Second Level:
Social Studies
Significant Aspect of Learning: 1) Gaining business enterprise skills and knowledge
and an understanding of the importance and methods of managing finance.
2) Developing useful skills for learning, life and work.
Experiences and Outcomes
Learning Statements
I can identify essential goods and services, discuss
the different ways to pay for them, considering the
benefits and risks of each method. SOC 2 -21 a
Learns to identify different types of enterprise activity.
By experiencing the setting up and running of a
business, I can collaborate in making choices relating
to the different roles and responsibilities and have
evaluated its success. SOC 2-22 a
Through exploring ethical trading, I can understand
how people’s basic needs are the same around the
world, discussing why some societies are more able
to meet these needs than others. SOC 2 -20a
Understands that there are different ways to pay for essential
goods and services such as cash, cheques, credit and can
explain briefly the advantages and disadvantages of each.
Teacher’s Voice = blue
Learner’s Voice = red
Context of Learning: School tuck shop
The children used the context of a healthy school tuck
shop to learn about the successful running of a small
enterprise. They also explored the more complex food
issues relating to Fair Trade and buying seasonal and
local produce. This allows for rich discussion and
awareness raising about why healthy eating is important
in Scotland.
Employs evidence to support an argument to develop their
own view of a social, political, environmental or economic
issue.
To support and show our respect for the armed
forces, we create our own Poppy Garden every year
to commemorate Armistice Day.
I can explain how the needs of a group in my local
community are supported. SOC 2 -16 a
Context of Learning: Improving the school grounds with the Eco
committee
The Eco committee provided the children lots of opportunities to engage
the local community, skilled professionals and the children themselves
to develop the school grounds through planting, maintenance, and arts
and crafts.
Our Eco group has had a huge impact in developing our school grounds. I
have been helping propagating plants for next season.
I think working with local people to develop our school environment is really
great. I get to see what opportunities there are for work, and we get to try
new skills that are explained to us by professionals. It also gives us the
chance to show off our school and let the community see how successful we
are.
By inviting the local community into
school, the learner has learned new
expertise and skills to help them
engage with different enterprise
activities.
The learner has developed a
practical awareness of how some of
these skills might relate to future
skills they will need for life and work.
With input from Poppy Scotland, the
learner researched and discussed
why they think it is important to
respect the armed forces through the
design and planting of a poppy
memorial garden.
Through discussion, the learner made comparisons
with Fair Trade issues and similar problems with
poverty and inequality in Scotland. The learner
identified that unhealthy eating and diet can be an
issue for families of a low income. They were able to
use this evidence to support their argument for why a
healthy school tuck-shop can promote a more positive
slant on healthy eating amongst children.
The learner demonstrated their capacity as an effective
contributor by ensuring the success and sustainability
of the tuck-shop.
Context of Learning: Smoothy making
for the Summer Fete
Inspired by research into Jamaica, the
learners instigated a smoothie making
enterprise project. The learnt about banana
production, Fair Trade and conducted
customer trials to test flavour combinations
– including an online poll.
Numeracy skills were applied to analyse
and compare financial options and
understanding profit and loss.
They researched the power of marketing
and popular brands and members of the
local business community supported the
children with their enterprise.
From the learner’s written
evaluation it was clear they have
thought about costs and profit
margins. Their assessment also
explained how they could have
improved on what they did. The
learner expressed a strong
desire to use the experience to
develop another Enterprise
activity in the future.
To hook our customers and decide
upon popular flavour combinations
we trialled our products. The online
poll on our class blog was really
exciting to watch. Although, I wasn’t
surprised with the results. We then
applied our maths skills to work out
quantities and costs.
Through exploring a variety enterprise activities,
the learner developed a deeper understanding of
marketing strategies, Fair Trade and aspects of
finance management.
The learner benefited from the experience and
expertise of local business help. Through
questioning and discussion they showed their
ability to select and adapt information that they
could use and did use in their own enterprise
project.
Buying the least expensive isn’t
always the most economical. In
the measuring and ordering of new
carpeting task, I chose the
expensive carpet because it was
better quality and would last longer
than the cheaper ones. I was able
to present my argument about
good choices when spending
money.
Setting up a taste experiment
showed me where we could save
money by buying generic brands.
My parents were surprised when
they tried it too.
By investigating brands and
generic items, the learner
demonstrated how they can
question financial decisions and
choices, and research
alternatives.
The learner enjoyed involving
their parents in this topical
discussion too and showed an
awareness of the different ways
to pay for goods, and the power
of advertising.
The learner’s interest in the
subject actively steered the
learning into further classwork
on advertising, fair trade and
transportation of commodities.
I found it quite surprising how many hidden
costs there are when setting up a business,
even a small school one. In my team we had
to think of all the costs including the petrol
needed to buy our supplies. We had to think
very carefully about the profit margins.
A One World visitor told us about the different
journeys around the world that some goods
travel, and how little money the growers get. I
thought that was very unfair.