Enterprise in Education Teaching Practices –
Supporting curriculum areas and subjects (cover page)
Determined to Succeed mentions explicitly the four strands that comprise Enterprise in Education;
1. Enterprising teaching and learning with employer engagement
2. Entrepreneurial learning
3. Work-based and related vocational learning
4. Appropriately focused career information, advice and guidance
The Learning and Teaching Scotland 2005 publication "Excellence Through Enterprise" sought to clarify,
under the 4 Capacities of a Curriculum for Excellence, the skills, knowledge and attributes that learners could
develop through each of the 4 Strands of Enterprise in Education.
(http://www.ltscotland.org.uk/enterpriseineducation/about/publications/nationaldocs/excellencethroughenterpris
e.asp )
“Building the Curriculum 1: Progress and Proposals”, which was published in March 2006, outlines some of
the main features of the new curriculum. It defines the scope of the curriculum as extending beyond subjects to
include:
 the ethos and life of the school as a community
 curriculum areas and subjects
 interdisciplinary projects and studies
 opportunities for wider achievement.
On reflection, it was considered helpful to begin to illustrate for teachers, the associated practices of an
enterprising teaching and learning pedagogy they might wish to develop in order to enable their pupils to
achieve the skills, knowledge and attributes of Enterprise in Education through each of these aspects of the
curriculum.
This two-part, self-evaluation tool, focusing on learning through curriculum areas and subjects, was
developed to enable teachers to:
 Carry out an initial review of how they perceive their teaching reflects the four strands of
Enterprise in Education.
 Review their teaching in terms of the associated practices that enable Enterprise in
Education to flourish through their classroom teaching.
After completing Sheet 2, teachers can also reflect on how the associated practices support development of the
4 capacities of a Curriculum for Excellence.
After completing the exercise, teachers are asked to consider developing some of the associated practices that
they are not currently embracing over the coming term/year.
Enterprise in Education Teaching Practices – Supporting curriculum areas and subjects
“So, Determined to Succeed is not about teaching enterprise as a subject, per se; rather teachers deliver their
subject lessons in an enterprising way that contextualises learning, that involves employers, wherever possible,
and makes learning relevant in the context of the world of work and today’s global environment.”
Determined to Succeed Three Years On, Scottish Executive 2007
Determined to Succeed details 4 main strands of entitlement for young people within enterprise in education;
1.
Enterprising teaching and learning
Develop enterprising attitudes and skills through learning and teaching across the whole curriculum
2. Entrepreneurial learning
Participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and in which success
is the result of “hands on” participation.
3. Work-based and related vocational learning
Experience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self
employment.
4. Appropriately focused career information, advice and guidance
Enjoy appropriately focused career education.
Determined to Succeed - A Review of Enterprise in Education, Scottish Executive 2002
Reading the above statements review how your teaching is impacting on the 4 main strands of entitlement for young
people? An example is given in the box. Give yourself a score 1 – 6 (1 = low) and insert it in the appropriate box.
Strand
1. 1.Enterprising teaching and learning
Develop enterprising attitudes and skills
through learning and teaching across
the whole curriculum
2.
2. Entrepreneurial learning
Teaching Focus
e.g. I contextualise the learning to the world of work, involve employers, where appropriate, and
make connections with other areas in the school.
e.g. In my lessons I challenge my pupils to come up with original ideas and act on them.
3. Participate fully in enterprise activities,
including those which are explicitly
entrepreneurial in nature and in which
success is the result of “hands on”
participation.
4.
5.
1.
2.
3. Work-based and related vocational
learning
Experience and develop understanding
of the world of work in all its diversity,
including entrepreneurial activity and
self employment.
e.g. Through my teaching, pupils have the opportunity to experience technology in a work-based or
related environment and understand the relevance of its use to society.
4. Appropriately focused career
information, advice and guidance
Enjoy appropriately focused career
education.
e.g. I involve people from the world of work to support areas of my classroom teaching and expose
pupils to the range of opportunities available to them.
*Following the initial review process, continue on the next sheet to evaluate your Associated Practices.*
Self Evaluation and Development of Strands and Associated Practices
Determined to Succeed details 4 main strands of entitlement for young people within enterprise in education:
1.
Enterprising teaching and learning
Develop enterprising attitudes and skills through learning and teaching across the whole curriculum
2. Entrepreneurial learning
Participate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and in which success
is the result of “hands on” participation.
3. Work-based and related vocational learning
Experience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self
employment.
4. Appropriately focused career information, advice and guidance
Enjoy appropriately focused career education.
Determined to Succeed - A Review of Enterprise in Education, Scottish Executive 2002
Below, under each of these 4 strands, there are suggested associated practices for teachers to consider and reflect on
when planning or evaluating their teaching, learning and assessment activities
(On the left, self -score your Associated Practices from 1 to 6 ( 1 = low). The red letters on the right are the Curriculum for Excellence capacities).
1. Enterprising teaching and learning
a.
b.
c.
d.
e.
f.
g.
h.
I encourage my pupils to develop a “can do – will do”, “be all you can be” attitude.
EC
I help my pupils to reflect on their learning and make relevant connections with other subject areas and
the world of work ( with the help of employers, wherever possible)
EC/SL
My pupils use experiences in enterprise to reflect on other learning and skills development
SL
My pupils recognise the benefits of working independently, being self motivated and accepting setbacks as learning
experiences.
CI/SL
My classroom practice enables my pupils to be creative, flexible and resourceful in managing change.
SL
CI/ EC
I empower my pupils to take imaginative and informed approaches to problem solving involving calculated risks.CI
I offer my pupils the opportunity to take the initiative and lead when the opportunity arises.
EC/CI
I support my pupils to take responsibility for and accept the consequence of their actions.
CI/RC
2. Entrepreneurial learning
a.
b.
c.
I actively encourage my pupils to engage in school and community life in a positive manner to the benefit of the
school and the wider community.
CI/EC
Through my classroom teaching I engage my pupils in challenging experiential entrepreneurial projects which will
allow them to generate and act on original ideas.
EC
My classroom practices seek to develop an understanding of the key business functions and roles; and the skills of
planning, influencing, negotiating, decision making, risk management and teamwork.
EC/CI
3. Work-based and related vocational learning
a.
b.
c.
d.
Through my teaching and working with employers I aim to create in my pupils an understanding and appreciation of
the world of work, the value of different occupations including entrepreneurship, and their contributions to the
economy and society.
RC/EC
When the opportunity arises I seek to develop in my pupils a knowledge and understanding of personal finance,
wealth creation and wealth distribution both nationally and globally.
RC/EC
My pupils can reflect on the roles, rights and responsibilities of individuals as employees, managers, employers,
entrepreneurs, investors, customers and global citizens.
RC
I endeavour to raise awareness in my pupils of recognising the positive and negative contributions of technology
and business in society.
RC
4. Appropriately focused career information, advice and guidance
a.
b.
c.
I endeavour to raise my pupils awareness of the opportunities at transitions throughout life through encouraging
them to be ambitious and make connections between past, present and future experiences.
RC/EC
Through my classroom teaching I enable my pupils to be self aware and to reflect on their particular strengths,
developmental needs, interests and aspirations.
CI/SL
My classroom practice I offer my pupils the experience of engaging with a wide range of people in society at a
local, national and global level.
CI/RC/EC
From your self-evaluation, highlight the associated practices that you will seek to develop over a time period.