Welcome to the ATP Training Day

1. Welcome to the ATP Training Day

2. ATP Training programme

3. ATP Contacts General ATP enquiries/placement details: Fiona Peacock, ATP Marketing and Administration Intern (Monday, Wednesday, Friday afternoon) f.s.e.peacock@exeter.ac.uk School issues whilst on placement:Rachel Ware,Secondary Partnerships CoordinatorR.Ware@exeter.ac.uk

4. Enterprise Activity Training

5. Aims and Learning Outcomes • By the end of the training you will be able to: • The Enterprise ActivityExplain the activity to others Feel confident to plan, deliver and facilitate the activity to pupils successfully • Enterprise and Sustainability Explain the meaning of the terms Discuss why enterprise education is important and how it can be delivered in the national curriculum • Learning OutcomesIdentify the importance of learning outcomes Devise a set of learning outcomes for the activity

6. Aims and Learning Outcomes • 4. Activity Planning and FacilitationDescribe the difference between presentation and facilitationDevise a plan/schedule for the activity Explain the resources provided and identify resourcing gaps Identify problems and develop a contingency plans • 5. Evaluation • Explain the importance of evaluation Develop evaluation methods and materials for • - Facilitator evaluation of the pupils work • - Pupil self evaluation and reflection

7. The Enterprise Activity • Interactive scenario activity to encourage pupils to use, develop and evaluate their enterprise skills • Delivered in a team (number per team dependent number students allocated per school) • Delivered once during the 5 day placement • The session will last for approx 3 hours in total (dependent on time allocated by the school) • Number of pupils undertaking the activity dependent upon each school • Resources for the activity will be provided by: - University of Exeter • - By the school (requires confirmation by YOU) • - YOU

8. The Enterprise Activity • Why is enterprise education important? • http://www.teachersmedia.co.uk/videos/teaching-key-skills • 1. Style of teaching that enhances pupils’engagement with lessons and can improve their classroom behaviour and performance. • “ It is a teaching strategy which motivates learners and can help raise aspirations and develop valuable skills for further education, employment and life in general. Learners enjoy being given autonomy to tackle problems, take responsibility for their own actions, engage In real issues and evaluate the outcomes of their decisions. It is about helping the pupils develop enterprise capability, financial capability and economic and business understanding.” • Enterprise Coordinator, North East, Business & Enterprise Status

9. The Enterprise Activity • 2. Lack of experience in Schools • “The survey of more than 1,000 primary and secondary school teachers found • that while 90% agreed that entrepreneurship should form part of the national curriculum only 30% said they knew how to teach it.” • Report commissioned by Rod Aldridge, Capita founder • 3. Employers want it: • “Sage, Tata Steel, Citi Group and RBS-owned Natwest are among around 80 organisations who are calling for employability and entrepreneurship education to be placed within the statutory curriculum in UK schools.” • Employers call for 'enterprise curriculum’, Telegraph, 22 March 2012 • 4. Gap in skilled workforce “Britain has 37,000 engineering vacancies but produces just 22,000 engineering graduates each year.” Sir James Dyson, vacuum cleaner entrepreneur

10. The Enterprise Activity • In groups: • Prepare a two minute presentation to explain one of • the following terms as though you were discussing • them with class of year 9 pupils (13 – 14 year olds). • Enterprise • Sustainability • Think about how you can make it relevant to them!

11. The Enterprise Activity • The Scenario • Aspirational Teachers present themselves as a ‘house building developer’ based in the South West that wants to commission a new design for an ‘eco house’ to market for sale to the general public. The maximum budget for the house is £200,000. • Pupils will work in teams as an ‘environmental building consultancy’ to research, plan and design an ‘eco house’ to present to the ‘house building developer’.

12. The Enterprise Activity • Pupils will work in teams (maximum 8) to produce the following outputs: • 1. Design a ‘mood board’ • 2. Produce a Blueprint/floor plan (to scale) for their house • Devise a simple building budget/costings for the materials and equipment used in their design • Pitch/present their design to the ‘house building developer to justify why their proposal should be chosen. Followed by a Q&A session Mood board examples

13. The Enterprise Activity • Pupils will address some of the following issues in the activity: • What is an ‘eco house’? • What will they need to consider in its construction and design? • How will sustainability and energy efficiency be maximised? • What energy savings will be made compared to current house design? • Who is the design of the house aimed at? • Who would want to buy it and how will they make it attractive to that market? • How will they ensure the design stays within budget? • What ideas for future innovations could be developed?

14. Learning outcomes • What is meant by the term learning outcome? • Why are they useful? • Learning outcomes are statements of what a learner is expected to know, understand and/or do as a result of a learning experience. They can: • - help guide students in their learning by explaining what is expected of them which in turn helping them to succeed in their studies. • - help teachers to focus on exactly what they want students to achieve in terms of both knowledge and skills.

15. Learning outcomes • Enterprise education consists of: • Enterprise capability supported by financial • capability and economic and business • understanding • Three strands of enterprise education: • Enterprise knowledge and understanding • Enterprise skills • Enterprise attributes • In groups: Devise a set of learning outcomes for the enterprise activity.

16. Activity Planning and Facilitation • What is the difference between presentation • and facilitation? • In groups: • Decide which statement on the handout provided • belongs to Presentation or Facilitation

17. Activity Planning and Facilitation • Definition of a Facilitator • A facilitator is someone who helps a group of people • understand their common objectives and assists them • to plan to achieve them without taking a particular • position in the discussion. • What qualities, skills and actions makes a good • presenter and facilitator?

18. Activity Planning and Facilitation • In groups: • 1. Read and discuss the activity structure in your handbook – pages • Devise a plan to deliver to the activity to 30 pupils, Year 9, Key stage 3 (13-14years). On this occasion the school has provided laptops. • - Draw-up timetable. How long will each section take? • - Who will deliver what? • - Review the resources provided. What additional resources will be needed e.g. mood boards? • identify potential problems and develop contingency plans • 3. Review and evaluate another group’s plan

19. Evaluation Why is evaluation important? • In groups: • 1. Decide how you would choose the winner of the Eco House. • What criteria would you use? What skills would you want to credit? • 2.Review the Pupils project evaluation form. Devise an additional form for the Pupils to reflect on their personal performance and enterprise skills development.

20. QUESTIONS?