Embedding Enterprise in Different Curricula

QCA Guidance

The QCA website has case studies for each curricular subject. Go to:

www.qca.org.uk/14-19/11-16-schools/110_2032.htm

These exemplar case studies illustrate how different subjects within the curriculum can support students in developing enterprise as part of their work-related learning at Key Stage 4. In most cases the examples indicate the specific skills developed by the activities.

A number of examples are provided for each curricular area. Some examples are provided below:

English

Year 10 English students were divided into groups and set the task of producing a display for a notice board in the school foyer on British entrepreneurs of the last 100 years. They were set a deadline but given a free hand on how they set about the task and arranged the display. The groups organised themselves to collect resources, carry out research and develop the display. Most groups used images as well as written text. Students stood by their displays at break time to publicise the event and answer questions. The displays ran concurrently with an Enterprise Week initiative taking place in the school, one of the objectives of which was to publicise great British entrepreneurs past and present. Students communicated well and demonstrated the ability to work effectively in small teams and individually. Some students were able to demonstrate good leadership and management skills.

Geography

A group of GCSE geography students was commissioned by the local council to review the location and usage of recycling centres and to make recommendations on whether these centres should be relocated. They were made aware that only a limited budget was available for making any changes. Working in teams, the students visited the council s website to find out the number, type and location of recycling facilities. They designed and carried out a survey of family recycling patterns and interviewed staff from shops and offices in the area. From the data collected, they concluded that the recycling centres should not be relocated but that money should be spent on conducting a marketing campaign targeted at families in the immediate area. As part of their presentation to the waste committee, they developed information leaflets and posters which suggested ways of reducing waste and highlighted the role of local recycling centres. The project created links between Geography, Citizenship and Enterprise learning. It provided students with a chance to think creatively, present new ideas and to work on a real issue.

Mathematics

A year 10 GCSE mathematics group decided to establish a school bank in their own time. With head teacher approval, they researched bank functions on the Internet and were visited by a high-street bank education adviser who explained day-to-day operations and what they would have to do to set up the project.

Students designed simple cheques for internal issue to depositors. Monthly statements were provided. A customer care centre was established to offer advice on personal finance and possible investment. The subject teacher monitored all activity and cash received was banked in a new school account opened specially for this purpose. All students were given the opportunity to work in the bank either in customer service or behind the counter. Students gained knowledge of banking systems and experience of handling money, percentages and calculating balances. Some also learned about the importance of customer service.

Other ideas which teachers may find helpful:

History

Study the entrepreneurs of the past (Brunel, Arkwright, etc), including their characteristics; make comparisons with modern entrepreneurs. Visit Industrial museums, industrial heritage centres (e.g. London Museum of Science and Industry, 55 Great Britain, Cromford Mill) and the homes of entrepreneurs (e.g. Cragside), etc.

Art

Draw a close relationship between design for art and design for use/manufacture.

Design/Technology

Introduce elements that connect concept, design and making things to making money. Demonstrate that Design & Technology + Enterprise = Wealth Creation.

Sciences

Introduce elements that connect Science to applications of technology that create growth and wealth. Join up Science with making things (and making things better). Show how Science in the past led to technology and to enterprise.

ICT

Show not only how computers work and how to use them, but how enterprises use them to create concepts and designs, and to make things - see them in action.

Mathematics

Teach Maths by using profit and loss accounts and balance sheets. Get students to make financial (not simply mathematical) calculations and decisions. Allow students to interpret figures and graphs relating to trends against plans, salary and bonus calculations, statistics for Health and Safety analysis, etc.

Geography

Introduce concepts of how geographical features (soils, rocks, deposits, rivers, canals, railways, roads, airports, etc.) influence enterprises' decisions on where to locate.

Languages

Show how languages can be used to further enterprise. Create situations in which students 'sell' across language barriers - for example by translating a product advertisement into French/German, etc.