Session 7: Evaluating success

Business and Enterprise (Ages 11-14)
Session 7: Evaluating success
Focus: 
  • Evaluating success
  • “Making a Difference”
Key Message: 

Maximising our potential in order to maximise the difference that can be made to others

Objectives: 
  • To evaluate the success of the fundraising event in financial terms
  • To reflect on the Business & Enterprise skills developed
  • To reflect on the potential of the individual to have a positive impact on others, including their personal, local, national and global communities.
Outcomes: 
  • Students will evaluate the success of the fundraising event in terms of funds raised for the Miriam Hyman Children’s Eye Care Centre in Bhubaneswar, India
  • Students reflect on the Business & Enterprise skills they have developed through participation
  • Students identify altruistic activities that interest them
  • Students enhance sense of self-esteem, purpose and belonging
Links to National Curriculum: 
  • To develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that [students] 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

 

Links to the PHSE non statutory curriculum

  • Students will reflect on their experience of working with others, problem-solving and action planning in a real Business & Enterprise context
  • Students will develop and maintain self-esteem and envisage a positive future in the workplace.
Plan: 

Starter

  • Share the financial costs and profits from the fair and calculate the total funds raised for the charity
  • Remind students of the charity being supported: the Miriam Hyman Memorial Trust, specifically Miriam Hyman Children’s Eye Care Centre in Odisha, India and its Outreach Programme.
  • Replay Miriam's Story video 4 of 4 (1.5 minutes).

Activity 1

  • Students reflect on the whole process of planning, organising and promoting the event and researching and creating their cultural products; identifying what they liked/did best and where they felt they could improve if the task were repeated
  • Ask students about any times when they disagreed with each other and how they overcame that conflict
  • Using fresh copies of MV B&E Resource 2.2 Student skills repeat the skills activity from session 1
  • Hand out copies of MV B&E Resource 2.2 Student skills completed previously so that students can compare their reflections now to the original responses recorded in Session 1. Students consider:
    • Which skills have they developed?
    • Which skills still require more work?
    • Where there any changes in skills that surprise them?

Activity 2

  • Students write a report explaining the processes necessary to run the event, so that this type of altruistic activity could be easily replicated.
  • Include information on how the group worked together and overcame any conflict.
  • Include a conclusion that demonstrates key Business & Enterprise skills learned.

Plenary

  • Display MV B&E Resource 7.1 Opinion Spectrum and encourage students to stand along a line in terms of rating how well they think they worked – firstly their group’s opinion and then their own personal opinion
  • Discuss any changes between the group and individual responses
  • Consider presenting a school assembly to share how the event went, how much money was raised, what it will be used for and what students learned. N.B. Inviting any visitors or parent helpers as a thank you for their support would solidify links made in the event.
  • IT link: Consider creating a multi-media report for your school’s website.

N.B. Students could write to MHMT info@miriamsvision.org to inform the charity of the results of their fundraising event.  Donation can be made directly via www.miriam-hyman.com

Module plenary / Homework

Students list other altruistic activities and causes that they are interested in that help “Make a Difference”.  They could write / record a reflection on the links between Miriam’s story and their learning in this module:  “How can I help to make Miriam’s Vision of a safer, more inclusive society a reality?” (By using the resources available to me to help others, by responding to the needs of others, by working cooperatively, by participating in my personal, local, national and global communities, etc.)