Scarborough PS

STEM program 2016

Young enterprise Stage 2/3Term 3 2016

Big idea

Students gain an understanding of enterprise through a program which encourages initiative, creativity and risk taking to setup and run their own successful enterprise to meet identified community needs, whether it is a not-for-profit venture or business.

Why does this learning matter?

The purpose of our Enterprise Project is to promote the development of initiative and self-regulated learning in our students. Students will be able to make their own connections across the mathematics and science syllabus and apply them to real world situations. They will learn to take risks in their learning and to apply their own problematic knowledge to test multiple solutions. In the planning and design process, students will be required to organise, reorganise, apply, analyse and synthesise a range of complex ideas, engaging in higher order thinking to complete their enterprise task. The key focus is on relevance and the opportunity for students to apply their learning to a project, which has significance to them and the local community. Students will own and direct this project with teachers and supporting professionals as facilitators and mentors.

Driving question

How can we start up a successful enterprise to meet the needs of our community?

Central syllabus ideas/concepts

Mathematics

  • MA3-1WM – describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
  • MA3-2WM – selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations
  • MA3-3WM – gives a valid reason for supporting one possible solution over another
  • MA3-7NA – compares, orders and calculates with fractions, decimals and percentages
  • MA3-18SP – selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs

Using mathematical number concepts, decimals and percentages within their investigation, to problem solve and to generate market research data as well as budgeting plans, including costing and profit margins.

Mathematics K-10 Syllabus© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

Science and Technology

  • ST3-5WT – plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified solutions
  • ST3-16P – describes systems used to produce or manufacture products, and the social and environmental influences on product design
  • ST3-4WS – investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations
  • ST3-15I – describes how social influences impact on the design and use of information and communication systems
  • ST3-13MW – describes how the properties of materials determine their use for specific purposes

Using the engineering design process in a real life situation to design and create an effective product or service for their enterprise.

Science (incorporating Science and Technology K-6) K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

English

ENG3-7C – thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

  • ENG3-5B – discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts.
  • ENG3-2A – composes, edits and presents well-structured and coherent texts

Using language appropriate to purpose, audience and context, creating multimodal texts to persuade prospective customers or stakeholders to purchase or use their products/services.

English K-10 Syllabus© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

Backward mapping process

During the brainstorming process, outcomes were backward mapped to expected activities and tasks students would be required to complete to achieve their goal. Key outcomes are in black with peripheral outcomes in colour:

Hook/entry events

Expert talk –talk from local entrepreneurs at Me3D printers on how they established their business and developed a successful 3D printer through a range of prototypes.

Food challenge – students are challenged to organise profitable sausage sizzles in small groups, differentiating their offering in terms of quality, cost, ethical and sustainable practices and marketing.

Possible experts

A range of experts are lined up to talk to students about their experiences in a range of different enterprises:

  • Local Stewart House consultant on how a charity works
  • Bella Tipping – Kidzcationz travel website founder (and high school student)
  • Joel - Coledale Video Store owner on diversifying his business to meet changing needs
  • Manager of Flametree, the local food co-op
  • Liz Ertler – Owner of Retro Wombat about sustainable and ethical business
  • A local member of the Business Chamber

Audience

To make this a real, authentic learning experience for our students this program has been planned with a large degree of integration into our immediate and wider, local community.

Students liaise with local business, co-op and charities owners and coordinators to investigate and model the successful running of such.

The audience for our market fair invites family members, members of our school and local community.

The audience for the local Coledale markets incorporates the wider regional community.

At our final market fair students will showcase their product or service, this event invites family members, members of our school community and local community into the school and provides students the opportunity to engage in conversations encouraging the metalanguage of entrepreneurialism.

Provided the market fair is highly successful students will then be given the opportunity to showcase their product or service at the Coledale, local markets held monthly on a Sunday. This opportunity extends our audience to the regional community.

Culminating event

At our final market fair students will showcase their product or service, this event invites family members, members of our school community and local community into the school and provides students the opportunity to engage in conversations encouraging the metalanguage of entrepreneurialism.

Provided the market fair is highly successful students will then be given the opportunity to showcase their product or service at the Coledale, local markets held monthly on a Sunday and our annual school art show. This opportunity extends our audience to the regional community.

To ensure adequate feedback is given and opportunities to reflect on their market fair, students are invited to attend the P&C meeting following their market fair meeting to discuss the success of the market, their initiative and ideas and gain feedback from their supporting parent and community body.

Open-ended assessment opportunities

To capture conceptual understanding around the Big Ideas and key/driving syllabus content which is embedded in the learning.

Week / Task / Evidence to collect
Pre /
  • small enterprise groups, students are to brainstorm products, services or entrepreneurial opportunities relevant to their community, use of a problem solving tubric to facilitate the development of their enterprise idea.
  • once an enterprise idea has been decided by the group students to complete a SWOT analysis of their enterprise idea. (Strengths/Weaknesses/Opportunities/Threats)
/
  • brainstorm and ideas recorded on ‘Popplet’.
  • SWOT analysis

Midpoint /
  • research business area of interest – collect ideas in a scrap book
  • development of a business plan/ financial budget
  • market research for their enterprise idea
  • present an investor sales pitch
/
  • enterprise journal
  • finalised business & financial plans
  • data and analysis of researched enterprises i.e. surveys, graphs
  • sales pitch promotion: video/ radio/recording/ flyer/pamphlet etc.

Post /
  • Entrepreneur Market Day to showcase each group’s final product or service.
  • possible opportunity to participate in Coledale markets
/
  • financial statement
  • any multimodal presentation reflecting on their group’s performance

Useful links

As part of the library program, a support website is being setup to provide easy access to these web links to support student research.

Term 2

Resources to support ‘What does entrepreneurialism look like?’ (undertaken prior to this program)

  • ABC Behind the News article on volunteer week –
  • An article on Dove’s ‘Real Beauty’ campaign –
  • ABC Behind the News article on sweatshops–
  • ABC Behind the News article on Aboriginal art being produced overseas –
  • ABC Behind the News article on gendered toys –
  • ABC article on a female Star Wars character being left out of Star Wars toy sets –
  • Article on Fairtrade products –
  • Flametreewebsite, including history of the co-op:
  • An article on 5 young entrepreneurs –
  • Kidzcationz:
  • ABC Behind the News article on palm Oil –
  • YouTube video on carbon footprints –
  • A website on the carbon footprint of food –
  • A website on the Nestle’s impact on the world –
  • A website on how Google generates revenue –
  • A website on writing a resume:
  • A website posing the question, ‘is Barbie bad for body image?’ –

Term 3

Resources to support ‘How do I start a company or not-for-profit?’

  • A website on volunteer laundry service for the homeless –
  • A Shark Tank video on young entrepreneurs –
  • A complex YouTube video on Capital –
  • A YouTube video on top kid inventors from Shark Tank –
  • A website with a list of the best Shark Tank episodes of all time
  • A website on marketing strategies –
  • A website with a collection of young entrepreneurs –
  • An ABC Behind the News article on a young clothing designer
  • A website on how to do market research –
  • A website teaching you how to pitch your idea –
  • Article on Young Australians of the Year in 2016
  • A website about a designer t-shirt
  • NSW Business Chamber – Starting a business flow chart –
  • An article on the potential survival of video stores in Australia –
  • An article on print media in the modern era –
  • An article on the irony of Andy Warhol’s mass-produced art:
  • A guide to writing a business plan:

General resources

  • A television show resource site – lesson plans, games and templates to help you –
  • A business simulation app –
  • $20 boss website – Australian version of the UK £10 challenge)

Finance resource sites

  • Hands-on banking for kids website –
  • Consumer jungle website on financial mastery –
  • Website on how to balance your checking account –

© NSW Department of Education, May 20171