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Construction


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

A group of key stage 4 construction students were given an assignment to design and cost a small low-walled patio garden for a local primary school. They prepared illustrations of how the patio garden would look, a list of the quantities of materials required to complete the project and where they could be obtained, and an overall estimate of the costs to complete the project. Information was available in the form of company brochures and leaflets, local DIY supplies information; garden and DIY magazines and sketches of similar projects. Their discussions with construction workers and landscape gardeners gave the students many ideas on what to do and the problems to look out for. They also visited a nearby primary school to ask the children, parents and staff for their views. At the end the students presented their ideas to the rest of the class. The activity supported enterprise learning through offering opportunities to develop research, decision making and key skills as well as being creative. Financial capability was also an important feature.

Case study 2

Students worked in teams to plan, design and run a ‘Finding Out About Construction’ event which was organised to demonstrate to students in year 9 the main features of the construction industry and the career routes and opportunities open to them post-16. Parents were also invited to attend. From a menu of career-focused possibilities, each team selected a topic from which they created an ‘exhibit’ for the event. These explained the different parts of the industry such as wood, trowel or decoration skills and career opportunities. Teams decided how to present their topic, for example through live demonstrations, posters, videos, displays and talks. The whole group produced a publicity brochure for the event, with each team providing a promotional summary about their topic. Each team was responsible for their exhibition stand, meeting the students and visitors and answering questions. In planning and producing their exhibits, students demonstrated creativity, responsibility and key skills. It also enabled them to build up their self-confidence and develop their ability to communicate ideas to others.

Case study 3

A year 11 student on a work placement with a local builder visited several residential home construction sites. Before starting the placement the student knew that there would be an assignment to do after the placement. The assignment asked the student to produce a report on the use of up to ten different materials in the construction of a property. An explanation was needed of why they were chosen for this particular type of construction, and what factors were taken into account in making the choice. The final piece of work was an analysis of the hazards and safety procedures associated with using each material on a construction site. The student had to identify and interview ‘experts’ on site and research the information using industry journals, building suppliers’ information leaflets, the internet and the local library. The student used enterprise skills to research and synthesise information and solve problems as well as communication skills to interview people and present information.

Case study 4

A group of year 10 construction students in a city comprehensive school spent half-a-day each week for ten weeks at an Education Business Partnership Construction Centre. Their objective was to learn about the skills of painting and decorating. The course was a mix of demonstrations and hands-on experience. For the last session the students were given the opportunity to put their newly acquired skills in paper-hanging into a business setting. Working in groups of two or three they had to give an estimate for papering a small room that included the costs of their materials and their time (including travel time). The estimates were accepted and the decorators papered the room. The actual costs were identified and compared with the original estimate. A debrief of the event focused on what students had learned about running a business. As many workers in the construction industry are self-employed this activity promoted learning about enterprise, especially the financial skills required and the attributes needed for self-employment, for example responsibility, commitment, self-reliance and ambition.

Case study 5

One of the introductory activities to a key stage 4 vocational programme was for each student to produce an information leaflet on ‘Careers in construction’. The leaflet had to outline the different types of jobs on offer and identify the necessary qualities and qualifications to do the job. At the start of the assignment the local education business partnership arranged a ‘What’s My Line?’ event involving a number of different workers from the construction industry. Students had access to company and trade association leaflets and information, recruitment posters, job descriptions and advertisements and articles from magazines and newspapers. They could also use the internet. Once they had completed their leaflets, the students had to choose three jobs for which to research possible career routes and to share this information with the rest of the group. The students demonstrated research and communication skills, problem solving and had opportunities to develop an interest in economic and business affairs.

Case study 6

Students engaged on an assignment focusing on water supply. The students first read a case study. This gave information on a water supply company, what it did and the costs of its services especially connection services. The students then researched the connection charges which their local water supply company charged for two-storey dwellings in residential areas. These were compared with the fictitious water supply company. The students had to respond to a letter of enquiry, from a customer, who had heard charges would be cheaper, if a decision to change companies was made. The customer wanted to know the cost of both methods, how much money would be saved per annum if a change was made and what to do. The students had all the information required to answer the query. The assignments promoted the enterprise skills relating to business and economic understanding and the opportunities to develop financial skills, including calculating budgets.

Case study 7

An early activity for year 10 students starting their induction to a construction course encouraged them to work together to look at construction in its widest context. Their objective was to develop an awareness of the priorities involved in building. This involved looking at costs, the appropriateness of the building in terms of size and space, the infrastructure and purpose of the building. Working in small groups the students were given photographs of different buildings and asked to make decisions about their size, cost, people served, ground conditions and how long to build. The students displayed their information and fed back the views of the group. A related activity, developed in partnership with the local council’s economic unit, was to plan a new development which had a mix of private housing, primary school, health clinic, shops and factory units. A representative from the economic unit was available as a consultant to the project and to feed back views on the students’ work. Students demonstrated team work, decision making and managing change skills. They also developed their business and economic understanding.

Case study 8

A link between a joinery company and a local secondary school led to an activity which supported an ‘Investigating carpentry and joinery’ craft unit. This was designed as a taster programme for students who were interested in crafts but uncertain where their interest and skills could best be used. The introduction to the activity was a demonstration, given by workers from the company, on the skills needed to make a complete assembled ‘doorset’ and the tools used. Afterwards the students had to work in pairs to identify the main stages of the craft process and produce a statement of which tools and equipment should be used for each stage. These were available on card strips which could be easily moved around and assembled. The students’ final efforts were compared and the demonstrators took the groups through the process again so that they could agree on the correct stages of operation and tools. The students wrote these up for their portfolios and then had the opportunity to have hands-on experience under close supervision. The thinking and learning skills, decision making, problem solving and communication skills involved in this activity are an important aspect of enterprise learning.