Trading Places - Overview
Learning Context
- The context for Trading Places is a school exchange involving 3 schools - one from the UK, one from Tours in France and one from Hamburg in Germany. The main focus for the pack is the 'first leg' of the exchange which will involve students and staff from the French and German schools visiting the UK. Students help their school to plan for and organise the UL element of the exchange visit. The underpinning theme for the pack is the UK tourist industry.
- Although the pack has been designed to explore areas of knowledge and skills typically associated with business education, it has a truly cross-curricular feel to it and in some instances explores issues beyond our traditional subject areas. For example, it was felt appropriate to include activities relating to foreign languages).
Structure and Nature
- The contents of the pack is structured as 11 Activities - each of which involves a number of tasks.
- Each Activity folder contains an Exemplar Activity Plan; Exemplar Learning Intentions/Success Criteria visual aid (Word); pupil Activity Sheets and Support material. Suggested Solutions are also provided where viewed helpful.
- Exemplar Activity Plans contain information concerning the Key Themes explored and possible extension activities. Typically, knowledge and understanding of Key Themes will be developed during a combination ofpractical activity and group work , teaching inputs and discussion sessions.
- In an attempt to minimise download difficulties for members, Activities contain essential graphics only.
Brief Overview of Activities
1MySpace
Following Experience and Activity scene setting, students work on their own to produce a list of local tourist attractions ( ie those within 40 miles of the school) considering them by type (eg Historical, Geographical and Leisure/Sporting). Working in pairs/small groups students select the 6 attractions most likely to be of interest to members of the exchange group. Working in groups, students agree the 'top 3' attractions and justify their selection. Working in pairs, pupils use the internet to identify the best route from the school to each attraction.
2Go Compare
Working individually,students use the internet to obtain information about selected countries and Tours and Hamburg (the homes of the 2 exchange schools).
3Tourism in the UK
Working individually, students consider job types associated with tourism and the importance of tourism to their community. Students compare findings with others. Working individually, students use the internet to obtain information about the UK tourist industry prior to using a pie chart and line graph to presenting data.
4Haste ye Back
Working individually, students consider their 'ideal' holiday. Working in pairs or small groups, students consider how the physical environment of a location and the actions and attitudes of the local community can influence the experiences of tourists. Working in pairs or small groups, students consider how their own community could improve the tourist experience it offers. Working in pairs or small groups,students consider how businesses and their employees can provide a high level of customer satisfaction and the potential benefits from doing so.
5Knowing Me, Knowing You
Working individually, students produce an 'about me' profile for emailing to other participants (internet safety covered). Working in pairs, pupils translate a profile written in either French or German.
6A Wee Taste of Scotland
Working in pairs or small groups, students consider dishes associated with their area of the UK then agree a 3 course menu. Pupils use the internet to the research the course to be included. Working individually, pupils use Word to produce a menu for the meal that includes a brief explanation about each course.
7Rabbie Who? (OPTIONAL)
Working individually, students use the internet to research the life and work of Rabbie Burns prior to using Word to create a summary of their findings. Working individually, students read 'To a Mouse' and consider its relevance to modern society.
8Main Attraction
Working in small groups, students consider the list of tourist attractions provided prior to the group selecting one for further research. Collectively students use the internet to research the attraction with the contributions emailed prior to the compilation of an information sheet.
9Money Matters
Working individually, students interpret and classify financial information, update a spreadsheet, calculate total income and compare this with the original target fundraising target and calculate shortfall. Working individually, students present information using a bar chart and pie diagram. Working individually, students calculate additional income from the sale of T-Shirts (the concept of BEP tentatively explored).
10Happy Memories
Following group discussion, students design the front of a souvenir T-Shirt using appropriate software.
11National Treasure
Working individually, students use information obtained earlier to produce a PowerPoint presentation about one tourist attraction ie their 'National Treasure'.
12Team Challenge
Working individually, students review their Trading Places experience. In teams, pupils compete in a Team Challenge which tests for new learning in a fun way.
Suggested Methodology
- The pack adopts a Social Constructivist model as this is frequently used within Business Education classrooms.· Typically this model involves:
(i)the teacher introducing and discussing the nature of the tasks involved prior·to Learning Intentions and Success Criteria being displayed and discussed;·
(ii)whole class discussion sessions (Q/A) during which·students exchange views and explore starter thoughts on the topic being covered;·
(iii)paired or small group activities during which·students unpack and explore the issues further prior to commencing individual or further paired work.· In addition to monitoring student work, teachers support groups as required and where necessary 'pull the class together' for whole class review;·
(iv)individual activity;·
(v)end of session/activity whole class review (which may include self/peer assessment).·
***Consideration could be given to students using email messages to exchange 'work' prior to peer marking.
Suggested Timings
- Agreeing standard completion times for each Activity proved impossible for several reasons.· firstly, different schools apply different periods/block times.· Secondly, different teachers will use the pack contents and support students in different ways.· Most of the tasks within each Activity can, however, be completed within a 60 minute session.· Where possible, however, additional time should be built into planners.·