mastering the modules

8/7/2019 Mastering the Modules

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Introduction

Introduction

Mastering the Modules

Last Updated January 2011


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ContentsOverview

Enterprise Ready Student?Our Principles

Module Structure

Total Flexibil ity

Module Challenges

Mapping to the curriculum

Learning Outcomes

Interactive ContentMaking the most of ICT

Accessibility

Top Tips

The Workbooks

Workbook StructureBeyond the Classroom

Please only printwhat you really

need.


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"World Ready" Students?Why a student needs the New ABCs.

Develop all these and more with the New ABCs modules

& challenges.

Teacher

Prep

Clear Sight...of the business world, money,opportunities, and what they needto do to succeed.

Action Based... to practise standing tall andbeing responsible for makingbig and smart decisions.

Agile...as the world getsincreasingly complex andcompetitive.

Connected...to and respectful of others,new information and ideas,and evolving cultures.

Responsible...for their decisions,actions, and impactson others.

Academic...to be prepared for the everincreasing rate of change.

Brave...to avoid the greed, scams

and destructive practicesthat some fall into.

Compassionate

...in all actions as we needto understand how otherswill be affected.

Aware Morally...to make sure they do goodfor the world at large, andnot just for themselves.


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Our Principles

Teacher

Prep

ResponsibilityNew ABCsprovides a set of challenges that allows students to take responsibility

for real life outcomes and business decisions. The challenges allow teachers to take agreater responsibility for preparing students for the world of business and work from

any age in any subject.

Forward VisionWhen a student can see how their

learning translates into future success,

academic achievement will have moremeaning and students will be more

motivated to succeed.

Ease of UseThe modules are created as 'bite sized'

learning that can be scaled from alast minute cover lesson, to a half yearassignment, to a full blown whole school

enterprise day.

FlexibilityThe challenges are designed to fit in with all areas of the curriculum, supporting

Every Child Matters, Parental Participation, and any likely future initiatives andprogrammes that arise. We will continue to provide the resources you need to prepare

students for the world beyond the school gates.

AccessibilityWe want every young personand their family to be able

to partake in the NewABCs modules irrespective

of ability, background, orany perceived limitation.

FunThis should go without

saying in a product

that deals with astudent's future!

SupportWe are here to help all people realise that they have what it takes to be successful

in the world of business. We offer email support ([email protected]) to every teacher,facilitate development courses, and continue to create new content to empower you.

ValueWe help you achieve the bestvalue by providing cuttingedge, upto date, effective

products and showing how you

can use them so they cost onlypennies per student.


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Module Structure

Get the classes attentionby using the punchy

animated intros. Turn upthe sound!

A simple introductoryexercise. Use this to achieve

the right class focus.

The Challenges ask students to step up to the plate andparticipate in everyday business challenges. These can bemodified to accommodate different levels of ability and a

wide variety of topic specific thinking.

Metacognition /Introspection / Reflection- make sure students lockin the lesson and how it will

impact their future.

A "must read" beforeeach class. Full of ideas,worksheets, and insights.


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The Right Angle

Every challenge has blank worksheets. You can add images and textto better suit a specific topic.

Mr Graham's Year 7 Math class has been studying various measurement methods, units, datacollection and general arithmetic. Mr Grahamdecides to use Module 00 to challenge students toinnovate simple products to include measurementor data collection devices. As each group decideson their innovation, Mr Graham has them prepare

a pitch to a Dragon's Den with the direction thatthe group must give examples of how they would usethe data their device collects.

Mrs Owusu's Year 8 English class havebeen studying Anthony Horowitz's bookStormbreaker. Based on an average kidbecoming a superspy is exciting enough, butthe class has been having following the plot

as a whole. Mrs Owusu uses Module 00 tochallenge her class to innovate a number ofcommon products in a way that will help the

main characters at different points in thestory. They need to pitch their product, andtie it to the relevant part of the plot.

Mr Powaski's Year 9 Music classis challenged to innovate commonproducts (belts, chairs, shoes,watches, electricals etc) to help

different people learn about a range of musical styles. Mr Powaski requires the students to provide ahighly technical pitch that includesspecifics about all the styles, and howthe products will differentiate eachstyle for the product user.

Every subject can use these challenges to achievevery specific, or very general outcomes by just

nudging the parameters of the challenge a little.

You can reuse the samechallenge over and over

with the same students, but aslightly different angle, and it

will all seem brand new.

Ms Giani has her Year 10Geography class use Module 00for everything from innovating

modern products to help humanssurvive in the ice age, variousurban hotspots, and duringearthquakes. The students are

ready for the challenge at theend of each topic, and often start

preparing as the topic starts.


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00A Order phone innovations from earliest to mostcurrent. 00B Innovate an existing product. 00C

Pitch a procudt for investment. 00D Innovate & pitchan improvement for your school.

01A Identify companies by the way they make money.

Think Tank different ways to make 01B 'GoodMoney' and 01C 'Bad Money'. 01D Organise supplychains from the Think Tank ideas.

02A Match the best person for a business role.02B Fill roles in a business from a large number ofchoices. 02C Prepare for and role play an interview.02D Review hiring choices given new information.

03A Organise a simple supply chain for how papermakes it into the classroom. 03B Create a supplychain given various businesses. 03C Plan ways toimprove a supply chain.

04A Discuss why different people might buy different

vehicles. 04B Identify good and bad points aboutproducts for different customers. 04C Students telltheir own story of being a consumer.

05A Group opportunities into 'GOOD', 'BAD' and'MAYBE'. 05B Stay within budget while selectingbusiness opportunities from a wide range. 05CAnalyse real world decisions and improve upon them.

Module Challenges.Each module contains various challenges and opportunities for reflection, parentalparticipation, and cross curricula promotion and involvement. Most challenges have

infinite possibilities by changing just one or two of the challenge guidelines.


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06A Organise product characteristics into thoseimportant for a business or a customer. 06B Sell aproduct based on what's important to the customer.06C Students 'pitch' themselves for an opportunity.

07A Group regular business tasks into 'FUN'and 'HARD WORK'. 07B Complete diary sheetswith tasks while dealing with 'chance' events. 07CStudents bid 'money' on what tasks will fill their day.

08A Group skills into 'MUST HAVE' and 'NICE TO

HAVE'. 08B Complete a skills audit and learning planfor their staff. 08C Students complete a skills auditand learning plan for themselves.

09A Group business transactions as INCOME orEXPENSE. 09B Organise bills and receipts into acashflow spreadsheet and produce a report for theclass. 09C Take control of a home budget.

10A Match the people problem with the job to domaximum damage! 10B Role play a people problemand how to solve it. 10C Apply solutions to personalproblems. 10D Look at recent news for problems.

11A Match the media, message and people. 11B

Create ads to increase sales. 11C Compile a journalof where you see which ads. 11D Sell the weird &wonderful! 11E Can students sell themselves?

12A Match the product with the part of the worldwhere it is most available. 12B Role play businesscustoms from some major cultures. 12C Make travelplans to sell around the world.


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Interactive Content


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Accessibility

Tea

cher

Prep Making the most of the ICT.

FOR VISUALLY IMPAIRED.New ABCs will happily provide worksheets in a format you can use to allow

visually impaired students, staff or parents to participate fully. We can providetext in a format suitable for translation into braille or for screen readers.

Please contact us with your needs.

All of the student worksheets are well suited to being enlarged (A3+), and wesuggest this for all students to provide enhanced readability, better focus forgroup activity, and more working space for each activity.

FOR LOW LEVEL LITERACY.We have kept the language simple and provided a glossary of terms to helpthose who have low levels of literacy.Most challenges rely on students producing outcomes using a range of skills,and allowing for students to play to their strengths.

There are some basic bits of technology that are needed to use the presentations.

HARDWARE: An internet connection. A smartboard or screen the students can all see.

SOFTWARE: An Internet Browser. Adobe Flash Player 8 or later. Adobe PDF Reader 5 or later. Access to YouTube (ask your ICT Department to clear access to the links).

PLANNING: Run through each presentation yourself so you are familiar with the content and controls Let the Hints and Cards download completely, and let the pages turn fully. Flash presentations are small, and should run smoothly.


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Tea

cher

Prep TOP TIPS!

Run Video Before the Class.

This will allow you to make sure the content isappropriate, and that you skip any ads (video links are

to You Tube at the moment - this will change soon).

Teacher Insights are Clearly Marked.

Look for the magnifying glass that symbolises the teachercontent. This is aimed at giving you quick insights andideas to help take the class in the direction you want.

Add you own twist to the media.

All the materials are there waiting for you to add yourown flavour and focus. Flexibility has been built in

where ever possible so you can be in control.

Student Worksheets are Clearly Marked.

Worksheets for the students are marked with the module letteron a signboard. Most worksheets also have blank templates that

you can easily customise to your class and topic. B

B

Printing Smartly.You might be able to save a little paper and ink by reading the teacherworkbook on the computer screen, and only printing out exactly what youneed for the lesson. Not all the worksheets are needed for each lesson, soplease check before you print.


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The Workbooks


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Workbook structure.

Teacher InsightsIntroduces the philosophy behind the

challenge and provides quick facts andideas to help you move the lesson in thedirection that will provide the greatest

impact.

Student Worksheets

Provides the worksheets for the mainchallenge and extensions.Suggest you print once and photocopy. A3size might work well for the group activities.

Consolidate the LearningEvery lesson has a chance to reflect on whatthe students have learnt, and how that might

help them achieve success in the future.

C

C


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Beyond the Classroom.

FAMILYThe New ABCs challenges are perfectly suited to involving family both in theclassroom, and at home. Any adult can add their own insight in the classroom. You caneasily send blank worksheets home and have the student challenge their family to dothe challenges (the student becomes the teacher).

COMMUNITY

With the infinite flexibility of these challenges, you can easily invite members of thecommunity who are active in the industry that you are studying - you could ask agallery manager in for Art, an architect for Geometry, a theatre director for Drama,or a Manager of a local welfare group for PSHE. These examples are obviously verylimited, and each topic with in a subject will have its own range of specialists you couldcall upon.

OTHER SUBJECTSIf you are using the challenges over a few days or weeks, it is easy to get input fromother areas of the curriculum. You might be creating a supply chain for getting

malaria nets to people most in need of them. You could involve Geography andBiology Teachers to help students decide which areas are most in need, DT could helpinform the best production methods and considerations, and Math could help do someof the big equations in how many would be needed, what costs are involved and theimpact it would have.

SCHOOL EXECUTIVERemember that the school is an organisation that buys and sells goods and services.It is an environment students can relate to, and involving school management willopen their eyes to the complexity of something they likely take for granted.

It is easy to involve family & community indiscussions about business.

Some family might remember a little schoolbased math, some might remember a bit of

geography or science, but...

EVERY PARENT OR CARER CANCONTRIBUTE TO A LEARNER'S

UNDERSTANDING OF THE BUSINESSWORLD.


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E d v e n t u r e r s L t d , 2 0 1 0

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