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ENTERPRISE EDUCATION IN SCHOOLSCONFERENCES 2005
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ENTERPRISE EDUCATION IN SCHOOLSCONFERENCES 2005
Enterprise in the Curriculum

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ENTERPRISE EDUCATION Where Are We Now?

• DfES national strategy for enterprise education
• Howard Davies Review 2002
• Work-related learning statutory QCA guidance
• 146 Business Enterprise Colleges
• 700 Enterprise Pathfinder schools
• 100 Enterprise Advisers
• Ofsted report Learning to be enterprising

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ENTERPRISE EDUCATION Where Are We Now?

• Enterprise Employer Engagement part of LSCs
  EBL funding
• Enterprise Insights National Enterprise Week
• Centre for Education Industry pathfinder
  evaluation
• Teachernet guidance for schools on enterprise
• Enterprise education Conference programme

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GOVERNMENT FUNDING

• 60m for each of three years to embed enterprise
  education in schools
• Funding devolved to schools via Standards Fund
• Formula based on numbers in cohort and free
  school meals
• Between 15-17,000 per average school to support
  enterprise education
• Funding to support cluster working, staffing,
  materials, consumables, support

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WHY IS IT IMPORTANT ?

• HM Treasury and Gordon Brown commitment
• Enterprise capability is an important skill set
  for small to large and public and private sector
  organisations a key element of future
  employability for all
• Entrepreneurship is only a subset of enterprise
  education, that said it is increasingly important
  to young learners

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WHY IS IT IMPORTANT ?

• Young people admire people who set up their own
  businesses 85 are positive
• A recent survey showed the number of young people
  wanting to run their own business rose from 35
  in 2000 to 43 in 2003
• Self-employment is increasingly important for the
  economy 25 of adults own or are considering
  setting up their own business

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ENTREPRENEURSHIP Dragons Den

• Research found the importance of media images
  coupled with realistic local role models in
  influencing young people
• Note what the BBC dragons were looking for
• The product unique selling proposition
  (innovation, creativity)
• The person qualities (risk taking, can-do
  attitude, drive)
• The business knowledge and skills, and business
  plan (risk management, financial capability,
  business economic understanding)

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ENTERPRISING SCHOOLS
Ofsted found that where enterprise learning was
very good there was a clear vision about its
potential for raising standards and preparing
young people for adult life. Enterprising
schools have an ethos which encourages both staff
and pupils to take responsibility for
decisions. Enterprising schools have developed
innovative ways of teaching and learning which
engage local business the community.
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WORK-RELATED LEARNING ENTERPRISE

• WRL a statutory requirement from September 2004
• A programme of learning for, through and about
  work for all key stage 4 pupils
• Schools must have regard to QCA guidance
• Enterprise education is a central part of
  work-related learning
• Enterprise capability is a key output from
  exciting WRL

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ENTERPRISE FUNDING
Government funding from September 2005 is for
A new focus on enterprise capability including
about five days of activity which might include,
e.g. mini-enterprises, community, social and
self-generated enterprises. The activities will
support and develop learning through real-world,
problem-based, collaborative projects with
strong levels of student ownership and
initiative. (www.teachernet.gov.uk)
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DfES DEFINITION OF ENTERPRISE EDUCATION
Enterprise capability is innovation, creativity,
risk-management, risk taking and a can-do
attitude and the drive to make ideas happen. It
is supported by Financial capability which is
the ability to manage ones own finances and to
become questioning and informed consumers of
financial services and Business economic
understanding which is the ability to understand
the business context and make informed choices
between alternative uses of scarce resources.
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TEACHING LEARNINGENTERPRISE ENVIRONMENT
PROCESS

• Ofsted identifies the importance of a learning
  environment where students have the autonomy to
  tackle problems involving risk and uncertainty
  about final outcomes to gain a reward for their
  successful resolution.
• The enterprise process generally has four stages
• Tackling a problem or need
• Planning the project or activity or enterprise
• Implementing the plan
• Evaluating the processes

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ENTERPRISE LEARNING OUTCOMES
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ASSESSING LEARNING

• WRL framework emphasises need for students to
  recognise their enterprise skills
• Recording activity and achievements through
  Progress File
• Self- and peer- assessment of enterprise
  activities
• Development of online assessment tools by some
  pathfinders
• Activities enable students to demonstrate skills
  and provide examples of attributes
• Need for adequate space for reflection in
  experiential learning

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CURRICULUM GUIDANCE

• Guidance firmly based on practice developed by
  pathfinder schools
• Main source www.teachernet.gov.uk
• Also www.qca.org.uk (14-19 part of site)
• USB stick includes
• Todays speeches
• Extracts from DfES guidance on enterprise
  education
• QCA enterprise case studies

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PATHFINDER CURRICULUM DEVELOPMENT

• Modules
• Across subjects
• School-based enterprises
• Business challenge events
• Enterprise mentors e-mentors
• Entrepreneurship masterclasses
• Memo-driven activity
• Call centre project

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PATHFINDER CURRICULUM DEVELOPMENT

• Mini-consultancies
• Community projects the station
• National projects
• Mini-enterprises trade fairs Olympics fair
  trade
• Web-based projects
• Teaching materials
• Assessment tools
• Enterprising models of work experience

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CURRICULUM INTEGRATION Different Approaches

• Whole-school approach the enterprising school
• Traditional GCSEs crosscurricular subject
  delivery
• Citizenship and community links
• Business enterprise days detimetabled events

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CURRICULUM INTEGRATION Different Approaches

• Vocational courses GCSEs in vocational
  subjects, college link courses
• PSHE / Tutorials
• Self-generated extra-curricular projects
• Enterprise integrated WRL programme

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• Part of school ethos backed by headteacher
• The enterprising school its community
• Enterprise permeating curriculum other aspects
  of school life
• Cross-curricular approach
• WRL programme develops enterprise as key part of
  employability
• CEG includes self- employment

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• Joes enterprise experience
• KS3 enterprise day
• co-manager of school shop
• mini-enterprise project in GCSE Business
• financial lit. in maths
• WRL programme focuses on enterprise skills
• employer-set challenge in GCSE Engineering
• mock interview discuss enterprise skills /
  attributes

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• Joes enterprise experience
• KS3 enterprise day
• co-manager of school shop
• mini-enterprise project in GCSE Business
• financial lit. in maths
• WRL programme focuses on enterprise skills
• employer-set challenge in GCSE Engineering
• mock interview discuss enterprise skills /
  attributes

• Part of school ethos backed by headteacher
• The enterprising school its community
• Enterprise permeating curriculum other aspects
  of school life
• Cross-curricular approach
• WRL programme develops enterprise as key part of
  employability
• CEG includes self- employment

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• Audit of GCSE subject specifications
• Enterprise elements integrated into GCSE Sc, Ma,
  En, IT, DT
• Opportunity for student decision-making and
  enterprise process

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• Jennys enterprise experience
• Science challenge events with local companies
• Simple accounting in Maths leading to business
  plan exercise
• Creativity, advertising marketing in English
• Web design for small businesses in ICT
• Investigating small-batch production in DT
  through mini-companies

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• Audit of GCSE subject specifications
• Enterprise elements integrated into GCSE Sc, Ma,
  En, IT, DT
• Opportunity for student decision-making and
  enterprise process

• Jennys enterprise experience
• Science challenge events with local companies
• Simple accounting in Maths leading to business
  plan exercise
• Creativity, advertising marketing in English
• Web design for small businesses in ICT
• Investigating small-batch production in DT
  through mini-companies

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• Social entrepreneurs from community voluntary
  sector work closely with the school
• Community projects part of active citizenship
  curriculum
• Students encouraged to develop programme of
  activities and events to benefit other students

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• Nileshs enterprise experience
• hears speakers from local community groups
• works in team to raise funds to tackle local
  environmental issue
• project runs as a business and he draws up
  accounts
• leads a team of students running a school fair
  for Red Nose day

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• Social entrepreneurs from community voluntary
  sector work closely with the school
• Community projects part of active citizenship
  curriculum
• Students encouraged to develop programme of
  activities and events to benefit other students

• Nileshs enterprise experience
• hears speakers from local community groups
• works in team to raise funds to tackle local
  environmental issue
• project runs as a business and he draws up
  accounts
• leads a team of students running a school fair
  for Red Nose day

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• School focus on entrepreneurship
• CEG includes local entrepreneurs as speakers
• Business Technology faculty organise
  enterprise days
• Business planning day
• Enterprise day discrete activities linked to
  sector skills
• Mini-enterprise days

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• Pats enterprise experience
• hearing how local business people started
• competitive simulation to create a viable
  business plan
• various activities run by business people linked
  to technology sector
• mini-enterprise to develop and run successful
  business in the school

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• School focus on entrepreneurship
• CEG includes local entrepreneurs as speakers
• Business Technology faculty organise enterprise
  days
• Business planning day
• Enterprise day discrete activities linked to
  sector skills
• Mini-enterprise days

• Pats enterprise experience
• hearing how local business people started
• competitive simulation to create a viable
  business plan
• various activities run by business people linked
  to technology sector
• mini-enterprise to develop and run successful
  business in the school

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• Enterprise learning integrated into new GCSEs
  other vocational courses
• Enterprising work experience includes project
  set by employer
• College briefed to help develop enterprise
  capability

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• Sophias enterprise experience includes
• Coursework assignments develop enterprise
  knowledge skills
• Health Social Care placement includes work on
  costing for a new care home

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• Enterprise learning integrated into new GCSEs
  other vocational courses
• Enterprising work experience includes project set
  by employer
• College briefed to help develop enterprise
  capability

• Sophias enterprise experience includes
• Coursework assignments develop enterprise
  knowledge skills
• Health Social Care placement includes work
  on costing for a new care home

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• Enterprise is integrated into the PSHE
  tutorial programme
• Half-term enterprise module
• Programme begins with local entrepreneurs in
  assembly
• Programme ends with a detimetabled enterprise day
  with mix of mini-enterprises, enterprises
  simulations and social enterprises

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• Dinas enterprise experience includes
• Working through a series of exercises
• Identifying her enterprise skills and knowledge
• Planning an enterprise with a group of friends
• Developing their enterprise idea and presenting
  it to the class and a business visitor
• Recording skills developed and practised in her
  Progress File

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• Enterprise is integrated into the PSHE tutorial
  programme
• Half-term enterprise module
• Programme begins with local entrepreneurs in
  assembly
• Programme ends with a detimetabled enterprise day
  with mix of mini-enterprises, enterprises
  simulations and social enterprises

• Dinas enterprise experience includes
• Working through a series of exercises
• Identifying her enterprise skills and knowledge
• Planning an enterprise with a group of friends
• Developing their enterprise idea and presenting
  it to the class and a business visitor
• Recording skills developed and practised in her
  Progress File

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• Enterprise activities are encouraged as an
  extra-curricular activity
• Student volunteering encouraged to benefit the
  school and the wider community

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• Richards enterprise experience
• running a year long mini-company with the support
  of a business mentor
• Working with a team of students to fund raise for
  social outings for a local senior citizens club

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• Enterprise activities are encouraged as an
  extra-curricular activity
• Student volunteering encouraged to benefit the
  school and the wider community

• Richards enterprise experience
• running a year long mini-company with the
  support of a business mentor
• Working with a team of students to fund raise for
  social outings for a local senior citizens club

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• Learning for, through and about enterprise (part
  of WRL)
• Work experience a key part
• WRL delivered through different parts of the
  curriculum CEG, PSHE, work experience, GCSE
  subjects

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• Mohammeds enterprise experience
• Reflecting on enterprise skills as part of work
  experience preparation
• Taking part in a mini-enterprises in PSHE
• Investigating aspects of enterprise during work
  experience
• Developing financial literacy business economic
  understanding in GCSE Business

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• Learning for, through and about enterprise (part
  of WRL)
• Work experience a key part
• WRL delivered through different parts of the
  curriculum CEG, PSHE, work experience, GCSE
  subjects

• Mohammeds enterprise experience
• Reflecting on enterprise skills as part of work
  experience preparation
• Taking part in a mini-enterprises in PSHE
• Investigating aspects of enterprise during work
  experience
• Developing financial literacy business economic
  understanding in GCSE Business

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LEADERSHIP, MANAGEMENT AND STAFF DEVELOPMENT

• Ensure senior management are committed and
  develop an understanding of enterprise as part of
  the vision for the development of the school
• Explore the potential for cluster working, joint
  appointments, pooled resources and joint projects
• Review and develop coherent WRLE plan
• Establish common understanding of enterprise
  among staff
• Invest in staff development including
  opportunities for continuing professional
  development

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LEADERSHIP, MANAGEMENT AND STAFF DEVELOPMENT

• Ensure a clear structure for managing enterprise
  and a team of staff involved
• Recognise implications for teaching and learning
  of more student autonomy
• Develop partnerships with local business and
  social entrepreneurs and find one or more
  champions
• Work in collaboration with your local Education
  Business Partnership and other link agencies
• Develop effective means of assessing enterprise
  learning and recognising achievement
• Ensure robust monitoring and evaluation

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RESOURCING AND COLLABORATION

• Enterprise school clusters
• Pooled resources in a school cluster
• Full-time enterprise coordinator
• Joint projects and events
• Then also
• Allowances for key staff
• Enterprise project consumables
• Kitting out enterprise centres

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RESOURCING AND COLLABORATION

• Enterprise materials
• Transport for visits
• Staff development and CPD
• Supply cover for staff on enterprise Professional
  Development Placements
• Enterprise activities from link agencies
• Celebratory events and recognition awards

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WHAT NOW? The Conference and Beyond?

• Reflect on the key messages of the day
• Learn from the experience of schools,
  practitioners and agencies here
• Take the opportunity to explore a joint response
  with your cluster schools
• Review the DfES guidance and support materials
• Report back to your schools
• Develop an action plan to integrate enterprise
  into the curriculum
• Use the extra resources that the Government is
  providing to embed enterprise education over the
  next three years

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ENTERPRISE EDUCATION IN SCHOOLSCONFERENCES 2005