1
Health For Wealth
SocialEnterprise
in the Curriculum
A Resource Pack for Primary Schools
Written by Greg Welsh & Gillian Learmonth
Designed & Printed by
InformationPurpose 04
What is a Co-operative? 05Links with the Primary Curriculum 06
Core Skills, Activities and Outcomes 07Using the pack 08
How a Co-operative Woks 09Top Tips 10
Forward PlannersTuck Shop Early Years Planner 12
Early Years Teacher Assessment Grid 14Tuck Shop Upper School planner 15
Upper School Teacher Assesssment Grid 17Co-operative Planner 18
Teacher ResourcesSkills and Qualities bank 21
Application Pro-forma 22Business Department Tips 23
Business Plan Pro-forma 28Market Research Pro-Formas 29
Class Finance Sheet Pro-formas 31Co-operative Mambership List Pro-forma 33
Early Years ResourcesPhotocopiable Pupil Activity Booklet 46
Upper ResourcesPhotocopiable Pupil Activity Booklet 55
Co-operative ResourcesPhotocopiable Activity related to Co-operatives 66
Contents
ActivitiesQuick Co-operatives Activities Get In Line/Target Practice 35
Parachute Drop/Tanks 36Peach Pear Plum/Mission Impossible? 37
Hoop Friends/Building Bodies 38Shopaholics/Doodle 39
Challenging Co-operatives Activities Trading Places 40
Fruit Stall 41Full of Fruit 42
What’s Inside The Box? 43Three Wee Porkers! 44
Acknowledgements
Useful Contacts
Glossary 74
80
Frequently Asked Questions
78
77
Health For Wealth 2
Purpose
Information
This resource has several intended purposes.
• It encourages children to become more
responsible for their own learning and to be
motivated through enterprise in education.
• The teacher and pupils will work co-operatively
and pupils will develop a range of enterprising
skills and attitudes.
• These core skills and attitudes will be
transferable into many other aspects of the
curriculum.
The resource will provide a ‘stepping stone’ for
other enterprise activities during the primary
school and into the secondary school. The children
will build on previous knowledge throughout and
achieve success.
Enterprise in education and citizenship have strong
links. This resource provides opportunities for the
children to to be actively involved in the
community, thus promoting co-operative solutions
to social and economic issues and developing
social inclusion.
In this current climate, schools should be actively
promoting healthy living. The NHS Clinical report
(2003) found that one in three 12 year olds is
overweight. It suggests that good eating habits
should begin early in life and that schools have an
important role to play in this. We believe that by
providing the pupils with the responsibility of
promoting and selling healthy foods, will have a
positive influence on their food choices.
It is also important that children are aware of
finance and the need for an economy. The Scottish
Executive is committed to fostering long term,
sustainable economic growth and promotes
Enterprise activities in Scottish schools (refer to
Determined to Succeed 2004). Throughout this
pack, the children are given relevant experiences to
develop this awareness by ‘buying and selling’ as
well as participating in co-operative banking. This
will allow children to facilitate their roles and
responsibilities as young people and into
adulthood.
Health For Wealth 4
Information
What is a Co-operative?A co-operative is defined as an autonomous
(or self governing) association of people coming
together voluntarily to meet their common
economic, social and cultural needs and aspirations
through a jointly owned and democratically
controlled enterprise.
Co-operatives were started in Scotland in 1813 by
Robert Owen when he bought New Lanark Mill
and set up The Village Store to ethically help his
workers and the community. Owen’s principles
were then adopted by the Rochdale Pioneers
whose main aim was to satisfy the needs of the
ordinary people in the community by trading
openly and honestly.
Co-operatives are governed by a particular set of
principles which can be dated back to the Rochdale
Pioneers.
These seven principles are:
2 Democratic Member Control
All pupils have an active role in the setting
up of their co-operative and making
decisions.
3 Member Economic Participation
All pupils democratically control the
capital of their co-operative.
4 Autonomy and Independence
All pupils will have a role in their co-
operative and run their co-operative as a
self-help organisation.
5 Education, Training and Information
Pupils will inform the general public about
the nature and benefits of co-operation.
6 Co-operation Among Co-operatives
Pupils can involve outside agencies (other
co-operatives) to aid their co-operative.
7 Concern for the Community
Pupils will aim to provide a beneficial
service for their community.
In support of these principles, co-operatives are
also based on the values of democracy, equality,
equity, self-help, self-responsibility and solidarity.
Through these principles and values the pupils
should develop their awareness and understanding
of the need for openness, honesty, caring for others
and social responsibility.
1 Voluntary and Open Membership
All pupils will play a part in the co-
operative and accept the responsibilities of
membership, without gender, social, racial
or religious discrimination.
Health For Wealth 5
Information
“Enterprise is purposeful, active behaviour which
can take place in any number of
contexts.........enterprise is making things happen,
having ideas and doing something about them,
taking advantage of opportunity, and bringing
about change.” Enterprising Infants 1998
Involving pupils in the setting up, running and
evaluation of a co-operative develops the same
skills and attitudes as other enterprise projects.
Fitting in with the 5-14Curriculum“Education has many uses and many outcomes but
one of its main purposes is to prepare young
people for the world of work.”
HMI ‘Education for Work in Schools’
Involving pupils in a co-operative meets many of
the National Priorities. It develops pupils skills of
LLeeaarrnniinngg ffoorr LLiiffee. A co-operative is built on the
principles of SSoocciiaall IInncclluussiioonn aanndd EEqquuaalliittyy and
CCiittiizzeennsshhiipp. A co-operative also allows for pupils to
AAcchhiieevvee aanndd AAttttaaiinn through a meaningful
enterprise activity.
Links with the PrimaryCurriculum
The Role of the TeacherTeaching and learning in Enterprise Education,
involves a partnership between the teacher and
the learner. The teacher acts as supervisor, offering
guidance and support when required. The teacher
should use professional judgement about how
much responsibility to give the pupils to ensure
the project doesn’t become tiresome.
• Encourage pupils to discuss their ideas and talk
through any problems.
• Provide an opportunity for pupils to solve
problems and plan ways forward.
• Allow pupils to be active thinkers in the running
of their enterprise.
• Your enthusiasm will rub off onto the pupils!
Health For Wealth 6
Information
What is an enterprising person?• Has a positive approach
• Can work well in a team
• Is aware of own strengths/development needs
and those of others
• An effective communicator
• Uses initiative in situations
• Shows perseverance
• Takes responsibility
• Can work independently
• Shows tolerance and respect
• Has a clear understanding of the role of the
school and wider community
Core skills used by pupils• Planning
• Communication
• Problem solving
• Decision making
• Working with others
• Co-operation
• Initiative
• Creativity
• Evaluating
Health For Wealth 7
What do pupils learn? (outcomes)• Strengths and development needs of themselves
and others
• Teamwork
• Buying and selling
• Communicating in a variety of ways
• Working with various people in the community
and the world of business
• Understanding of money and financial records
Core activities• Building self confidence
• Awareness of how businesses are operated
• Awareness of finance social and economic
• Money management
• Promote good citizenship
• Promote and raise the profile of co-operatives
Core Skills, Activities &Outcomes
Information
This pack have been designed in a way that the
projects are flexible in regards to time and
organisation. We recognise that every school is
different and that teachers will want to influence
their own class’ project.
A suggested 4-6 week Tuck Shop programme
(possibly link with Health Week)
Week 1 Pre-topic activities
Week 2 Setting up Co-operative; MarketResearch
Weeks 3-5 Ordering foods; Advertising shop;Separate departments working
Week 6 Setting up stall; Selling; Evaluating
A suggested termly/yearly Tuck Shop programme
Week 1-2 Pre-topic activities
Week 3-5 Setting up Co-operative; MarketResearch
Week 4-6 Advertising shop; Organise SupplierWeek 7 Onwards Setting up stall (possibly sell 1 or 2
days per week)
As shop develops continue market research and
advertising to keep up with consumer demands.
Other ideas to develop community links -
Strawberry Fair, Fruit Marke, Water Week,
Afternoon Cafe.
A suggested method for using Co-operative plan
Week 1 - 2 Gain understanding of what abusiness is
Week 3 Advertise for membership
Week 4 Organise membership and collectmonies
End ofProject Decide on dividends to be repaid to
members
The Co-operative plan can be used in conjunction
with the tuck shop project. It would be possible for
one stage to implement the tuck shop project (e.g
P5) and another stage to implement the Co-
operative plan (e.g P7). This would promote a
whole school approach.
Alternatively, the Co-operative plan can be used in
conjunction with ANY Enterprise project.
Using the Pack
Health For Wealth 8
Information
How a Co-operative Works
Getting Members• A co-operative is a membership organisation.
• Attracting members will provide capital for the
co-operative.
• Each member of a co-operative has an equal
vote.
• One can join the co-operative for 25p and will
be entitled to a dividend pay out at the end of
the project - pay outs are determined on how
much the member spends at the tuck shop.
• The greater the number of members, the greater
the customer base.
• Members are the link between the co-operative
and the community.
• Members have to be aware that a dividend won’t
be paid out if the co-operative is unsuccessful.
Operating the Co-operativeMembers will be provided with a card to record the
amount spent at the tuck shop (either written or
use of sticker / stamp system). This will be required
for calculating dividend pay outs. See below for
Calculating Dividends.
Selling Points -
• Members using the tuck shop will increase their
dividend pay out.
• Using the healthy tuck shop will pay something
back compared with ‘normal’ tuck shop.
• Members have a ‘voice’ in the running of the co-
operative.
Calculating DividendsAll members will receive a dividend pay out
determined by the amount of money they have
spent at the tuck shop. The percentage paid out
will depend on the success of the co-operative.
Dividends are based on gross takings and surplus
(profit).
For Example - Gross Takings £500 Surplus £200
A decision could be made to reinvest £100 into
the co-operative and use the other £100 to pay
out dividends. Thus creating a 20% pay out based
on the amount each member spent at the tuck
shop. If someone spent £15 at the tuck shop they
would receive £3 as their dividend pay out.
Health For Wealth 9
Information
Here are some tips to help your co-operative run smoothly.
• Plan well in advance and set a time limit.
• If using food check Health and Safety guidelines.
• To generate funds for your Co-operative offer shares to members of
the school - see Co-operative forward plan.
• If you are starting the Co-operative with a loan, arrange this in
advance. The pupils can simulate the experience.
• Approach members of the business community to share
experiences with pupils.
• Carry out detailed market research - you don’t want to be left with
your product!
• Continually assess the success of the Co-operative - are you selling
what you are producing?
• Use a camera or video to record the process that you are going
through. It will provide an excellent record of work and the pupils
will be eager to review their work.
• Acquire assistance from parents, support assistants etc. to help you!
• Remember you are part of the team! Enjoy!
Top Tips!
Health For Wealth 10
Forward Planners
Key
Ques
tion
s/In
cide
nts
Sti
mu
lus
(e.g
Hea
lth
Wee
k)
Wh
at c
ou
ld w
e
sell?
Ch
ange
s to
be
mad
e
Set
tin
g u
p a
Co
-oper
ativ
e
Wh
at s
kills
an
d
qu
alit
ies
do
yo
u
po
sses
s?
Cre
atin
g t
he
Co
-oper
ativ
e
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
Dis
cuss
wit
h t
he
clas
s th
e ben
efit
s o
f H
ealt
hy E
atin
g a
nd
of
hav
ing a
Hea
lthy T
uck
Sh
op.
Pu
pils
dis
cuss
in
gro
ups
idea
s re
lati
ng t
o h
avin
g a
Hea
lthy T
uck
Sh
op.G
ener
ate
enth
usi
asm
!
As
clas
s dis
cuss
ru
nn
ing o
f sh
op f
rom
beg
inn
ing t
o e
nd.
Pu
pils
exa
min
e ex
isti
ng t
uck
sh
op a
nd b
rain
sto
rm w
hat
cou
ld b
e do
ne
to m
ake
it h
ealt
hie
r.
Exp
lain
wh
at a
bu
sin
ess
is a
nd t
hat
we
will
all
be
par
t o
f
a co
-oper
ativ
e bu
sin
ess.
Dis
cuss
th
e n
eed f
or
all
mem
ber
s w
ork
ing t
oge
ther
an
d h
elpin
g e
ach
oth
er.
Ch
oo
se 2
-3 p
re t
opic
act
ivit
ies
fro
m ‘A
ctiv
itie
s’se
ctio
n
appro
pri
ate
for
clas
s.Fo
cus
pu
pils
on
th
inki
ng a
bo
ut
the
skill
s an
d q
ual
itie
s th
at t
hey
hav
e /
nee
d t
o d
evel
op.
Dis
cuss
an
d d
ecid
e o
n C
o-o
per
ativ
e’s
nam
e an
d l
ogo
.
List
on
bo
ard t
he
dif
fere
nt
task
s th
at a
ll pu
pils
will
be
invo
lved
in
- M
arke
t R
esea
rch
,Adve
rtis
ing
,Fin
ance
,
Pro
du
ctio
n a
nd S
ales
.
Th
e te
ach
er w
ill l
ead t
he
pu
pils
th
rou
gh
eac
h s
tage
as
itar
ises
.
Reso
urce
s
Pap
er f
or
bra
inst
orm
ing
.
Pri
nci
ple
s an
d
how
th
ey w
ill
impac
t.(s
ee i
ntr
odu
cto
ry
no
tes.
)
Pre
-to
pic
acti
viti
es f
rom
Act
ivit
ies
sect
ion
Art
mat
eria
ls
Curr
icul
arFo
cus
List
enin
g /
Tal
kin
g
Hea
lth
Edu
cati
on
List
enin
g /
Tal
kin
g
List
enin
g /
Tal
kin
g
PSD
List
enin
g /
Tal
kin
g
Art
an
d D
esig
n
Asse
ssm
ent
Focu
s
Qu
esti
on
ing
Obse
rvat
ion
Dis
cuss
ion
Obse
rvat
ion
List
enin
g
Qu
esti
on
ing
Obse
rvat
ion
Sel
f ev
alu
atio
n
Co
mple
ted T
ask
Tuck
Sho
p-Fo
rwar
d Pl
anne
r (l
ower
) 1
Health For Wealth 12
Forward Planners
Key
Ques
tion
s/In
cide
nts
Fun
din
g p
roje
ct
Tack
ling T
asks
How
su
cces
sfu
l
was
th
e co
-
oper
ativ
e?
Wh
at d
id y
ou
lear
n?
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
Teac
her
dea
ls w
ith
in
itia
l fu
ndin
g.D
iscu
ss h
ow
th
is w
as
do
ne.
Mar
ket
Res
earc
h -
Dis
cuss
how
we
will
kn
ow
wh
at t
o
sell
e.g f
resh
fru
it,s
mo
oth
ies.
Use
Mar
ket
Res
earc
h f
orm
- se
nd p
upils
to
cla
sses
.Gat
her
res
ult
s as
a c
lass
an
d
dis
pla
y a
s a
clas
s gra
ph
.
Adve
rtis
ing -
Dis
cuss
how
we
will
let
peo
ple
kn
ow
abo
ut
the
tuck
sh
op.D
esig
n /
Co
lou
r po
ster
s.
Fin
ance
- C
ou
nt
mo
ney
wit
h s
uppo
rt.C
olla
te
info
rmat
ion
on
a c
lass
fin
ance
sh
eet.
Pro
du
ctio
n -
Invi
te H
ealt
h V
isit
or
to t
alk
to s
cho
ol
abo
ut
Hea
lthy E
atin
g.D
iscu
ss w
her
e w
e co
uld
get
fru
it f
rom
.
Org
anis
e an
d s
tore
fru
it w
ith
su
ppo
rt.D
iscu
ss h
ow
to
keep
fru
it s
afe
to e
at.
Sal
es -
Pla
n o
pen
ing o
f tu
ck s
ho
p.S
et u
p s
ho
p.P
rice
s
clea
rly m
arke
d.H
ave
open
ing c
erem
ony.
Pu
pils
mak
e pre
sen
tati
on
to
sch
oo
l,par
ents
,sch
oo
l
bo
ard a
bo
ut
thei
r C
o-o
per
ativ
e e.
g m
ini
asse
mbly
.Invi
te
loca
l pre
ss.
Pu
pils
co
mple
te s
elf
and p
eer
eval
uat
ion
fo
rms.
Dis
cuss
wh
at s
kills
/ q
ual
itie
s th
ey h
ave
dev
elo
ped
.
Pu
pils
wri
te p
erso
nal
acc
ou
nt
of
pro
ject
.
Reso
urce
s
Su
rvey
sh
eet
fro
m
Res
ou
rces
sec
tio
n
Cla
ss g
raph
Art
mat
eria
ls
A3
cla
ss f
inan
ce
shee
t
Ou
tsid
e ag
enci
es
Loca
l Sco
tmid
Sal
es p
lace
Eva
luat
ion
fo
rms
Curr
icul
arFo
cus
List
enin
g /
Tal
kin
g
Mat
hs
List
enin
g /
Tal
kin
g
Art
an
d D
esig
n
Mat
hs
Fun
ctio
nal
Wri
tin
g
Hea
lth
Edu
cati
on
List
enin
g /
Tal
kin
g
List
enin
g /
Tal
kin
g
PSD
Per
son
al W
riti
ng
Asse
ssm
ent
Focu
s
Qu
esti
on
ing
Obse
rvat
ion
Obse
rvat
ion
of
dif
fere
nt
dep
artm
ents
Co
mple
ted t
asks
Su
cces
sfu
l
open
ing o
f tu
ck
sho
p
List
enin
g
Obse
rvat
ion
Tuck
Sho
p-Fo
rwar
d Pl
anne
r (l
ower
) 2
Health For Wealth 13
Forward Planners
Pupi
l’s N
ame
Can
iden
tify
pers
onal
ski
lls
Can
iden
tify
pers
onal
qual
itie
s
Wor
ks
wel
l in
a te
amSt
ays
on t
ask
Com
mun
icat
esef
fect
ivel
yLi
sten
s to
othe
rs
Prod
uces
appr
opri
ate
wor
k
Can
refl
ect
onta
sks
Ente
rpri
se E
duca
tion
Tea
cher
Ass
essm
ent
P 1-
3
Mak
ing
Stea
dy P
rogr
ess
Achi
eved
Tas
kHa
s Ex
peri
ence
Health For Wealth 14
Forward Planners
Key
Ques
tion
s/In
cide
nts
Sti
mu
lus
(e.g
Hea
lth
Wee
k)
Wh
at c
ou
ld w
e
sell?
Ch
ange
s to
be
mad
e
Set
tin
g u
p a
Co
-oper
ativ
e
Wh
at s
kills
an
d
qu
alit
ies
do
yo
u
po
sses
s?
Cre
atin
g t
he
Co
-oper
ativ
e
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
Dis
cuss
wit
h t
he
clas
s th
e ben
efit
s o
f H
ealt
hy E
atin
g a
nd
of
hav
ing a
Hea
lthy T
uck
Sh
op.
Pu
pils
dis
cuss
in
gro
ups
idea
s re
lati
ng t
o h
avin
g a
Hea
lthy T
uck
Sh
op.G
ener
ate
enth
usi
asm
!
As
clas
s dis
cuss
ru
nn
ing o
f sh
op f
rom
beg
inn
ing t
o e
nd.
Pu
pils
exa
min
e ex
isti
ng t
uck
sh
op a
nd b
rain
sto
rm w
hat
cou
ld b
e do
ne
to m
ake
it h
ealt
hie
r.
Dis
cuss
res
po
nse
s to
‘Wh
at i
s a
bu
sin
ess?
’D
iscu
ss
dif
fere
nt
types
of
bu
sin
esse
s an
d s
pec
ific
ally
Co
-
oper
ativ
es.E
xpla
in t
hat
Tu
ck S
ho
p w
ill b
e ru
n a
s a
Co
-
oper
ativ
e an
d p
rin
ciple
s to
fo
llow
.
Ch
oo
se 2
-3 p
re t
opic
act
ivit
ies
fro
m ‘A
ctiv
itie
s’se
ctio
n
appro
pri
ate
for
clas
s.Fo
cus
pu
pils
on
th
inki
ng a
bo
ut
the
skill
s an
d q
ual
itie
s th
at t
hey
hav
e /
nee
d t
o d
evel
op.
Dis
cuss
an
d d
ecid
e o
n C
o-o
per
ativ
e’s
nam
e,lo
go a
nd
per
son
nel
req
uir
ed.(
3 s
essi
on
s)
Apply
fo
r jo
bs
wit
hin
th
e C
o-o
per
ativ
e.C
om
ple
te
applic
atio
n f
orm
s an
d w
rite
CV
s.
Dis
cuss
in
terv
iew
tec
hn
iqu
es.R
ole
pla
y i
nte
rvie
ws.
Pu
pils
are
inte
rvie
wed
fo
r ro
les
and r
ecei
ve f
eedbac
k.
Man
agem
ent
team
in
pla
ce t
o v
oic
e n
eeds
of
the
co-
oper
ativ
e.
Reso
urce
s
Pap
er f
or
bra
inst
orm
ing
.
Pri
nci
ple
s an
dh
ow
th
ey w
illim
pac
t.(s
ee i
ntr
odu
cto
ryn
ote
s.)
Pre
-to
pic
acti
viti
es f
rom
Act
ivit
ies
sect
ion
Art
mat
eria
ls
Applic
atio
n f
orm
s
Mic
roso
ft W
izar
d
Curr
icul
arFo
cus
List
enin
g /
Tal
kin
gH
ealt
h E
du
cati
on
List
enin
g /
Tal
kin
g
List
enin
g /
Tal
kin
g
PSD
List
enin
g /
Tal
kin
g
Art
an
d D
esig
n
Fun
ctio
nal
Wri
tin
g
Dra
ma
Asse
ssm
ent
Focu
s
Qu
esti
on
ing
Obse
rvat
ion
Dis
cuss
ion
Obse
rvat
ion
List
enin
g
Qu
esti
on
ing
Obse
rvat
ion
Sel
f ev
alu
atio
n
Obse
rvat
ion
Wri
tten
tas
k
Qu
esti
on
ing
Pee
r fe
edbac
k
Tuck
Sho
p-Fo
rwar
d Pl
anne
r (u
pper
) 1
Health For Wealth 15
Forward Planners
Key
Ques
tion
s/In
cide
nts
Fun
din
g p
roje
ct
Ro
les
wit
hin
Co
-oper
ativ
e
How
su
cces
sfu
l
was
th
e C
o-
oper
ativ
e?
Wh
at d
id y
ou
lear
n?
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
Dis
cuss
wit
h t
he
clas
s h
ow
Tu
ck S
ho
p c
ou
ld b
e fu
nded
e.g a
ppro
ach
fo
r lo
an,i
nvo
lve
oth
er c
o-o
per
ativ
es.
Man
agem
ent
- G
ain
fin
ance
s.O
vers
ee C
o-o
per
ativ
e.
Adm
inis
trat
ion
- T
imet
able
an
d c
o-o
rdin
ate
task
s.W
rite
lett
ers
wh
en r
equ
ired
.
Mar
ket
Res
earc
h -
Des
ign
su
rvey
to
est
ablis
h h
ow
man
y
child
ren
wo
uld
use
tu
ck,w
hat
wo
uld
sel
l,co
sts
etc.
Co
llate
an
d p
rese
nt
resu
lts
to m
ember
s.
Adve
rtis
ing -
Dec
ide
on
adve
rtis
ing c
ampai
gn
.Des
ign
and c
reat
e po
ster
s fo
r o
pen
ing o
f tu
ck s
ho
p.A
dve
rtis
e in
New
slet
ter.
Pre
sen
t jin
gle
/ r
ap a
t as
sem
bly
.
Fin
ance
- P
repar
e si
mple
bu
sin
ess
pla
n.K
eep a
cco
un
ts
on
Fin
ance
gri
d.
Pro
du
ctio
n -
Invi
te H
ealt
h V
isit
or
to t
alk
to s
cho
ol
abo
ut
Hea
lthy E
atin
g.R
esea
rch
lo
cal
supplie
rs.O
rgan
ise
and
sto
re f
ruit
.Dea
l w
ith
Hea
lth
an
d S
afet
y i
ssu
es e
.g i
nvi
te
supplie
r o
r sc
ho
ol
cate
rin
g t
o s
pea
k to
mem
ber
s.
Sal
es -
Pla
n o
pen
ing o
f tu
ck s
ho
p.S
et u
p s
ho
p.P
rice
s
clea
rly m
arke
d.H
ave
open
ing c
erem
ony.
Pu
pils
mak
e pre
sen
tati
on
to
sch
oo
l,par
ents
,sch
oo
l
bo
ard a
bo
ut
thei
r C
o-o
per
ativ
e.In
vite
lo
cal
pre
ss.
Pu
pils
co
mple
te s
elf
and p
eer
eval
uat
ion
fo
rms.
Dis
cuss
wh
at s
kills
/ q
ual
itie
s th
ey h
ave
dev
elo
ped
.Pu
pils
wri
te
per
son
al a
cco
un
t o
f pro
ject
.
Reso
urce
s
Co
mpu
ter
Su
rvey
sh
eets
Gra
ph
s
Art
mat
eria
ls
Bu
sin
ess
Pla
n
ou
tlin
e
Ou
tsid
e ag
enci
es
Loca
l Sco
tmid
Sal
es p
lace
Eva
luat
ion
fo
rms
Curr
icul
arFo
cus
List
enin
g /
Tal
kin
g
Mat
hs
IT
Fun
ctio
nal
Wri
tin
g
List
enin
g /
Tal
kin
g
Mat
hs
Art
an
d D
esig
n
Mat
hs
Fun
ctio
nal
Wri
tin
g
Hea
lth
Edu
cati
on
List
enin
g /
Tal
kin
g
List
enin
g /
Tal
kin
g
PSD
Per
son
al W
riti
ng
Asse
ssm
ent
Focu
s
Qu
esti
on
ing
Obse
rvat
ion
Obse
rvat
ion
of
dif
fere
nt
dep
artm
ents
Co
mple
ted t
asks
Su
cces
sfu
l
open
ing o
f tu
ck
sho
p
List
enin
g
Obse
rvat
ion
Tuck
Sho
p-Fo
rwar
d Pl
anne
r (u
pper
) 2
Health For Wealth 16
Forward Planners
Pupi
l’s N
ame
Can
iden
tify
pers
onal
skill
s
Can
iden
tify
pers
onal
qual
ites
Wor
ksef
fect
ivel
yin
a t
eam
Stay
s on
Task
can
com
mun
icat
ein
a v
arie
ty of
situ
ation
s
List
ens
toot
hers
and
resp
ects
othe
rs’ v
iew
s
Can
sugg
est
and
impl
emen
tid
eas
Wor
ks t
ode
adlin
es
Solv
espr
oble
ms
effe
ctiv
ely
Eval
uate
ssu
cces
s of
task
s an
d ow
nin
volv
emen
t
Ente
rpri
se E
duca
tion
Tea
cher
Ass
essm
ent
P 4-
7
Mak
ing
Stea
dy P
rogr
ess
Achi
eved
Tas
kHa
s Ex
peri
ence
Health For Wealth 17
Forward Planners
Key
Ques
tion
s/In
cide
nts
Wh
at i
s a
Co
-oper
ativ
e?
Firs
t C
o-
oper
ativ
es
How
to
est
ablis
h
a C
o-o
per
ativ
e
Wh
at w
ill
mem
ber
s ga
in?
Acq
uir
ing
mem
ber
s
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
In g
rou
ps
pu
pils
dis
cuss
th
eir
per
cepti
on
s o
f w
hat
a
bu
sin
ess
is.B
rain
sto
rm a
nd r
eco
rd g
rou
p r
espo
nse
s o
n
bo
ard.
Dis
cuss
wit
h p
upils
th
at t
he
mai
n d
iffe
ren
ce w
ith
a C
o-
oper
ativ
e is
th
at i
t is
set
up t
o m
eet
mu
tual
nee
ds.
Dis
cuss
Ro
ber
t O
wen
set
tin
g u
p N
ew L
anar
k to
mee
t
mu
tual
nee
ds.
Vis
it N
ew L
anar
k.
Invi
te C
o-o
per
ativ
e /
Cre
dit
Un
ion
em
plo
yee
to
tal
k to
pu
pils
abo
ut
sett
ing u
p.
Pu
pils
co
uld
res
earc
h a
Co
-oper
ativ
e co
mpan
y a
nd
com
par
e w
ith
a L
TD
co
mpan
y.
Co
mple
te ‘W
hat
is
a C
o-o
per
ativ
e?’w
ork
shee
t
Exp
lain
to
pu
pils
th
at t
hey
will
be
invo
lved
in
a C
o-
oper
ativ
e to
mee
t th
e n
eeds
of
ano
ther
sch
oo
l
ente
rpri
se p
roje
ct (
or
may
be
thei
r ow
n).
Bra
inst
orm
way
s o
f ra
isin
g c
apit
al f
or
the
pro
ject
.
Dis
cuss
th
e id
ea o
f al
low
ing o
ther
s in
th
e sc
ho
ol
to
bec
om
e m
ember
s o
f th
eir
co-o
per
ativ
e at
a c
ost
e.g
25
p.P
rom
ote
th
e C
o-o
per
ativ
e an
d i
ts b
enef
its
to
po
ten
tial
mem
ber
s.M
ember
s co
uld
hel
p C
o-o
per
ativ
e
flo
uri
sh a
nd r
ecei
ve a
div
iden
d o
f th
e en
d p
rofi
ts.
Pu
pils
gau
ge i
nte
rest
in
mem
ber
ship
usi
ng m
arke
t
rese
arch
.
Set
up C
o-o
per
ativ
e m
ember
ship
lis
t an
d c
olle
ct m
on
ey
fro
m n
ew m
ember
s.
Rec
ord
mo
nie
s an
d d
ispla
y m
ember
lis
t in
sch
oo
l.
Reso
urce
s
See
‘Dif
fere
nce
sbet
wee
n C
o-
oper
ativ
e an
dLi
mit
ed C
om
pan
y’
shee
t.La
rge
shee
tspap
erw
ww
.new
lan
ark.
org
ww
w.r
ober
t-ow
en.c
om
ww
w.a
bo
uts
cotl
and.c
om
/wat
er/c
lyden
l.htm
l
Act
ivit
y s
hee
t
Larg
e sh
eets
pap
er
Teac
her
in
fo s
hee
t
‘How
a C
o-
oper
ativ
e w
ork
s’
Mar
ket
rese
arch
shee
t
Bla
nk
mem
ber
ship
lis
t
Curr
icul
arFo
cus
List
enin
g/T
alki
ng
Res
earc
h s
kills
List
enin
g/T
alki
ng
Mat
hem
atic
s
List
enin
g/T
alki
ng
Mat
hem
atic
s
Asse
ssm
ent
Focu
s
Qu
esti
on
ing
Obse
rvin
g g
rou
p
wo
rk
Co
mple
ted t
ask
Dis
cuss
ion
Obse
rvin
g
Qu
esti
on
ing
Co
mple
ted t
ask
Co-o
pera
tive
-For
war
d Pl
anne
r (u
pper
) 1
Health For Wealth 18
Forward Planners
Key
Ques
tion
s/In
cide
nts
Kee
pin
g m
ember
sin
form
ed.
Wh
at d
ivid
ends
are
to b
e pai
do
ut?
Acti
viti
es
(dif
fere
ntia
ted
whe
re p
ossi
ble)
Pu
pils
kee
p f
inan
cial
rec
ord
s o
f h
ow
th
e C
o-o
per
ativ
e is
per
form
ing a
nd r
epo
rt t
o m
ember
s -
eith
er o
rally
at
asse
mbly
or
on
a n
oti
ce b
oar
d.
Pu
pils
co
nti
nu
e to
pro
mo
te t
hei
r C
o-o
per
ativ
e to
oth
ers
and u
se t
he
com
pan
y t
o b
uy g
oo
ds
fro
m a
s th
ey a
re
awar
e th
at t
he
mo
re s
ucc
essf
ul
the
com
pan
y t
he
big
ger
thei
r div
iden
d p
ay o
ut
will
be.
Teac
her
rem
inds
pu
pils
of
this
.
Gro
up -
in
tu
rns
pu
pils
hav
e re
spo
nsi
bili
ty f
or
han
dlin
g
mo
ney
an
d r
eco
rdin
g f
inan
ces.
On
ce b
usi
nes
s h
as c
ease
d s
ellin
g p
upils
bal
ance
fin
ance
s
and c
alcu
late
th
e n
et p
rofi
t.
Th
is s
ho
uld
be
com
mu
nic
ated
to
all
mem
ber
s o
f th
e C
o-
oper
ativ
e.
Mem
ber
s vo
te o
n d
ivid
end p
ay o
uts
- s
om
e m
on
ey m
ay
be
use
d t
o s
et u
p a
sim
ilar
pro
ject
lat
er i
n t
he
yea
r,w
ith
exis
tin
g m
ember
s bei
ng p
art
of
the
Co
-oper
ativ
e w
ith
mo
ney
sav
ed.
Reso
urce
s
Fin
ance
sh
eet
Po
ster
s
Fin
ance
sh
eets
Curr
icul
arFo
cus
Mat
hem
atic
s
Talk
ing
Mat
hem
atic
s
Asse
ssm
ent
Focu
s
Co
mple
ted t
ask
Obse
rvin
g
Qu
esti
on
ing
Co
mple
ted t
ask
Co-o
pera
tive
-For
war
d Pl
anne
r (u
pper
) 1
Health For Wealth 19
Teacher Resources
PersonalWork hard
Uses imagination
Uses initiative
Patient
Sensible
Reliable
Takes responsibility
Doesn’t give up easily
Can solve problems
Listens to others
Works independently
Creative
Takes a risk
SocialEncourages others
Takes part in discussions
Can talk in front of others
Works with others
Leader
Helpful
Can give advice and support
Makes decisions
Good talking and listening skills
Skills & Qualities Bank
Health For Wealth 21
Teacher Resources
Name: __________________________________________
Address: __________________________________________________________________________________________
Position you are applying for:________________________________________________
What skills do you have that are relevant to this job? ____________________________________________________________________________________________________________________________________________________________________________________________________
What qualities do you have that you could bring to this job?____________________________________________________________________________________________________________________________________________________________________________________________________
Describe yourself in two sentences.___________________________________________________________________________________________________________________________________________________
What are your strengths and development needs?___________________________________________________________________________________________________________________________________________________
Signed : ______________________
Date: ________________________
Good luck with your application!
Application Form
Health For Wealth 22
Teacher Resources
The Market Research team will find out how many potential customers there are.They will also find out about any competitors.
Your duties are:
• Carry out market research
surveys - you can do this
by post, phone or in a
personal interview.
• Research the local
competition - Who are
they? What is their
product/service? Why do
people buy from
them?What can you offer
that is different or better?
• Collate all the
questionnaires.
Skills and qualities needed:
• Polite and friendly manner
• Good listening and talking
skills
• Ability to use ICT
• Good mathematics skills
• Organised
• Approachability
Market Research Team Top Tips
Health For Wealth 23
Teacher Resources
Sales Team Top Tips
The sales team are the ‘face’ of the enterprise as they are selling your product or
service.
Sales success tips:
• Get to know everything
you can about the product
or service.
• Decide how much you can
sell the product or service
for.
• Make your sales area look
attractive.
• Have a price list.
• Smile! A happy sales
assistant is a successful
one!
• Get to know your
customers.
• Keep a record of sales.
Skills and qualities needed:
• Good talking and listening
skills
• Honest
• Shows creativity
• Good personality
• Patience
• Polite
• Friendly
Health For Wealth 24
Teacher Resources
Great ways to advertise are :• Designing posters.
• Advertise in the local newspaper.
• Design flyers and drop into local houses.
• Record a jingle.
• Tell your school at assemblies.
Advertising Team Top Tips
The Advertising Team is responsible for telling people all about your enterprise.
Top tips for posters:• Posters are a great way to tell people about your
enterprise.
• Make sure that your poster has all the information
needed eg. name of company, type of products, price
etc. It should be eye - catching, bold and have
illustrations too. Place your posters in good locations.
Top tips for advertising in the local newspaper:• Your advert/press release should be short and to the
point.
• It should have the correct contact details.
• You may wish to have a photograph taken.
Health For Wealth 25
Teacher Resources
Top tips for flyers:• Make your fliers have pictures as well as clear
information about your products.
• Get fliers copied and drop into lots of letter boxes.
Advertising Team Top TipsContinued
Top tips for jingles:• This should get people be interested quickly.
• Your jingle should be should be snappy, memorable
and fun.
• Remember to include all the correct information.
Top tips for school assemblies:• Prepare your short presentation beforehand.
• Make sure you give information about your enterprise,
the name of the product etc.
• Have products to show and fliers to hand out.
Skills and qualities needed:• Creativity
• Imagination
• Excellent presentation skills
• Enthusiasm
• Good communication skills
• Good organisation skills
Health For Wealth 26
Teacher Resources
Finance Team Top Tips
The Finance Team organises all the money coming in and going out of the
enterprise.
To keep your finances in order:• Write a business plan - All enterprises need a plan of
how the enterprise will be set up and run.
• Find ways to make money eg. sell shares, get a loan
etc.
• Organise shares.
• Keep a record of all income and outgoings.
• Bank money.
Skills and qualities needed:• Reliability
• Good organisation skills
• Excellent at maths
• Good ICT skills
• Honesty
Health For Wealth 27
Teacher Resources
Business PlanName of Enterprise:
Aim of Enterprise:
Number of children in this enterprise:
Our customers are
We will organise our product or service by
We will sell or product/offer our service in
We will finance our enterprise by
Our enterprise will last
We will be helped by
Signed on behalf of
By Date
Health For Wealth 28
Teacher Resources
Market Research
Healthy Eating Tuck Shop
Questionnaire
Tally people’s answers
Would you like to have a healthy eating tuck shop?
Yes
No
Apple
Banana
Orange
Grapes
Melon
Pear
Kiwi Fruit
Plum
Which fruits would you buy from a tuck shop? (Choose 2)
Yoghurt
Water-Plain
Smoothies
Flavoured-Water
What other things would you like the tuck shop to sell?
Health For Wealth 29
Teacher Resources
Market Research
Co-operative Membership
Questionnaire
Explain clearly to people what a Co-operative is and what benefits
there will be for members.
Yes
No
Would you like to become a member of our Co-operative?
Our co-operative will allow you to have your say on the way
forward for the tuck shop. Becoming a member is easy and costs
25p. By being a member you will receive a dividend (a share of
profits) at the end of the project. The more that you spend at the
healthy tuck shop, the more you will get back for your dividend.
“
”
Tally people’s answers
Health For Wealth 30
Teacher Resources
Finance RecordDate Item Income Outgoing Total
Finance sheet checked by
Signed Date
Health For Wealth 31
Teacher Resources
Bala
nce
Mon
ey O
utM
oney
InDe
scri
ption
Date
Clas
s Fi
nanc
e Sh
eet
Health For Wealth 32
Teacher Resources
Vote
5Vo
te 4
Vote
3Vo
te 2
Vote
1M
embe
rshi
p Pa
idCl
ass
Nam
eCo-o
pera
tive
Mem
bers
hip
List
En
ter
mem
ber
’s n
ame,
clas
s an
d t
ick
on
ce m
ember
ship
has
bee
n p
aid.T
ick
off
vo
tes
if C
o-o
per
ativ
e pu
ts a
dec
isio
n t
o i
ts m
ember
s
Health For Wealth 33
Quick Co-operatives Activities
Ages - AllTime taken - 20 mins
Outcomes - * Work co-operatively
with others * Develop non-verbal
communication
Resources - None
DescriptionSplit class into 2/3 groups.
Children stand in a line, shoulder to shoulder,
in their groups.
On command of ‘Go’, pupils reorganise themselves
in a given order e.g height order, birthday months,
alphabetical order etc.
Pupils reorganise themselves using only
non-verbal communication i.e silently!
Get In Line
Target PracticeAges - AllTime taken - 20 mins
Outcomes - * Work co-operatively
with others * Develop team work
Resources - Ball or bean bagOpen space
DescriptionOne player is ‘catcher’ and throws soft ball or bean
bag to hit other players below the knee.
If player is hit, they then help to ‘catch’ the other
players.
Target players cannot pick up the ball
Players that are caught must stay on the spot once
they pick up the ball.
The more players that are ‘catchers’, the more it
helps to be co-operative as the ball can be passed
between caught players.
The game ends when all players have been caught.
Health For Wealth 35
Quick Co-operatives Activities
Ages - AllTime taken - 20 mins
Outcomes - * Work co-operativelywith others * Develop team work* Follow verbalinstructions
Resources - Parachute
DescriptionPupils are spread around the parachute holding the
edge.
Allocate each member of the group the name of a
fruit e.g a kiwi, a pineapple, a grape etc. (use four
maximum for group)
Class throw parachute upwards without letting go
and then pull it back down creating a mushroom.
When the parachute has been lifted, teacher calls
out the name of one of the fruits allocated to pupils.
Those pupils have to find another person’s space
around the edge of the parachute before it drops.
Further developments - call out more than one fruit
at a time, use fruit names to develop pupils’
knowledge of different types of fruit.
Parachute Drop
TanksAges - 7+
Time taken - Continuous
Outcomes - * Work co-operativelywith others * Develop verbal and non-verbal communication*Problem Solvingstrategies
Resources - Open space1 chair per team facingoutwards of open spaceBean bags
DescriptionIdeal with a smaller group of 15 or less!
Split group into teams of 3.
1 member is tank, 1 verbal communicator and 1
non-verbal communicator (‘Pointer’).
Communicator sits in chair facing away from ‘tanks’ who
are positioned randomly in the open space holding a
bean bag. ‘Pointer’ stands in front of communicator.
Rules - Each team can make 3 moves in one turn e.g
forward 3, side step left 2, fire.
‘Pointer’, who can see the action, uses hand signals to
inform communicator what they want the tank to do.
Communicator, who cannot see action, relays these
instructions to the ‘tank’ by voice.
Purpose of the game is to ‘fire’ the bean bag to hit other
tanks. Winning team is the last ‘tank’ standing.
Health For Wealth 36
Quick Co-operatives Activities
Ages - AllTime taken - Continuous
Outcomes - * Work co-operatively
with others * Responding to
instructions
Resources - Open space
DescriptionSit class in a circle and allocate each pupil with
the name peach, pear or plum.
Teacher calls out one of the fruit names and
pupils with that name have to find another space
in the circle to sit.
For more fun, the teacher calls out ‘Fruit salad’
and everyone has to find a new place in the circle.
Note: similar activity as Parachute Drop.
Peach, Pear, Plum
Mission Impossible?Ages - 9 - 11Time taken - As longas it takes!
Outcomes - * Work co-operatively
with others * Develop problem
solving strategies
Resources - Parachute
DescriptionCo-operation is the name of the game for this one!
All pupils stand around the parachute holding on
firmly with both hands.
Whatever happens they must not let go with
either hand.
Pupils study the parachute and note which side is
facing upwards - look for stitch marks etc.
The class must turn over the parachute without
letting go with any hands!
Health For Wealth 37
Quick Co-operatives Activities
Ages - AllTime taken - Continuous
Outcomes - * Work co-operatively
with others * Develop problem
solving strategies
Resources - Open space Hoops
DescriptionSplit the class into teams of 8.
Start with one pupil sitting in the hoop.
See how many more group members can fit in the
hoop.
Extend activity by adding rules e.g No one is
allowed any part of their body outside the ring.
Each person must have at least two contacts with
the ground inside the ring etc.
Hoop Friends
Building BodiesAges - AllTime taken - 20 mins
Outcomes - * Work co-operativelywith others * Creative thinking* Problem Solving
Resources - Open Space
DescriptionSplit class into groups of between 5 - 8.
Teacher calls out an object and the pupils have to
make that object using only their bodies. Example
- teacher calls out ‘Shopping trolley’ and pupils use
body shapes to make a group interpretation of a
shopping trolley.
Allow each group to view others.
For more able pupils call out more complex
objects.
A good finishing activity is to join groups together,
or the whole class, to make a larger more complex
object, such as the Eiffel Tower!
Health For Wealth 38
Quick Co-operatives Activities
Ages - AllTime taken - Continuous
Outcomes - * Work co-operatively
with others * Develop short term
memory
Resources - None
DescriptionClass sits in circle.
One pupil starts with “I went to the shop and I
bought a ...”, then names a fruit or vegetable.
The next person says the sentence, stating the
previous persons purchase and adds in their own.
The game continues with each person saying the
sentence with the previous people’s purchases and
then adding their own.
Extension - after being round the circle, mix pupils
and try listing the fruits and vegetables bought.
Shopaholics
DoodleAges - AllTime taken - 20 mins
Outcomes - * Work co-operatively
with others * Communicating
instructions
Resources - Drawn shapesPaperPens / Pencils
DescriptionPupils are paired and sit back to back.
Pupil A is given a shape drawn on a piece of paper.
Pupil B is given a blank piece of paper and a pen.
Pupil A describes to pupil B what is on their piece
of paper and pupil B tries to draw it.
After allocated time check drawings.
This task can be repeated with pupils swapping
roles with a different starter drawing.
More complex drawings can be given to more
advanced pupils.
Health For Wealth 39
Challenging Co-operatives Activities
Ages - 7+Time taken - 30 - 60 mins
Outcomes - * Work co-operatively with
others * Gain an understanding of
bartering for goods
Resources - 10 X fruit sheet fromphotocopiable section5 X shopping basket sheetfrom photocopiable sectionColouring pens / pencils
SummaryEach group must work co-operatively to fill a
shopping basket with fruit.
PreparationEach group needs five of one type of fruit e.g
5 apples. Merchant (teacher) keeps any spares.
AimGroups must colour and fill a shopping basket
containing one of each type of fruit. Show
pupils an example of the finished product.
Trading Places
The ActivityThe children must -
* Colour and cut out basket
* Colour and cut out fruits
* Stick five different fruits into the basket
Point out to pupils that they do not have all the resources needed to complete the task.
They can swap or barter for goods. No fruit can be swapped to another group until it
has been coloured and cut out.
RulesEveryone must be involved in this group task.
Each person in the group must have a different role e.g cutting out, sticking etc.
Only one person at a group can trade at any one time.
EvaluationDiscuss as a class what was needed to complete the task. Emphasis ‘trading’ and link
with a real life context e.g local Co-op store.
Discuss effectiveness of their group work and improvements that could be made.
Scissors Glue
Health For Wealth 40
Challenging Co-operatives Activities
Ages - 7+Time taken - 90 mins
Outcomes - * Work co-operatively with
others * Use technology to create a
mini replica of a fruit stall* Creative thinking
Resources - Colouring pens / pencilsScissorsGlueVariety of technologyresources e.g art straws,balsa wood, card, paper etc.Planning sheet fromphotocopiable section
SummaryEach group must work co-operatively to
design and make a miniature fruit stall.
PreparationAccess to technology materials.
Design brief on board.
AimsPupils use their creative thinking to plan,
design and build a miniature version of a fruit
stall.
Pupils produce a practical solution to the
design brief.
Fruit Stall
The ActivityThe children must -
* Discuss the design brief and plan a design of a fruit stall labelling materials to be used.
* One group member to appropriate materials in order to build their miniature stall.
* Create a miniature fruit stall giving thought to purpose and attractivness.
RulesEveryone must be involved in this group task.
Each person in the group must have a different role e.g cutting out, sticking etc.
Only one person at a group can collect materials at any one time.
EvaluationDiscuss the practicality of the stall design and its aesthetic qualities. Show/display
models-if possible for other groups to evaluate. Where possible choose best design for
real stall in school.
Health For Wealth 41
Challenging Co-operatives Activities
Ages - 7+Time taken - 45 - 60 mins
Outcomes - * Work co-operatively with
others * Develop problem solving
skills* Gain an awareness for the
need of attractivepackaging
Resources - CardColouring pens / pencils /crayons / Scissors / Glue
SummaryEach group has to design and make a container,
from card, to hold an apple, an orange and a
banana. The container must be attractive and say
what is in it.
PreparationShow and discuss examples of different types of
packaging.
Allocate each group with the resources named.
AimGroups make a suitable container to hold three
pieces of fruit.
Full of Fruit
The ActivityThe children must -
* Use the given resources to make a suitable container.
* Ensure the container can hold an apple, an orange and a banana.
* Design their container attractively.
RulesEveryone must be involved in this group task.
Each person in the group must have an active role.
Groups should not share ideas at this stage.
EvaluationEach group tests their container and discusses the strengths and
development needs of their product.
Presents their finished product to the rest of the class.
Discuss effectiveness of their group work and improvements that could be
made.
Rulers
Health For Wealth 42
Challenging Co-operatives Activities
Ages - 7+Time taken - 60 mins
Outcomes - * Work co-operatively
with others * Develop problem
solving skills* Use creative thinking* Working to deadlines
Resources - Empty shoe boxesColouring pens/pencils/ crayonsScissorsGlueJunk materialsThread/ string
SummaryEach group has to turn their shoe box into a
different scene.
PreparationHave materials available at a designated area.
Discuss examples of scenes that could be done e.g
space, underwater, woodland, bomb shelter, city.
AimGroups use materials available to turn their shoe
box into another world in allocated time.
What’s inside the box?
The ActivityThe children must -
* Use the given resources to create an imaginative scene inside their shoe
box.
Extension - groups could write an imaginative story that takes place inside
their setting.
RulesEveryone must be involved in this group task.
Each person in the group must have an active role.
Groups should not share ideas at this stage.
EvaluationEach group presents their finished product to the rest of the class.
Discuss the role of each group member and the effectiveness of the team as
a whole.
Health For Wealth 43
Challenging Co-operatives Activities
Ages - 7+Time taken - 45 - 60mins
Outcomes - * Develop awareness
of the advantage ofco-operativeworking
* Co-operative work -group children if itwould benefit pupils
Resources - Three Little PigsstoryPaperPencils
SummaryPupils rewrite a revised version of the story, where
the three little pigs work co-operatively to build a
house together to stay safe from the wolf.
PreparationPupils have a good knowledge of the story, ‘The
Three Little Pigs’.
AimPupils show an awareness that working together is
advantageous.
Three Wee Porkers!
The ActivityThe children must -
* Write a new version of the story, ‘The Three Little Pigs’, where the pigs work
together to build one house to keep themselves safe from the wolf.
* Complete their story in the given time and in a set number of sentences
(dependant on pupil ability).
RulesIf working in groups all pupils must listen to others and offer their own
suggestions.
EvaluationPupils read and listen to each other’s stories in groups.
Discuss why working together would have been the best option for the pigs.
Health For Wealth 44
Early Years Booklet 48
I Like...Tick 3 things that you really like.
Swimming
Football
Skipping
Chocolate
Carrots
Flowers
Computer games
Reading
Writing
Talking
Telling jokes
Listening to jokes
Drawing
Dolls
Watching television
My Friend Likes...Tick 3 things that your friend really likes.
Swimming
Football
Skipping
Chocolate
Carrots
Flowers
Computer games
Reading
Writing
Talking
Telling jokes
Listening to jokes
Drawing
Dolls
Watching television
Me doing something I am good at.
My friend doing somethingthey are good at.
Early Years Booklet 50
I am good at...Colour in the things that you are really good at.
Football Reading Games
Drawing Looking After Pets Writing
SingingCountingRunning
On the back draw other things you are good at.
aabbcc
112233
Early Years Booklet 51
I would like to be better at...Colour in the things that you would like to get better at.
Football Reading Games
Drawing Looking After Pets Writing
SingingCountingRunning
On the back draw other things you would like to be better at.
aabbcc
112233
Early Years Booklet 52
I have got better at...What skills have you got better at?
Skill
Listening to theteacher and otherpeople in my group
Talking to otherpeople
Helping people inmy group
Taking care toproduce very good
work
Working on my own
Much betterA little betterJust the same
Whendid you
do this?
1 2 3 4
5 6 7 8
9 10 11 12
13 14 1615
Early Years Booklet 53
What do you think?
The thing I enjoyed doing most was...
If I did this again I’d like to...
I was good at...
Upper Booklet 56
Who am I?
Name:
Age: years old
School I go to:
Favourite subjects at school:
Likes:
Dislikes:
Best Quality
Person that inspires you most
Person you respect the most
Ambition
Upper Booklet 57
My Individual Skills andQualities AnalysisUse the list of skills and qualities on the board to complete this assessment
of your personal qualities which could be used in the enterprise. Each
section should have a minimum of two qualities and a maximum of four
qualities.
• I am very good at...
1.2.3.4.
• I am quite good at....1.2.3.4.
• I am OK at...1.2.3.4.
• I feel that I am not so good at...1.2.3.4.
Looking at all your strengths and development needs, which position would
you think you are best suited to in our enterprise venture?
Upper Booklet 58
Peer Skills and QualitiesAnalysisUse the list of skills and qualities on the board to complete this assessment
of qualities for your friend. Each section should have at least one quality
and a a maximum of two entries.
• You are very good at...
1.2.
• You are quite good at....1.2.
• You are OK at...1.2.
• I feel that you are not so good at...1.2.
Looking at all of the strengths and development needs, which position
would you think this person would be best suited to in our enterprise
venture?
Upper Booklet 59
Wanted-An EnterprisingPerson!What do you think an enterprising person looks like? Draw them!
Now write a description of what makes an enterprising person. Think carefully about
skills and personal qualities.
Upper Booklet 60
Looking ForwardWhat Skills do you hope to improve in this enterprise?
What qualities do you hope to improve in this enterprise?
What are you most looking forward to?
Do you have any worries about the Enterprise?
In what ways are you willing to be involved?
Upper Booklet 61
My Co-operative ValuesThroughout this enterprise you have been guided by the Co-operative values.
Reflect on these values and assess how you have utilised them.
Tick the most appropriate box
Very goodValue
Self help - helped others andself
Self responsibility- acted responsibly and
played a full part
Democracy - showed selfcontrol
Equality / Equity - treatedeveryone fairly
Solidarity - supported co-operative
Was honest, open and cared forothers
GoodNeeds
more work
Upper Booklet 62
How was the Enterprise for me?
Skill or quality
I mix well
I am a leader
I communicate well
I work well in a group
I work well on my own
I am organised
I am creative
I work hard
I am reliable
Very good Good Need to work on
It is important to reflect on your efforts in the Enterprise. We can all learn from the
experience. Complete this self assessment as honestly as possible.
Tick the box that relates to you.
The most important skills I used were:
The most important qualities I used were:
Upper Booklet 63
How was the Enterprise for me? Continued
The thing I most enjoyed about the Enterprise was...
The most important things I learned were...
I was good at...
I would like to get better at...
If I were to do this again I would change...
Upper Booklet 64
Wordsearch
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Health For Wealth 71
Badge Templates
Note: These templates can be used with most badge making toolkits.
Glossary
CommunityA group of people either living in a defined area or sharing a common
characteristic such as religion or a profession.
CompanyAn association of people for carrying on a legitimate business usually to make
a profit.
Co-operativeAn autonomous association of persons united voluntarily to meet their
common economic, social and cultural needs and aspirations through a jointly
owned and democratically controlled enterprise. All members have one vote
and members may employ staff.
Credit UnionA savings and loans co-operative which is owned and controlled by its
members. Credit unions allow members to save in small amounts and to
borrow money at low interest rates.
DemocraticIn social enterprises it refers to the control by members and/or their client
group who usually elect a board of members.
DividendA sum of money paid out of the profits to shareholders or, in a social
enterprise, members.
EntrepreneurA person who identifies new opportunities and takes advantage of them by
putting business ideas into practice.
Health For Wealth 74
Glossary
Fair TradeTrade which aims at sustainable development for excluded and disadvantaged
producers in developing countries. This is done by paying a fair and stable price
for produce, by awareness raising and by campaigning.
PartnershipWhen two or more people form a business. Partners own the business
personally, are liable for any debts and share in the profits.
PLCA public limited company is a separate legal entity which consists of
shareholders who own the company in the form of share capital, directors who
run the company, and employees. Control of the company depends on the level
of share ownership.
ProfitMoney which is earned in trade or business after paying the cost of producing
and selling goods and services.
ShareholderOne who owns shares in an organisation. A share represents part of the capital
of the company. In PLCs the value of shares varies but in social enterprises,
such as co-operatives, they have a fixed value.
Social EconomyThe social economy refers to those organisations which exist between the
private, market sector on the one hand and the public sector on the other and
is separate form both. It includes social enterprise as well as voluntary
organisations, community groups, trade unions, religious bodies and housing
organisations.
Health For Wealth 75
Glossary
Social EnterpriseSocial enterprises carry out trade in order to achieve social and environmental
aims.
StakeholderSomeone with an interest or concern in something, usually in an organisation.
Social enterprises tend to involve their stakeholder groups to a greater degree
than other businesses.
SustainableIn terms of social enterprises, it usually refers to the ability to maintain and
continue an organisation.
TurnoverThe amount of income received by an organisation usually over one year.
Worker co-operativeA co-operative in which the members are the workers who have chosen to join
the co-operative.
Health For Wealth 76
Useful Contacts
78Health For Wealth
Web Addresses
Co-operativeswww.lanark.org
www.scotmid.com
www.robert-owen.com
www.aboutscotland.com
Enterprisewww.careers-scotland.org.uk
www.scotland.gov.uk/library5/education
www.scottish-enterprise.com
www.schoolenterprise
Healthy Eatingwww.hebs.scot.nhs.uk
www.scre.ac.uk
www.itscotland.org.uk
www.healthpromotingschools.uk
www.nhs24.com
Addresses
Scottish ExecutiveEnterprise in Education Development Officer
Europa Building
Second Floor West
450 Argyle Street
Glasgow
G2 8LG
Useful Contacts
Addresses cont
Scotmid Head Office92 Fountainbridge
Edinburgh
EH3 9QE
79Health For Wealth
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