Making a Difference

Business and Enterprise (Ages 11-14)
“Miriam’s Vision” Business & Enterprise
Making a Difference

Miriam's Vision B&E Guidance

Miriam’s Vision is about building an inclusive, non-violent society, respecting fundamental rights. This cannot be over-emphasised to students, whenever the opportunity arises.
 

Practicalities

The Miriam's Vision Business & Enterprise Module consists of a set of lesson plans in the form of guided instructions. Resources (electronic and otherwise) are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. You have everything you need on this website to deliver Miriam's Vision in your classroom.
 

The Miriam’s Vision Business & Enterprise Scheme of Work may be preceded by the Miriam’s Vision Art and Dance modules in order to provide crafts and displays in support of the fundraising outcome for this Business & Enterprise module.

The focus of the module is Making a Difference. It is about raising awareness of need on a global level and engaging in altruistic activities that make an impact in the real world, in this case making the link between the Miriam Hyman Children’s Eye Care Centre in Odisha and Miriam’s Vision of a more inclusive society. Altruism is the ability and willingness to help others. By planning and organising a fundraising event and reflecting on it, students will experience altruism first hand and in doing so develop some of the qualities it embodies; empathy, generosity and cooperation.

We have provided resources to support your Enterprise venture, for you to adapt to your students and setting. Learning about Business and developing Enterprise skills, students will not only understand the role of charities in supporting altruistic activities that make an impact in the real world, but also see how they themselves can make a difference to others by organising an event to raise funds for the Miriam Hyman Children’s Eye Care Centre in Odisha, India and its Outreach Programme (www.miriam-hyman.com).

Donating to this particular cause is obviously closely related to the other elements of the Miriam’s Vision collection of resources, by the same token, any form of fund-raising activity may replace the model suggested here.  However, the materials can be adapted to support any chosen cause.  As long as the students are having an altruistic impact on the real world, we are happy for these materials to be used as widely as possible.  Any cause you choose to donate to, irrespective of the fund-raising method, will appreciate your students’ support.

The satisfaction derived from contributing to altruistic acts can foster good self-esteem and a sense of purpose and belonging.

Sessions will vary in length according to how much students make rather than source for their event and you may, as a result, require more than six sessions. Do feel free to adapt to meet the exact needs of your students. Beyond the suggestion of working in mixed ability groups there is no specific differentiation in this module.  However, as students begin by assessing their own skill level and setting their own development targets, the structure of the module lends itself to personalised learning.

There is no fixed model for the fundraising event.  Ideally the module would be delivered to all the classes in a year group.  We also strongly suggest extending this module across more than one year group to create a collective context and extend the scale of the fundraising Enterprise event.  It could be run by all the 11 to 14-year-old classes if you choose.  One year group could be responsible for products, another for services and the third for the organisation of the event.

Consider inviting the community and local businesses and services to your event.  Be explicit with the students; this can create and improve relationships and perhaps useful opportunities in the future, and increase a sense of community and mutual support.

Secondary themes of social cohesion and responsible citizenship have been included; developing “tolerance” and “understanding” through an appreciation of the different cultures and religions that make up our communities can also be incorporated into this module as part of the product research, design and development process. Students can explore their own cultural heritage to compliment the Indian colours, flavours and traditions of Odisha.

Please allow 10 minutes at the end of the session for students to complete the Student Survey. Please collect the surveys at the end and submit them to the MHMT. If you are participating in our Evaluation & Impact Study this is vital. Thank you.

Module Outline

Task

Focus

Activity

Session 1

Miriam’s Vision

Understanding altruism

 

Miriam’s Story

Introductory PPT

 

Session 2

Identifying skills

Business & Enterprise skills assessment

Fundraiser project ideas

Session 3

Being Enterprising

Applying skills to brainstormed ideas

Designing a market research survey

Session 4

Developing awareness of the needs of others on a global level

Product planning  

Decision making

Goal setting

Session 5

Product Development

Creating products and sourcing services to sell

Session 6

Event Planning and Organisation

Advertising and promotion

Running the fair

Session 7

Evaluating Success

Making a Difference

Personal reflection

Activity write-up


Each session designed to be delivered in a lesson slot of approximately an hour, except where students are creating their products / rehearsing their performances and promoting and running the actual event.

Citizenship National Curriculum KS3 (England)

The following from the curriculum is covered:

Purpose of study
A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society.

Aims

  • To develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
  • To equip students with the financial skills to enable them to manage their money on a day-to-day basis as well as to plan for future financial needs.


Subject content

  • “…the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities (including opportunities to participate in school-based activities)”
  • “…the functions and uses of money, the importance of personal budgeting, money management and a range of financial products and services”

PSHE Association guidelines

“PSHE education is a non-statutory subject. However, in order to fulfil its duties relating to SMSC, behaviour and safety, and to provide a broad and balanced curriculum which meets pupils’ needs and prepares them for the challenges and opportunities of adult life, a school’s best approach is to ensure that a comprehensive programme of PSHE education is in place.
“The benefits to pupils of such an approach are numerous as PSHE prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.”

Enterprise

“There is no universally accepted definition of Enterprise learning. It is often mistakenly regarded as being synonymous with the development of entrepreneurial skills, but an important distinction needs to be made between the two. Entrepreneurship is about starting up businesses, particularly involving risk. Entrepreneurs need to be enterprising to succeed and survive. However, only a relatively small proportion of the working population will become entrepreneurs, while all adults need to be enterprising both in their work and in their personal lives. Businesses need employees who are innovative in their approach to solving problems, can cope with uncertainty and change, communicate well and are able to work effectively in teams. The development of these skills in young people is therefore an essential part of the preparation for adult life.” (Ofsted: Learning to be Enterprising)

PSHE: Economic wellbeing and financial capability

Key Concepts

1.2 Capability
a. Exploring what it means to be enterprising.

1.4 Economic understanding

a) Understanding the economic and business environment.

Key processes

2.1 Self-development

a) develop and maintain their self-esteem and envisage a positive future for themselves in work

b) assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise

2.3 Enterprise
a) Identify the main qualities and skills needed to enter and thrive in the working world

c) Assess undertake, and manage risk

f) Develop approaches to working with others, problem-solving and action planning

h) Develop and apply skills and qualities for enterprise
i) Demonstrate and apply understanding of economic ideas

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