Enterprising Educator Programme - Workbook by YoungEnterpriseScotland

Enterprising Practitioner Activity Workbook

This workbook accompanies Scotland’s Enterprising Schools’ online ‘Enterprising Practitioner Programme’. It includes a wide range of activities for you to undertake, some optional and some essential. Some activities are included for you to undertake and to reflect upon, and other activities are included for you to complete and share with a trusted colleague within your school to generate professional dialogue and feedback. We hope that you will find the activities both challenging and enjoyable, and that they will help you to reflect on and develop your enterprising teaching practice to support the development of your enterprising school. We look forward to welcoming you to Scotland’s Enterprising Schools, Enterprising Practitioner Programme. Julie Degnan Project Manager Scotland's Enterprising Schools

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Table of Contents Module 1: Enterprise in Education: What and Why? ACTIVITY 1. ACTIVITY 2. ACTIVITY 3. ACTIVITY 4. ACTIVITY 5. ACTIVITY 6.

WHAT SKILLS AND ATTITUDES DO YOU DEVELOP IN YOUR YOUNG PEOPLE? BIG PICTURE: WHAT ARE THE DRIVERS ENCOURAGING CHANGE? WHICH SKILLS AND ATTITUDES DO YOU HELP DEVELOP? WHAT IS YOUR APPROACH TO SKILLS DEVELOPMENT? TEACHING IS HARD WORK: INSIGHTS FROM A 'NEW' PRACTITIONER! WHAT IS YOUR SCHOOL LIKE?

Module 2: Enterprise: Developing Your Practice ACTIVITY 7. ACTIVITY 8. ACTIVITY 9. ACTIVITY 10. ACTIVITY 11. ACTIVITY 12. ACTIVITY 13. ACTIVITY 14. ACTIVITY 15. ACTIVITY 16.

YOUR TEACHING PHILOSOPHY GROWTH MINDSETS SUPPORT ENTERPRISE WHAT ARE YOUR VALUES? IDENTIFY YOUR KEY CHALLENGES ARE WE ENABLING OR DISABLING CREATIVITY? CREATIVITY TOOL: SCAMPER EMPATHY AS PEDAGOGY WHAT TYPE OF NETWORKER ARE YOU? CREATION AS PEDAGOGY PROJECT IDEAS

Module 3: Inspiring an Entrepreneurial Future ACTIVITY 17. WHAT DO YOU WANT TO DO WHEN YOU GROW UP? ACTIVITY 18. ROLE MODELS INSPIRE ACTIVITY 19. MAKING IT HAPPEN!

Programme References and further reading

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Module 1: Enterprise in Education: What and Why? ACTIVITY 1: WHAT SKILLS AND ATTITUDES DO YOU DEVELOP IN YOUR YOUNG PEOPLE? This programme will refer to key enterprise skill development policies and directives which currently influence our work within the Scottish school sector. Palmer said that “we teach who we are”, and of course each of us, as Practitioners, are likely to have our own teaching philosophy and bring aspects of our own personality and outlook to our teaching practice. This activity encourages you to consider the important skills and characteristics which you personally aim to develop in your learners. We appreciate that it’s early in this short programme, but please jot down your initial thoughts on the learner ‘profile’ on the following page. We also suggested you ask a trusted colleague to complete their own ‘student’ profile. Once you have completed your diagram, answer the following questions:

Areas to consider

Findings/Feedback

Actions

Which skills and attitudes do you seek to develop and tend to highlight in your lessons? Do you recognise any particular skills and attitudes that you'd like to emphasise more but are not confident how to introduce this - for example dealing with failure? How does your diagram compare to your colleague/s?

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Module 1: Enterprise in Education: What and Why? The skills and attitudes I want to develop in my young people are...

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Module 1: Enterprise in Education: What and Why? ACTIVITY 2: BIG PICTURE: WHAT ARE THE DRIVERS ENCOURAGING CHANGE? Review these key documents and note the useful links to the school sector you currently work in. The Oslo Agenda for Entrepreneurship Education in Europe (2006) Improving Enterprise in Education A report by HM Inspectorate of Education (2008) OECD, Lackeus, M (author) (2015), Entrepreneurhip in Education, What, Why, When, How

Areas to consider

Findings/Feedback

Actions

What do these public documents relating to enterprise education suggest to you about enterprise education in your school?

How do you/can you contribute to the enterprise education developments within your school?

Do you wish to explore anything further?

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Enterprise: Skills for Learning, Skills for Life and Skills for Work resilience, adaptability and a determination to succeed modern world view and realistic workplace awareness self-awareness, optimism and having an open 'mindset' being creative, flexible and resourceful evaluating risks to inform decision making influencing and negotiating taking the initiative and being responsible

What areas do you consider to be strengths?

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What areas do you consider to be emerging and still requiring further development?

Module 1: Enterprise in Education: What and Why? Which of your current teaching practices do you consider help to support these skills and attitudes?

1. 2. 3. 4 .

Actions

Resources Required

By Whom

Module 1: Enterprise in Education: What and Why?

Prioritisation

Adapted from: Building the Curriculum, Building the Curriculm 4 Skills for Learning, Skills for Life and Skills for Work, page 18 (2009) ACTION

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Consider this table in relation to your own pupil age groups and reflect on which teaching practices and activities you undertake which you consider would help support each of the skills and attitudes to be developed. CONSIDER What areas do you consider to be established? What areas do you consider to be strengths? What areas do you consider to be emerging and still requiring further development?

Module 1: Enterprise in Education: What and Why? ACTIVITY 4: WHAT IS YOUR APPROACH TO SKILLS DEVELOPMENT? Bloomer and McIIroy’s report on Developing Skills emphasises that the three key issues with regards to skills development are, consistency, engagement and ambition. We have posed some questions under each area for you to consider with respect to your own practice: Activity Consistency

Questions to consider

Positive Practices?

Areas for further development?

How do you plan for skills development within your lessons? Do they contribute to enterprise and employability skills? How do you assess for these skills? How do you/your students recognise and record the skills they have developed? How realistic are your/their expectations regarding the skills which can be developed? Do you focus on a few skill areas or plan to develop a large number through your teaching approaches? How do you invest in skills development?

Engagement

What is the skills development climate within your school? Are young people involved in dialogue about the enterprise and employability skills they need to develop and why these are important? Are they involved in shaping their learning and inquiry to develop and capture these and bring them to life?

Ambition

What are your intentions and aspirations for your learners? How much time do you spend talking to your learners about their existing skills and experiences?

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Module 1: Enterprise in Education: What and Why? Activity Ambition

Questions to consider

Positive Practices?

Areas for further development?

Does your school have a common language which you use to highlight and 'capture' skills? Do you challenge your learners to do things with their skills? How much responsibility do your learners have to develop skills for themselves and others?

Based on: Keir Bloomer and Chris McIlroy (2012) Developing Skills Keep your responses close to hand for further reflection in Module 2.

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Module 1: Enterprise in Education: What and Why? ACTIVITY 5: TEACHING IS HARD WORK: INSIGHTS FROM A 'NEW' PRACTITIONER! Watch Pierre Pirard, a former CEO who became a practitioner in his mid-forties. He has analysed what he feels it takes to be a highly effective practitioner. TEDx Ghent (2013) https://www.youtube.com/watch?v=_jdTtnWMLVM

Questions to consider What does Pierre indicate are the five basic principles?

Findings

Areas for development?

1. 2. 3. 4. 5.

Were there any insights you found interesting or surprising?

How do these principles relate to your teaching practice?

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Module 1: Enterprise in Education: What and Why? ACTIVITY 6: WHAT IS YOUR SCHOOL LIKE? What is your school like? Where is it on its journey to integrate enterprise?

Enterprise can be apparent and supported in a range of areas such as: Leadership and structures School culture In the curriculum areas Interdisciplinary learning Personal achievement Planning and decision making Learner involvement Partnerships Professional learning Career Education

Scotland’s Enterprising Schools has developed a reflective tool to help schools consider their range of activity. We recommend that you use this reflection tool to consider whether some areas of activity within your school are still emerging and whether some areas are more mature and well established. From your personal perspective, we recommend you rate each of the ten areas included in the reflection tool.

CONSIDER What areas do you consider to be established? What areas to you consider as strengths? What areas do you consider to be emerging and still requiring further development? What actions will you take? Who can help you?

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Module 2: Enterprise: Developing Your Practice ACTIVITY 7: YOUR TEACHING PHILOSOPHY

Have you got a teaching philosophy? If so, write it here:

Should you set your sights ‘higher’? What would it look like if you did?

What would your philosophy look like if you removed all hurdles and absolutely everything and anything were possible? (apply your Growth Mindset!) Please take a few moments to visualise this and write it here!

Keep your responses close to hand for further reflection.

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Module 2: Enterprise: Developing Your Practice ACTIVITY 8: GROWTH MINDSETS SUPPORT ENTERPRISE Many schools and local authorities have ‘adopted’ the Growth Mindset philosophy and encourage the language and feedback tools to be used within their schools. If you are not familiar with this and are interested in this area, we recommend you start by watching this presentation by Carol Dwecks which has been brought to life with RSA animate’s design team: Dweck, C.S., (2015) How to help every child fulfil their potential, Available at: https://www.youtube.com/watch?v=Yl9TVbAal5s Questions to consider What are the key messages that Carol shares?

Findings

Areas for development?

1. 2. 3. 4. 5.

To what extent do you agree/disagree with these messages?

What are your reflections on this in your own school?

What are your reflections on this in your own practice

Suggested Further Reading: Dweck, C. S., (2007) Mindset: The new psychology of Success, Ballantine Books Dweck, C. S., (2012) Mindset: How you can fulfil your potential, Robinson Hymer, B., & Gershom, M., (2014) Growth Mindset Pocketbook, Practitioners’ Pocketbooks McLean, A., (2009)The Motivated School. London, Sage publishers, 3rd Edition

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Module 2: Enterprise: Developing Your Practice ACTIVITY 9: WHAT ARE YOUR VALUES? Your values will affect a number of areas; how you work, how you wish your educational approach to be viewed and how you interact with your work colleagues and the children and young people in your setting. A range of values or personal attitudes are presented below (you can add others if you wish). Review these and highlight the 10 most important values that are important to you. Advancement

Job Tranquility

Intellectual Status

Honesty

Growth

Knowledge

Status Responsibility and Accountability

Fame

Humour

Physical Challenge

Time Freedom

Harmony

Financial Gain

Excitement

Excellence

Influencing Others

Freedom

Leadership

Happiness

Achievement

Quiet Life

Influencing Others

Independence

Working Alone

Helping Society

Helping Others

Making Money

Reputation

Stability

Self-Respect

Respect

Creativity

Variety

Community

Stability

Being Challenged

Power

Meaningful Work

Status

Market Position Variety

Personal Development Ecological Awareness

Innovation

Quality

Going the 'Extra Mile'

Be Different

Power and Autonomy Economic Security Being Remembered Promotion

Wisdom Work with others Do just enough Fairness

Source: Based on NESTA, CREATE Enterprise Toolkit at: http://www.nesta.org.uk/sites/default/files/cet_books_1‐4_june16.pdf

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Sometimes Important

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Never Important

Module 2: Enterprise: Developing Your Practice

Rarely Important

Place your top 10 values in the table below. You can only have a max of 5 values in the ‘Always Important’ column!

Always Important (5 max)

Module 2: Enterprise: Developing Your Practice Now you have had an opportunity to consider your values (table above). You may find it insightful to spend some time with your colleagues or trusted friends to think about your values and those of your school. Sometimes you may find that there are strains between your personal values and the values of your school and of the goals of the education sector overall. Doing some self-reflection and appreciating your values can help you to: Gauge what type of teaching and learning approach fits with your values Stay inspired when dealing with the routine aspects of teaching Stay on track when you are faced with very different choices and opportunities Top 5 values List your top 5 values. Consider how they make/will make a difference to how you work and what approach you take with the children and young people in your setting.

Findings/Feedback

Actions

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Module 2: Enterprise: Developing Your Practice ACTIVITY 10: IDENTIFY YOUR KEY CHALLENGES A key part in the process of enterprising learning is identifying an enhanced awareness of the problems or challenges you are currently facing and looking for innovative and creative ways to tackle these. The following tables provide a range of prompts to encourage you to reflect upon your current teaching practice and areas to consider incorporating greater enterprise skill development within your current practice. In your subject area/teaching level What changes are waiting to happen? How could these be harnessed to develop greater enterprise opportunities? What new direction could you take with your teaching and learning practices that would support skills development? What external employer or community relationship would you like to develop/ improve and what opportunities does that offer? What developing technologies could influence your teaching and learning practice in the future? How could you adapt your teaching and learning practices for new student groups to encourage greater enterprise opportunities? What pupil experience needs to be improved and could we do this by involving others in an enterprise initiative? What do you wish could be different?

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Module 2: Enterprise: Developing Your Practice

With regards to your existing teaching and learning practices What takes too long? What is wasted?

What is too complicated?

Why are there bottlenecks?

What changes would you like to introduce to inject greater creativity and enterprise?

Where are you limited by resources? Could another external stakeholder help you?

What could be done differently?

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Module 2: Enterprise: Developing Your Practice

What about you? What do you least like doing?

What annoys you?

What gives you stress?

What would you like to organise better? What would you like to do better?

What do you wish you had more time to do? What are your unfulfilled goals and dreams?

Prompts adapted from Byron (2010) and IDEO (2012) Page 19 © CREATE, Inverness College UHI (2020) - Version 1.2

Module 2: Enterprise: Developing Your Practice Review your identified challenges and choose the five which you feel seem most relevant to, and open up greater enterprise opportunities for your learners. Try to open out these five challenges using the terms: In what ways can I/we ….? How can I/we…..?

Top Challenges

Prioritisation 1-5

Actions

Dates

We recommend you choose one key challenge to tackle at a time. Remember you don’t need to make changes on your own. Your colleagues will often be delighted to help. The team at Scotland’s Enterprising Schools are also happy to discuss. If we can’t help you we may know someone who can!

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Module 2: Enterprise: Developing Your Practice ACTIVITY 11: ARE WE ENABLING OR DISABLING CREATIVITY? We know that creative thinking and creative problem solving are vital professional skills and also vital skills for our young people to develop and influences upon this are discussed in Module 2. Some commentators talk about our western educational systems and the increasing move towards greater standardisation and target setting, as discouraging Practitioners from fostering greater creativity and enterprise in their students. If you are not familiar with this and are interested in this area, we recommend you watch creativity author Ken Robinson’s ‘Do Schools Kill Creativity?’ Mr. Robinson states his position for creating a different education system. Available at: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en (19:21 mins)

Questions to consider

Findings

Areas for development?

What are the key messages that Ken shares?

To what extent do you agree/disagree with these messages?

What are your reflections on this in your own school?

What are your reflections on this in your own practice

Do you consider these messages outdated now that Curriculum for Excellence is well embedded, or do we still have additional work to do?

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Module 2: Enterprise: Developing Your Practice ACTIVITY 12: CREATIVITY TOOL - SCAMPER SCAMPER is a very powerful idea generation and creativity technique. It is an especially useful technique to generate ideas if you trying to solve a difficult problem and need to inject some playful new thinking or improve a service or product and need to create new ideas. The concept of SCAMPER was further developed by Bob Eberle in 1971 in his book; SCAMPER: Games for Imagination Development. The term ‘SCAMPER’ is an acronym:

S – Substitute C – Combine A – Adapt M – Modify P – Put to another use E – Eliminate R – Reverse

Against each of these letters - prompts are given that can encourage your students to think creatively (the prompt handout is provided on the following page). The SCAMPER technique is an easy method to encourage creative thinking and problem-solving through forcing the connections of often dissimilar ideas to see what that leads to. Why don’t you try it with your students?

You are likely to have many issues and areas that you wish your students to apply fresh thinking to. However, some example of ‘problems’ you could apply this tool to could be: How can we reduce road accidents involving young drivers? In what ways could we reduce energy consumption at the school? How could we make the classroom better to learn in?

References and further reading Eberle, B., (1996) Scamper: Games for ImaginationDevelopment, Prufrock Press Inc. Enhancing the Curriculum Toolkit (2015) Creativity and Evaluation using Questioning SCAMPER, Available: http://www.etctoolkit.org.uk/all-etc-how-to-guides/?toolkitid=1272 Mindtools.com (2016) SCAMPER Available: https://www.mindtools.com/pages/article/newCT_02.htm

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Module 2: Enterprise: Developing Your Practice

S C A M P E R Page 23 © CREATE, Inverness College UHI (2020) - Version 1.2

Module 2: Enterprise: Developing Your Practice ACTIVITY 13: EMPATHY AS PEDAGOGY Early years, primary and secondary education offers regular opportunities through different subjects and projects to incorporate enterprising learning. A key aspect of enterprising learning is having a better appreciation of the world around you and the confidence to get involved to make things happen. Your students can be encouraged to explore and learn more about the challenges and practical problems that are experienced in their local communities. These problems can, and of course should, be solved – and you and your students can help! Consider who you and your students can meet to help develop their awareness and contacts within the community: Creativity - who is a creative and an innovative individual or organisation, maybe someone who has solved a large problem in your community? Community - who understands the wider environment and the broad social, business and community needs? What can they share with your students about what is currently important? What are their key problems? Commerce - who will share their insights on business and how it helps to meet the needs of the wider community? Communications - who will share their insight and ideas on how to share and promote ideas to others?

These types of meetings can be arranged in a number of ways, some of which will provide a more immersive first-hand learning experience than others: for example, within the classroom, within the business, via MSTeams. Students in later school stages can identify and take the lead in organising these sessions. References: Entrepreneurial Learning Strategy of the Republic of Macedonia 2014-2020, pp. 24 – 25 at: http://www.mon.gov.mk/images/Artic-zDOC/Macedonian%20EL%20Strategy%2020142020%20ENG%202.12.2014.pdf

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Module 2: Enterprise: Developing Your Practice Questions to consider

Findings

Areas for development?

What ideas does the presenter convey about working for others or working for themselves?

What ideas did your students find of particular interest?

Were there any particular ideas or issues discussed by the presenter which would lend themselves to a learning project or activity for your students?

How might the ideas discussed by the presenter or business help your students engage with and add value to your local community?

What particular skills and attitudes could this help support the development of?

Module 2: Enterprise: Developing Your Practice ACTIVITY 14: WHAT TYPE OF NETWORKER ARE YOU? Enterprising schools and school Practitioners are by their nature well‐connected! They don’t try and achieve things on their own but rather through the support and collaboration with others. The activity to make these connections is often called ‘Networking’ – an activity which many of us feel uncomfortable with as we tend to associate it with the rather superficial speed dating idea. However, it doesn’t have to be like this! You can make great new connections in many settings, either through your own subject or teaching groups and often informally through your own social networks. These connections can often really help you to make good links for adding value in your teaching practice. Think about the last few times you have been at an event where you had the opportunity to network. Consider an occasion when networking was difficult, as well as when it went well… Occasion where networking went well

Occasion where networking didn't go well

How did it feel? What was successful?

What was more difficult? What did you set out to achieve before the event?

How did you plan for success?

Did you achieve those aims?

What surprises arose as a result of networking? Did anyone's approach stand out? Why? What did you do as a way of following up with people you met?

Module 2: Enterprise: Developing Your Practice ACTIVITY 15: CREATION AS PEDAGOGY Learning to make things happen and what that feels like through your own creativity and through working in teams is a vital part of every student’s education. These experiences will become more immersive with later stage students having more responsibility for ‘making it happen’ and reflecting on these experiences. Watch this thought-provoking video by Martin Lackeus (11.22 mins) who has recently completed long-term and wide-ranging research into what makes entrepreneurial learning projects distinctive, in particular in the school sector across Europe: Value Creation as Pedagogy https://www.youtube.com/watch?v=l7Fafg0yhNA Martin Lackeus, 2015

Questions to consider

Findings

Areas for development

What does the video suggest about entrepreneurial learning?

To what extent do you think the idea of 'value creation' as an enterprising aim would fit within your school and your practice?

How might the ideas discussed in the video help you engage with your colleagues and external stakeholders?

Module 2: Enterprise: Developing Your Practice ACTIVITY 16: PROJECT IDEAS Challenge, discovery, learning by doing, experiential learning, active learning are all teaching approaches which can be highly enterprising and motivating. These approaches can help young people to be concentrated and interested whilst fully immersed in an experience which pushes them beyond their current limits. They tend to create new opportunities for learning through the experience itself and reflecting on that process rather than on the outcomes. When devising new teaching approaches, always consider the enterprising skills and capacities you hope the approach/project will help your students to develop and how your students will recognise this learning. You could use the model below to identify the skills you plan to support.

Adapted from Figure 1: Langston, C (2011) Key Enterprise Learning Capacities: An ‘Enterprising Mindset’ is at the core of developing personal employability and entrepreneurial capacities

Module 2: Enterprise: Developing Your Practice You are likely to use many methods to develop experiential and enterprising learning approaches but it’s always great to look at other ideas being used across the world to see whether there are new approaches worth trying. Here is a list of 10 potential sources of ideas. Each one includes a wealth of ideas, evidence of experience and links to others. You may be aware of these already and know of other very useful resources, if so please let us know, we are always keen to stay inspired! 1. Enterprise Project Ideas - Check out these resources and ideas for experiential enterprising projects included with the kind permission of Paul Kearney at Enterprising Education http://35.237.46.12/ 2. Outdoor Project Ideas – 110 page guide for Practitioners seeking to foster creativity and skills in outdoor projects from Education Scotland at https://education.gov.scot/improvement/Documents/hwb24-ol-support.pdf 3. Active Learning Ideas – Active Learning in the Early Years - Building the Curriculum 2 https://www.education.gov.scot/Documents/btc2.pdf 4. Collaborative Learning Ideas – an introductory video and reflection questions https://education.gov.scot/improvement/learning-resources/dylan-wiliam-collaborativelearning/ 5. Enterprise: Enhancing The Curriculum Ideas – This ‘toolkit’ is extensive (and growing all the time) but mostly targeted towards the developing enterprise in the tertiary sector, hosted by Enterprise Educators UK. Many of the lesson plan ideas are considered highly adaptable for the school sector, at www.etctoolkit.org.uk 6. Interdisciplinary Learning Ideas: Over 100 ideas available showing how entrepreneurship can develop learning, available by signing up at: https://library.curriki.org/ 7. Hub for entrepreneurial learning – Key links to resources for classroom activities at: https://www.entre-ed.org/resources 8. Enterprise ideas building on work experience – Enterprise learning ideas developed by https://my-work-experience.com/ 9. Enabling Enterprise – Useful reports including case examples of enterprise projects in Primary and Secondary schools at: https://www.skillsbuilder.org/ 10. Social Enterprise – Excellent resources to support you to develop experiential social enterprise projects in schools, with support from the Social Enterprise Academy at: http://www.socialenterprise.academy/scot/Young-People/Resource-Bank/

Module 3: Inspiring an Entrepreneurial Future ACTIVITY 17: WHAT DO YOU WANT TO DO WHEN YOU GROW UP? In September 2015, Education Scotland and Skills Development Scotland published Career Education Standards – sometimes referred to as the ‘I can’ statements. These statements set out what our young people are entitled to and what the expectations are of those that support their learning. There is a clear focus on enterprise within these standards: “Children and young people will be entitled to: develop understanding of enterprise, entrepreneurship and self‐employment as a career opportunity Practitioners/Practitioners will: “relate relevant learning experiences and skills development to the labour market and employment opportunities including entrepreneurship and self‐employment” You may be well aware of the standards. Even so, please read and remind yourselves of the ‘I can’ statements which relate to the year group which you often work with. Questions to consider

Findings

Areas for development

To what extent are you familiar with the statements which relate to your teaching groups?

How do you create opportunities to discuss these areas with your students? To what extent do you involve partners such as local entrepreneurs or business leaders in helping to relate and inspire your students about enterprise and self-employment opportunities? Note: this approach was discussed in greater detail in Module 2 Page 30 © CREATE, Inverness College UHI (2020) - Version 1.2

Module Module2:3:Enterprise: Inspiring an Developing Entrepreneurial Your Practice Future ACTIVITY 18: ROLE MODELS INSPIRE As discussed in Module 2, it is widely recognised that role models can play an important part in shaping young peoples’ awareness of experiences and opportunities outside their normal frame of reference. Research on ‘Enterprising Minds’ (Carnegie Trust, 2012) has shown that ‘economic growth demands entrepreneurs and enterprising workers from all sorts of backgrounds and interests'. They recommend that society and educational institutions regularly expose young people to relevant enterprising role models. In 2014-15, The Highland Council and Inverness College UHI funded a project to capture the entrepreneurial stories of 10 young people who had started a Scottish business. These stories were captured on films and brief case studies were created. Why don’t you introduce one or two of these engaging and inspirational entrepreneurs to your students? It can make a difference. To go alongside these 10 films and case studies we have provided examples of prompts and areas to consider with your students during/ following viewing the films and/or reading the 10 entrepreneurial case studies. These are provided below at SCQF Levels 2 and 5:

Command Words

SCQF Level 2 (Access 2)

SCQF Level 5 (Intermediate 2)

Who What When Where Why How Which Was

Identify Explain Describe Decide Suggest State Give Would you

In the table below, please find examples of prompts and areas to consider with your students during/following viewing the films and/or reading the case study:

Module 3: Inspiring an Entrepreneurial Future Suggested areas to explore

Prompts/Questions at SCQF Level 2

Prompts/Questions at SCQF Level 5

1. Antecedent influences

How did the entrepreneur's family, classwork or job lead them to set up a business?

What influence has the entrepreneur's family or background had on their decision to start a business?

2. Start-up triggers

What was the entrepreneur's reason for starting their business? Where did the entrepreneur's business idea come from?

Explain whether the entrepreneur willingly chose to start their business or if they felt forced to. Explain what inspired the entrepreneur's business idea.

3. Resources

What things did the entrepreneur need to have before starting their business? How did the entrepreneur find the things they needed to start their business?

Identify and explain the funding, support equipment or people that the entrepreneur required to start their business. Describe how the entrepreneur found the resources they needed to start their business.

4. Skills, knowledge and experience

What things did the entrepreneur need to know before starting their business? What skills did the entrepreneur need to have before starting their business?

Identify the knowledge that the entrepreneur needed to start their business. Identify the skills, qualities or experience that the entrepreneur needed to start their business.

5. Networking /collaboration

Who did the entrepreneur ask for help when starting their business?

Describe how networking helped the entrepreneur to set up their business.

6. Type of enterprise

Was the business set up to make money or to help other people? How do you know? Which hobby or craft did the entrepreneur turn into a business?

Decide whether you think the business is run for profit or for a social purpose and explain why.. Suggest whether the business is linked to the entrepreneur's hobby, craft or lifestyle.

7. Ethics and values

How does the business help others, the community or the environment?

Outline the values that the business demonstrates.

Module 3: Inspiring an Entrepreneurial Future Suggested areas to explore

Prompts/Questions at SCQF Level 2

Prompts/Questions at SCQF Level 5

8. Creativity, innovation and problem solving

What problem does the business fix? What need does the business fill?

State the need or gap in the market that the business fulfills. Explain how the business has taken a creative approach to problem solving.

9. Business Management

How does the entrepreneur know if the business is doing well? What does the entrepreneur like most and least about working for themselves? What has the entrepreneur found hard about running their business?

Define how the entrepreneur measures success. Give one reason why the entrepreneur enjoys working for themselves, and one reason why they do not. Explain what the entrepreneur has found most challenging about running their business. How did they overcome these?

10. Passion, drive & initiative

How does the entrepreneur show that they love their work? How does the entrepreneur show that the business is their main goal? How does the entrepreneur make sure they spend more time and effort on their business than other things?

Explain how the entrepreneur has shown a strong need for success. Would you describe the entrepreneur as a proactive individual? Give your reasoning. Explain how the entrepreneur remains focussed on their business.

11. What about you?

Do you think you would like to run a business? What was your idea? What surprised you about the stories you heard? What skills do you have that would help you start a business? What do you think you would need to learn?

Do you think you would like to establish a business when you leave school? What experience, attitudes or skills do you have which could help you to start a business? What resources or opportunities do you have which could help you to start a business? What skills and attitudes do you think you would need to learn to get your business started? Who could help you?

Module 3: Inspiring an Entrepreneurial Future ACTIVITY 19: MAKING IT HAPPEN! As you have seen in Module 3, there are a wide range of organisations working hard to support you to make things happen for your students and for our wider communities. You may already be fully engaging with one or more of these organisations, but if not, we encourage you to dip your toe in the water and make things happen for you and your students! We have included a list of only a few organisations (there may be others in your region which you feel are very relevant). Many are built around the theme of social enterprise and philanthropy which can help to really engage your students and others to support you too!

Social Enterprise Academy have a variety of resources and training available for school teaching staff and managers, thinking about developing or introducing social enterprise related initiatives within their school. There are a range of useful resources designed for Practitioners considering integrating social enterprise within their teaching and learning. Young Enterprise Scotland offers a variety of programmes for young people in primary and secondary programmes and competitions across Scotland. Their programmes are flexible in style and engage all learners in a 'learning by doing' way. Is your school taking advantage of these great opportunities? Youth Philanthropy Initiative is an excellent structured curriculum programme for secondary schools, which is mapped to CfE and encourages the development of a wide range of enterprise skills in addition to the focus on young people being able to have a voice, be involved in action learning and philanthropy, often in a local charity, so that they can see how they make a difference! There are excellent resources available for Practitioners wishing to get involved. Micro-Tyco for Schools - is a month long challenge run by the Wild Hearts Group that encourages school pupils to practice and learn some key business principles in a safe, 'micro' environment through a competition based on a loan of £1! The competition currently takes place every February and November and there are a wide range of resources available for schools keen to get involved. The activity and resources have been mapped against SQA units for use with S3-S5 pupils.

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