Callander Primary School: The Change Challenge and Our Safe Space
29 P7 pupils aged 11 and 12 years old took part in an enterprise learning context within school to develop their understanding of enterprise, their entrepreneurial skills, and their knowledge of the ways in which social enterprise can impact positively within their communities and society as a whole.
The class took part in both The Change Challenge with Young Enterprise Scotland (YES) and the Social Enterprise in Education Academy with Social Enterprise Academy (SEA) project through e-Sgoil DYW Live.
This allowed for both whole class collaboration and also group work which provided an opportunity for all learners to take part and work to their strengths. Both projects focused on enterprise, with a large curricular focus on literacy – listening and talking in particular, along with health and wellbeing as the issues focused on inclusivity and equality which the class identified as being important to them in their lives.
The two projects ran on separate days throughout the week and while the skills developed overlapped one another as the projects got underway, the focus within each project was varied and different to allow the pupils the chance to apply learning from each project into the other project’s tasks. Through The Change Challenge the pupils were tasked to work collaboratively to create a product which would not only hypothetically create profit, but that also provided an item or service to people within their community. The Social Enterprise project required the whole class to collaboratively identify an issue they felt was pertinent to them and come up with a product or service that would bring about positive change to their community.
Throughout both projects, the skills needed to run a successful enterprise were taught such as marketing, pricing and advertising. By learning these skills in one project and then being required to apply what they had learnt in the other, the pupils had the opportunity to experience hands-on and real life examples of when and why these skills are useful. This allowed both projects to develop over the two months because skills were being taught and then consistently used in their day-to-day planning and development of both their Change Challenge products, and their Social Enterprise service.
• Collaborative working
• Enterprising skills
• Listening and talking
• Confidence building
• Developed understanding of their ability to make positive change in their community
• Develop empathy and compassion for others
• Increased awareness of positive mental health and how this can be improved
The whole class work much more collaboratively and respectfully with one another. Having worked together in groups and on the whole class project, they have developed the ability to listen with respect, encourage each other and provide constructive feedback, and to remain focused and engaged on a task. This project has shown the pupils what they can achieve and what can be accomplished when they work together respectfully and towards a common goal.
The Change Challenge and the Social Enterprise in Education projects collectively provided the necessary learning and skills to allow for sustainability. The combination of these projects provided the starting point for the pupils to engage with enterprise and to being to think about ways in which they could impact positively on their school and community. Although the P7s are moving on to high school next session, the new P7 cohort will take on the work of the social enterprise and continue to promote this throughout the school.
The idea is for the enterprise to be set up and run within the school as an integral part of our school community to benefit future pupils and classes. Due to the nature of the social enterprise, each class that takes on this leadership role within the school will require enterprising knowledge and skills to ensure its continued success.
Not at this point but we anticipate involving mental health charities and inclusivity champions in the future.
The weekly Live sessions were well-organised and smoothly run with clear learning progression and skills development. Resources were also provided in the form of The Change Challenge booklet which was provided to each pupil via Google Classroom for them to record their learning.
The ideas that the pupils came up with were excellent and helped to promote their creative thinking and to explore and discuss issues that are important and relevant in their daily lives which is something I would advise all practitioners to encourage throughout any learning setting.