices G, H and I
Scrap paper and pencils
Large foolscap paper or card
Selection of coloured pens/pencils
Timescale
As many sessions as required – this will be down to how well Companies work together and
how quickly they work.
13 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson: 5 and 6 Inventor’s Challenge
Introduction
A day long challenge designed to consolidate learning to date by taking learners out of their
comfort zone and transporting them into cross year groups (circa groups of 6 with 2 learners
from each year)
Learners will be introduced to Scottish Inventors in addition to those they have studied and
set a time managed challenge that will reinforce their learning to date and prepare them for
the up-coming topics and activities of their project.
Development
Lesson 5 and 6 will be led by YES trainers and volunteers. Ideally groups will be allocated
prior to the session.
Each group will be allocated a budget
Plenary
Children will be asked to reflect on the feedback and advice received during the Challenge
and to prepare to recount it to their groups when they re-focus on their Inventors Project.
Resources
As much recycle material (i.e. cardboard boxes, plastic bottles, string) as possible. See
Appendix K
Appendix L
Pencils, paper and creative materials such as glue, glitter, coloured paper. See Appendix K
Timescale
1 day
14 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 7: Market Research
Introduction
Discuss with the children the importance and significance of market research when
designing a product for sale to the general public.
Watch an episode/excerpt from BBC’s ‘Young Apprentice’ that shows elements of this side
of business development.
Discuss children’s views after watching the programme. What ideas do they have for
conducting research?
Discuss appropriate questions that could be asked and get a bank of ideas for the children
to work from. These questions should be asking for comments on design; what people are
willing to pay for the product (there should be three pricing brackets decided on prior to
research being carried out: low, middle and upper range); what do they like about the
product; if there are any elements they think need changed/improved; whether they would
buy the product.
Discuss how the Companies should introduce their product – what do they need to tell their
audiences?
Development
The Companies will write a short introduction to their product and decide on a list of
questions, from the examples discussed, that they would like to ask during their research.
They will then visit a variety of children and staff throughout the school to conduct their
research.
Thought should be given on the best way to record their findings during the research
component e.g. use of tables/tally marks etc.
The Companies should take their posters with them and give their short explanation of their
product to the research groups before asking their questions. This will also give the children
the opportunity to answer questions about their product that they hadn’t anticipated and
allow for further improvements and developments to be made.
Once all the research is completed the children should look at producing a graph to show
the responses to their marketing questionnaire. This could be done in a poster format by
hand, or by using Excel if desired (this option should be led by the teacher to demonstrate
using the programme.)
At this stage the Companies should decide on a price for their product. This should be based
on how much it cost to make one unit, wages, and the response from the market research.
The children should use market research to highlight the positive responses to their product as
a guide for numbers of product that they can sell when it comes to their profit/loss account.
15 | P a g e ©Copyright 2015 Young Enterprise Scotland
For example the children can take the number of people who said they would buy the
product as a sale.
They will also assume sales of 100 units, plus sales from market research. So if 20 people said
they would buy the product, then the Company will sell an overall total of 120 units. This will
allow the children to update their profit and loss account accordingly.
Plenary
Once all the research has been carried out and results collated ask the children to discuss
their findings.
Did anything helpful/surprising/interesting came out of their research and if so it is going to
mean a change to their product?
Resources
BBC I player and projector screen/whiteboard
Paper and pencils
Paper for graphs and associated drawing/writing resources
Excel programme
Timescale
Two to three sessions
16 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 8: Advertising the Product
Introduction
Refer the children back to the discussions during the finance portion of the topic and the
fact that advertising was an element of costing that had to be considered.
Discuss the importance of advertising and the children’s awareness of it within society. Ask
for some examples of adverts, on TV, Radio and in magazines/billboards etc. that the
children have seen and remembered.
What makes an advert stand out? What elements do the children think have to be included
in an advert of each genre to make people notice it and the product? If time allows, look at
a selection of print ads and television ads, as well as radio jingles if possible.
Many major retailers will have links to videos of their ads online, as well as a small selection
being available on TeacherTube. The definition of a slogan should also be discussed to
ensure the children’s understanding of this (this will have been introduced during the
Inventor’s Challenge so some reflection should be encouraged) Memorable and well-
known slogans should be used as an example: Beanz Meanz Heinz; Have a Break Have a Kit
Kat.
This will help to clarify what a slogan is, and what its purpose is in advertising.
Development
There are three separate components to the advertising campaign. The Companies must
come up with a Television Advert, a Radio Jingle and a Print Advert.
Each member of the Company should be involved in AT LEAST one element of the
advertising campaign.
The Television Advert should be written, directed and performed by the children in the
Company. It is desirable that the children are able to film and then edit it on a programme
such as Moviemaker, where they can add music and title pages if desired. Teacher
guidance will be required for this element. This means that they end up with a very
professional looking TV ad. If this is not possible due to resource restrictions it is suggested that
the Company perform their advert as a live performance at their presentation.
For the Radio Jingle the children are being asked to write and perform a short rap/song that
tells the audience about their product in a catchy way. This can be their words put to a well
-known tune or a totally original composition. They could even use a current advertising
jingle’s music and just change the wording to make it work for their product. This jingle
should then be recorded using a digital voice recorder or other appropriate device and
saved onto a CD or pen drive. If resources are restricted this could be performed live.
The Print Advert should include a picture of the product, its name and a slogan to help
attract attention from potential buyers. Design is down to the children.
Plenary
17 | P a g e ©Copyright 2015 Young Enterprise Scotland
Each Company should have the opportunity to perform or show their adverts to the rest of
the class and give constructive feedback and opinions on the adverts.
Resources
AV recording equipment
Editing programme on PC
A3 or larger card
Art materials
Timescale
Teacher directed
18 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 9: Preparing for sales pitch
Introduction
Take the children back to the episode of ‘Young Apprentice’ that they watched; or if not full
episode viewed then try to watch a bit of the programme with a sales pitch being shown.
Discuss the importance of persuading the public/buyers that your product is the best and
demonstrating that through a variety of means.
Explain that each Company will have to prepare and present a sales pitch to include all of
the information and details that they have been working on over the past weeks.
Ask the children to think about the type of questions they may be asked during the
presentation by the panel of judges.
Development
The Companies can decide whether they wish to prepare a PowerPoint presentation as a
visual aid/prompt to their sales pitch or just use the different resources they have made
previously.
Elements that should be included in the pitch are: the advertisements; initial poster design;
prototype product on display; graph showing market research results and information about
their costs to justify their reasoning for pricing of their product.
The Companies should assign a role to each member to ensure that every child is involved in
this element of the topic. Once roles have been decided the children need to write a short
sales pitch to describe their product and then answer any questions that may be asked of
them by the panel of judges.
The children should decide upon a running order for their presentation, e.g. introduce
‘Company’ and employees and product, show advertisements, give sales pitch that includes
graphs and figures.
Next step is practicing their presentation making sure everyone knows their role and are
confident in their delivery and performance.
This is also an opportunity to list what resources they will need to have available and to take
with them.
The children should also decide on who is going to answer what type of questions, e.g. will
the manager answer all questions? Will it depend on what department of the Company the
question relates to?
The children need to ensure that on the day, they are not all trying to answer at once, and
talking over each other. They should reflect on the Inventor’s Challenge experience and
feedback. Groups will be judged by business volunteers on specific criteria!
Plenary
19 | P a g e ©Copyright 2015 Young Enterprise Scotland
Each Company should have the opportunity to go through their presentation and pitch in
front of the rest of the class as a practice run.
If possible the teacher and the class should also ask some of the expected questions to give
the Companies a chance to practice this as well.
Resources
PowerPoint programme
Pencils and paper
Timescale
Teacher directed
20 | P a g e ©Copyright 2015 Young Enterprise Scotland
Lesson 10: The Sales Pitch, YES trainers and business volunteers will assist with the facilitation,
judging and prize-giving (should the school wish to provide prizes)
Introduction
This is the element of the topic where the children get to show all the work they have been
doing and demonstrate the range of knowledge and skills that they have developed.
Depending on size of school you may wish to invite other classes and staff as well as parents
along to this event.
Development
During the day each Company will present their product and the different information and
elements that they have developed.
There should be time allocated for the judges to ask questions after each Company has
completed their presentation.
The judges will mark each Company in a variety of categories using a scoring guide
(Appendix M).
Once each Company has completed their presentations it is suggested that a social
enterprise event is hosted -providing tea/coffee for the parents for a nominal fee. This will
allow the children to mingle with their parents and other guests and get feedback about
their performances.
During this time, the panel of judges should be tallying up their marks and deciding on a
winning team.
Plenary
Once a decision has been made by the Judges the audience and children should be invited
back in to the hall to hear the results.
It is up to the school what they wish to do in way of prizes – they may wish to provide a small
trophy or equivalent to the winning Company.
However, each child should receive a certificate for their work and involvement in the topic
(this should be the usual template used by the school for awards, etc.).
Resources
Any required by children for presentation
21 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX A PLANNING AND ASSESSMENT
P7 Topic Planner – Primary Scottish Inventors Challenge
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
When I engage with others,
I can respond in ways
appropriate to my role,
show that I value others’
contributions and use these
to build on thinking.
LIT 2-02a
I can discuss why people
and events from a
particular time in the past
were important, placing
them within a historical
sequence.
SOC 2-06a
1. INTRODUCTION TO
THE SCOTTISH INVENTORS
AND TOPIC
The children should be
able to:
Identify and state prior
knowledge relating to
the Scottish Inventors.
State their suggestions
and ideas for what
inventions they find
most interesting/ useful
and why.
Whole class discussion :
What we know/what
we want to know. Mind
map on board to show
children’s ideas and
suggestions.
Allocate children into
groups. It is suggested
a max of 6 pupils per
group allowed.
Company name to be
decided on.
Discuss topic content
with class – explain
overview of topic and
competition element.
Ask children to discuss
in their groups what
initial ideas they have
about possible inventors
/ inventions they might
develop.
Discuss ideas as whole
Observation:
Children taking
part/being included in
discussion.
Willingness to give ideas
in front of whole class
situation or able to take
part in smaller group
situation.
Able to use prior
knowledge within a
new situation.
22 | P a g e ©Copyright 2015 Young Enterprise Scotland
class.
23 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
Using what I know about
the features of different
types of texts, I can find,
select and sort information
from a variety of sources
and use this for different
purposes. LIT 2-14a
I can make notes, organise
them under suitable
headings and use them to
understand information,
develop my thinking,
explore problems and
create new texts, using my
own words as appropriate.
LIT 2-15a
I can discuss why people
and events from a
particular time in the past
were important, placing
them within a historical
sequence.
2. RESEARCHING THE
SCOTTISH INVENTORS
AND THEIR INVENTIONS
Identify and name the
most influential and
well known Scottish
Inventors and
Inventions.
Create a timeline to
show development of
inventions across
history.
Take coherent notes
during research for
later use.
Be able to verbally
present findings and
engage in discussions.
Introduce activities –
research of Scottish
Inventors to allow an
informed choice to be
made when choosing
which invention to
make as a group.
Different stations set up
– computer for internet
research, books on
Scottish Inventors if
possible.
Note taking during
research time.
When research is
complete create a
timeline of
inventions/inventors,
one per child.
Key information taken
during research and
used to create timeline
in correct sequence.
Can the children share
information within their
group to work
collaboratively on
producing timeline?
Is timeline correct and
sequenced properly,
showing all required
information, showing
that children have
followed instructions?
24 | P a g e ©Copyright 2015 Young Enterprise Scotland
SOC 2-06a
25 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I can use primary and
secondary sources
selectively to research
events in the past. SOC 2-
01a
I can investigate a Scottish
historical theme to discover
how past events or the
actions of individuals or
groups have shaped
Scottish society. SOC 2-
03a
Throughout all my learning,
I can use search facilities of
electronic sources to
access and retrieve
information, recognising
the importance this has in
my place of learning, at
home and in the
workplace. TCH 2-03b
I explore and experiment
with the features and
3. GROUP SELECTION OF
INVENTOR/FURTHER
RESEARCH
Give a reasoned
argument to validate
and explain choices.
Demonstrate
knowledge and
understanding of a
particular Scottish
Inventor and their
invention and its place
in societal and
industrial progress.
Develop and take part
in a short presentation
of information.
Based on prior
research, groups are to
select on Scottish
inventor / invention to
base their topic on. This
will be the invention
that the group will be
modifying / re-
inventing for use in
future times.
Children should hold
discussions within their
groups to decide fairly
on final selection.
Conduct further
research into
background of
invention/inventor and
the importance and
impact of their
invention in society and
industry.
Create a short
PowerPoint
presentation on their
choice, including
reasons for choosing
this particular invention.
Observe children’s
involvement in
discussion with
partners/groups and
whether they are taking
part and engaging in
presentation.
Children’s ability to
correctly and ably use
ICT equipment and
programmes.
Peer evaluation and
self- evaluation: discuss
and answer questions
on their presentation,
listen to and respond to
feedback.
Homework: Each child
could conduct further
research element at
home, then collate
found information
together in groups
during school time.
26 | P a g e ©Copyright 2015 Young Enterprise Scotland
functions of computer
technology and I can use
what I learn to support and
enhance my learning in
different contexts.
TCH 1-04a / TCH 2-04a
27 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I can use drawing
techniques, manually or
electronically, to represent
objects or ideas,
enhancing them using
effects such as light,
shadow and textures. TCH
2-15a
Having evaluated my work,
I can adapt and improve,
where appropriate,
through trial and error or by
using feedback.
TCH 1-14b / TCH 2-14b
I can identify essential
goods and services, discuss
the different ways to pay
for them, considering the
benefits and risks of each
method. SOC 2-21a
I can investigate the use
and development of
renewable and sustainable
4 DESIGNING AND
FINANCING THE
INVENTION
Use a well-known
invention/design from
the past as inspiration
for a futuristic invention
for sale to general
public.
Consider current
technology and what
they would want to
see.
Use their imagination
and creativity to
create and develop
their invention.
Produce a coherent
and informative design
of their product for
display.
Use knowledge and
understanding of
environmental issues to
show consideration of
these in design.
Demonstrate an
understanding of the
different roles and
responsibilities involved
in running a business.
Short introduction on
elements that children
should consider when
designing their product
– hand-out available,
e.g. environmental
issues, practicalities,
appeal to consumers,
cost etc.
Company roles and
responsibilities decided
on.
Using first scrap paper
to jot down design
ideas, groups begin to
discuss and design their
invention.
Collectively decide on
ideas and move on to
poster design of
invention, showing all
elements that would
need to be known by a
consumer.
Once posters
complete, each group
should present their
ideas to the class, then
answer any questions
Are inventions well
thought out and linked
to original design in
some way?
Is all relevant
information included on
the poster?
Are the children able to
answer questions about
their product in a clear
and concise manner,
demonstrating the
thought process behind
the invention?
Peer evaluation: walk
and talk – allow
children to look at
posters and discuss
merits/issues.
28 | P a g e ©Copyright 2015 Young Enterprise Scotland
energy to gain an
awareness of their growing
importance in Scotland or
beyond.
TCH 2-02b
about their product.
This will assist in
identifying and solving
any problems.
29 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I can manage money,
compare costs from
different retailers, and
determine what I can
afford to buy.
MNU 2-09a
I can use the terms profit
and loss in buying and
selling activities and can
make simple calculations
for this. MNU 2-09c
5. INVENTORS
CHALLENGE
Demonstrate their
increasing knowledge
and awareness of the
importance of finance
in running a business /
making a product.
Use appropriate
technology to show
results.
Costing exercise – cost of
making product versus
sale cost. Hand-outs
provided.
Create a profit/loss sheet
on Excel showing what
the monetary potential is
considering factors like
staffing/materials/adverti
sing etc. versus sales.
Demonstrate ability to
understand terms profit/loss
when referring to business
sales.
30 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
By applying my knowledge
and skills of science and
mathematics, I can
engineer 3D objects that
demonstrate
strengthening, energy
transfer and movement.
TCH 2-12a / TCH 3-12a
Through discovery and
imagination, I can develop
and use problem-solving
strategies to construct
models.
TCH 1-14a / TCH 2-14a
I can draw 2D shapes and
make representations of 3D
objects using an
appropriate range of
methods and efficient use
6. INVENTORS
CHALLENGE
Work collaboratively
towards a common
goal.
Make a model of their
invention, using their
design drawings for
guidance, and
following costing
exercise with materials.
Use a variety of media
to create a finished 3D
product.
Introduction to task – go
over available
resources, discuss
importance of
remembering to use
costings from previous
lesson when selecting
resources.
Each group is to make
a 3D model of their
invention that can be
used in sales pitch,
alongside their poster.
Observe engagement
in group discussions
and involvement in
task.
Have the children
selected appropriate
media, and considered
costing issues?
31 | P a g e ©Copyright 2015 Young Enterprise Scotland
of resources. MTH 2-16c
I can develop and
communicate my ideas,
demonstrating imagination
and presenting at least one
possible solution to a
design problem. EXA 2-06a
32 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I have carried out
investigations and surveys,
devising and using a
variety of methods to
gather information and
have worked with others to
collate, organise and
communicate the results in
an appropriate way
MNU 2-20b
I am developing
confidence when
engaging with others within
and beyond my place of
learning. I can
communicate in a clear,
expressive way and I am
learning to select and
organise resources
independently.
LIT 2-10a / LIT 3-10a
7. MARKET RESEARCH Use a variety of
resources to research
current market trends
and values.
Use appropriate
technology to show
results.
Look at an example of
TV show “Young
Apprentice” to show
importance of market
research when
developing a product
for sale.
Conduct research to
find out which
consumers would
purchase the
product/what cost they
would pay etc. by
surveying pupils and
staff in the school.
Look at websites and
shop catalogues to see
price and popularity of
items in the same genre
as their invention and
use these as a guide to
understanding pricing
brackets and
saleability.
Ask appropriate and
purposeful questions to
audience to allow
beneficial market
research.
Use research to modify
and adapt ideas where
necessary.
Homework: Market
research questions
could also be carried
out at home with
friends and family.
33 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I have the opportunity to
choose and explore an
extended range of media
and technologies to create
images and objects,
comparing and combining
them for specific tasks.
EXA 2-02a
I can create, adapt and
sustain different roles,
experimenting with
movement, expression and
voice and using theatre
arts technology.
EXA 2-12a
I have created and
presented scripted or
improvised drama,
beginning to take account
of audience and
atmosphere. EXA 2-14a
8. ADVERTISING THE
PRODUCT
Use performance and
drama techniques to
develop
character/story during
the television advert.
Use technology such
as video cameras,
digital voice recorders,
sound and film editing
programmes on the
computer.
Use knowledge of
current advertising
campaigns as
inspiration.
Demonstrate
understanding of their
product through
appropriate
advertising.
Discuss importance of
advertising and its
impact on sales,
alongside the different
forms of advertising.
Groups have to come
up with several different
adverts for their product
for use in their sales
pitch.
A television advert: This
should be scripted,
performed, videoed
and edited using
Moviemaker software
by the group.
An advertising slogan
and poster – the slogan
should be used with all
forms of advertising,
and the poster should
show the product in an
eye catching and
attractive way.
Note children’s ability
to work creatively and
utilise modern
technology to produce
a finished product.
Are the children
demonstrating
imagination and also
showing appropriate
information in their
adverts?
Observe the children’s
participation and
organisation of tasks.
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
34 | P a g e ©Copyright 2015 Young Enterprise Scotland
Inspired by a range of
stimuli, and working on my
own and/or with others, I
can express and
communicate my ideas,
thoughts and feelings
through musical activities.
EXA 2-18a
By considering the type of
text I am creating, I can
select ideas and relevant
information, organise these
in an appropriate way for
my purpose and use
suitable vocabulary for my
audience. LIT 2-26a
8. ADVERTISING THE
PRODUCT (cont’d)
An advertising jingle:
This should be a piece
of music/rap/rhyme
that the children have
written and performed
themselves, and
recorded if possible.
The children should
have the opportunity to
let classmates see their
advertising campaign
as a practice run for
their sales pitches.
35 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I can show my
understanding of what I
listen to or watch by
responding to literal,
inferential, evaluative and
other types of questions,
and by asking different
kinds of questions of my
own.
LIT 2-07a
When listening and talking
with others for different
purposes, I can:
share information,
experiences and
opinions
explain processes and
ideas
identify issues raised
and summarise main
points or findings
clarify points by asking
questions or by asking
others to say more.
9. PREPARING FOR
SALES PITCH
Allocate appropriate
roles for pitch and
presentation.
Collate all work
completed and
present in an
attractive and well
thought out manner.
Include all relevant
information gathered
during research.
Prepare a spoken
presentation on work.
Discuss all elements that
should be included in
their presentations and
pitches.
Decide on a running
order for their pitches,
and on what should be
included, and in what
manner.
Write and practice their
sales pitch along with
allocating roles to each
group member.
Practice sales pitch in
front of class and allow
for questions/comments
for reflection and
feedback.
Use knowledge learnt
over topic to produce
a final informative
presentation.
Use a variety of media
and styles within their
presentation.
Demonstrate
confidence when
speaking out in front of
others.
Roles taken on by each
member of the groups.
Self-evaluation: Complete
evaluation of how they
have found tasks, and how
they think group have
worked collaboratively.
36 | P a g e ©Copyright 2015 Young Enterprise Scotland
LIT 2-09a
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I am developing
confidence when
engaging with others within
and beyond my place of
learning. I can
communicate in a clear,
expressive way and I am
learning to select and
organise resources
independently.
LIT 2-10a / LIT 3-10a
9. PREPARING FOR
SALES PITCH (cont’d)
37 | P a g e ©Copyright 2015 Young Enterprise Scotland
CfE Experiences and
Outcomes
Lesson Title Learning Intentions Activities Assessment & Homework
I have experienced the
energy and excitement of
presenting/performing for
audiences and being part
of an audience for other
people’s presentations /
performances.
EXA 0-01a / EXA 1-01a /
EXA 2-01a
10. SALES PITCH AND
PRESENTATIONS
Present sales
pitch/presentation to a
wider audience.
Answer questions
given by
audience/panel and
use prior learning in
new situation.
Groups to be given
opportunity to present
their pitches at a day
where parents and
school personnel and
pupils can attend and
watch to give pupils an
audience.
A panel of judges will
be selecting the
winning team based on
set criteria.
Optional
Winning team to be put
forward for regional
competition day.
Participate equally in group
activity.
38 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX B THEMED WORKSHEETS
Match the Scottish Inventors – P5
Name: _________________ Class: _________________
In this activity you must match the inventor with the invention. Once you
have matched the inventors to the invention your group will have to pick one
to further research.
Inventor
Invention
James Watt
Steamship
Henry Bell
Bicycle
Sir Robert Alexander Watson-Watt
Steam Engine
Kirkpatrick MacMillan
Radar
39 | P a g e ©Copyright 2015 Young Enterprise Scotland
Match the Scottish Inventors – P6
Name: _________________ Class: _________________
In this activity you must match the inventor with the invention. Once you
have matched the inventors to the invention your group will have to pick one
to further research.
Inventor
Invention
Sir Alexander Fleming
Bovril
Charles Macintosh
Marmalade
John Lawson
Raincoat
Janet Keiller
Penicillin
40 | P a g e ©Copyright 2015 Young Enterprise Scotland
Match the Scottish Inventors – P7
Name: _________________ Class: _________________
In this activity you must match the inventor with the invention. Once you
have matched the inventors to the invention your group will have to pick one
to further research.
Inventor Invention
Alexander Bain
ATM & PIN
Alan Macmasters
Fax Machine
James Good fellow OBE
Electric Toaster
Sir James Dewar
Flask
41 | P a g e ©Copyright 2015 Young Enterprise Scotland
Scottish Inventors
Name: _________________ Class: _________________
In this activity you must tell us about the inventor you have
chosen, what their invention is, when they invented it, why the
invented it, where they invented it and how they invented it.
Who? What? When?
How? Why? Where
42 | P a g e ©Copyright 2015 Young Enterprise Scotland
A Scottish Inventor
Name: _________________ Class: _________________
The person who invented the ___________ was called
________________.
He/she was born in _________________ in Scotland.
He invented the ____________ in _____________.
What it looked like when it was first invented:
What it looks like now:
What will it look like in the future:
43 | P a g e ©Copyright 2015 Young Enterprise Scotland
When it was invented activity
Name: _________________ Class: _________________
In this activity you will complete a timeline of 5 Scottish inventors
and their inventions. Use the internet and other reference
materials to complete the table. You must say what the invention
is, what it does and when it was invented.
Invention When it was invented
44 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX C WEBSITES FOR RESEARCH
These websites are all appropriate for children:
Range of information about the Scottish Inventors:
http://www.scottish-inventions.org.uk/
http://www.magicdragon.com/Wallace/thingscot.html
http://www.scotland.org/culture/
http://www.geo.ed.ac.uk/home/scotland/greatscots.html
http://www.scotshistoryonline.co.uk/famscots.html
Information and programmes about historical events:
http://www.history.co.uk
Link provides lots of resources on all subjects
http://www.bbc.co.uk/learning/ -
Episodes of “Young Apprentice” can be found on here: BBC I player
45 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX D RESEARCH NOTES
Name: Date:
Name of Inventor:
Important Dates:
Birthplace:
Invention information:
46 | P a g e ©Copyright 2015 Young Enterprise Scotland
Name: Date:
Name of Inventor:
Important Dates:
Birthplace:
Invention information:
47 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX E EXAMPLE TIMELINE
Think about all of the elements below when designing your Invention! Keep referring to this throughout
the topic.
48 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX F TEAM CHECKLIST
Company Name: _______________ Inventor: _______________
Team Checklist - have you covered all of these points?!
Have we used our imagination?
Have we worked together as a team?
Did we come up with a plan for our invention and
design?
Did we solve problems when they came up by
discussing how to fix them and looking at all the
information we had gathered?
Were we able to make decisions effectively?
49 | P a g e ©Copyright 2015 Young Enterprise Scotland
Were we thinking creatively when designing our
product and advertising campaigns?
Did we communicate with our team mates and
other people effectively during the project?
Did we conduct our market research properly and
give people the relevant information about our
product?
Did we manage our money accurately – setting
costs against profit and giving product the right
price?
Did we consider Environmental issues when
designing our product?
50 | P a g e ©Copyright 2015 Young Enterprise Scotland
Does everyone have a role during the sales pitch
and presentation?
Did you think outside of the box when creating your
invention?
51 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX G POINTS TO CONSIDER!
Think about all of these points when you are designing your Invention …
Is our idea practical?
Can it be made easily?
Is it as simple as possible?
Is it safe?
Is it environmentally friendly?
Will it cost too much to make or use?
Is our idea really new?
Will people really use my Invention and who will it appeal to?
Is the design attractive and eye catching?
52 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX H JOB RESPONSIBILITIES AND QUALITIES
JOB TITLE RESPONSIBILITIES PERSONAL QUALITIES
Manager Lead the team, set clear goals,
monitor company and people
performance
Confident decision maker,
good communicator, fair in
dealing with people.
Sales & Advertising Selling the products, market
research, managing the sales
team, creating posters and
promotional material
Creative, good at dealing with
people, enthusiastic,
confident.
Accountant Record sales & expenses,
maintain all financial records, pay
the bills,
Good understanding of
numbers, accurate, good
attention to detail, honest &
trustworthy.
Production
Design and
manufacturing
Designing and making the
products, overseeing production,
ensuring standards are met and
quality goods produced.
Creative, methodical,
attention to detail,
conscientious and energetic.
53 | P a g e ©Copyright 2015 Young Enterprise Scotland
A minimum of two people should undertake positions in each area other than the overall Manager. This position should be held
by one person.
Each person should indicate what area they feel they are best suited for, and where they wish to be working. If there are any
disagreements about which areas people are to be assigned to, e.g. everyone wants to be Manager, here are some methods of
deciding fairly:
Secret Ballot – everyone puts their nominated name into a box and the person with the majority vote is appointed
Presentation – those interested in applying, are asked to do a short presentation explaining why they should get the position and
the Company decides based on their pitch
Multi-vote – show of hands for the individual who volunteers for each position.
APPENDIX I ROLES AND RESPONSIBILITIES
COMPANY NAME:
NAME JOB TITLE RESPONSIBLE FOR WAGE
54 | P a g e ©Copyright 2015 Young Enterprise Scotland
55 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX J COSTS INVOLVED
COSTS HOW TO APPLY COSTS TO YOUR TOPIC
Making your product Each Company will make one model of their product as a
prototype. They will have to use a variety of materials to make this
model.
Each material has a cost. These should be added up as they are
used and the total expenses recorded.
Staffing Every business has employees. Each member of the Company is
an employee of your business.
You should give each member of the Company a job title and
then assign a wage per hour to each job title.
For example: Managing Director - £5 per hour
Once wages are assigned, you will need to keep a record of
number of hours worked on elements such as production of
model, advertising, preparing for sales pitch etc.
56 | P a g e ©Copyright 2015 Young Enterprise Scotland
Advertising To ensure that your product reaches your target consumer
audience, you have to advertise it. This costs money.
You will be advertising in 3 different ways:
Television Advert cost £20
Radio Jingle cost £10
Print Advert cost £5 per poster
As well as the costs for the advertising, you will need to factor in
your wages during the time it takes to make your advertisements.
APPENDIX K MATERIALS AND COSTS
To make a model of your invention you will have to select which materials you will need to use and decide on how much you wish
to spend on your example model.
This will be the cost to you of making your product. (You do not have to spend actual money to buy the materials, but make a
note of how much it would cost you).
MATERIAL TYPE COST MATERIAL TYPE COST
Paper White £0.50 per sheet Scissors Normal small £1.00 per pair
57 | P a g e ©Copyright 2015 Young Enterprise Scotland
Coloured £1.00 per sheet Normal large £1.50 per pair
Card White £1.50 per sheet Crimping £2.00 per pair
Coloured £2.00 per sheet Stapler/staples Any £0.50 per ten
minutes
Cereal boxes Large £1.00 per box Paint Blocks – any colour £0.10 per block
Small £0.50 per box Acrylic – any
colour
£0.50 per portion
Egg carton Any £1.50 per carton Trays (for acrylic
paint)
£0.10 per tray
Tissue Paper Small sheet £0.10 per sheet Brushes large £0.30 per brush
Large sheet £0.20 per sheet Brushes small £0.15 per brush
Pens Felt tips – Any £0.05 per pen
Felt or foam
material
Any £5.00 per piece Biro – Any £0.02 per pen
Glue Pritt Stick £1.50 per tube Glitter – Any £0.75 per pen
PVA £1.00 per tub Pencils Colour – Any £0.05 per pencil
Glue spreaders £0.25 each Lead £0.02 per pencil
58 | P a g e ©Copyright 2015 Young Enterprise Scotland
Glue gun £1.00 for ten minutes Crayons Any £0.05 per crayon
Sellotape Double sided £3.00 per roll Stickers Any £0.10 per sticker
Normal £1.50 per roll Glitter Loose/tubs – any
colour
£2.00 per tub
Assorted craft
stick on
accessories
Any £0.20 per accessory. Feathers Any £0.50 per feather
Cardboard Any £3.00 per piece
one side of a box)
Pipe cleaners Any £0.10 per pipe
cleaner
If your school has other resources available, you may choose from these if given permission by your teacher. Your teacher will set
the price for any additional resources used.
59 | P a g e ©Copyright 2015 Young Enterprise Scotland
APPENDIX L PROFIT AND LOSS ACCOUNT
Income
£
Expenditure
£
£
Sales Revenue 2000
Less:
Advertising and Marketing 100
Materials 300
Wages 500 900
Net Profit
1100
Less: Tax (20%) 220
Gross Profit 880
Tax for your business will be at 20% of any profit once costs are deducted., e.g. 20% of £1100 is £220, so that leaves an overall profit
of £880 once all costs and taxes are paid.