Welcome to the ATP Training Day

ATP Training programme 9.40 – 9.45 Welcome and Introduction Antonia Coppen

9.45 – 09.50 ATP programme details Fiona Peacock

09:50 – 11.00 Going into School Jocelyn Sumner

11.00 - 11:10 BREAK

11.10 – 12.00 Widening Participation Emma Stephenson

12.00 - 13:00 LUNCH CRB Paperwork

13.00 – 14.30 Enterprise Activity training Antonia Coppen

14.30 – 14.40 BREAK

14.40 – 16.30 Enterprise Activity training Antonia Coppen

General ATP enquiries/placement details:

Fiona Peacock, ATP Marketing and Administration Intern

(Monday, Wednesday, Friday afternoon)

f.s.e.peacock@exeter.ac.uk

School issues whilst on placement:

Rachel Ware, Secondary Partnerships Coordinator

R.Ware@exeter.ac.uk

ATP Contacts

Enterprise Activity Training

By the end of the training you will be able to:1. The Enterprise Activity

Explain the activity to othersFeel confident to plan, deliver and facilitate

the activity to pupils successfully

2. Enterprise and Sustainability Explain the meaning of the termsDiscuss why enterprise education is

important and how it can be delivered in the national curriculum

3. Learning OutcomesIdentify the importance of learning

outcomesDevise a set of learning outcomes for the

activity

Aims and Learning Outcomes

4. Activity Planning and FacilitationDescribe the difference between presentation and

facilitation Devise a plan/schedule for the activityExplain the resources provided and identify resourcing

gapsIdentify problems and develop a contingency plans

5. EvaluationExplain the importance of evaluation Develop evaluation methods and materials for

- Facilitator evaluation of the pupils work- Pupil self evaluation and reflection

Aims and Learning Outcomes

• Interactive scenario activity to encourage pupils to use, develop and evaluate their enterprise skills

• Delivered in a team (number per team dependent number students allocated per school)

• Delivered once during the 5 day placement• The session will last for approx 3 hours in total (dependent on time

allocated by the school) • Number of pupils undertaking the activity dependent upon each school• Resources for the activity will be provided by:

- University of Exeter- By the school (requires confirmation by YOU)- YOU

The Enterprise Activity

http://www.teachersmedia.co.uk/videos/teaching-key-skills 1. Style of teaching that enhances pupils’engagement with lessons and can

improve their classroom behaviour and performance.

“ It is a teaching strategy which motivates learners and can help raise aspirations and develop valuable skills for further education, employment and life in general.

Learners enjoy being given autonomy to tackle problems, take responsibility for their own actions, engage In real issues and evaluate the outcomes of their decisions. It is about helping the pupils develop enterprise capability, financial capability and economic and business understanding.”

Enterprise Coordinator, North East, Business & Enterprise Status

The Enterprise Activity

Why is enterprise education important?

2. Lack of experience in Schools “The survey of more than 1,000 primary and secondary school

teachers found that while 90% agreed that entrepreneurship should form part

of the national curriculum only 30% said they knew how to teach it.”

Report commissioned by Rod Aldridge, Capita founder

3. Employers want it: “Sage, Tata Steel, Citi Group and RBS-owned Natwest are among around 80 organisations who are calling for employability and entrepreneurship education to be placed within the statutory curriculum in UK schools.”

Employers call for 'enterprise curriculum’, Telegraph, 22 March 2012

4. Gap in skilled workforce “Britain has 37,000 engineering vacancies but produces just 22,000 engineering graduates each year.” Sir James Dyson, vacuum cleaner entrepreneur

The Enterprise Activity

In groups:

Prepare a two minute presentation to explain one ofthe following terms as though you were discussingthem with class of year 9 pupils (13 – 14 year olds).

1. Enterprise

2. Sustainability

Think about how you can make it relevant to them!

The Enterprise Activity

The Scenario

Aspirational Teachers present themselves as a ‘house building developer’ based in the South West that wants to commission a new design for an ‘eco house’ to market for sale to the general public. The maximum budget for the house is £200,000.

Pupils will work in teams as an ‘environmental building consultancy’ to research, plan and design an ‘eco house’ to present to the ‘house building developer’.

The Enterprise Activity

Pupils will work in teams (maximum 8) to produce the following outputs: 1. Design a ‘mood board’2. Produce a Blueprint/floor plan (to scale) for their house3. Devise a simple building budget/costings for the materials and equipment

used in their design4. Pitch/present their design to the ‘house building developer to justify

why their proposal should be chosen. Followed by a Q&A session

The Enterprise Activity

Mood board examples

Pupils will address some of the following issues in the activity:

• What is an ‘eco house’? • What will they need to consider in its construction and design? • How will sustainability and energy efficiency be maximised?• What energy savings will be made compared to current house

design?• Who is the design of the house aimed at? • Who would want to buy it and how will they make it attractive to

that market?• How will they ensure the design stays within budget?• What ideas for future innovations could be developed?

The Enterprise Activity

What is meant by the term learning outcome?Why are they useful?

Learning outcomes

Learning outcomes are statements of what a learner is expected to know, understand and/or do as a result of a learning experience. They can:

- help guide students in their learning by explaining what is expected of them which in turn helping them to succeed in their studies.

- help teachers to focus on exactly what they want students to achieve in terms of both knowledge and skills.

Enterprise education consists of:Enterprise capability supported by financialcapability and economic and businessunderstanding

Three strands of enterprise education: 1. Enterprise knowledge and understanding2. Enterprise skills3. Enterprise attributes

Learning outcomes

In groups: Devise a set of learning outcomes for the enterprise activity.

What is the difference between presentation and facilitation?

In groups:Decide which statement on the handout providedbelongs to Presentation or Facilitation

Activity Planning and Facilitation

Definition of a Facilitator A facilitator is someone who helps a group of peopleunderstand their common objectives and assists themto plan to achieve them without taking a particularposition in the discussion.

Activity Planning and Facilitation

What qualities, skills and actions makes a goodpresenter and facilitator?

Activity Planning and FacilitationIn groups: 1. Read and discuss the activity structure in your

handbook – pages

2. Devise a plan to deliver to the activity to 30 pupils, Year 9, Key stage 3 (13-14years). On this occasion the school has provided laptops.

- Draw-up timetable. How long will each section take? - Who will deliver what?- Review the resources provided. What additional

resources will be needed e.g. mood boards?- identify potential problems and develop contingency plans3. Review and evaluate another group’s plan

Evaluation

In groups:

1. Decide how you would choose the winner of the Eco House. What criteria would you use? What skills would you want to credit?

2. Review the Pupils project evaluation form. Devise an additional form for the Pupils to reflect on their personal performance and enterprise skills development.

Why is evaluation important?

QUESTIONS?