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Science


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

Students worked in teams to plan, design and run a science open day, which was attended by parents, staff, students and other guests. From a menu of curriculum-focused possibilities, each team selected a topic from which they created an exhibit for the event. The exhibits were designed to explain and demonstrate the selected scientific topic. Teams decided how to present their topic, eg by producing posters, information cards, experiments, photographs and illustrations. The whole group produced a publicity brochure for the event, with each team providing a promotional summary about their exhibit. The group decided whether admission to the event was free or whether to charge for entry. Each team was responsible for their exhibition stand, and for meeting the visitors and answering questions. Students demonstrated creativity, initiative and decision-making skills, developed their self-confidence and their ability to promote ideas to others.

Case study 2

Year 10 students learning about conditions for growth of living organisms identified a range of plants that could be grown in the school greenhouse and grounds. A budget was provided for students to purchase seeds, cuttings, pots, compost and other materials from local shops or garden centres. They kept records of their expenditure. The students set up the plants for growth in appropriate conditions. They undertook regular monitoring of temperature, and recorded information about the composition of compost or other growth media used. Through further research they identified the physiological function of different ‘ingredients’ where possible. The students set up and ran ‘stalls’ at the school open day, where plants and produce were offered for sale. Students kept a record of income and expenditure, and aimed to use any profits to fund further projects. Students developed awareness of budgeting, costs and price, and demonstrated initiative, confidence and perseverance.

Case study 3

Students in key stage 4 studying waveforms and light designed and set up decorative lighting for display stands in the school entrance hall. Students carried out background research, looking at how lighting was used in shops for example, and studying catalogues and magazines. A representative from a company producing fibre optic lighting systems visited the school to give a demonstration and talk to the students. He provided some fibre optic cables and equipment for the project. Working in teams, the students designed and set up lighting systems using a range of different types of lights, including fibre optics and mirrors, aiming to achieve attractive effects. The students wrote a report, giving scientific explanations for the effects achieved in terms of reflection and refraction of light. Students showed initiative and demonstrated creativity and teamwork skills. They also developed awareness of aspects of marketing, through developing their eye-catching displays.

Case study 4

Students were given an important role in the creation of a school pond, as part of a project to improve the school environment. Working in groups, students first carried out background research about ponds and pond life. They were helped by a representative from a local park and gardens, with responsibility for the maintenance of ornamental ponds. The students were provided with budget information and, using catalogues and visiting shops and garden centres, they discussed and agreed a range of plant and animal life, within budget, for the pond. Students were involved in the purchase of selected items and in stocking the pond. In order to create this as an environmental feature, the students produced information notices, with photographs, about the biology of the pond, and the living things it contained. The students demonstrated environmental awareness, initiative, decision making, and learned about the need to keep to a budget.

Case study 5

In an investigation into energy and costs, GCSE science students surveyed the use of electricity by the school. A discussion, with contributions from the site manager of a local further education college, highlighted key elements. Working in teams, students carried out a survey of the school buildings to gain as complete a picture as possible. Students used pre-prepared questions to consult relevant school staff such as the caretaker and technician staff. Some information about electricity costs for the school was made available. A representative from the electricity supply company also visited the group to discuss the use of electricity in large buildings such as schools. Students carried out research into energy conservation, and as part of the survey, recorded areas where savings might be made. This information was written up in a report which both suggested actions to reduce electricity consumption in the school and explained the scientific reasoning for them. Students showed initiative, confidence and perseverance and developed awareness of costs and budgeting.

Case study 6

Linked to work on nutrition and taste, year 10 science students set up an orange drinks counter in the school cafeteria, having first investigated which drinks to offer. Students collected a range of orange drinks including freshly squeezed and concentrated. Working in teams, they recorded details of each drink (eg price, ingredients, additives, shelf life and storage). Teams researched their drink and compiled reports, giving scientific explanations where possible for its composition. A representative from the local supermarket provided advice. Students organised a tasting survey where others identified their favourite drink, and stated how much they would pay. Results were analysed, and students agreed the best selection of drinks to offer, taking account of cost, storage and market appeal. They also agreed sale prices. Students participated in a rota to run the sales counter, and records were kept of income and expenditure. Students learned about market research, product choice, cost and price.

Case study 7

As part of a school fund-raising event, GCSE science students designed and produced fun items for one of the stalls. Working in teams, they were challenged to test their knowledge of circuits and use a range of components to produce an electrical puzzle or game where a lamp, bell or buzzer indicated success or failure of the participant. The groups generated ideas, produced circuit diagrams, tested and evaluated their ideas before choosing their design. Students demonstrated their solution to the whole group, who provided feedback, suggesting modifications or improvements. The space, available at the event, determined how many designs were selected. Students agreed a price to charge customers on the day, and took responsibility for staffing and running the stall. They kept records of income, and also monitored the popularity and success of the different designs. Students demonstrated creativity, teamwork and confidence, and developed some ‘customer’ awareness and financial skills.

Case study 8

Year 10 science students contributed to a review of the school’s approach to health and safety in science. Working in teams, students took responsibility for different sections of a new student-friendly health and safety booklet for the school. The students studied and researched the documents and materials and produced their own explanations of hazard warning signs, lists of rules and procedures for laboratories, with the aim of communicating important information clearly to students of all ages. The safety officer from a chemical factory and a fire officer visited the school to take part in discussion sessions. Students collated their ideas in an illustrated booklet. The health and safety content was thoroughly checked for accuracy by staff. Students also prepared a presentation based on the booklet, and selected representatives to present this to year 7 students. Students developed awareness of health and safety issues, learned to take responsibility, show confidence and initiative, and used their communication skills.