- Grade 2
Our younger generations will be stepping into roles, responsibilities and businesses that we are not even aware of. Part of this is also empowering our students to consider entrepreneurial ideas in order to pave their own business path in life.
Our Grade 2 students identified that the characteristics of entrepreneurs include:
- never giving up
- being positive
- active and hardworking
- not being afraid
- keeps moving forward/keeps on trying
- learns from their mistakes
- Learner Profile Attributes: risk taker, thinker, open minded, inquirer, communicator!
Our Entrepreneurship Unit of Inquiry encourages creativity, problem solving, innovation, collaboration, developing grit, taking action and leadership skills - all an important part of further extending the elements of our Seisen Mission to empower each student, through creativity and develop their unique talents in order to become competent and compassionate players in our global society.
Our Grade 2 unit of inquiry mergers two transdisciplinary themes: How We Organise Ourselves, with a focus on 'Entrepreneurship' and How We Express Ourselves with a focus on 'Imagination' to inquire into the central idea "People use their knowledge of business to create entrepreneurial ideas".
After identifying problems within the school setting, students considered if these problems could be turned into businesses.
Students began to develop products or services to solve a problem of need. They sketched out their ideas.
They conducted market research by surveying potential customers to identify consumer preferences. They used this information, as well as their imagination, to develop a business to sell a unique service or product.
Students began to pitch their idea in a 'Shark Tank' style approach. Students were asking questions, offering suggestions and giving feedback to their peers, without teacher prompting. But WAIT..it gets BETTER.. student ACTION...
At break time, students continued to develop their designs, made prototypes and started testing different prototype models to see which one performed better. Other students conducted market research by creating surveys to gather more data on the classes' preferences regarding the product or service they were developing.
Mr G and Ms Smyth came in to 'Pitch' a product to the class. The students analyzed their sales pitches to consider what elements of their pitch were effective and what was not. Mr G had a commercial, merchandise, accessories, a product, price and even a location of where to buy his Magical Unicorn Dust for curing nightmares!
After exploring various advertising techniques, students designed a way to creatively promote their own business idea.
2A have set up a class economy system where they can earn and spend money!
Language Objectives for the unit of inquiry include:
- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Compare formal and informal uses of English
Students will be able to orally explain their needs and wants by asking and answering questions formally.
These apples are better because....
These apples are __________ because....
If you buy these apples, you could.....
Ok, I'll buy/take ______ apples.
Could I have ________ apples, please.
No, thank you.
Sorry, I've already bought some apples.
Sorry, I'd like to look around some more.
Sorry, I haven't decided yet.
What can you do at home to connect with learning about Entrepreneurship?
This parent version of the SOLO taxonomy may support you to have discussions with your child by asking some of the guiding questions. The questions develop across the SOLO from a shallow understanding where factual knowledge is developed to a more deeper understanding where conceptual understandings are formulate. The Vocabulary Lists are a guide for the possible vocabulary that may be explored throughout the unit of inquiry. It is encouraged that you explain and explore the words within this list with your child in their mother tongue. Perhaps you may talk about the concept of some of the words in English and also in your home language in order to deepen their understanding of them.
Dinner Time Discussion: What business or product would you create and why?
If you see your child taking action as a result of their learning at school, we would LOVE to hear about it! As action is often taken outside of the learning environment, we often don't know about these opportunities that you as parents are witness to, even a short email telling us about something your child did or said at home as a result of their learning helps us know how the PYP is supporting the development of life long learners that take action!
Please contact our PYP Coordinator (email@example.com) or your child's homeroom teacher.