Enterprise

• Enterprise

Enrichment

• Enrichment

Enterprise Audit

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Results of Whole-School Enterprise Audit of 2005 - 2006 Enterprise Working Party Dear Leader In September 2005 the Enterprise Working Party began a whole-school enterprise audit, as recommended by the DfES, to determine the extent of baseline provision across our school (Enterprise is statutory at KS4 and forms part of the WRL agenda). Results of the audit are printed here and, as you can see, a lot of enterprise activities take place across a huge number of departments, year teams, off-timetable events and more. Thanks to everyone who responded to the audit and who contributes to developing enterprise at our school. If your department is not represented on this audit for whatever reason and you want something to be included please let me know. Dr. Hughes (Enterprise Coordinator)

Additional Information School Enterprise Policy (Draft)

The King Edward VI School Results of Enterprise Audit

Enterprise outcomes were defined as [Howard Davies Review, 2002] the capability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, to make responsible risk / reward assessments and act upon them in one’s personal and working life.

A more recent definition is … innovation, creativity, risk-management, a ‘can do’ attitude and the drive to make ideas happen.

Enterprise education now comprises enterprise and financial capability together with business and economic understanding.

Specific Learning Outcomes

Enterprise capability

Knowledge and understanding of concepts:

• Organisation
• Innovation
• Risk
• Change
• Teamwork

Skills:

• Decision-making
• Leadership
• Personal effectiveness
• Problem-solving
• Managing risk
• Selling

Attributes:

• Self-reliance
• Open-minded
• Respect for evidence
• Pragmatism
• A ‘can do’ approach
• Ambition
• Commitment

Financial capability

Knowledge and understanding of concepts:

• Money
• Credit
• Investment

Skills:

• Budgeting
• Financial planning
• Personal risk management

Attributes:

• Willingness to take responsibility for impact of financial decisions

Business and economic understanding

Knowledge and understanding of concepts:

• Market, price and competition
• Efficiency
• Economic growth
• Business organisation

Skills:

• Decision-making
• Investigation of simple hypotheses

Attributes:

• Willingness to take interest in economics, role of business & responsibilities

Results of Enterprise Audit: current enterprise provision 2005-2006

Geography

Year 9

Attracting visitors to the North-east tourism leaflet

Students have to design a leaflet to attract more visitors back to the North East. This involves understanding why relatively few people visit the North East (climate, BSE imagery, the rise of the package holiday), carrying out market research to increase understanding of the strengths of the Northeast and what the consumer wants, and the design of an attractive information leaflet using persuasive writing literacy skills.

Shopping unit of work

Students begin to appreciate the importance of the market and catchment areas in influencing why some services and shop types are only found in larger settlements. Service and shopping hierarchies are developed. They then go on to carry out a shopper questionnaire in Morpeth to evaluate the relative strengths and weaknesses of Morpeth as a shopping destination. Brazil and Japan – world trade Students have to look at the current inequalities in world trade and terms of trade. They develop an understanding of how trade works and how value is added to goods as they are processed. They also begin to appreciate the concept of supply chains and industrial linkage. The more able have an opportunity to see how changes to exchange rates, commodity prices and labour costs can affect where industry is located.

Year 10

Development and quality of life

GCSE students begin to appreciate the differences between quality of life, standard of living and cost of living. They can explain why quality of life differs within small and large areas and the essential part that money plays in influencing but not necessarily determining this.

Planning and building cities for the future

Students have to use SimCity PC package to plan and build a city and look at the repercussions (both positive and negative) of their actions. They follow this up by attempting to put principles into practice – explaining how they would implement ideas like Fitness for Life into town planning. This addresses issues raised by Agenda 21 and sustainable living.

Year 11

Sectors of the economy

Students develop a deep understanding of the different sectors of the economy (primary, secondary, tertiary, quaternary & quinary) and can explain why the relative importance of these differs regionally, nationally & internationally. This can be linked to models of economic development (Rostow).

Industrial location and profitability

Students gain an understanding of the factors influencing the location of a number of different industries and how correct location can massively improve profitability. They appreciate the differences between heavy, traditional industry, market-orientated industry and footloose, light, sunrise industries. Theory is turned into practice as they carry out a case study of the M4 corridor.

The impact of economic activity on the environment and quality of life

Students also explore the negative externalities that economic activities bring by looking at deforestation, water pollution and global climate change. They suggest solutions to these problems, but begin to appreciate how co-ordinating change is problematic.

Year 12

Sustainable cities and the role of the free market

Students gain a deeper insight into urban planning issues and the complex relationship between free market & socially orientated organisations. They carry out case studies examining the success of sustainable cities.

Year 13

Trade and aid

A deep understanding of the inequalities of world trade and the massive unfairness of terms of trade reinforced by trading blocs, international banks and the World Trade Organisation. Issues of Fair trade are explored and the redistribution of global wealth discussed. We use a World Trade game simulation to explore the issues further.

World economic development

The Brandt Line and rich North – poor South is explained in a historical context. Discussion of why these inequalities still exist today. We use The coffe chain game to explore these issues further.

Trading blocs

Students examine the role of Trading Blocs in maintaining regional economic advantage for some and poverty for others. The EU and NAFTA are used as relevant case studies.

The rise of the trans-national corporation

We examine the increasing influence that Multi-National Companies have and the power that they wield. We examine the pros and cons of globalisations and the massive spectrum of opinion towards globalisation. We look at Nike, Mattel and Geest to explore the impact of a TNC on the host country and the cheap labour / resource locations that they use.

Business, Economics & Leisure and Tourism

Year 10 / 11

Students create business presentations on a range of local and national businesses. Students go on numerous visits to businesses and industries.

Year 12 / 13

Students create business plans for their own businesses then market their business ideas. Leisure and tourism students undertake work placements and vocational trips.

Chemistry

Year 9

Students regularly have to plan experiments, manage risks, problem-solve, interpret results and evaluate their approach to the task.

Year 10

Students learn how resources such as petrol, diesel and gases are obtained from the fractional distillation of crude oil and how cracking enables the worldwide demand for petrol to be met. Students also learn how plastics are produced and discuss impacts of burning fossil fuels & production of non-biodegradable materials on environment.

Year 11

Students learn about the large-scale production of iron, aluminium and ammonia gas. For each process energy requirements are discussed along with the financial issues industry faces in manufacturing materials. In the section on ammonia gas particular reference is made to the compromise temperatures and pressures that are used due to cost implications of large-scale production.

Year 12

Students visit Merck, Sharp and Dohme to learn about the manufacture of medicines on a large scale. Students actually see pharmaceuticals being made.

Year 13

Students complete a detailed investigation, in association with Pfizer, which involves planning, obtaining and evaluating evidence (a lot of enterprise capability).

The Pfizer project

A group of students are raising money to fund research, publication and printing of ‘child friendly’ medical leaflets for illnesses that affect children, such as diabetes. Students are linked with Pfizer, MSD, the NHS and hopefully the ABPI.

Physics

Year 9 / 10 / 11

Students learn about the different types of energy and how our energy is produced. They learn about energy efficiency and how to calculate, and reduce, electricity bills. Students also complete a project on the energy consumption of Morpeth.

Year 12

Students learn more about electricity and how it is generated and carry out a lot of practical work to develop organisation, teamwork and problem-solving skills.

Year 13

Students learn about nuclear power and nuclear instability and consider the impact of burning fossil fuels on the environment.

Engineering Education Scheme

Groups of students work on engineering projects with local companies over a whole year and are entered for the CREST gold award. Projects have included sustainable urban drainage, galvanic corrosion, lone-worker alarms, railway embankment stability and improving the collective lever function in RAF Sea-king helicopters. Cragside project

A small group of students, in association with the National Trust, are re-creating the experiments of Lord William Armstrong.

Paperclip Physics

A group of students, in association with the Institute of Physics, are demonstrating a scientific principle using ‘everyday’ equipment.

Schools Industry Project Week

Some Year 12 students carry out a week’s engineering project at Durham University.

Biology

DNA in a necklace

Year 12 students lead younger students in extracting their DNA from cheek cells and incorporating it into a necklace. Each necklace is sold to cover costs.

Community garden project

In collaboration with the ‘youth’ team some students are regenerating the ski-slope. Students write letters to businesses for funding and collaborate with Carlisle Park, the RNIB and the Wildlife Trust.

Loch Lomond and Trossachs National Park

Students are involved in environmental and ecology studies that include developing teambuilding, communication and presentation skills.

English

Students write and edit a creative writing magazine called “KEVI Can” which is sold at 35p per copy.

Students are applying for funding to continue to develop KEVI radio.

Design Technology

Students are involved in a formula 1 JAG project and have designed and built a car. Students are running the project as a mini business by sourcing funding, advertising and budgeting.

All Year 9 students attend a Technology Enrichment Day involving various activities such as teamwork, problem-solving, decision-making, personal effectiveness, risk & innovation. Some Year 9 students are involved in the Toyota Challenge.

INPUT

All year 9 students complete an INPUT project (5 hours off-timetable event) where a product is designed, built and tested. The project includes budgeting, marketing and advertising and develops teamwork, organisation, communication, presentation skills as well as financial planning, decision-making and selling skills. Mathematics

All students learn about percentages, banking, credit, bank statements, mortgages & electricity bills. They also learn how to analyse data such as geographical data on the environment.

Some students take part in the Institute of Financial Services Pro-share virtual stock exchange competition.

The ‘Be Real Game’

All our year 10 students complete the be real game (a 5 hours off-timetable event) that involves a simulation of the world of work. Students are assigned a role, apply, and interview, for a job and carry out financial planning based on their monthly salary and circumstances. Students’ circumstances then change (for better or worse) and they have to carry out further financial planning to account for the change.

Students develop a wide range of skills during this event including financial planning, credit, investment, managing change, personal risk management as well as learning how to adopt a ‘can do’ approach.

Modern Foreign Languages

Some students distribute foreign food at open evenings and take part in a German exchange.

Some students attend work experience in France.

Some students make and sell foreign food at our enterprise fair in enterprise week.

Year 10 students are involved in designing a brochure for Morpeth Tourist Office.

Year 13 students organise a trip to Paris.

Youth

Juggling project

40 students are involved in a juggling (KEVI circus) project, which consists of a range of activities for young people to enable them to develop confidence, teamwork skills and a sense of identity. The project provides equipment and a location for activities.

Green fingered fish garden group

Some students are regenerating the ski-slope. Students write letters to businesses for funding and collaborate with Carlisle Park, the RNIB and the Wildlife Trust.

STI’s survival group

Some students are involved in the STI’s survival group that provides a stimulating programme of activities to develop the skills and confidence of young people to make them able to spend time independently in any remote environment. Activities include first aid and high rope courses, camping, risk and safety awareness. Students lead the project and they are gaining experience of applying for funding as well as project management.

Psychology

Some students have written and delivered an assembly on mental health issues and some students link with the Pfizer project to investigate the psychological effects of mild, severe and very severe pain.

ICT

Computer games project

Students are writing computer games programmes & selling them through Grainger Games at Newcastle upon Tyne.

E-learning packages

Students are producing e-learning packages based on the environment for middle school students.

Enterprise & enrichment school website

Students are involved with the writing and upkeep of our school’s website dedicated to enterprise and enrichment. Students are also helping to produce a similar website for our local Enterprise Advisor Service (EAS).

Supporting local businesses

Post-16 students develop computer packages to support local businesses.

Food Technology

Some students are involved throughout the year selling produce made by department at break times, lunchtimes and at after-school events.

Health & Social Care

Some students ran a ‘face-painting’ stall at the enterprise fair during enterprise week.

Textiles / Design Technology

Some students made goods such as patterned cushions for a stall at the enterprise fair. Other goods included bird boxes, photograph frames and jewellery made by the Design Technology Department. £400 was raised for BBC Children in Need Appeal.

Textiles students have made clothing out of recyclable materials and put on a fashion show after school. Students organised the show, sold tickets and developed a lot of enterprise skills in the process.

EPA & Dance

Some students are involved in organising numerous performances such as ‘Chance to Dance’, street theatre, annual school musical, dance festivals & BBC Shakespeare in schools programme (in Guinness Book of World Records).

Students organise advertising, ticket sales and control a budget as part of a technical services group dedicated to lighting and sound engineering.

History Students complete the ‘envelope game’ that simulates mass production techniques. Students run the ‘stock market game’ that involves them buying and selling shares in US companies during the 1920’s.

Art / Graphics

Some students are involved in producing and distributing a creative arts newsletter. Other students make art-based products, for example greetings cards and sell them at after-school events.

Music

Students are involved in a range of productions throughout the year and organise all advertising and ticket sales. Examples include the ‘coffee & carols’ concert and the annual school musical.

Year teams

Year 9

Enterprise day:	whole day off-timetable with the EBP during November where students managed a pop group & designed a housing estate.
INPUT day:	whole day off-timetable with local businesses and engineers during July where students designed, built and tested rockets, financed their plans, marketed their product and produced an advertising video for perspective buyers.

Year 10

‘Be Real Game’:	whole day off-timetable during February where students apply for jobs, budget for their lifestyle based on salary then learn to re-budget and plan financially when their salary / job changes.
Work experience:	two-week placement in the world of work during May.
‘You can’:	whole day off timetable dedicated to enterprise during July.

Year 11

Get active:	programme of citizenship in PLC (see SEDU information).
Year 11 prom:	students helped to organise and raise funds for an end of year prom and yearbook.

Year 12 / 13

Key skills:	a one-day conference for Year 12 that is designed to develop teamwork, problem-solving, decision-making, communication and presentation skills.
Finance evening:	An informative session devoted to explaining issues related to finance whilst students are in higher education.

All year teams develop social enterprise through charity work, e.g. operation Christmas Child.

Young Enterprise trial

Three classes of our Year 10 students are trialling three different Young Enterprise programmes as follows:

• Personal economics
• Enterprise in action
• Learn to earn

These involve 5, 7 and 6 hours of enterprise learning respectively and, following an assessment of student learning the programmes may form part of PLC from Sep ’06.