Posted 23 March 2006 - 05:33 PM
Obviously the idea of entrepreneurs in the industrial revolution is one but I feel lost on this. I mean how DO you turn a lesson on the introduction to native peoples of america into something that's imaginatively dealing with enterprise?
Go pray in my church!
Posted 23 March 2006 - 06:04 PM
Enterprise education is about skills as much as content. Problem solving, collaboration and exercises that actively engage pupils in doing things that require them to think in an 'original' manner are all enterprise exercises. For example, the radio broadcast that my Yr10's did was an enterprise challenge set up with the Enterprise department. I'll grab our definitions and the guidance we were given next time I'm in school (Tuesday).
Posted 23 March 2006 - 06:17 PM
I also want to put together a policy on work related learning
Dan, do you feel knowledgable to run a 'seminar' on this to start discussion about how other depts are dealing with the issue? as I think it is a major area of development for the next few years.
Posted 23 March 2006 - 06:52 PM
Seminar... I remember those...
Will see what I can get together when I can get back into school (forced closure for infection control purposes).
I have the same problem and have started to incorporate it into schemes of work. This seems to be the governments new "baby" like citizenship was 5 years ago there also seems to be loads of money avaliable in school.
Any guidence policies ideas or other usuful stuff you have on this Dan would be of great help.
I am drowning in initiative overload at the moment!
Posted 23 March 2006 - 08:03 PM
tongue in cheek a little... With the Native Americans, you could ensure focus on Trade occasionally.
Ensure they understand how the system of share selling led to the Wall St Crash, and on to the Holocaust...
Role play leading industrialists... Krupp deciding to support the Nazis in fear of the KPD...
Posted 24 March 2006 - 09:21 AM
The official definition of enterprise used by Ofsted is:
‘the ability to handle uncertainty and respond positively to change, to
create and implement new ideas and new ways of doing things, to
make reasonable risk/reward assessments and act upon them in a
variety of contexts, both personal and work’.
Responding to uncertainty - problem solving / simulations
Responding positively to change - surely history teachers cover this fairly frequently as content as well as as a skill?
Implement new ideas - getting pupils to present their work in a variety of ways and using new technologies deals with this in many respects. Simple case of getting the kids to be creative in the way that they work - which I guess is where the new OCR hybrid spec is going.
Make reasonable risk / reward assessments - back to roleplays and dealing with situations - empathy tasks based on the people of Eyam as the Plague arrives / bartering exercises to show how people lived in Towns during the middle ages incorporate this.
Variety of contexts - ok, this bits where the Work Related stuff comes into its own but its not rocket science and isn't all that new. It's just getting pupils to develop skills that are transferable or that may be more commonly used in a different context. For example - the podcasts that are being produced (Media / Journalistic skills); Model making (Technology) etc...
Another glance at the ofsted framework suggests again that its nothing new:
Stage 1 Tackling a problem, or identifying a need, by a team or groups of
pupils, which requires the generation and development of ideas and discussion
among pupils to reach a common understanding of what is required to resolve
the problem or meet the need. For example, such activity could involve the
manufacture of a product or provision of a service.
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, evaluating and
Stage 4 Evaluating processes, activities and final outcomes holistically;
including reflecting on lessons learned, and assessing the skills, attitudes,
qualities and understanding acquired as a result of the process.
Looks like effective groupwork to me... nothing new or particularly threatening in it is there?
Within school we've got one member of staff who is essentially employed to get enterprise tasks off the ground, improve business links and all of that sort of thing. Makes it quite easy for us to get 'enterprising' things built into our curriculkum as he's available to do a lot of the planning and running around - and there's admin support to back it up. Allows me to concentrate on the history bits whilst someone else runs around and sorts out ways of making ideas happen. This allows pupils to be much more creative in their ideas and results in lots of extra contact with people from outside of school - which I think has got to be a good thing to broaden their horizins.
Some of the things we've done in school are on http://www.laisterdy...erprise.org.uk/
The History project thats noted on the homepage is only covered briefly on that website. I've attached the lesson plans for two of the sessions to this post - they're fairly detailed as its being written up for TH (and Ofsted decided to pay a visit that week). Nothing to do with an initiative, just a case of making good use of resources that are available and responding to the wants / needs of pupils.
Posted 26 April 2006 - 12:28 PM
Posted 26 April 2006 - 07:24 PM
Posted 02 May 2006 - 11:54 AM
Couple of good ideas though, thanks. It appears we'll be revamping the SoWs next year, so a bit of 'box ticking' on them looks favourite.
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users