Workshop 1 Change is good Innovation quiz

Workshop 1 Change is good!

Innovation quiz 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C B B A A B After-work drinks Sir John Harington and not Thomas Crapper – it’s just a myth! Otto Wichterle, (1913 -1989), Czechoslovakia Steve Jobs – co-founder of Apple Computers 2000 BC Mick Hegarty, spokesperson for the BT Essence of the Entrepreneur awards A The telephone C Barclays A and B The adhesive was invented by 3 M 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! C Domino’s Pizza

Innovation quiz 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. C A at the C B A A A B C A B WL Gore and associates US President Herbert Hoover thought up the idea of a urinal whilst in the toilet White House Coventry 1510 John Montague – the 4 th Earl of Sandwich! Harrods 1878 Louis Cartier Benjamin Franklin Wrigley’s gum Bank of Stockholm

We are learning to …. . n Incorporate Enterprise into the teaching of Business Studies n Apply the Enterprise process when delivering lessons n Engage students in different ways than at present

What I’m looking for ……. . n An understanding of the need to innovate n An awareness of the language of Enterprise n A lesson planned to incorporate the Enterprise process

Afters ……… By the end of today you will leave with: n n 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 n The desire to get started using enterprising techniques tomorrow in class

Workshop 2 Articulating the learning

Enterprise learning outcomes Enterprise Capability

Enterprise learning outcomes Financial literacy

Enterprise learning outcomes Economic and Business Understanding

The Paper Bag Game Preliminary questions §How 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 Game Playing the game §Each 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 Game Debrief §Add 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 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 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 3 Planning an enterprise lesson

Designing 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 potato Working in groups of 6 give each a potato For 2 minutes feel your potato, observe it from all angles, search for its particular characteristics Put the potato in the middle of the circle and mix them up Close eyes and in turn describe your potato to the group All close eyes and search for your potato Uses: To practice observation and descriptive skills As stimulus for discussion on product differentiation homogenous products e. g. milk, coke, beans are differentiated by brand, real and perceived differences

Labour 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 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 choice §What are the unique features of your product? (What makes your magazine holder different to everyone else’s? )

Labour 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 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

Resources Business activities for starters and plenary – www. businessstudiesonline. co. uk 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 KS 3 – Chalkface – www. chalkface. com The Enterprise Blog - www. tutor 2 u. 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