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A project for primary and secondary schools, run over consecutive weeks, in which teams of pupils design, make and sell a product and conduct a marketing campaign.

Purpose and process

To set pupils real challenges in which they have to generate real solutions and so acquire knowledge and skills in designing, making and selling a product or service. Sessions include:

1. Selecting job roles, choosing the right person for the right role and working together in teams;

2. Product design, development and costing/pricing;

3. Production and safety;

4. Sales and marketing;

5. Customer service.

Although pupils can offer a service, the product has to be able to be "real" and something that they can provide or produce. The project works best when the product has a theme, for example, making something for a special occasion.

Learning outcomes

Students can:

Build knowledge and skills in teamwork (e.g. identifying and agreeing roles, meeting own responsibilities, supporting others to ensure deadlines are met);

Develop business and financial capability (costing and pricing, calculating profit ) through practical experience;

Design and produce innovative products/services;

Learn about marketing and customer service.

Curricular or thematic relevance

Can be used within and across multiple subjects. Fits with economic education, literacy and numeracy programmes

How to organise:

Students will need several weeks to complete the whole process, e.g. through a series of lessons, suspended timetable day, as exra-curricular activities.

Assessment and evaluation approaches

Evaluation is built into the process. The final session is always a reflection on what went well and not so well, what was learned, what the team did well and each individual's own performance and learning.

Volunteer involvement

Would be enhanced by involvement of a business mentor to bring in a real business perspective. Parents/carers could also be imvolved, for example, through being asked for feedback during the product design and marketing tasks, providing advice on customer service (what they look for), as customers for the product/service.

Additional comments

Workbook attached was used with a group of year 4 Primary school pupils.

Provider country

United Kingdom

Files for download:

dragonfire_workbook_rollesby.docx / 105kB

Angeliki Zisi

Basia

Anders

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A project for primary and secondary schools, run over consecutive weeks, in which teams of pupils design, make and sell a product and conduct a marketing campaign. To set pupils real challenges in which they have to generate real solutions and so acquire knowledge and skills in designing, making and selling a product or service.

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SAVE our BEACHES

Brainstorming on the topic on which the students will create a booklet and film a short video (to invite people to clean up the beaches)

Identifying the goals to achieve

Plan the actions to realize the booklet and the video.

Realization of the booklet and the video

Monitoring of the actions done in relations to fixed goals and assessment of the results

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SAVE our BEACHES Brainstorming on the topic on which the students will create a booklet and film a short video (to invite people to clean up the beaches) Identifying the goals to achieve Plan the actions to realize the booklet and the video.

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I believe in cooperative learning, but as my students are very young (11/14  y. o.), it's necessary to give each of them a precise role. So that they can feel part of the team and can feel the responsibility of the achievement.

The interaction can help them to know and to help each other and everyone can make the difference.
Next week I will guide them to create few Padlets where they will load their writings and maps created after a cooperative learning lesson. I hope that that would motivate them. What can be difficult is how to form the groups. I usually use the jigsaw, sometimes I let them free to choose their team-mates. It depends on the kind of work and on the class.

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I always reflect about my teaching as I teach to  students with various disabilities and that make me think and diversify activities each single day.
I usually get inspired from the teaching of few of my colleagues, who had meaningful and different backgrounds and experiences. I live as a failure when one of my student can't achieve his/her goals, maybe because my expectations were too high for him/her. That's why one of my teacher at the University of Venice used to say:  Fly low, but fly every day.

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Planning is important to be quick, efficient and precise to achieve a goal, but manage to predicts unforeseen problems or to solve them is basic, in order not to lose time or to give up.
Today working with others is necessary because the knowledge is so wide and changes so quickly that everyone needs to cooperate in order to enrich and help each other to get the goal.

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4.3 Coping with uncertainty, ambiguity and risk

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4.3 Coping with uncertainty, ambiguity and risk

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The real failure is when we don't learn from our mistakes.
I failed for example the day I sat my Italian exam at the A-levels (maturità), as one of the title of the  essay was on women in Italian literature and  I had a good knowledge of the topic, but I was so scared to fail.
So I focused on the simplest title about ecology and pollution which was chosen by 18 students up to 18 and I didn't get a high mark.
I wasn't self-confident enough and I paid for that but with the passing of time I learnt how to menage with my uncertainty.

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In order to build upon the vision they have and to create value, entrepreneurial minds should be able to identify concrete and achievable steps and action points.

Planning entails defining goals, developing a roadmap of how these should be achieved, while also assigning priorities and considering financial aspects. In other words, planning means putting your vision in practical context and translating your ideas in concrete steps. Planning could refer to one particular project, a long-term process or one’s life in general.

Planning is also about making choices of how exactly to achieve our aims. By being able to plan we identify possibilities and different ways to proceed. Having an overview of the different possibilities makes it easy later on to change strategies and choose different steps, if necessary.

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Tomorrow I'm going to make my students working on a Padlet for the first time.
The topic will be: "Story telling: how I see myself in 2027". They have to write down which job they would do, which kind of studies they could have achieved, how they imagine themselves, what will be different in their lives". They can choose 3 pictures from Internet that could be representative of themselves and load them. On the Padlet I won't guide them as I know that they are intuitive enough and need no help.
In the end everyone will introduce his/her "new me" to the class. I will be there to guide them but only if necessary.

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It's a method of problem solving developed largely by Stanford University professors who sought to codify a product design process that emphasized creative solutions to meet users’ needs. The idea has spread across the country and across disciplines. It is used also at schools that provide students active learning.

Design Thinking is the confidence that new, better things are possible and that you can make them happen. How it works?

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Inspire your students to get outside of their comfort zone. It creates opportunities to fail and go back and try again. As we already know, it also builds resilience. Give them a chance and a challenge to be the valuable members of the community. Get inspired how you can do it.

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Entrepreneurship is about taking the initiative

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"Taking the initiative" is one of 15 competences that any learner can develop to become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework, (http://europa.eu/!tx78fG), known as the EntreComp. In this video, Kornélia Lohyňová, teacher of Hotel Management, Marketing and Entrepreneurship at the Bratislava Hotel Academy explains that allowing students to take the responsibility by addressing challenges that they have come up with makes them develop the right can-do attitude.

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1. Discuss ways to foster students’ ability to work independently and to take initiative, while also understanding the importance of collaboration with others.

2. Develop activities for fostering students’ organisational skills – define priorities, manage tasks.

3. Find ideas to boost students’ decision –making skills and abilities to deal with uncertainties.

4. Assess the importance of learning through experience – foster an understanding in your students that failure can help our leaning process.

5. Explore activities for exciting your students about finding role models and mentors.

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Motivation and perseverance are inner (strong) qualities which can push a person to achieve the goal even in bad situations. They are strictly connected with self-awareness and self-efficacy. Without them there is no significant action. Teachers can foster them in many ways. Mobilizing others can be seen as an irrelevant element, but it can be crucial because team work is much more important now than in the past as society and economical activities are changed and they keep on changing. Being fostered and supported by a team can make the difference.

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COMPETENCES ARE RESOURCES

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Entrepreneurship is about mobilizing resources

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"Mobilizing resources" is one of 15 competences that any learner can develop to become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework (http://europa.eu/!tx78fG), known as the EntreComp. In this video, Rebecca Weicht, Head of Operations at Bantani Education (https://bantani.com/), explains how important is to approach the gathering of resources as a creative process and not only as a matter of planning and organizing the resources at hand.

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Creative glasses challenge is stimlating and I'll certainly try it. It makes people realize that there are many ways to do things. With no direct means, creativity becomes a precious talent.
Few years ago, in my school, teachers and students wanted to buy one or two interactive whiteboards and worked together for the whole year producing ceramics and cotton shopping bags during the weekly labs. In June, with their parents' help (to get boxes and a stand for the local weekly market), they sold all their products at the market and with that money the school could buy two interactive whiteboards. We still had some money left to buy food for a cooking lab with the same students the following schoolyear. Motivation and perseverance of the students with the guide and organization of their teachers made the difference.

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Entrepreneurship is about motivation and perseverance

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"Motivation and perseverance" is one of 15 competences that any learner can develop become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework (http://europa.eu/!tx78fG), known as the EntreComp. In this video, Kornélia Lohyňová, teacher of Hotel Management, Marketing and Entrepreneurship at the Bratislava Hotel Academy explains how motivation and perseverance are key to face unexpected changes, set back or temporary failures and keep working on their goals.

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Genius Hour seems to be very interesting.
I think that motivation is necessary to learn properly. Students need to know that they are doing something meaningful as well as the adults need it. Real tasks and amusing activities help, of course, but I believe that teachers should change often the activities as each student is different from the others and has developed a different  intelligence  (--> Gardner). Diversify the activities means changing,  trying to stimulate their interest and their natural will to learn new things. And this variety should also allow the students to use their own creativity, to feel themselves alive and active.

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3.1 Activity about self-efficacy and self-awareness

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3.1 Activity about self-efficacy and self-awareness

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Short term goal: end successfully this course in Entrepreneurship in Education

Time: the end of March

Steps:

-         reading, reflecting and working each day for at least one hour at the course contents;

-         trying to deepen few aspects of the course;

-         starting to think about the appropriate activities to do in class.

Long term goal: apply my new knowledge and competences to my teaching

Time: April and May and the next school year

Steps:

-         foster creativity, sense of initiative, ethical and sustainable thinking, motivation, self-awareness and much more in my students through stimulating activities;

-         enriching those activities with students’ planning, cooperative learning and tasks;

-         reflecting with the class upon them and their results in order to understand if those activities have helped the students to improve their competences and to clarify their ideas about the future school choice.

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It is important for teachers to engage students in activities in which they feel they can achieve success, but set high expectations for their performance. High expectations help students understand that they are able to be successful. If they say I can´t, add an important word: „yet“.

We all know the analogy that only 10% of an iceberg is above water. The part above the water is their academic performance. We should implement Social and emotional learning (SEL). It is about focusing on the part of the iceberg that’s below the surface, it is about teaching our students to self-regulate.

The University of Chicago performed a study “Foundation for Young Adult Success”. We need to focus our efforts in four foundational areas that adults can directly influence:

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Assessment for Learning AFL is a process that uses assessment in a way that allows teachers to understand how and if learners are learning, and thus adjust their teaching strategies to the learning achievements of students, and allows students to understand how much they have learned, thus empowering them to adjust their learning strategies.
he aim of this assessment is the one to provide  feedback to both teachers and learners so that both parties can reflect on their teaching/learning and improve it.

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Entrepreneurship is about self-awareness and self-efficacy

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"Self-awareness and self-efficacy" is one of 15 competences that any learner can develop to become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework (http://europa.eu/!tx78fG), known as the EntreComp.

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1. Discuss the importance of perseverance and ways to boost students’ confidence and motivation in delivering tasks.

2. Discuss skills required to manage material and non-material resources. Learn more about ways to develop students’ ability to manage available resources.

3. Stress on the importance of self-assessment of one’s ability and ideas.

4. Discuss classroom activities to develop students’ financial literacy.

5. Evaluate the importance of working with others and discuss ways of developing communication and leadership skills.

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Vision: you try to visualize the future in order to build it in the best way.
Ethical and sustainable thinking: it's to work to realize ideas in order to get common health and common wealth.

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https://youtu.be/Hg_tEWqB--s

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Entrepreneurship is about ethical and sustainable thinking

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Entrepreneurship is about ethical and sustainable thinking

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SpaceX | Entrepreneurship | Khan Academy

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Opportunity in Business & Entrepreneurship

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Entrepreneurship is about ethical and sustainable thinking

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Ethical and sustainable thinking is one of 15 competences that any learner can develop to become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework (http://europa.eu/!tx78fG), known as the EntreComp. In this video, Rebecca Weicht, Head of Operations at Bantani Education (https://bantani.com/), describes how students can learn to think and act ethically and sustainably through dilemma scenarios.

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Nowadays there are many ethical topics and sustainability is always involved.
In Italy immigration is an increasing phenomenon, since the beginning of the Nineties, as well as the emigration abroad of qualified people.
About food we  talk often of the unhealthy and wide use of palm oil (in biscuits, nut cream, pop corn, and so on) and the destruction of forests to plant palms.
Talking about palm oil, I will start with a series of questions to make students to think about it.
What if... we  don't use palm oil in industrial food products?
How could we substitute it?
Why do industry continue to use it?
What is their advantage?
What does it involve?
Am I aware of the consequences of using it?
How can we avoid it if Industry won't change idea?

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In my classes students are 12/13 and 13/14 and are divided between those who are going to continue their studies to become doctor, engeneer, computer programmer, graphic, and so on and those who aren't going to continue with University and think to practical jobs as mechanic, hairdresser, plumber, waiter, etc. Their decision depends most on their families' cultural background and the chance to be beared while studying of course.

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2.2  Seeing the value of ideas: Activity 2

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2.2  Seeing the value of ideas: Activity 2

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Working with my Italian colleague on the topic of  Bullying and Cyberbullying, our pupils have decided to realize a short film, a sort of an ad video. We  offered them this map to lead the activity.

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Find examples on how to foster visualisation of ideas, through scenario building techniques.

Evaluate the importance of the ability to carry out an idea by combining imagination/creativity and practical knowledge in visualising ideas.

Learn new techniques for boosting students’ skills in evaluating opportunities and disadvantages in an idea (individually and as part of a team).

Find ways to support students in assigning value to their ideas. Come up with classroom activities to highlight the importance of ideas with a social value, and sustainability considerations.

Discuss ways to foster students’ understanding of the meaning of ethical behaviour.

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Learning outcomes
Innovative curricula  (Teamwork and Education)and Pedagogies
Assessment

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1.1 Entrepreneurial mind-set and sense of initiativeWhat does an entrepreneurial mind-set consist of? Add here all the skills and attitudes that you can think of.

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1.1 Entrepreneurial mind-set and sense of initiativeWhat does an entrepreneurial mind-set consist of? Add here all the skills and attitudes that you can think of.

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It's the possibility to make real something you are gifted with and you are formed to in order to empower your wellbeing and that of the community. Creativity, problem-solving, self-confidence,  innovation, planning and organizing, team working, resilience, flexibility and, last but not least, sustainability are necessary.

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BARBARA, ITALY
In one of the 2 junior high schools (same central school, but in different towns with different Councils) where I teach there is the kids town Council with pupils voted and elected by their schoolmates and making real proposals to improve their own school, as their town Council really provides money for these improvements, when possible. In both schools, teachers foster the students by project works, problem solving, scientific methods and experiments, free or low cost workshops.

Two years ago I organized a “cold” cooking workshop (as we have no kitchen) and a group of male students of 13-14 (no female participated) were so industrious and learnt not only what to cook (local healthy food), but also how and without wasting food (sustainability) and were proud of themselves… and full up of course! http://laboratoriterzaa.blogspot.it/

Creativity, sense of initiative, team work, planning, sustainability and self-confidence are necessary as in everyday life.

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Instead of adopting the logical, normal manner of looking at a challenge you reverse it, and think about opposite ideas. For instance, if I want to find ways to lose weight, I might ask myself the question “how can I put on more kilos?”.

This method for generating ideas is easier and generally more fun. It lowers fear of saying the wrong thing (as you are talking about bad examples) and stimulate wider dialogue. It also allow us to LOOK AT THING FROM DIFFERENT PERSPECTIVES

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1.4 Stimulating learners’ creativity and value creation

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1.4 Stimulating learners’ creativity and value creation

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Learning by doing

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What is the state of entrepreneurial education in your country/region/school?
Entrepreneurship education is embedded in the school culture, where it is promoted through several actions by all teachers/educators;

A cross-curricular approach, where entrepreneurship education objectives are expressed as being transversal and horizontal across different subjects;

Entrepreneurship education is taught as a compulsory separate subject, or as part of (a) compulsory subject(s);

Entrepreneurship education is taught as an optional subject, or as part of (an) optional subject(s);

Entrepreneurship education is not taught at all.

https://twitter.com/barbaraI1dpb/status/837446338526707712

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Understand the importance of fostering a sense of initiative and entrepreneurial mind-set in students and pupils

Explore the different aspects that entrepreneurial learning covers, and the different areas of applicability (from personal development to active participation in society, to entering or re-entering the job market to starting new professional or personal ventures);

Engage in experiential learning and project work;

Learn how to prepare
students to enter the job market, and how to provide them with the social and entrepreneurial skills needed;

Become familiar with challenge-based learning, by engaging students and pupils to learn while facing real-life problems and situations;

Learn how to bridge the world of education and the one of work.

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My students will love it!
I find it funny and stimulating but the time is a hard master and sorry... the course in beekeepers that I am attending influenced me a little :)

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My school is formed by 2 Junior High Schools, 10 Primary Schools/Pre-schools. I work with pupils from 11 to 14 years old, which is a basic period of life for future choices.
We have access to ICT and have been participating in Erasmus+ since last year.

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I work near Imperia (Italy) and I live in the countryside, not far from the sea, with a husband, a son and many cats. I’m attending a course in beekeeping as I believe bees are important for our life and environment. They are active and very creative!

I am a foreign languages teacher with a specialisation in special needs education for the Secondary School (Junior High School for students between 11 and 14), so that I teach every subjects to students with special needs and disabled.
Before teaching I worked as a tourist guide In Italy and in France.

I love Nature and Art in every form (especially painting, literature, music and cinema). I like travelling, drawing, reading, walking, good conversation and good food.

I’m interested in many different subject such as oriental philosophies and yoga, international literature, healthy food, environment, foreign languages, science history, geography and history of explorations and many others.

I’m a ICT addicted.