Enterprise:101

CONTENTS Pg 3.

1

What is enterprise education?

Pg. 6

1.2

What are enterprise skills?

Pg. 8

1.3

Why are enterprise skills so important?

Pg. 10

1.4

Is enterprise education a 'one size fits all'?

Pg. 11

1.5

Can I leave this to the business department?

Pg. 12

2

How can I include enterprise in my learning and teaching?

Pg. 13

2.1

Where does enterprise fit into the curriculum?

Pg. 14

2.2

Are there any resources I can use as a jumping off point?

Pg. 16

2.3

Enterprise pedagogy

Pg. 19

3

Pg. 20

3.1

Enterprise education resources

Pg. 21

3.2

Wider themes for enterprise activity

Pg. 23

3.3

Partnership working

Pg. 24

3.3.1

How do I establish partnerships?

Pg. 26

4

How can I identify opportunities?

Pg. 27

5

Debunking the myths

What support is available?

Pg. 28

Summary

Pg. 29

References

1. WHAT IS ENTERPRISE EDUCATION?

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Over recent decades, the pace of change in our world has highlighted that the purpose and content of education needs to take into account of the dynamic interplay between knowledge and skills. Students must be able to fulfil their potential as lifelong learners, active citizens and members of the workplace.

Enterprise Education is all about taking an enterprising approach to learning and teaching; and through this, encouraging all young people to learn and experience education in a way that meets their needs and develops skills for learning, life and work.

This all sounds positive and exciting, but what then is an ‘enterprising approach’?

Enterprise 101 is here to support all practitioners to unpack the abundance of educational resources and jargon to simplify and promote an understandable model for enterprise education.

Having an enterprising approach to education means simply, that you’re adding value for your learners by supporting them to combine a set of enterprising skills and competences so that they may, in turn, create value for others.

One common area of confusion arises from the use of the words ‘enterprise’ and ‘entrepreneurship’ in the context of education. A deeper dive into the literature available might not help to clarify the issue as this is still often debated in academia, the world of business, education and beyond.

In an attempt to help clarify the topic for those working with 3–18year-olds in Scotland, we view enterprise education as focusing on an active learning pedagogy which lends itself to the development of personal skills and behaviours, the use of enterprising skills and the knowledge needed to thrive as a part of society.

What does an 'active learning pedagogy' mean to you?

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In addition, we see entrepreneurship education coming under the ‘enterprise education’ umbrella term as a way to maximise opportunities for developing these enterprise skills by focusing primarily on starting a business along with a solid understanding of the processes of business start-up, growing and developing the skills and behaviours required to run a business or be self-employed.

Enterprising educators apply their own skills to open up a range of opportunities beyond the classroom, which facilitate young people’s development and awareness of the world of work. One aim of incorporating this enterprising stance into learning and teaching is that stronger links between schools and potential employers can be developed.

Through the Developing the Young Workforce (DYW) agenda, schools are already cultivating these relationships, and further connections can be forged through mock interviews, work placements, careers talks and mentoring, among a whole host of opportunities to link with entrepreneurs, small businesses and self-employed individuals to expose our young people to these avenues as possible future career paths.

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1.2 WHAT ARE ENTERPRISE SKILLS? EntreComp defines entrepreneurship as a ‘transversal competence which applies to all spheres of life’. The enterprise skillset can be applied to drive forward positive change by nurturing personal development and lifelong learning, encourage active participation in society, inspire (re)entry to the workplace as an employee or self-employed person, as well as enabling venture start-up (social, cultural or commercial). Essentially, the enterprise skills can be considered as skills for learning, life and work.

In 2009, Building the Curriculum 4: Skills for learning, skills for life and skills for work was released. This contains key messages about how children and young people develop and apply skills as part of Curriculum for Excellence. It confirmed that:

“The skills and attributes which children and young people develop should provide them with a sound basis for their development as lifelong learners in their adult, social and working lives, enabling them to reach their full potential.”

In 2018, Skills Development Scotland released the Skills 4.0 framework, this document outlined the ‘meta-skills’ that are required by individuals through all aspects of their lives. These skills themselves aren’t new, but how we categorise them helps us to identify and develop them.

Despite there being a lot of correlation and crossover among the skills, they can be segmented into three groups:

SELF-MANAGEMENT SOCIAL INTELLIGENCE INNOVATION On the next page, you can see our outline of the enterprise skills which are represented across the Skills 4.0 model. You can also access this in our Enterprise Skills Framework.

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When we talk about ‘enterprise skills’, we include in this the knowledge, attributes and attitudes; covering much of the same ground, however categorised slightly differently and reworded for a young audience.

Aspiration

Work Readiness

Creativity

Financial Capability

Resilience

Working Responsibly

Organisation

Confidence

Problem Solving

Initiative

Communication

Teamwork

Which of these enterprise skills do you use in your current role?

Which of them do you encourage among your learners?

Do you need support to develop them through your teaching and learning? We can help!

Whether you term them as 'enterprise skills' or 'meta skills', they are skills that will support learners in their abilities to engage with opportunity providers and gain real-life learning relevant to their lives, their part in their community and wider society, and the workplace.

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1.3 WHY ARE ENTERPRISE SKILLS SO IMPORTANT? Facilitating learning in an enterprising way does not detract from the intended educational outcomes. An enterprising educator aims to increase the awareness of the world of work and maximise opportunities for developing enterprising skills and behaviours. This can only serve to enhance the curriculum and the learners’ experience. Perhaps one of the key misconceptions regarding enterprise is that there has to be a complete throwing out of the rule book in order to do it well, however this couldn’t be further from the truth.

Research carried out in a joint project between Taylor’s University in Malaysia and University of Abertay in Dundee ascertained that an “enterprising spine embedded in the academic curriculum” better equipped learners with the skills required for the job market but not necessarily to be entrepreneurial.

As highlighted in Enterprise Education as a Pedagogy, some of the classroom approaches still used today have changed little in the past century. Are these traditional methods appropriate for today’s learners and future workforce?

The World Economic Forum estimates that “65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist.” In addition, the concept of a ‘job for life’ is becoming a rarity, meaning that the future workforce must have the ability to continually adapt and learn.

What are your thoughts on this?

How can we prepare our learners for the future?

From this we can see that the need to approach situations flexibly and in an enterprising way is what will be needed to make these future employees more employable and fulfilled in their work.

However, the concept behind enterprise education isn’t simply to create a generation of enterprising thinkers or entrepreneurs, it empowers learners and gives more control over their learning experiences. Therefore, the onus cannot solely be on the learners to move beyond their comfort zone, it is vital that educators become facilitators and collaborators. By working in tandem, both learners and practitioners can develop an entrepreneurial mindset and position themselves more comfortably to meet the increasingly diverse demands of the world of work. © Scotland's Enterprising Schools 2022

Supporting the theory of enterprise since 2016, Developing the Young Workforce actually highlights Enterprise within the Career Education Standard (3-18) as an entitlement of all Scottish learners:

“develop understanding of enterprise, entrepreneurship and self-employment as a career opportunity” Within the Career Education Standard (3-18) ‘I can’ statements it becomes clear that the expectation is for learners to be able to discuss some elements of different jobs, role play these jobs and communicate with individuals holding these roles by the end of Early Level.

Perhaps you have been doing this for years and have never considered it as an enterprise activity? If this is entirely new to you, we will be breaking it down over the coming chapters to allow you to fully understand what tools you may need to tackle enterprise in the classroom.

The UK Commission for Employment and Skills (UKCES) found that when employers were asked about the most common skills lacking in applicants, enterprise skills were noticeably present: 47% of participating employers mentioned applicants were unable to manage their own time and priorities, 40% of applicants to roles were unable to manage their own – or others’ – feelings, whilst 37% lacked the ability to work as part of a team.

Before we go further it is important to reiterate that enterprise skills have importance beyond their role as a gateway to employment or entrepreneurship: the development of personal and social skills, relevant to the present are of equal importance. Expressing creativity in producing solutions, learning to reflect on their own strengths, interests and aspirations and also having the ability to apply financial literacy and numeracy skills in real-world settings are areas in which enterprise skills can support the personal development in learners that supersede the classroom setting.

An enterprising approach to education can help us to build on the natural creativity and curiosity of our learners if we give them space, time and resources to discover their immediate environment. By enabling them to venture beyond the classroom, we can challenge learners with real-life contexts, for example, with community projects. It can also ultimately contribute to a more inclusive society if we are mindful to engage positive role models from under-represented groups in society when establishing partnerships between school and the outside world.

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1.4 IS ENTERPRISE EDUCATION A ONE-SIZE FITS ALL? Enterprise education is what you make of it, it should not be a one style approach – just as you would tailor your delivery of other learning and teaching, different learners will respond in different ways.

EntreCompEdu highlights that enterprising educators will build up a repertoire of strategies and be informed by a range of theories. At times, they are likely to tell students what to do, but their general orientation leans towards students learning through enquiry, and encouraging creativity, autonomy and innovation.

“As educators move to a more expansive pedagogy, they are likely to adopt the role of facilitator and coach rather than instructor. Their actions put an emphasis on encouraging individuality, creativity, growth in understanding and independence, rather than the acquisition of factual information and basic skills.”

EntreCompEdu, 2020 Educators should not assume that students will respond positively to entrepreneurial experiences. Risk, for example, is a behaviour that is essential to entrepreneurial learning and, indeed, is part of everyday life. However, it is not necessarily something that all students embrace. They may see risk as a likely path to failure and potential ridicule. Developing a team spirit through collaborative groupwork is another example of a desirable entrepreneurial behaviour. And yet many students find it difficult to sustain concentration when working with others, or they may feel anxious about group assessment where their individual efforts are not duly recognised. These examples illustrate the importance of educators knowing both the challenging nature of the learning and the needs of their students.

You can find examples of how practitioners have incorporated enterprise into their practice across different levels and Local Authorities on our Interesting Practice page.

Do you agree with EntreCompEdu? In your mind, what does an expansive pedagogy look like? © Scotland's Enterprising Schools 2022

1.5 CAN I JUST LEAVE THIS FOR THE BUSINESS STUDIES DEPARTMENT TO HANDLE? In short, no you can’t.

(Read on to find out why, and how it will benefit you too!)

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2 HOW CAN I INCLUDE ENTERPRISE IN MY LEARNING AND TEACHING? Enterprise can be incorporated into every curricular area, a quick glance into the Curriculum for Excellence: Building the Curriculum 3 reminds us that enterprise is at the heart of what we do.

In 2019, the refreshed narrative reiterated the importance of enterprise in learning and teaching.

Educators must bear in mind the four capacities along with their focus on literacy, numeracy and health and wellbeing; but it can’t be forgotten that skills for learning, skills for life and skills for work go hand in hand here to ensure that we are ‘getting it right for every child’.

It is highlighted that making the link for learners early, between the classroom and the workplace, allows them to fully comprehend the relevance of what they are learning and what the practical applications of it are. Learners should have the chance to build upon their knowledge of workplaces, what employers expect and in turn what they should expect.

The entitlements and expectations bring together the elements that should be included to create a coherent and consistent experience for young people. These form a gateway for enterprise inclusion in the classroom with the use of:

Parents and Carers Teachers and Practitioners Employers © Scotland's Enterprising Schools 2022

2.1 WHERE DOES ENTERPRISE FIT INTO THE CURRICULUM? Everywhere!

The knee-jerk reaction is to say that it fits within the Business Studies department, but you would be falling into the trap of confusing enterprise with entrepreneurship in its narrowest sense.

Whilst specific business concepts can be explored through Business Studies, the enterprising skills, knowledge and attributes can and should be developed across the curriculum and beyond.

Enterprise fits within all curricular areas,

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which is why it lends itself so well to interdisciplinary learning. To truly embed enterprise, practitioners should be seeking opportunities to deliver the totality of the curriculum with an enterprise spine supporting the four capacities.

Including opportunities for personal achievement and considering the ethos and life of the school as a community should be incorporated in addition to interdisciplinary learning and curriculum and subject areas.

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2.2 ARE THERE ANY RESOURCES THAT I CAN USE AS A JUMPING OFF POINT? There are, and you have probably read through them time and time again without even considering the application of enterprise!

Beginning with policy documents that relate directly to the curriculum, the Career Education Standard (3-18) highlights throughout where learners are entitled to learn about enterprise. Here this is mentioned alongside the consideration of entrepreneurship and self-employment as career opportunities – it is also flagged as supporting the development of skills for learning, life and work.

Building the Curriculum 3 sets out the National Entitlements for learners. Throughout their school journey, young people are entitled to ‘experience enterprising activities and an enterprising culture’ in order to support the development of these enterprising skills that are so vital for learning, life and work. To dive a little bit deeper, the purpose of the curriculum is laid out within the four capacities:

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You can find the full breakdown of what these entail here, but effectively, both the meta skills and the enterprise skills are vital. If you are fully incorporating the four capacities into your practice, you are already supporting the development of these skills and encouraging the ‘learning by doing’ ethos.

Building the Curriculum 4 is a key document for planning, designing and promoting effective learning in young people. It offers a point of reflection for those delivering and influencing young people’s learning in order to bring about the transformational change needed to improve the life chances of young people in Scotland.

Remember, being enterprising in your teaching approach is not about reinventing the wheel. While you can create something huge and innovative, you can also have a huge impact by making small, effective alterations. You could even take inspiration from the Curriculum for Excellence Experiences and Outcomes.

If you can identify specific outcomes you need to cover, you could think of an enterprising activity that covers this area.

You can find some examples of how enterprise supports the four contexts in ELC, Primary and Secondary settings on the following page.

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Yester Primary School's Nursery Class Port Ellen Primary School Parkhill Secondary Enterprise Academy

Children making their own decisions Featured and showcased on SES Sharing learning at home Floor book

Children created IDL links through the shop Practitioners incorporated HWB ('keeping safe in our community')

The Curriculum

Numeracy and Maths: creating a shoe shop - counting; recognising and using coins; investigating and comparing sizes

Conversations with the community and assessing where others could support

Literacy: listening to Elves & the Shoemaker, The Smartest Giant in Town - exploring and playing with patterns and sounds of language; exploring materials for writing (making signs)

Children choose topic based on interests and link to World Of Work Write to experts

Create their own plans Enterprise theme involving running a business

Ambitious, new learning and sharing with others

Skills focus

The Curriculum

Social Studies Learning for Sustainability The World of Work: running their own business; partnership working with local businesses and experts.

Took inspiration from Independent Learning Project in Massachussets Involving parents and community within the endeavours

Developing skills for learning, life and work: planning, communication, resilience, independence etc.

Skills development Positive destinations Real life World Of Work experience Experiences based on independent interests and aspirations

Students choose areas of focus Stimulating, relevant and challenging learning which allows students to apply knowledge and skills to real-life contexts . and make connections between . different areas of learning.

The Curriculum

Partnerships with organisations inc.

Hilton and Tennents Training Academy Pupil involvement in Steering Group alongside parents and partner organisations

Food and Textile Technologies Literacy Citizenship Positive destinations and the World of Work: developing enterprise skills; work experience; partnership working with pupils, parents, staff, businesses and FE staff

2.3 ENTERPRISE PEDAGOGY Over the years, plenty of research has been done to look at the different types of entrepreneurship learning approaches that can be used. A great way to see this laid out is in New Horizons in Entrepreneurship - these are categorised as ‘about’, ‘for’, ‘through’ and ‘embedded’ entrepreneurship.

ABOUT

Generally teaches theories and concepts about business start up and development. e.g. Teaching some units within a course like National 5 Business Management without opportunities for practical application of learning.

FOR

Focuses on skills development directly connected with entrepreneurship, such as pitching skills and networking with a view to establish a new venture. e.g. Participating in a competition to pitch a concept or running a careers networking event to link students to potential local employers.

THROUGH

Encourages ‘learning by doing’ where learners can adopt a voluntary role, consultancy project with a small business or establish and run their own small business. e.g. Work placement or programme where students set-up and run their own business with support from those in industry.

EMBEDDED

(Can be present within each of the previous 3 approaches).

Where entrepreneurial learning is embedded within the core curriculum offer but might not always be referred to explicitly as enterprise/entrepreneurial education. Enterprise values and learning are instilled through generic learning outcomes by a slight adjustment in pedagogy to enable learners to develop their entrepreneurial competences. e.g. Where opportunities for pupils to lead, collaborate and add value through their learning happen across the curriculum and beyond the schools' 4 walls.

Whilst the potential to promote an enterprising mindset varies across the methods above, a combination of types of intervention throughout the different stages of education can only serve to expand the opportunities for young people to develop the relevant skills and attributes.

© Scotland's Enterprising Schools 2022

Adopting an enterprise pedagogy allows for greater ownership of the learner process by the young person, it should be underpinned by experiential learning that can be delivered in a multitude of settings. Putting an enterprise pedagogy into practice can sometimes feel like a risky move, given the potential for a whole range of outcomes; however the longer-term impacts – such as those you can find in Enterprise Education as Pedagogy - indicates that these risks are critical for enterprise teaching.

The way we frame teaching for our young people must be sustainable. We don’t know exactly what the job market will look like in the next 20 years, but we do know that technological growth, and the accompanying changes in business models, make the continuous adaptation of skill sets fundamental for successful participation in the labour market.

The UK Commission for Employment and Skills projects that the future will see more interconnectivity and building of networks.

This will mean that employees will require the ability to work across multiple disciplines, be collaborative in their approach, and adapt to cultural shifts.

Social learning theory takes into account the social aspects that we learn from others’ experiences. Role models are essential, the implication is that the educator should be an entrepreneur – this is what makes partnership working so vital to ensure the exchange of expertise and experience enhances the learning being carried out.

Learners may benefit from partner-led intervention within the classroom or from sourcing an entrepreneur to conduct a oneto-one interview and reporting back to other learners. We will focus more on partnership working further on, but at its core, it is designed to offer more unique opportunities and develop skills in both practitioners and learners.

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3 WHAT SUPPORT IS AVAILABLE?

Scotland’s Enterprising Schools can be your first port of call for all things enterprise.

We offer curriculum-mapped resources completely free at all levels for learners aged 3-18, a range of CLPL opportunities and also the chance for professional dialogue.

As part of what we do, we also engage with a range of partners that can support and assist you in developing enterprise in your classroom.

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3.1 ENTERPRISE EDUCATION RESOURCES Our Pocket Guide to Enterprise presents the advantages of enterprise education alongside the curricular links in a simple, free download. Keep this handy when planning enterprise activity and for highlighting the importance to colleagues, pupils, parents and partners.

Our Enterprise Wheel is a great visual tool, demonstrating how you can facilitate an enterprising methodology to enhance curriculum provision.

The wheel can be applied to any learning scenario: by working through the six steps, you can ensure that all learning opportunities, from pupil-teacher interactions to your own professional learning, will facilitate the development of the enterprising skills and attributes.

Use the wheel to aid your planning and evaluation.

Our Professional Reflection Tool can help you gauge where your school is on its enterprise journey and will support the self-evaluation process. The ideas highlighted through this tool will be very useful when curriculum planning and can help you embed Building the Curriculum 4 and Developing the Young Workforce agendas as part of your development plan.

Look at our Resources page for lesson plans, pupil activities and partner resources. Our Interesting Practice page will inspire you with practical ideas and implementation tips.

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3.2 WIDER THEMES FOR ENTERPRISE ACTIVITY There are a range of topical themes which can be used to facilitate enterprise learning.

The UN Convention on the Rights of the Child can be used as a helpful resource upon which to launch enterprise education. Use of the UNCRC with pupils to explore how a rightsbased approach might influence change in schools, local communities and beyond, can form the foundations of an enterprise project.

Ask whether pupils understand their own rights. They might wish to help enact positive change by ensuring others have access to their rights – this could be done through an awareness raising campaign or concert.

In a similar vein to the UNCRC, the 17 Sustainable Development Goals were agreed by world leaders in order to create a better world through ending poverty, fighting inequality and battling climate change. There are a whole host of online resources available that you can use in the classroom to enhance learner awareness of the issues facing the planet and encourage them to develop ideas to tackle them.

By using the UNCRC and SDGs when teaching enterprise and entrepreneurship, we are encouraging learners to consider the impact of personal, economic and business decisions on the planet, society and individuals.

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To take this learning further, you may wish to explore Learning for Sustainability (LfS), an approach to learning – and wider life – which enables learners, educators, and schools to create a socially-just and equitable society with sustainability at its heart. The Vision 2030+ report lays bare the research and reasoning, but the key takeaway is that our young people have an entitlement to learn about LfS. All schools and practitioners should demonstrate LfS in their practice, in-keeping with the GTCS Professional Standards. Establishments should have a whole-school approach to the LfS ethos that is demonstrated and supported at all levels and by incorporating enterprise education into this, you are not only ensuring learning about sustainability of the planet but also contributing to a sustainable society and workforce of the future.

Considering sustainability in another sense, once you are into the habit of incorporating enterprising ideas into your practice, you will find it flowing more naturally the next time you do it. Yes, all learners are unique, and the same ideas will not always appeal to them, but you can take ideas from previous lessons and reformulate them to best suit your young people.

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3.3 PARTNERSHIP WORKING The aim of a partnership is to support understanding in learning for young people. Partnerships are all unique and how they form will be a collaborative effort that considers the needs and realistic constraints of those involved.

Despite this, they are generally flexible in the ‘give and take’ relationship that forms and schools may choose to develop multiple partnerships with a range of employers.

In 2013, the School Improvement Partnership Programme was launched by Education Scotland and draws upon international educational research and practice that demonstrates that the most effective school improvements are led by teachers and school leaders working in partnership and collaboration with like-minded professionals.

School-employer partnerships are a crucial part of the Developing the Young Workforce (DYW) strategy and can bring a whole range of benefits, including developing learning and teaching by bringing real-life contexts into the classroom, offering a great insight into the local labour market with localised career information and the opportunity to offer CLPL for teaching staff in enhancing skills through employer knowledge.

Schools all now have a dedicated member of staff responsible for supporting the DYW agenda and helping to forge these partnerships with organisations both locally and on a larger scale where possible. Partnerships can also be created within cluster groups, enabling secondary and primary colleagues to work collaboratively – this is also commonly done with college partnerships to develop and deliver senior-phase personal learning and achievement opportunities.

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3.3.1 HOW DO I ESTABLISH PARTNERSHIPS? Planning is key, and not only because other schools in your area will be looking towards the same employers. The best partnerships will be nurtured beyond the course of the academic year, and won’t be a one-off intervention.

Find out whether any parents are self-employed or have links to local entrepreneurs.

As a department, or wider school, consider the needs of your learners and identify whether the partnerships would be department-specific or whether they could benefit multiple curricular areas. This is your DYW co-ordinator’s area of expertise, so work with them to consider what would complement the learning already being done.

Developing the Young Workforce’s School/Employer Partnership Guidance for Schools (2015) highlights the benefits of meaningful and productive partnerships and suggests practical steps for your consideration. It states that quality partnerships will bring mutual benefit, should evolve to respond to local circumstances and suggests some ways to get started.

On the Scotland’s Enterprising Schools Partners page, you will find more than 40 local and regional partners that have already pledged to support enterprise within schools and many examples of this in a real-world setting can be found in our Interesting Practice session.

Here are two of our key partners with a brief outline of what they can offer:

Young Enterprise Scotland Young Enterprise Scotland has been inspiring and equipping young people to learn, develop and reach their full potential through enterprise since 1992. Every year we support around 16,000 young people, from all backgrounds, to develop business knowledge, entrepreneurial skills and ultimately become more employable. admin@yes.org.uk

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Social Enterprise Academy Social Enterprise Schools enables every young person to step up, realise their potential, and create the change they want to see in the world. By giving young people a real life experience of running their own social enterprise in school, this fully-funded programme delivers transformational learning which impacts both them and their community. schools@socialenterprise.academy

If we look at partnership working in a broader term, this can also benefit you as a practitioner. By partnering – or co-working – with others, you can expand your own knowledge and offer a new perspective for learners. This could be done in an interdepartmental sense, cross-departmental to begin developing cross curricular learning, or even as a regional cohort of like-minded practitioners.

This can be daunting to initiate, but the benefits far outweigh the negatives.

Top Tips • We have expanded our professional learning suite of courses to include opportunities for learning as collaborative, in-depth professional dialogue and reflection to support you.

Find out more here.

• Scotland’s Enterprising Schools MS Team on Glow offers professional learning, opportunities to connect with other educators, and a safe space to share resources and advice. Join now with the code: x19npff.

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4 HOW CAN I IDENTIFY OPPORTUNITIES? It’s easier said than done but try using your imagination!

There are no hard and fast rules when it comes to being an enterprising educator; as long as you are adding value for students through the approach you take, learners will be able to develop these key enterprising skills organically. However, by being explicit about our learning objectives we have the ability to measure impact, evaluate the success of our teaching and thus improve learning. (Hattie, 2014).

Whether you are in an early years, primary or secondary setting, be openminded about how to involve different subjects, departments and partners in enterprise activity. You could take your jumping off point as an outcome, lesson or topic and build from there. Your learners might want to solve a problem in their local community, or you may be studying a novel or film in which the protagonist demonstrates an entrepreneurial mindset.

Sign up as a member of Scotland’s Enterprising Schools' online community to keep up-to-date with news surrounding enterprise education and find inspiration from Interesting Practice case studies. Follow us on social media @ScotEntSchools and tag us in your own news.

Many schools have generated new opportunities by increasing their online presence.

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5 DEBUNKING THE MYTHS "I need to be an entrepreneur myself, or be a business teacher."

Anyone can incorporate enterprise into their practice whether or not they have had any personal experience as enterprise is all about adding value for others and being resourceful. Remind yourself of our key enterprise skills; as a teacher you will already be an expert communicator, team worker and creative – you’re more than halfway there!

"I need lots of tech."

Not true at all, there are loads of premade – and free! – resources you can use that require little to no tech. For example, our Online Challenges are in the form of printable booklets, and many of our partners offer offline activities that are fully inclusive regardless of the tech you have to hand.

"I'll have to create my own resources."

We have a whole range of free online resources for you to take advantage of that you can download from our site, however if you have created your own resources and you think that others would benefit from them – share them with us and we’ll help you to promote them far and wide!

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"It will cost my school lots of money."

Embedding enterprise into your curriculum costs absolutely nothing in terms of money, all you need is a little creativity and drive – check out our Resources page for access to loads of FREE resources to get you started!

"It's disruptive to learning."

Quite the opposite! Given how flexible enterprise education is, the active aspect of it can actually engage with a wider range of learners and allow them to apply their knowledge and skills in a range of situations.

"It's all about profit-making."

As much as many do tend to associate Enterprise with making money, the two do not necessarily go hand in hand. We know some practitioners are weary of the concept of profit-generation, so why not focus on adding social or cultural value for others as opposed to solely financial?

Enterprise education does, however, offer a super context to develop financial capability in your learners. They might choose to donate any money raised to a cause they feel strongly about or you could form your own social enterprise to show that profits can be invested back into their cause rather than the business owners’ pockets.

SUMMARY In summary, any practitioner has the potential to be an enterprising educator – the secret is in adding value for your learners by being creative and open to opportunities that will enable you to facilitate the development of their skills and knowledge for learning, life and work. By thinking outside of the box and applying an enterprising pedagogy, simple learning experiences can be elevated and enhanced by incorporating multiple curricular areas, active learning strategies, using real-life contexts and building partnerships beyond the usual classroom environment.

Whilst enterprise education can help learners who choose a pathway to entrepreneurship or self-employment, it also equips ALL learners with the skills required to be successful learners, active citizens and adaptable members of the workforce, in order to fulfil their potential.

Enterprising learners find new opportunities and are often more engaged in their learning. Enterprising employees are adaptable, continuously learn and are more motivated as they help to shape their work and their organisations. Enterprising members of society make things happen to benefit the community – they drive campaigns, mobilise others and get stuff done!

Enterprise education plays a vital role in Scotland’s curriculum and wider education policy, and it’s important to remember that support is available. All references throughout are readily available for you to utilise, and you can also visit the Scotland’s Enterprising Schools website to download any of the free resources hosted to jump-start your enterprise practice.

Please get in touch, contact@enterprisingschools.scot

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REFERENCES Education Scotland (2015) Developing the Young Workforce: Career Education Standard.

[Available] https://www.education.gov.scot/Documents/dyw2-career-education-standard0915.pdf Education Scotland (2015) Developing the Young Workforce: School/Employer Partnerships. [Available] https://education.gov.scot/improvement/documents/dywguidance-for-school-employer-partnerships0915.pdf Education Scotland (2015) How good is our school: 4th edition. [Available] https://education.gov.scot/improvement/self-evaluation/hgios4/ Grigg, R. et al (2020) EntreCompEdu: The Educators’ Professional Competence Framework for Entrepreneurial Learning. [Available] https://issuu.com/bantaniedu/docs/entrecompedu_-_the_educator_framework_en.docx Hattie, J. (2012) Visible Learning for Teachers: Maximising Impact on Learning. Routledge.

Iredale, N. and Jones, B. (2010) Enterprise education as pedagogy. Education + Teaching, 52 (1) Langston, C. (2020) Entrepreneurial educators: vital enablers to support the education sector to reimagine and respond to the challenges of COVID-19. Entrepreneurship Education, 3 (pp.311-338) Marshall, S., Mullaney, L. and Sutherland, M. (2016) Examples of embedded entrepreneurial skills within Scottish Practice. Teacher 2020. [Available] https://issuu.com/teacher2020/docs/teacher_2020_entrepreneurial_educat Mulholland, G. and Turner, J. (2017) Enterprise Education: Towards a framework for effective engagement with the learners of today. Journal of Management Development, 36(6), pp.801-816.

Robinson, S. et al (2016) New horizons in entrepreneurship: from teacher-led to studentcentred learning. Education + Training, 58 (7) [Available] https://www.researchgate.net/publication/305876584_New_horizons_in_entrepreneurs hip_from_teacher-led_to_student-centered_learning Scottish Government (2006) A Curriculum for Excellence: Building the curriculum 1. The contribution of curriculum areas. [Available] https://education.gov.scot/media/kxugralx/btc1.pdf

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Scottish Government (2007) A Curriculum for Excellence: Building the curriculum 2. Active learning in the early years. [Available] https://education.gov.scot/media/3mglewdo/btc2.pdf Scottish Government (2008) A Curriculum for Excellence: Building the curriculum 3. A framework for learning and teaching. [Available] https://education.gov.scot/media/0cvddrgh/btc3.pdf Scottish Government (2009) A Curriculum for Excellence: Building the curriculum 4. Skills for learning, skills for life and skills for work. [Available] https://education.gov.scot/media/tcnk33qn/btc4.pdf Skills Development Scotland (2017). Jobs and Skills in Scotland. 6: Supply of Skills in Scotland. [Available] https://www.skillsdevelopmentscotland.co.uk/media/43852/jobsand-skills-in-scotland-2017-main-report.pdf Skills Development Scotland (2018) Skills 4.0 A skills model to drive Scotland’s future.

[Available] https://www.skillsdevelopmentscotland.co.uk/media/44684/skills-40_a-skillsmodel.pdf UKCES (2014) The Future of Work: Jobs and Skills in 2030. [Available] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/303335/the_future_of_work_key_findings_edit.pdf World Economic Forum (2016) Chapter 1: The Future of Jobs and Skills. [Available] https://reports.weforum.org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/

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