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Manufacturing


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

It was arranged by the local education business partnership for a class of year 11 students to visit local manufacturing companies to find out how products are made and delivered to the market place. Beforehand, groups of four or five students worked together to produce sets of questions to use on their visits. Each group then visited a company where each student was assigned to a different department, for example research and development, production, finance, sales. A contact person was on hand throughout the visit. At the end of the visit the group pooled its information so that everyone could write their report. The students illustrated their reports with charts, diagrams and images. The groups then made presentations to the rest of the class on what they had found out from their company. Summary information was added to the class database of local manufacturing companies. The students had to use enterprise skills such as research, team work, key skills and take an interest in the role of business and its responsibilities.

Case study 2

A group of GCSE manufacturing students decided to participate in a Young Enterprise Club which was held after school. The group considered many ideas about what to produce before deciding on Christmas decorations. They did preparatory work to plan the production schedule. Minutes were taken at team meetings to show how tasks were allocated, progress recorded, problems dealt with and improvements made. The products were sold at an Enterprise Fair, organised by the education business partnership, which took place on a Saturday morning in the local town market place. Final accounts showed that the group made a small profit which they donated to charity. During the project, each student kept a diary of observations on their participation in the project and how it went. These were illustrated with photos. The students, at first hand, found out how to organise a business, operate in the market place and how to take decisions and consider their implications for a business.

Case study 3

Three companies answered a school’s appeal for business partners to work with its students. Two companies visited the school to answer questions about their work and to show a video which outlined current job opportunities. One firm invited students to visit them. All agreed to offer several students work experience placements. During their time with the companies, the students benefited from using their vocational skills in an exciting, real-life context. Three manufacturing students solved a packaging problem for one of the companies by using lateral thinking. Four students helped to design a better product for another company – a rotating machine that sorted different-sized peanuts for bird food. Later these students were given the opportunity to organise two industry days for year 9 students. They contacted and invited employers, planned the programme and organised the student groups. This developed their high-level communication, planning, management and problem-solving skills. They gained strong evidence of their key skills and enterprise skills for their Progress File and further developed their understanding of business and the world of work.

Case study 4

A school in the Midlands had a link with a technical school in Germany. It was arranged for a group of German students to visit the school and local companies in the region. Three year 11 students from the GCSE manufacturing group were asked to make a presentation to the German students about the company in which they did their work experience. While German students were reasonably competent in English, the students were asked to keep the presentation clear and simple. They were expected to produce handouts for the group and appropriate visual aids. The students were able to use company reports and brochures, sales figures, organisation charts, illustrations of the product range, production layout, and health and safety material. They also contacted and arranged for the company’s personnel manager to participate in the talk. The students practised the key skills of ICT (use of graphic packages and desk-top publishing), communication, problem solving and working with others. They also used important enterprise skills such as organisation, commitment and leadership.

Case study 5

One of the aims of GCSE manufacturing is to provide a range of manufacturing experiences in a variety of different materials. A group of mixed-ability students in a technology college were asked to plan and manufacture a batch of shortbread biscuits. They were given a basic production plan and asked to consider task allocation, quality control and health, safety and hygiene issues. The students had some previous experience of food technology at key stage 3. They had also visited a local food manufacturing company to find out about batch production techniques, quality control and health and safety. Students agreed on which ingredients they would bring in to make the batches of shortbread. Each team produced a Gantt chart to show allocation of time and tasks. Once the manufacturing line was set up it was clear that, depending on the amount of ingredients, a large batch could be manufactured in a relatively short time. Some problems were encountered, for example some trays cooked faster than others. The biggest issue was quality. Time was given to evaluate the process and the product. The students learned about how business operated and the need for team work, organisation, pragmatism and commitment, all of which are key aspects of enterprise learning.

Case study 6

A group of year 10 students from a London school completed a task with a local museum and artist-in-residence that introduced them to textile design and its relationship to the manufacturing industry. The project involved working with an artist to produce a single wall-hanging for display in a local fashion and textiles museum. The hanging comprised a series of panels assembled to provide the focal point of a ‘maze’ through which visitors travel. The project lasted three months. Following this, the students were asked to use their newly acquired knowledge and expertise to design and produce a similar wall-hanging for the school entrance hall. They set about the task by canvassing people’s view on possible themes and materials and then developed a costed proposal for the headteacher. When this was agreed the group started the project, which lasted for two months. It was formally opened at a parents’ evening with much publicity. The activity contributed to their enterprise learning by developing their creative design and make skills, promoting team work as well as encouraging a ‘can do’ approach and financial decision making.

Case study 7

A technology college in the Midlands has developed strong and productive links with local industry and, with more flexibility at key stage 4 in recent years, manufacturing students have been able to take advantage of extended work placements. These have been organised by a local training provider. A group of manufacturing students were placed in companies for one afternoon per week. Each student was required to complete a training agreement with the training provider and company that detailed the expected outcomes of the placement. These included specific assignments relating to the manufacturing specifications and key kills, with the possibility of additional work-based skills development. Induction was compulsory, for health and safety reasons. One placement was at an engineering castings company where aluminium and copper-based castings were produced for a variety of industries. The students had to apply for the work placements, attend interviews, arrange their own transport and feeding arrangements and attend regular progress meetings. As well as learning more about business and enterprise the students practised self-reliance, responsibility, commitment and managing their own time.

Case study 8

In readiness for Enterprise Week a group of year 10 GCSE manufacturing students were given an assignment to promote their enterprise knowledge, understanding, skills and attributes. In groups of three or four they were asked to design and produce a display illustrating the work of different local manufacturing companies. It was left to the students to decide what to produce and how to display it. One group focused on the workers and what they did; another group focused more on the products. The groups researched their topics, wrote letters to companies requesting information, interviewed parents, relatives and company employees, took photographs, made drawings and illustrations, and used ICT. As well as displaying their finished work they also had to explain and display the enterprising process they had used. The final displays were seen at the subsequent parents’ evening organised by the students to celebrate Enterprise Week.