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History


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

A year 10 class was divided into small groups. Each group received six 'problem cards' relating to particular issues of economic history. One example used the economic problems faced by planters during the Ulster plantation; another referred to the early settlers in the American colonies; a third related to hyper-inflation in the twentieth century. The cards were placed face down. Each group member chose a card in turn and read out its content until all the cards were face up. Six 'explanation' cards were then provided. A group member chose one of the cards and read out the explanation. The group had to agree which issue the explanation matched. The group debated the conclusions until all were in agreement. Subsequent class discussion investigated more closely the decisions and the economic circumstances described. Students completed the task by drafting a personal summary. The students gained economic understanding through this active involvement and debate.

Case study 2

Year 11 students followed a local industry trail that focused on surviving examples of eighteenth- and nineteenth-century enterprises and areas of economic investment. In this example the theme was the canal age. The trail included visits to a canal museum and a city locks and docks complex, with examination of canal boats and the chance to manoeuvre one through locks. Another example saw students follow an industry trail that compared a group of industrial mills. In both examples, sketches and digital records supported further research into form and function, work conditions and past management of the facilities. The research both pre-dated and post-dated the visit, looking at local economic conditions, topography and identifying a rationale for industrial development in that particular location, at that time, and how it linked to national economic trends. Students created informative displays of their conclusions and produced booklets showing how these sites were typical of historical industrial development. Students developed communication and presentation skills and focused on the importance of new technology in historic economic life.

Case study 3

A history project undertaken by year 11 students focused on the impact of national change in a local context. Students focused on the themes of transport and retail business, out of the many aspects of economic activity on offer. The students were challenged to produce a 30-minute radio programme describing thematic change from the 1930s onwards. Three periods were covered: pre-1939, 1939-45 and 1950-70. Students collected information individually or in small groups, some of which involved tape-recording reminiscences from appropriate interviewees. To assist them, standard questionnaires were developed covering such themes as greatest areas of change, most memorable or regrettable change, benefits and disadvantages. Reminiscences gathered required collation and editing into a final version. The possibility exists of developing a range of programmes looking at a number of contemporary historical themes through annual year-group contributions. Through creativity and teamwork in this project, students developed skills of historical research, analysis and synthesis as well as communication and problem-solving.

Case study 4

Students were challenged to produce a town trail. Initial research by the students identified what already existed and where there were gaps in the market. For example, one team investigated business and manufacture, another team looked at buildings, place names and street patterns. Initial ‘mind mapping’ defined the required product. There were different outcomes from the project. Some groups produced a guidebook; others produced a tape/slide presentation, a video and a display. Groups described their work in a final presentation before teachers and parents. A ‘business group’ was also set up to produce an outline business plan to bid for local sponsorship. This covered production costs, pricing and contained a marketing plan. The project was expanded by designing and producing the guidebook in school. The provision of guided tours by students was also a business opportunity under consideration. From all this activity students gained experience of production, pricing and promotion.

Case study 5

Year 10 GCSE students discussed nineteenth-century social and economic changes in a northern city where there were opportunities to examine the motivation, success and failure of Victorian entrepreneurs, with easy access to good original primary and secondary sources. Students undertook original research in an end-of-year project. Teacher guidelines suggested particular local industrialists in the nineteenth-century city, along with supporting sources. Another aim was to relate period business methods and attitudes with those of today. First, the whole class developed a checklist through discussion, of qualities and skills which they felt were characteristic of famous modern entrepreneurs. Subsequently they were asked in their project to make comparisons between periods and identify precisely ‘how things have changed’ for entrepreneurs in what they could do and how they operated. Students gained understanding of the way in which entrepreneurs work, how attitudes to entrepreneurship had changed over time and how limits have been imposed upon entrepreneurial activity for social and ethical reasons.

Case study 6

Three schools joined forces to devise a special event to commemorate the Normandy landings of 1944. Their main aim was to examine the pressures and rapid decision making that commanders faced both before and after 6 June. Students examined documentary evidence from the period and were divided into different groups to examine events on different landing beaches. Each group focused on similar questions: how easy or hard the landing was and what happened afterwards. They reported back in a presentation session, identifying key decisions made in their sector and how problems were resolved. Following further independent research, a debate was held on how risky the enterprise had been; what could have led to delay or cancellation and what would have happened if crucial elements such as weather conditions and German intelligence had differed. Students gained a new appreciation of pressures facing decision makers and the importance of leadership, of flexibility, determination, improvisation and self-confidence under pressure.

Case study 7

Students planned, designed and ran a special history event for younger students in year 9 considering their GCSE options. The aim was to ‘sell’ the subject. Small teams selected exciting syllabus themes for a school ‘sales session’ and considered different ways of doing the presentation – display, video, role play – for the history stall. The local museum was invited into school to mount a display. One group specifically chose the theme of why history is relevant today, selecting syllabus topics relating to the world of work, economics and business, eg the depression, saving and spending, music and the media. The class produced a publicity brochure for the event as well as handouts for their presentations. Questionnaires were distributed to find out students’ views on studying history and whether they would be choosing it. They also collected information on why students would not be choosing it and from this wrote a short report for their teachers - the first piece of market information they had ever received! In working with younger children the students showed sensitivity towards the customer, self-confidence and sales skills.

Case study 8

The teacher described the concept of barter, giving historical examples. The class were asked to plan services for two markedly different enterprises, eg guided tours of a local haunted house in comparison with an historical costume hire service. Half the class ‘managed’ each enterprise. First, they identified their team's resources (skills, knowledge, equipment, personal talents) especially the surplus resources they might not need. Equally, they identified the resources that they lacked. The teacher set a time limit and ground rules and the teams bartered their recorded surpluses. They then considered who had gained most and why, noting what their companies still required. Team representatives reported on the outcomes and their experiences. When time allowed, the class used the role play board game ‘Diplomacy’ to extend concepts of barter and negotiation skills in an historical context. Students learned skills in teamwork, negotiation, planning and communication.