1. Do you THINK you can run a business? An EMS Project for Grade 6 Deb Avery St Nicholas Diocesan School

2. Needs of the Class EMS Thinking Skills

3. Targeting Thinking 1 st four levels of Blooms Taxonomy 1 st four levels of Blooms Taxonomy Knowledge Knowledge Understanding Understanding Application Application Analysis Analysis Using the LANGUAGE of thinking Using the LANGUAGE of thinking Charts with “Thinking Words” in the classroom and Computer Centre Charts with “Thinking Words” in the classroom and Computer Centre Using Thinking strategies Using Thinking strategies - B rainstorming, metacognition, modelling thinking

4. Thinking Words KNOWLEDGE KNOWLEDGE Define Define Describe Describe Identify Identify APPLICATION APPLICATION Adapt Adapt Discover Discover Gather Gather Show Show Survey Survey Use Use UNDERSTANDING UNDERSTANDING Compare Compare Describe Describe Explain Explain Interpret Interpret ANALYSIS ANALYSIS Categorise Categorise Classify Classify Compare Compare Contrast Contrast Explain Explain Predict Predict

5. Targeted Critical Outcomes 1. Identify and solve problems and make decisions using critical and creative thinking 1. Identify and solve problems and make decisions using critical and creative thinking 2. Work effectively with others as a member of a team, group, organisation, community 2. Work effectively with others as a member of a team, group, organisation, community 4. Collect, analyse, organise and critically evaluate information 4. Collect, analyse, organise and critically evaluate information

6. Economic and Management Science LO 4 LO 4 ENTREPRENEURIAL KNOWLEDGE AND SKILLS The learner will be able to demonstrate entrepreneurial knowledge, skills and attitudes.

7. LO4 - Assessment Standards Analyses personal strengths and weaknesses in Analyses personal strengths and weaknesses in becoming an entrepreneur. Identifies a variety of possible business Identifies a variety of possible business opportunities in the community (school). Designs an advertising campaign to promote a Designs an advertising campaign to promote a product that will generate a profit. Develops and implements a simple business plan for a trading or service business that could be operated from school or from home. Develops and implements a simple business plan for a trading or service business that could be operated from school or from home.

8. Challenge Phase

9. FOCUS QUESTION What can I do for others?

10. Thinking Thinking Thinking Games - Flexi Think EMS EMS Goods and services Game – Delivering the Goods http://www.econedlink.org/lessons/em197/fla sh/activity1.html Create “Goods and Services” Charts using Magazine Pictures

11. Gathering Phase

12. What can YOU do? Brainstorm in groups Brainstorm in groups Record ideas in Inspiration Record ideas in Inspiration Classify ideas according to categories – different users of services Classify ideas according to categories – different users of services Select 10 of the ideas Select 10 of the ideas

13. What do you THINK other people would like you to do? Visual Ranking Visual Ranking Rank the services according to your group’s preference – reach consensus and justify Rank the services according to your group’s preference – reach consensus and justify Rank again from a different perspective – eg Primary school learner, teacher, admin staff, High School learner Rank again from a different perspective – eg Primary school learner, teacher, admin staff, High School learner

14. How will you find out? Draw up a questionnaire in MS Word. Draw up a questionnaire in MS Word. Discuss the need for a representative sample Discuss the need for a representative sample Administer the questionnaire to a sample of people in the school Administer the questionnaire to a sample of people in the school

15. QuestionnaireFPFPIPIPHSHSTeacherAdminStaff Supp Staff Cleaning your Shoes Washing your car Standing in line at the tuck shop Carrying your books Writing a Book review for you Tutoring you in a subject Cleaning the board Tidying books in the Library Weeding the garden Picking up litter

16. Assessment At the end of this phase, the class was given an opportunity to draw their knowledge together with a pop quiz. At the end of this phase, the class was given an opportunity to draw their knowledge together with a pop quiz. Children worked in groups to answer short questions. Children worked in groups to answer short questions. LO 4, AS 2 LO 4, AS 2

17. Processing Phase

18. Time to decide…… Counting of the data Counting of the data Manual counting Inserting data into a worksheet Analysing the data Analysing the data Create a chart Discuss the findings

19. Using Excel to make a graph

20. How will you run your business? As a class, discuss business plans – using key words As a class, discuss business plans – using key words In groups, use MS Word table to create the business plan In groups, use MS Word table to create the business plan Create a simple income and expenditure chart Create a simple income and expenditure chart

21. Business Plan Name of BusinessThando’s Tuckshop Timesavers Business partnersThando, Siyanda, Palesa, Andile, Nhlakanipho, TK ServiceStanding in the line at the tuckshop for other learners Market ResearchYes – the High School children think it is a very good idea. Target MarketHigh School children How the business will workWe will ask the High School children to pay us R1 if we stand in the line at the tuckshop at break and buy their tuck for them. Every person in the group will buy for 5 people at a time. ExpensesOnly our time and giving up our break ProfitOur group will make R30 at every break.

22. Assessment The business plan is assessed using a rubric The business plan is assessed using a rubric LO 4, AS 2 LO 4, AS 2

23. Production Phase

24. Let’s do it! Write to the Headmaster to ask permission to run a Service Day (MS Word) Write to the Headmaster to ask permission to run a Service Day (MS Word) Purchase supplies if they are needed Purchase supplies if they are needed Create an Advertising Campaign and make posters to promote the business (MS Publisher) Create an Advertising Campaign and make posters to promote the business (MS Publisher) Set up the business and run it! Set up the business and run it!

25. Assessment Poster Assessment Poster Assessment Rubric Rubric LO 4, AS 3 LO 4, AS 3

26. SERVICE DAY A day is set aside for the Service Day A day is set aside for the Service Day The whole school is informed The whole school is informed Businesses are run Businesses are run

27. EVALUATION

28. How did it work? Class discussion on the strengths and weaknesses of the Service Day Class discussion on the strengths and weaknesses of the Service Day Data is captured using Inspiration Data is captured using Inspiration

29. Assessment Personal evaluation of the success of the service provision and the process as a whole Personal evaluation of the success of the service provision and the process as a whole “Diary” is written and discussed with the teacher “Diary” is written and discussed with the teacher LO 4, AS 1 LO 4, AS 1

30. My Personal Evaluation This project is still a work in progress – the Public Servant’s strike meant that, although we are an Independent School, classes were disrupted and we missed 3 weeks of the planned time. This project is still a work in progress – the Public Servant’s strike meant that, although we are an Independent School, classes were disrupted and we missed 3 weeks of the planned time. We plan to complete it next term We plan to complete it next term

31. In terms of thinking, learners were able to identify thinking strategies. In terms of thinking, learners were able to identify thinking strategies. They have begun to use “Thinking Words” in their conversation. They have begun to use “Thinking Words” in their conversation. Group work improved as learners realised that the task was dependent on acting thoughtfully Group work improved as learners realised that the task was dependent on acting thoughtfully THINKING

32. EMS Knowledge of Goods and Services was developed and transferred to other situations Knowledge of Goods and Services was developed and transferred to other situations Entrepreneurial strategies were tested Entrepreneurial strategies were tested

33. TECHNOLOGY Making charts in Excel was a “WOW” moment for many Making charts in Excel was a “WOW” moment for many Using tables in MSWord was a new skill that was enjoyed Using tables in MSWord was a new skill that was enjoyed Using technology for real life purposes has led to increased confidence. Using technology for real life purposes has led to increased confidence.

34. WILL I DO IT AGAIN? YES!!! But next time I will plan my time better.

35. Some Resources Flexithink – Debbie Evans Flexithink – Debbie Evans EconEdLink EconEdLink Thutong South African Education Portal Thutong South African Education Portal A variety of EMS textbooks A variety of EMS textbooks