Curriculum for Excellence Unpacking Outcomes Course Ideas

CfE – Unpacking Outcomes Teach transferable skills! Context for Learning: PERSONAL FINANCE – MY LIFE JOURNEY SOC 325S, TCH 310D, TCH 321K, MNU 312K, MNU 313K, MNU 325X (Progression to Business Finance – Start-ups) (Potential for Cross-curricular activity between Business, Mathematics and Home Economics) Experiences and outcomes: Aspects which require to be planned and reinforced across the curriculum Challenge & enjoyment, Breadth, Depth, Progression, Personalisation & choice, Numeracy, Enterprise, creativity, successful learners, confident individuals, responsible citizens, effective contributors Content: Finance – students are given a set budget and are then introduced to problems they face each week. They must manage their finances and not go broke!  Each week represents a milestone in their life. Eg week one if Leaving school. Week two is Student Days. Week three = My First Job. Week Four = Buying My First Home, etc. Key Personal Finance Terms Key Banking terms Introduction to Budgeting Preparing and analysing Cash Budgets Comparing products offered by banks and other sources of finance      Learning & Teaching Approaches:  Co-operative learning – students work in teams to solve problems  All resources online (a paperless unit)  Materials to be saved on network as HTML and Teacher instructions via PowerPoint  Homework to be issued via email and/or on blogs  Using ICT to research and compare different products  Group presentation at end of unit relaying findings Skills development  Comparing and contrasting to draw valid conclusions  Exploring different types of evidence  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Evaluating products, systems and services  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 2 Context for Learning: Experiences and outcomes: BUSINESS FINANCE: START-UPS SOC 441R, SOC 442R, SOC 444S, MNU 410K, MNU 411K (Potential cross-curricular projects with Maths, Home Economics) Aspects which require to be planned and reinforced across the curriculum Challenge & enjoyment, Breadth, Depth, Personalisation & choice, Numeracy, Enterprise, creativity, successful learners, confident individuals, responsible citizens, effective contributors Content: Finance – students investigate different sources of finance for organisations.  Types of Business Ownership  Sources of Finance  Trial Balance  Trading, Profit and Loss Account  Balance Sheet  Ratio Analysis  Tax, Income and Expenditure Learning & Teaching Approaches:  Co-operative learning – students work in teams to solve problems  All resources online (a paperless unit)  Materials to be saved on network as HTML and Teacher instructions via PowerPoint  Homework to be issued via email and/or on blogs  Using ICT to research and compare different products  Group presentation at end of unit relaying findings  Use of videos/DVDs (Dragons Den for example) Skills development  Comparing and contrasting to draw valid conclusions  Exploring different types of evidence  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Evaluating products, systems and services  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 3 Context for Learning: MARKETING AND BUSINESS ETHICS SOC 323R, TCH 310D (Progression to Business Enterprise) Experiences and outcomes: Aspects which require to be planned and reinforced across the curriculum Challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence, relevance, literacy, citizenship, creativity, successful learners, confident individuals, responsible citizens, effective contributors Content: Students introduced to Marketing. Students create a product/service and undertake a series of mini-projects that combined will create a Business Plan. At this stage product/service is theoretical.      The Marketing Concept The Marketing Mix Market Segmentation Market Research Business Ethics Learning & Teaching Approaches:  Co-operative learning  Use of ICT  Internet Research  Case Studies  Guest Speaker  Educational Visit  Podcasting to create adverts/jingles for advertising Skills development  Comparing and contrasting to draw valid conclusions  Exploring different types of evidence  Creativity and innovation  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Evaluating products, systems and services  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 4 Context for Learning: The IMPACT of GLOBALISATION and MULTINATIONALS SOC 321Q, SOC 324R (Opportunity for cross-curricular activity between Business, Geography and Modern Studies) Experiences and outcomes: Aspects which require to be planned and reinforced across the curriculum Challenge and enjoyment, breadth, progression, depth, relevance, literacy, numeracy, citizenship, creativity, successful learners, confident individuals, responsible citizens, effective contributors Content: Students to learn about the effect Multinationals have on the world economy. Theory based to start, culminating in a project on a selected Multinational and its impact on a developing nation. Eg Shell’s activities in Nigeria.        What is Globalisation? How has the world shrunk? Global drivers (Technology, advertising etc) Multinationals – what they are and how they affect developing nations The Big Mac Index – Economist Magazine’s poverty indicator The Local, National and International Economy International Trade Location Decisions Barriers to Trade Learning & Teaching Approaches:  Co-operative learning in small groups, but one member changes every week  Students to publish weekly findings on blog  Case Studies  DVDs of Multinationals (Walmart – the High Cost of Low Price)  Internet Research Skills development  Comparing and contrasting to draw valid conclusions  Skills in using tools, equipment, software and materials  Creativity and innovation  Exploring different types of evidence  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Evaluating products, systems and services  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 5 Context for Learning: Experiences and outcomes: BUSINESS ENTERPRISE SOC 441R, SOC 443R, SOC 446T, SOC 444S (Progression from Marketing & Business Ethics) (Potential for Cross Curricular activity between Business, Art and Technical) Aspects which require to be planned and reinforced across the curriculum Challenge and enjoyment, Personalisation & choice, coherence, relevance, numeracy, enterprise, creativity, successful learners, confident individuals, responsible citizens, effective contributors Content: Students to create and form their own Mini Enterprise company. The practical nature of the unit will be integrated with relevant theory. End of unit competition a la Dragons Den, whereby Mini Enterprise companies will be judged on their finances, product/service and how they worked together.      PESTEC Analysis (External Factors affecting a business) Types of Organisation Influence and interest of Stakeholders Working Practices Sources of Finance Learning & Teaching Approaches:  All materials online  Co-operative learning – students in small companies where they are all tied into each other to be successful  Homework – pupils keep a blog of their experiences, offering reflection and selfevaluation (answering a Q&A devised by teachers)  Register students and play Sport4Life.biz simulation game  Guest speakers  Researching the Internet  Motivation created by competition  Group presentation to Dragons Skills development  Comparing and contrasting to draw valid conclusions  Creativity and innovation  Exploring different types of evidence  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Evaluating products, systems and services  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 6 Context for Learning: Experiences and outcomes: RECRUITMENT and SELECTION SOC 445T (Potential for cross curricular activity between Business and PSE) Aspects which require to be planned and reinforced across the curriculum Challenge and enjoyment, personalisation & choice, coherence, relevance, successful learners, confident individuals, responsible citizens, effective contributors Content: Students undergo the process of researching and applying for jobs, then going through the recruitment and selection process        Careers – What do you want to do when you “grow up”? Investigate entry requirements, Job Descriptions & Person Specifications How to write a CV & Cover Letter Application Forms The Leet Testing – Psychometric, aptitude, and IQ Interview Panel Evaluating the Process Learning & Teaching Approaches:  All materials online  DVD and Video on Recruitment process  Role play  Students to write, edit and film examples of Good Interviews and Bad Interviews  Groupwork as interview panel  Web resources (Prospects.ac.uk) Skills development  Skills in using tools, equipment, software and materials  Exploring different types of evidence  Development of curiosity and problem solving skills and capacity to take initiatives  Interacting with others and developing awareness of self and others  Developing the capacity for critical thinking through accessing analysing and using information from a wide variety of sources  Discussion and debate  Developing reasoned and justified points of view  Presentation skills CfE – Unpacking Outcomes Created by Marcus McGowan – Hamilton Grammar 17/03/2009 7