Enterprise

• Enterprise

Enrichment

• Enrichment

Guide to Enterprise and Enrichment at KEVI

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Introduction to Enterprise Following the Howard Davies review in February of 2002 enterprise outcomes were defined as… …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. Since then enterprise education has formed part of the statutory requirement that all schools include work-related learning within the curriculum, for all students at KS4, from September 2004. Enterprise education is statutory from September 2005. Work-related learning is defined as… planned activity that uses the context of work to develop knowledge, skills & understanding useful in work, including learning through the experience of work, learning about work and learning the skills for work. Enterprise education is defined as comprising… enterprise capability supported by a financial capability and economic and business understanding. It is about providing opportunities for young people to ‘put together’ and apply in an enterprising way the knowledge, skills and attitudes developed through all the terms above. Effective enterprise learning involves two other key elements: an enterprise learning environment in which students are encouraged to take the initiative and an enterprise process which is akin to project working in a work-based context. Please take time to read the following information so that we can continue to develop an enterprise culture at our school. Please also complete the audit enclosed. Dr Hughes September 2005

Additional Information How to Join Kevi Enterprise Group

What is Enterprise Capability?

Enterprise capability is the ability to handle uncertainty, respond positively to change, create and implement new ideas and ways of doing things, to make responsible risk and reward assessments and to act upon them in one’s personal and working life.
[See above: Howard Davies Report, 2002].

A more recent definition is…innovation, creativity, risk-management and a ‘can do’ attitude and the drive to make ideas happen.
[DfES: 2005].


Learning outcomes include:

• 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.

What is Financial Capability?

Financial capability is the ability to manage one’s own finances and to become both questioning and informed consumers of financial services. Learning outcomes include:

• Knowledge and understanding of concepts – money, credit & investment.
• Skills – budgeting, financial planning and personal risk management.
• Attributes – willingness to take responsibility for impact of financial decisions.

What is Business and Economic Understanding? Business & economic understanding includes the ability to understand the business context and make informed choices between alternative uses of scarce resources. Learning outcomes include:

• Knowledge and understanding of concepts – market, price and competition, efficiency, economic growth and business organisation.
• Skills – decision-making and investigation of simple hypotheses.
• Attributes – willingness to take an interest in economics, the role of business and its responsibilities.

An Enterprising Learning Environment

An enterprising learning environment can be a school, community or business setting where students are expected to take personal responsibility for his or her own actions in an area where they might be uncertain about the final outcomes. They are given autonomy to tackle relevant problems or issues that involve an element of risk as well as reward for their successful resolution.

The Enterprise Process - involves four sequential 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 and 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. What can Teachers do?

Help students to become more enterprising by:

• Incorporating enterprise activities into subject lessons.
• Working with colleagues to set-up cross-curricular enterprises.
• Encouraging students to set up mini-enterprises in their own time.

Good Practice in Enterprise Education

The role of the teacher:

• Knowing when to make things happen.
• Commitment to student ownership.
• Support and guidance (without taking control).
• Helping students to review and recognise learning.

Getting Started

Follow these guidelines:

• Clarify aims and objectives.
• Identify the learning outcomes students are expected to gain from the activity in terms of their knowledge, understanding, skills and attributes.
• Recognise that enterprise learning has implications for teaching and learning styles in terms of setting students more open-ended tasks, encouraging them to take more responsibility for their actions and giving them greater autonomy in making decisions.
• Develop effective methods of assessing enterprise learning, particularly self & peer assessment.
• Allow students to evaluate their own enterprise learning.

An Example from KEVI – THE PFIZER PROJECT

• Two groups of around 10 students each are working on this project.
• One group is looking at how Pfizer drugs treat mild, severe, very severe pain along with the side effects of medicines.
• The other group is looking at ‘waste management’ at Pfizer.
• Both groups have a student leader and a link person at KEVI and at Pfizer.
• The students have decided what they want to find out and learn.
• Both groups have assigned roles to group members.
• Both groups liaise directly with Pfizer and make decisions on how to progress.
• Problems have been encountered but the students decide how to solve them.
• Both groups meet weekly to review progress and produce meeting minutes.
• Both groups have written an action plan: short, medium and long term.
• All students have been entered for the CREST gold award to aid motivation.
• Students come from Years 10 to 13 and have a range of abilities.
• Review meetings with KEVI and Pfizer link staff are planned for assessment, monitoring and review purposes.
• The project is ongoing and not just a ‘one-off’ bolt on activity.

Other examples of ‘CASE STUDIES’ will be distributed to departments soon. Some Subject Specific Examples of Enterprise Education

Subject	Activity
Art and Design	A school decided to support the publication of a newsletter aimed at all its students. A Year 10 art & design class was set the task of producing three editions each term, to be sold for profit throughout the school. A small start-up loan was given to the group with a fixed amount of interest. The whole class made decisions on the format and design. It was quickly realised how important it was to create attractive issues, which appeared on time and sold well. An editorial board was established; other students or groups took on the roles of reporters responsible for gathering & writing content. The team had to estimate production costs, decide upon a name, determine content and identify any regular features. They fixed the sale price, arranged production schedules and conducted a marketing campaign to launch the publication. One aim was to pass on a successful operation to the next Year 10 group. For this project students demonstrated teamwork, information gathering and editing skills through creative decision-making, as well as artistic flair.
Design Technology	KS4 students were asked to design a personal alarm that was easy to carry. The device had to be incorporated into a fashion item, which appealed to young people. An appropriate range of materials was made available, at set prices, for use in its design and construction. Students were allowed to bring in reasonable amounts of additional materials to enhance their product, but the realistic cost of these had to be included. The students, working in teams, produced a range of design concepts and drawings, selecting one for the production of a working prototype. Students set a sale price for each item. A local manufacturer of electronic goods, which included alarms, and a small business producing jewellery, provided support for the students during the project. The students demonstrated their products to each other and a winning design was chosen. Students demonstrated creativity, market awareness and simple budgeting.
Geography	For a GCSE geography unit on ‘managing tourism’, students undertook a field trip to a popular conservation area. Their task, in groups, was to investigate the management policy used to conserve the area and to consider the effects of tourism. To motivate the students and to help them engage more fully with the task, their teacher gave them responsibility for planning the programme and organising all of the transport arrangements. Each group undertook a different element of the preparations, e.g. collecting information about the location from the internet, preparing a leaflet and map for each student & investigating the history of the area. They also planned a questionnaire to use in interviews with local people to find out their views on the impact of tourism. Students reviewed the evidence gathered and each group presented their own management plan for sustainable tourism in the area. The feasibility of each was considered as a whole-class activity and the most effective plan selected. The students gained confidence in their ability to solve problems and make decisions as well as developing team-working skills.
ICT	Students worked in small teams and used the internet to research the market for home computers. They were given the task of deciding which computers were the market leaders and which offered best value for money. The manager of the local ICT shop was invited to the school and interviewed about the ways in which he helped customers who wanted to purchase or upgrade their computers. He also gave them feedback on their previous work. Each team was given a different make of computer to research and expected to work to tight deadlines. Students researched 'Which' guides to decide on appropriate layout and content when producing a consumer’s guide for their machine, using desktop publishing and incorporating images as appropriate, and detailing the range of options available. Peers and the head of ICT judged a display of the students’ finished work. The students developed a greater understanding of work in the retail sector and had the opportunity to manage a task in a competitive environment.
MFL	Year 10 students worked in teams to produce a guide for German visitors to a local hotel. They contacted the owner for information & advice and arranged to visit the hotel. The students completed a survey of its location, facilities and services. They identified suitable images to photograph using a digital camera. They also collected copies of the hotel’s English language publicity material. Back in school they wrote up their findings in German, edited the photos on the computer and produced mock-up brochures using desktop publishing software. Students were required to cost their publication and to present their proposals to the hotel owner. The winning design was subsequently adopted by the hotel and was given out to German guests staying at the hotel. The students worked well independently, showing initiative. They gained an understanding of marketing & developed their teamwork skills.
PE	A group of Year 11 students carried out a survey of former students to find out how many had continued to be involved in a sport after leaving school. Responses showed that very few did. Their teacher set a task to come up with a possible solution to the problem and to trial it with the current Year 11 cohort. The group came up with the idea of a ‘freshers fair’. They contacted local community sports clubs and health clubs, including the YMCA, outlined what they wanted to happen and invited them to attend the fair one evening after school. Club representatives set up displays and gave presentations about what they did and how and when young people could join. Some brought along forms so that students could join on the spot. The fair became a regular event in the school calendar.
Science	Year 10 science students contributed to a review of the school’s ‘health & safety in science’ policy. Working in teams, students took responsibility for different sections of a new student-friendly health and safety booklet for the school. The safety officer from a chemical factory and a fire officer visited the school to take part in discussion. Students collated their ideas in an illustrated booklet. Students also prepared a presentation based on the booklet and selected representatives to present this to year 7 students. Students developed awareness of health and safety issues, learned to take responsibility, show confidence and initiative and used their communication skills.
English	GCSE students produced a booklet giving their views on the local community and the facilities available for young people. Images were used to illustrate the booklet. First, they found out other students’ views through the use of surveys and interviews. They collated these and then discussed the information, drawing out the main points. Discussion followed as to how the information was to be presented. The booklet was put together using a mix of desktop publishing and cut-and-paste methods. A small group visited the local council to present the booklet to the chairperson. This provided a photo opportunity and resulted in a supportive article in the local evening newspaper. Local councillors and a council official representing leisure & recreation visited the group to give the council’s response to the students’ views & to discuss possible future projects.
History	A history project undertaken by year 11 students focused on the impact of national change in a local context. Students focused on the themes of transport and retail business. The students were challenged to produce a 30-minute radio programme describing thematic change from the 1930s onwards. Three periods were covered: pre-1939, 1939-45 and 1950-70. Students collected information some of which involved tape-recording reminiscences from appropriate interviewees. To assist, standard questionnaires were developed covering such themes as greatest areas of change, most memorable or regrettable change, benefits and disadvantages. Reminiscences gathered required collation and editing into a final version. The possibility exists of developing a range of programmes looking at contemporary historical themes through annual year-group contributions. Through creativity and teamwork in this project students developed skills of historical research, analysis and synthesis.
Maths	A class took part in a national Shares Portfolio Challenge where teams invested online an imaginary £100,000 shares. Students chose their own portfolio of equities and then managed this online over a 3-month period. The teacher introduced associated topics and practical activities on spending and saving, linking this to explanations of the stock market, the process of buying and selling shares and investment strategies. Share price fluctuations involved graph work; investment risk introduced calculations of % gains and losses and the concept of averaging. The challenge increased students’ understanding of investment, business and how the stock market works. Using teamwork the students had undertook investigation into important economic principles.
Music	As part of Enterprise Week, kS4 students worked with a local theatre group to create a ‘mini-musical’. They were required to produce a business plan & worked in small groups according to tasks. The music group aimed to meet the tight deadlines by choosing familiar songs for characters and rewriting the lyrics. They also decided to improvise and record atmospheric music for the opening and closing dance sequences. Some members participated in the production of advertising posters and leaflets, as well as selling tickets around the school. This cross-curricular project offered an opportunity for students to find creative ways of meeting deadlines, to demonstrate organisational, leadership and management skills and to handle uncertainty.

To: Departments, year teams & school improvement staff

From: TJH

Dear colleague

Part of the recommended strategy to implement and fulfil the statutory entitlement to an Enterprise Education is to carry out an audit of existing provision.

There are many examples of good practice in Enterprise Education at our school, in particular the ‘Social Enterprise’ that exists through the ‘Get Active’ programme and the many fund raising activities that a lot of students take part in.

However, these do not cover all students in that it does not satisfy the government’s guidance of the equivalent of five days enterprise education for all KS4 students.

To assist with the coordination of existing provision and the development of a new programme for enterprise education please could you take time to complete the audit below and return to me by Friday 23rd September.

Many thanks

Dr Hughes

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Name:
Department: (If applicable)
Current enterprise education:
Current business links: (Include higher education)

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Enrichment has been summarised as ‘opportunities we provide within and without the curriculum for individual progression and achievement’.

Ofsted judged enrichment at KEVI to be outstanding and, indeed, a huge number of activities take place (audit 2004) to widen the experience of all our students.

This year our plan is to:

“Create more enrichment opportunities for more students via the Enterprise, Arts and Technology College Plans, Voiceless programmes, International and other enrichment activities.”
(School Improvement Plan, section 3.2).

As enrichment continues to develop coordinating it becomes a far more difficult task. To make sure all enrichment activities are recorded and publicised please could you let me know each time an activity is taking place so I can photograph the event and record it in the Enterprise and Enrichment Newsletter.

Many thanks

Dr Hughes

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RECORD OF ENRICHMENT ACTIVITY AT KEVI

Name:
Department: (If applicable)
Activity
Date:
Time:
Location: