Entrepreneurship Education and Training Summer school 2014 Educational

Entrepreneurship Education and Training Summer school 2014 Educational scenario

Class project titled: Start your own classroom business

Goals • Increase pupils’ knowledge of how businesses work and enhance their math abilities. • Make pupils realize how important money for buying and selling products or services is. • Introduce pupils to taxing and money management. • Introduce business spirit in primary education • Inspire young entrepreneurs

Short description/ main idea • • • This lesson plan introduces pupils to the concepts of entrepreneurship, profit, and taxing. Pupils participate in a role-play activity where they set up their own classroom business, sell and buy services and goods with mock money, keep record of transactions, and learn how to manage expenses and profits. Pupils have to try to sell their goods or services to their peers and keep record of each transaction they made. They complete math assignments related to the type of business they set up and pay taxes. By actively involving pupils in the processes of buying, selling, and record keeping throughout their time in school, they are able to increase their knowledge and develop their skills in the area of entrepreneurship.

Learning activities Phase 1: attract students’ interest on the topic 1. 1: Matching flashcards job-workplace activity 1. 2: Presentation of related video 1. 3: Discussion Phase 2: Assessment on previous knowledge 2. 1: Discussion about businesses, entrepreneurs, money use etc. Phase 3: Running the Project in class Activities 3. 1: Role play scenario 3. 2: Rules and teacher guidance 3. 3: Create a portfolio/diary on the work Phase 4: Presentation of the Outcomes Activities 4. 1: Portfolio Presentation 4. 2: Discussion/Feedback Phase 5: Assessing the Project Work Activities 5. 1: Formative Assessment (weekly assignments) 5. 2: Summative Assessment (final portfolio/diary)

Related subjects • Maths weekly assignments, calculating taxes, final profit etc. • Language advertising, client persuasion, record keeping

Grade & Age Grade: primary education Age of students: 10 -12 years

Domain Marketing Consumer Behaviour Communication Strategies

Teaching approach Project-based learning: • Gives a motivating learning experience, related to real world. • Supports learning skills such as problem solving, working in teams and self-guided manner, and assessing of own actions. • Tasks are multidisciplinary while they aim and support active engagement and new learning. • The learners work autonomously and collaboratively in small groups, whereas the teacher is more in a facilitator role. Prerequisites: • Required time for the project to be completed • Appropriate cognitive background for the students • The topics for the students’ projects are prepared beforehand • The teacher allows the learners to take decisions and initiatives.

Description of learning activities Phase 1: Definition of the Project Goal Attract students’ interest on the topic Activities 1. 1: Matching flashcards: Pupils in groups of 3 -4 share a set of flashcards with jobs and workplaces with each group. Pupils mix together the flashcards and spread them out face down. Taking turns, each child in the group pulls two cards from the table and tries to match the job to the workplace. If they match, the child keeps the cards. If not, the child puts the cards back where they were. The game ends when all flashcards have been matched. 1. 2: Presentation of related video: Maya Penn, a young entrepreneur talks on TED 1. 3: Discussion

Phase 2: Pre-assessment Activities 2. 1: Discussion about businesses, entrepreneurs, money use etc. Sugested questions: What motivates an entrepreneur to develop a business? What types of business you find interesting and why? How small businesses contribute to local economies? Why do we need money today? How do we earn money? What kind of business you feel like running yourself in the future? etc.

Phase 3: Running the Project in class Activities 3. 1: Role play scenario. Pupils set up their own classroom business for 2 weeks, providing goods or services. They make a box to advertise their business, decide the prices and mock money is agreed. 3. 2: Rules, assignments and teacher guidance. Pupils have to buy at least 3 products or services from classmates per day and record transactions. They have several assignments related with taxes for running the business etc. The teacher gives ideas, allows partnerships (support slow learners) and decisions. 3. 3: Create a portfolio/ Keep a diary on their work

Environment relations, further notes: • • • Re-using materials to create the advertising boxes, the products or the mock money. The advertising boxes could serve as cashiers. Easier for pupils to store their money and facilitate their understanding of the profit concept. The decoration of the advertising boxes could be integrated with art lessons. Notes of the rules will be distributed so as to help pupils stay focused on the activity. The teacher as supervisor/facilitator offering guidance when needed. Teacher monitors pupils’ behavior on a regular basis and handles misbehavior before it escalates. The role-play activity helps pupils realize their money is limited and they cannot buy everything. Time is also limited. Although sometimes people want to save money or want to do the work themselves, they buy another’s services due to lack of time. Not all are skillful or adroit in fixing or creating. Specialization promotes quality of product or service.

Phase 4: Presentation of the Outcomes Activities 4. 1: Portfolio Presentation: The pupils present their work, their notebook and report the amount of mock money they managed to collect. 4. 2: Discussion/Feedback: The teacher encourages pupils to express freely their experiences, feelings and ideas about the role-play activity. The teacher poses questions to the class focusing on the value of money, time, services, and local business. The teacher congratulates children for their active engagement and for the skills and knowledge they acquired.

Phase 5: Assessing the Project Work • 5. 1: Formative Assessment (weekly assignments) • 5. 2: Summative Assessment (final portfolio/notebook) Pupils reflect on their actions, good or bad decisions, their estimations on money value, accomplishing the assignments, peer collaboration etc. Pupils are assessed based on the assignments they managed to complete, the record keeping of the transactions they made (possible criteria: number of transactions, meticulousness of the record keeping, tidiness of the notebook, etc. ), and their involvement, attitude, and activity during the two weeks.