TEACHING AND LEARNING RESOURCES schools ENTERPRISE The resources in this section are aimed at teachers delivering enterprise as part of their lessons. They provide materials to help integrate the learning outcomes from volunteering into the PSHEe curriculum at your school. Enterprise learning is incorporated into the programme of study for Economic Wellbeing and Financial Capability within PSHEe1, but it is also an activity that can take place across the curriculum in many subject areas, e.g. Business Studies or Humanities. The resources comprise of: 1. Enterprise through vinspired Schools information about how volunteering opportunities can support the enterprise component of the non-statutory programmes of study for Economic Wellbeing. 2. Volunteering opportunities examples of volunteering that develop enterprise knowledge, skills and attitudes. 3. Enterprise volunteering lesson plans and activities - ideas for a kick off lesson and a follow-up lesson plan to articulate and celebrate students enterprise learning derived from their volunteering. Remember you can also use the Cross-Curricular Activities across any subject or age group. 1 Personal, Social, Health and Economic education (PSHEe) brings together personal, social and health education, work-related learning, careers, enterprise, and financial capability. There are two non-statutory programmes of study at Key Stages 3 and 4: Personal wellbeing, and Economic wellbeing and financial capability. Registered charity no. 1113255
1: Enterprise through vinspired Schools Volunteering and Enterprise Education Enterprise learning is included as part of the PSHEe non-statutory programme of study for Economic Wellbeing and Financial Capability. However, Enterprise capability can also be delivered across the curriculum in most subject areas including Business Studies and Humanities. Enterprise capability is the ability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, and to make reasonable risk/ reward assessments and act on them in one s own personal and working life. It can also be described as innovation, creativity, risk management, having a can-do approach and the drive to make ideas happen. (PSHEe non-statutory Programme of Study for Economic Wellbeing & Financial Capability) Being enterprising involves applying a number of skills, attitudes and qualities: Skills decision-making (particularly under conditions of uncertainty), personal and social, leadership, risk management, presentational. Attitudes self-reliance, open-mindedness, respect for evidence, pragmatism, commitment to making a difference. Qualities adaptability, perseverance, determination, flexibility, creativeness, ability to improvise, confidence, initiative, self-confidence, autonomy, willingness to make things happen. Enterprise skills through volunteering OFSTED s study of Enterprise education concluded that the Enterprise approach is similar to project working in a work-based context 2 and typically involves four stages: 1. Tackling a problem, or identifying a need, by a team of students, which requires the generation and development of ideas and discussion to reach a common understanding of what is required to resolve the problem or meet the need. 2. Planning the project or activity, breaking down tasks, organising resources, deploying team members, and allocating responsibilities. 3. Implementing the plan, solving problems, monitoring, evaluating and reviewing progress. 4. Evaluating final outputs and outcomes, and the activity and process holistically. As well as reflecting on lessons learned, assessing skills, attitudes, qualities and understanding acquired as a result of the process. Many volunteering opportunities provide scope for students to apply Enterprise skills and demonstrate enterprising qualities and attitudes. Group activities, which broadly follow the Enterprise process described by OFSTED above include campaigning, fundraising, social-action projects and social enterprises. They also include student-led activities where they are providing a service or benefits to other students or members of the community (this could include: special events, shows, conferences, performances, magazines and newsletters). 2 Ofsted (2004). Learning to be enterprising HMI 2148. London: Ofsted 2
2: Volunteering opportunities There are lots of possible opportunities for volunteering to develop Enterprise skills and qualities, and many of the examples in the other curriculum packages also develop Enterprise learning. In order to develop Enterprise capability it is important that activities are student-led rather than teacher-directed. Here are some in-school and out-of-school examples (many of these can include activity in both environments): In-school volunteering opportunities 3 Setting up and running a student magazine or e-zine with various roles for volunteers from editor to copy writer to designer. 3 Establishing a Fair Trade tuck shop which only sells fair trade products and which donates any profits to good causes linked to Fair Trade. 3 Developing a market garden in the school grounds to grow plants and produce for sale to parents during the school week and on special occasions such as parents evenings or open days. 3 Running a talent contest for younger students at the school which includes planning, advertising, organising and running the event. 3 Designing clothes in an after-school fashion club and putting on a fashion show for other students. 3 Setting up a Young Chamber to promote Enterprise projects within the school (with the support of the local Chamber of Commerce). 3 Running a bicycle repair service for the local community in association with a local bicycle shop/business. Out-of-school volunteering opportunities 3 Working with a partner school in the developing world to import and sell their craft products in order to fund improvements to their school and pay for curriculum resources. 3 Working with the local or town tourist office to help market the town to visitors, for example, by designing leaflets and developing a history-based town trail. 3 Organising a basketball tournament for feeder primary schools. 3 Providing translation services for local businesses, using the linguistic diversity of students, with the profits going to charity. 3 Working with local public bodies to develop briefs for students to work on, which will benefit the local community, e.g. devising and delivering holiday activities for young children in the local park. 3 Working in teams, with clearly defined roles, on fundraising events in the community, e.g. a 10k run for a heart charity. 3
3: Enterprise Volunteering - lesson plans and activities Kick-off lesson We know that each school has its own way of presenting lesson plans so here is a skeleton plan for a first lesson on the vinspired Schools volunteering programme (which you can adapt as you see fit). We have included suggested timings for each stage but these are flexible depending on your group. We have linked the lesson plan to fundraising, as this is a very common form of volunteering in schools, and social enterprise. There are many occasions during the year when students want to help a good cause through fundraising e.g. vinspired, Children in Need and Red Nose Day. A social enterprise involves students setting up and running an organisation that has social outcomes rather than being run for profit. In this case, the aim of the social enterprise is to raise money either for a national charity or to support a local community group. Learning outcomes Students will: Identify the enterprising skills and qualities that can be developed through the volunteering that will follow the lesson. Develop their insights into team working and leadership. Decide on and begin to plan a social enterprise. Preparation The lesson is designed to be delivered two or three weeks before a specific day of fundraising in order to give students enough time to get organised for the day itself. If the students will be fundraising for a local charity or community groups it would be helpful if a representative made an input in the lesson to talk about the needs of the group and to explain how the money the students raise will be used. For national fundraising projects you could obtain the packs that have been produced by various charities. The lesson plan uses the model of the BBC TV show, The Apprentice which aims to inject a competitive element into the project. Lesson Stage 1 (10 minutes) Explain that for this particular fundraising effort students will compete in two social enterprise teams similar to the BBC TV show, The Apprentice. Set out the aim of the fundraising which may already have been determined by the school, perhaps focused on a local or national charity, or could be decided by the students themselves. Ask students what are the enterprising skills you will need to run your social enterprise? Create a list of their ideas, making sure you cover the main Enterprise Capabilities. For example, generating ideas, identifying and resolving problems; decision-making, leadership, managing and calculating risks. As well as effective communication, presentation skills, open-mindedness, determination, problem solving, initiative, creativeness, adaptability, learning from mistakes, organising resources, allocating tasks and responsibilities. Explain that by taking part in their social enterprise activity they should have a chance to demonstrate these Enterprising Skills. 4
3: Enterprise Volunteering - lesson plans and activities Contd. Stage 2 (15 minutes) Divide the class into 8 groups (3-4 students in each). The first task is for them to create and discuss fundraising ideas (for whatever local or national charity they have been given or chosen. The first part of any Enterprise is coming up with a new idea that will work. When deciding between ideas they should consider the following criteria: - Is it legal and safe? Will the Head teacher allow it? - Is it doable? Can it be done well in one day? - Will it cost money to do? If so where will it come from? - Is there enough time to organise the activity before the day? - Will it raise a reasonable amount of money? - How will it involve all members of the team? (e.g. 12-15 students) - Will it raise people s awareness of the charity or issue they are being asked to support through donations? E.g. world poverty, disadvantaged children. - Will it be enjoyable? Stage 2 (15 minutes) The next task is for each group to decide, by voting if necessary, on one idea that they will take forward to the next round (5 minutes). Now snowball the groups by putting two groups together so that there are now 4 groups with 6-8 students in each. From the two good ideas they have, each group must choose one to go forward, again voting if necessary. Finally, snowball the groups again so there are just 2 groups of 12-16 students. Repeat the decision making process until both groups have selected their fundraising activity. Stage 3 (15 minutes) Each group should then appoint a leader and deputy leader who will manage the team by allocating jobs and should choose a name for the team (as in The Apprentice). Each leader should then announce the team s name and fundraising idea. Give the team leaders the Team Leader Briefing Sheet which sets out what they need to do in order to organise their social enterprise and fundraising activity. As in The Apprentice, Lord Sugar (you as the teacher!) will need a Nick Hewer and a Karren Brady, i.e. two observers to see how well the team leaders manage the task and raise the most money for their charity or local community group. Ask for volunteers who have actually seen the programme (and so understand the role) and choose one from each team who will then go and observe the other team. You can brief them as to their role outside of the lesson. They should take some photos showing the team leaders and the team in action to try to illustrate where the team performed well and where it needed improvement. Give the observers the Observer Briefing Sheet and talk it through with them. 5
3: Enterprise Volunteering - lesson plans and activities Contd. Stage 4 (5 minutes) Team Leaders should arrange a time to meet the team for a briefing on who will do what and when. They will need at least one meeting with the whole team before the fundraising day. The leaders, and any other members of the team who they invite to join them, will also need to undertake the detailed planning of the social enterprise prior to the fundraising day (probably during a lunch break or after school). They can use the Team Leader Briefing Sheet to guide them in this task. These meetings will provide you and the observers with an opportunity to see the leaders in action. Options for differentiation With younger groups you may want to just focus on the fundraising with a minimum number of roles in each team, e.g. leader and deputy. With older groups you may want to make the teams more like a real social enterprise with each person having an allocated role in the team. Similarly you may want to introduce greater sophistication into the management of costs and the keeping of accounts. You can also adapt other TV formats for use in Enterprise lessons e.g. Dragon s Den can be used as an alternative way of choosing the best idea for a class to use for fundraising, campaigning, social action project or social enterprise. Five students with nominal amounts of money can take on the role of the dragons or investors competing to back one or more of the ideas being pitched to them. 6
Follow-up lesson The follow-up lesson should ideally happen as soon as possible after the fundraising day so that it is still fresh in students minds. The aim of the lesson is for the students to be able reflect how they practised and demonstrated their Enterprise Skills and other wider skills and benefits. Learning outcomes Students will: Reflect on the Enterprise Learning outcomes from running a social enterprise and taking part in charity fundraising activities. Be able to identify and give examples of the top three enterprising skills they have each developed. Preparation Set up the room like the famous Apprentice Boardroom with teams sitting on different sides of the room and you at the front with your observers seated on either side. It would be useful in advance if the observers could upload their photographs into PowerPoint to make some points about the highs and lows of team leaders and the teamwork on show. They should use the material they have collected in response to the Observer Briefing Sheet to prepare their feedback. Team leaders and deputy leaders need to be prepared to talk about their experiences of trying to put their social enterprise plans into action. If possible you may want to invite a representative from the charity or community group(s) the students have been fundraising for so they can be presented with the money raised. Lesson Stage 1 (20 minutes) Begin by reminding the students that a key purpose of the activity was to develop their Enterprise Skills, and give some examples of skills and the activities that helped develop them (e.g. creativity coming up with the initial project ideas). Ask the first team leader and deputy team leader to explain their plan for raising the most money and how they decided to organise the team. They can use the questions in the Team Leader Briefing Sheet as a guide. Ask them how well they think the team worked together and why it worked well or failed to work well. Ask members of the team to say how good they thought the plan and the team leadership was. Press students to give concrete examples if they are being negative or positive. Then repeat the process with the second team. 7
Follow-up lesson Contd. Stage 2 (20 minutes) Invite the observers to show their PowerPoint slides with photographs of the teams in action. They should use the slides as a backdrop to making some general points about effective and ineffective team working. They should also talk about their findings using the questions on the Observer Briefing Sheet. They should comment on the Enterprise Skills shown by the two teams. Allow team leaders to ask questions or to challenge some of the judgements made. You may want to announce the team that made the most money as the winner or you could choose a winner based on who made the most money and which team showed the most enterprise. You could give points out of five for raising money and also points out of five for effective team work, e.g. not just how well the leader managed the team but also how well other students acted as team players. In this way a team that did not make the most money but demonstrated the best teamwork could get more points. But if you want to use this approach it is only fair to tell them this at the beginning, i.e. unlike the real Apprentice you will get points not just for raising the most money but also for effective teamwork. Stage 3 (15 minutes) Distribute copies of the Volunteering Enterprise Activity Student Feedback Form. This is a self-assessment form that invites them to reflect upon their experiences and make judgements about the extent to which they developed Enterprise Skills through the social enterprise and fundraising activities. Stage 4 (5 minutes) End the session by asking a selection of students to give their top three Enterprise Skills and qualities that they developed during the activity. Options for differentiation With older groups you may want to introduce some theory to underpin the discussions of leadership (e.g. leadership styles) and team working (e.g. Belbin s team roles). You can amend the Enterprise Skills statements on the Student Feedback Form to better reflect your own objectives for the activity and the age range of the students. 8
Team Leader Briefing Sheet Congratulations on being chosen as the team leader. You have a very important role in making your social enterprise a success. As you know it is a social enterprise because the aim is a social good, i.e. to raise money for charity. You will need to have some good answers to the following questions: 1. What is the name of your social enterprise team? 2. What is the target amount of money you plan to raise? 3. What is the main idea to raise the money? 4. Do you need any cash to pay for things up front. If so how will you get it? (sell shares, obtain a loan, borrow or beg?) Can you get any resources for free? 5. Who is in your team? What knowledge and skills do they have that will help achieve the main goal? 6. What roles do you need in the team? Do you need for example: - Designer (posters, advertising) - Treasurer (money and accounts) - Production (do main jobs of making and selling) - Communications and PR (spreading information about the team and its work). 7. What role will you give your deputy manager? Will you give orders or work with them as equals? 8. How will you work as a manager with your team? Will you consult them about what they do or will you divide up the jobs and tell them what they are doing? 9. Will you stand and watch while others do the work or will you join in and help? 10. How much time is there to prepare for the day when it must all come together? 11. Create a timetable. Make a list of the things that need to be done before the day and on the day. Write alongside each item: who is going to do them, by which date and time they will have them done by. 9
Observer Briefing Sheet Congratulations on being chosen as an observer. These are the main things you should look out for when observing the social enterprise team and team leader in action. You should make notes as you observe. Try to record actual examples of things people said and did to support your observations. 1. How did the team leader try to win the respect and attention of the team? 2. Did the team leader plan how the social enterprise will work? Was there a project plan and schedule of who will do what and when? 3. Does the team leader consult with team members about what role they will take on or do they tell people what they are doing? How does their management style go down with the team? Do they like it or do they rebel against it? 4. Did the team work effectively together? Did people work in harmony on the tasks? 5. Were there any signs of confusion? Were some people unclear about what they had to do? 6. Were some team member less involved than others? If so, explore why this was the case with them? 7. On the actual fundraising day. Was their marketing a success? Did they get their message across? 8. What were the three good things about the way the team worked together? 9. What do you think might have improved the teamwork? 10
Student Feedback Form Name Form Team What did you learn or demonstrate working in your team on the fund raising activity? ( 3 one of the boxes) I am a good team player I can come up with creative ideas I have a positive attitude I show initiative I am confident I can encourage other people I can show perseverance by working hard Iam I can take risks I am open minded I am decisive Strongly Agree Disagree Strongly agree disagree What were the top three enterprising skills you demonstrated in the fund raising task? Say what they were and give an example of when you showed them. My top three enterprising skills/qualities 1 1 Example of when I showed them 2 2 3 3 11