health for wealth -...

1

Health For Wealth

SocialEnterprise

in the Curriculum

A Resource Pack for Primary Schools

Written by Greg Welsh & Gillian Learmonth

Designed & Printed by

InformationPurpose 04

What is a Co-operative? 05Links with the Primary Curriculum 06

Core Skills, Activities and Outcomes 07Using the pack 08

How a Co-operative Woks 09Top Tips 10

Forward PlannersTuck Shop Early Years Planner 12

Early Years Teacher Assessment Grid 14Tuck Shop Upper School planner 15

Upper School Teacher Assesssment Grid 17Co-operative Planner 18

Teacher ResourcesSkills and Qualities bank 21

Application Pro-forma 22Business Department Tips 23

Business Plan Pro-forma 28Market Research Pro-Formas 29

Class Finance Sheet Pro-formas 31Co-operative Mambership List Pro-forma 33

Early Years ResourcesPhotocopiable Pupil Activity Booklet 46

Upper ResourcesPhotocopiable Pupil Activity Booklet 55

Co-operative ResourcesPhotocopiable Activity related to Co-operatives 66

Contents

ActivitiesQuick Co-operatives Activities Get In Line/Target Practice 35

Parachute Drop/Tanks 36Peach Pear Plum/Mission Impossible? 37

Hoop Friends/Building Bodies 38Shopaholics/Doodle 39

Challenging Co-operatives Activities Trading Places 40

Fruit Stall 41Full of Fruit 42

What’s Inside The Box? 43Three Wee Porkers! 44

Acknowledgements

Useful Contacts

Glossary 74

80

Frequently Asked Questions

78

77

Health For Wealth 2

333HHeeaalltthh FFoorr WWeeaalltthh

Information

Purpose

Information

This resource has several intended purposes.

• It encourages children to become more

responsible for their own learning and to be

motivated through enterprise in education.

• The teacher and pupils will work co-operatively

and pupils will develop a range of enterprising

skills and attitudes.

• These core skills and attitudes will be

transferable into many other aspects of the

curriculum.

The resource will provide a ‘stepping stone’ for

other enterprise activities during the primary

school and into the secondary school. The children

will build on previous knowledge throughout and

achieve success.

Enterprise in education and citizenship have strong

links. This resource provides opportunities for the

children to to be actively involved in the

community, thus promoting co-operative solutions

to social and economic issues and developing

social inclusion.

In this current climate, schools should be actively

promoting healthy living. The NHS Clinical report

(2003) found that one in three 12 year olds is

overweight. It suggests that good eating habits

should begin early in life and that schools have an

important role to play in this. We believe that by

providing the pupils with the responsibility of

promoting and selling healthy foods, will have a

positive influence on their food choices.

It is also important that children are aware of

finance and the need for an economy. The Scottish

Executive is committed to fostering long term,

sustainable economic growth and promotes

Enterprise activities in Scottish schools (refer to

Determined to Succeed 2004). Throughout this

pack, the children are given relevant experiences to

develop this awareness by ‘buying and selling’ as

well as participating in co-operative banking. This

will allow children to facilitate their roles and

responsibilities as young people and into

adulthood.

Health For Wealth 4

Information

What is a Co-operative?A co-operative is defined as an autonomous

(or self governing) association of people coming

together voluntarily to meet their common

economic, social and cultural needs and aspirations

through a jointly owned and democratically

controlled enterprise.

Co-operatives were started in Scotland in 1813 by

Robert Owen when he bought New Lanark Mill

and set up The Village Store to ethically help his

workers and the community. Owen’s principles

were then adopted by the Rochdale Pioneers

whose main aim was to satisfy the needs of the

ordinary people in the community by trading

openly and honestly.

Co-operatives are governed by a particular set of

principles which can be dated back to the Rochdale

Pioneers.

These seven principles are:

2 Democratic Member Control

All pupils have an active role in the setting

up of their co-operative and making

decisions.

3 Member Economic Participation

All pupils democratically control the

capital of their co-operative.

4 Autonomy and Independence

All pupils will have a role in their co-

operative and run their co-operative as a

self-help organisation.

5 Education, Training and Information

Pupils will inform the general public about

the nature and benefits of co-operation.

6 Co-operation Among Co-operatives

Pupils can involve outside agencies (other

co-operatives) to aid their co-operative.

7 Concern for the Community

Pupils will aim to provide a beneficial

service for their community.

In support of these principles, co-operatives are

also based on the values of democracy, equality,

equity, self-help, self-responsibility and solidarity.

Through these principles and values the pupils

should develop their awareness and understanding

of the need for openness, honesty, caring for others

and social responsibility.

1 Voluntary and Open Membership

All pupils will play a part in the co-

operative and accept the responsibilities of

membership, without gender, social, racial

or religious discrimination.

Health For Wealth 5

Information

“Enterprise is purposeful, active behaviour which

can take place in any number of

contexts.........enterprise is making things happen,

having ideas and doing something about them,

taking advantage of opportunity, and bringing

about change.” Enterprising Infants 1998

Involving pupils in the setting up, running and

evaluation of a co-operative develops the same

skills and attitudes as other enterprise projects.

Fitting in with the 5-14Curriculum“Education has many uses and many outcomes but

one of its main purposes is to prepare young

people for the world of work.”

HMI ‘Education for Work in Schools’

Involving pupils in a co-operative meets many of

the National Priorities. It develops pupils skills of

LLeeaarrnniinngg ffoorr LLiiffee. A co-operative is built on the

principles of SSoocciiaall IInncclluussiioonn aanndd EEqquuaalliittyy and

CCiittiizzeennsshhiipp. A co-operative also allows for pupils to

AAcchhiieevvee aanndd AAttttaaiinn through a meaningful

enterprise activity.

Links with the PrimaryCurriculum

The Role of the TeacherTeaching and learning in Enterprise Education,

involves a partnership between the teacher and

the learner. The teacher acts as supervisor, offering

guidance and support when required. The teacher

should use professional judgement about how

much responsibility to give the pupils to ensure

the project doesn’t become tiresome.

• Encourage pupils to discuss their ideas and talk

through any problems.

• Provide an opportunity for pupils to solve

problems and plan ways forward.

• Allow pupils to be active thinkers in the running

of their enterprise.

• Your enthusiasm will rub off onto the pupils!

Health For Wealth 6

Information

What is an enterprising person?• Has a positive approach

• Can work well in a team

• Is aware of own strengths/development needs

and those of others

• An effective communicator

• Uses initiative in situations

• Shows perseverance

• Takes responsibility

• Can work independently

• Shows tolerance and respect

• Has a clear understanding of the role of the

school and wider community

Core skills used by pupils• Planning

• Communication

• Problem solving

• Decision making

• Working with others

• Co-operation

• Initiative

• Creativity

• Evaluating

Health For Wealth 7

What do pupils learn? (outcomes)• Strengths and development needs of themselves

and others

• Teamwork

• Buying and selling

• Communicating in a variety of ways

• Working with various people in the community

and the world of business

• Understanding of money and financial records

Core activities• Building self confidence

• Awareness of how businesses are operated

• Awareness of finance social and economic

• Money management

• Promote good citizenship

• Promote and raise the profile of co-operatives

Core Skills, Activities &Outcomes

Information

This pack have been designed in a way that the

projects are flexible in regards to time and

organisation. We recognise that every school is

different and that teachers will want to influence

their own class’ project.

A suggested 4-6 week Tuck Shop programme

(possibly link with Health Week)

Week 1 Pre-topic activities

Week 2 Setting up Co-operative; MarketResearch

Weeks 3-5 Ordering foods; Advertising shop;Separate departments working

Week 6 Setting up stall; Selling; Evaluating

A suggested termly/yearly Tuck Shop programme

Week 1-2 Pre-topic activities

Week 3-5 Setting up Co-operative; MarketResearch

Week 4-6 Advertising shop; Organise SupplierWeek 7 Onwards Setting up stall (possibly sell 1 or 2

days per week)

As shop develops continue market research and

advertising to keep up with consumer demands.

Other ideas to develop community links -

Strawberry Fair, Fruit Marke, Water Week,

Afternoon Cafe.

A suggested method for using Co-operative plan

Week 1 - 2 Gain understanding of what abusiness is

Week 3 Advertise for membership

Week 4 Organise membership and collectmonies

End ofProject Decide on dividends to be repaid to

members

The Co-operative plan can be used in conjunction

with the tuck shop project. It would be possible for

one stage to implement the tuck shop project (e.g

P5) and another stage to implement the Co-

operative plan (e.g P7). This would promote a

whole school approach.

Alternatively, the Co-operative plan can be used in

conjunction with ANY Enterprise project.

Using the Pack

Health For Wealth 8

Information

How a Co-operative Works

Getting Members• A co-operative is a membership organisation.

• Attracting members will provide capital for the

co-operative.

• Each member of a co-operative has an equal

vote.

• One can join the co-operative for 25p and will

be entitled to a dividend pay out at the end of

the project - pay outs are determined on how

much the member spends at the tuck shop.

• The greater the number of members, the greater

the customer base.

• Members are the link between the co-operative

and the community.

• Members have to be aware that a dividend won’t

be paid out if the co-operative is unsuccessful.

Operating the Co-operativeMembers will be provided with a card to record the

amount spent at the tuck shop (either written or

use of sticker / stamp system). This will be required

for calculating dividend pay outs. See below for

Calculating Dividends.

Selling Points -

• Members using the tuck shop will increase their

dividend pay out.

• Using the healthy tuck shop will pay something

back compared with ‘normal’ tuck shop.

• Members have a ‘voice’ in the running of the co-

operative.

Calculating DividendsAll members will receive a dividend pay out

determined by the amount of money they have

spent at the tuck shop. The percentage paid out

will depend on the success of the co-operative.

Dividends are based on gross takings and surplus

(profit).

For Example - Gross Takings £500 Surplus £200

A decision could be made to reinvest £100 into

the co-operative and use the other £100 to pay

out dividends. Thus creating a 20% pay out based

on the amount each member spent at the tuck

shop. If someone spent £15 at the tuck shop they

would receive £3 as their dividend pay out.

Health For Wealth 9

Information

Here are some tips to help your co-operative run smoothly.

• Plan well in advance and set a time limit.

• If using food check Health and Safety guidelines.

• To generate funds for your Co-operative offer shares to members of

the school - see Co-operative forward plan.

• If you are starting the Co-operative with a loan, arrange this in

advance. The pupils can simulate the experience.

• Approach members of the business community to share

experiences with pupils.

• Carry out detailed market research - you don’t want to be left with

your product!

• Continually assess the success of the Co-operative - are you selling

what you are producing?

• Use a camera or video to record the process that you are going

through. It will provide an excellent record of work and the pupils

will be eager to review their work.

• Acquire assistance from parents, support assistants etc. to help you!

• Remember you are part of the team! Enjoy!

Top Tips!

Health For Wealth 10

Forward Planners

1111Health For Wealth

Forward Planners

Key

Ques

tion

s/In

cide

nts

Sti

mu

lus

(e.g

Hea

lth

Wee

k)

Wh

at c

ou

ld w

e

sell?

Ch

ange

s to

be

mad

e

Set

tin

g u

p a

Co

-oper

ativ

e

Wh

at s

kills

an

d

qu

alit

ies

do

yo

u

po

sses

s?

Cre

atin

g t

he

Co

-oper

ativ

e

Acti

viti

es

(dif

fere

ntia

ted

whe

re p

ossi

ble)

Dis

cuss

wit

h t

he

clas

s th

e ben

efit

s o

f H

ealt

hy E

atin

g a

nd

of

hav

ing a

Hea

lthy T

uck

Sh

op.

Pu

pils

dis

cuss

in

gro

ups

idea

s re

lati

ng t

o h

avin

g a

Hea

lthy T

uck

Sh

op.G

ener

ate

enth

usi

asm

!

As

clas

s dis

cuss

ru

nn

ing o

f sh

op f

rom

beg

inn

ing t

o e

nd.

Pu

pils

exa

min

e ex

isti

ng t

uck

sh

op a

nd b

rain

sto

rm w

hat

cou

ld b

e do

ne

to m

ake

it h

ealt

hie

r.

Exp

lain

wh

at a

bu

sin

ess

is a

nd t

hat

we

will

all

be

par

t o

f

a co

-oper

ativ

e bu

sin

ess.

Dis

cuss

th

e n

eed f

or

all

mem

ber

s w

ork

ing t

oge

ther

an

d h

elpin

g e

ach

oth

er.

Ch

oo

se 2

-3 p

re t

opic

act

ivit

ies

fro

m ‘A

ctiv

itie

s’se

ctio

n

appro

pri

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for

clas

s.Fo

cus

pu

pils

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th

inki

ng a

bo

ut

the

skill

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d q

ual

itie

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at t

hey

hav

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nee

d t

o d

evel

op.

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an

d d

ecid

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n C

o-o

per

ativ

e’s

nam

e an

d l

ogo

.

List

on

bo

ard t

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dif

fere

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task

s th

at a

ll pu

pils

will

be

invo

lved

in

- M

arke

t R

esea

rch

,Adve

rtis

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,Fin

ance

,

Pro

du

ctio

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ales

.

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ach

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pu

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rou

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tage

as

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Reso

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Pap

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Pri

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ee i

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)

Pre

-to

pic

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Act

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sect

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Art

mat

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ls

Curr

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p-Fo

rwar

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anne

r (l

ower

) 1


Forward Planners

Key

Ques

tion

s/In

cide

nts

Fun

din

g p

roje

ct

Tack

ling T

asks

How

su

cces

sfu

l

was

th

e co

-

oper

ativ

e?

Wh

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id y

ou

lear

n?

Acti

viti

es

(dif

fere

ntia

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whe

re p

ossi

ble)

Teac

her

dea

ls w

ith

in

itia

l fu

ndin

g.D

iscu

ss h

ow

th

is w

as

do

ne.

Mar

ket

Res

earc

h -

Dis

cuss

how

we

will

kn

ow

wh

at t

o

sell

e.g f

resh

fru

it,s

mo

oth

ies.

Use

Mar

ket

Res

earc

h f

orm

- se

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upils

to

cla

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.Gat

her

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d

dis

pla

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ph

.

Adve

rtis

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Dis

cuss

how

we

will

let

peo

ple

kn

ow

abo

ut

the

tuck

sh

op.D

esig

n /

Co

lou

r po

ster

s.

Fin

ance

- C

ou

nt

mo

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wit

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uppo

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olla

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info

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ion

on

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lass

fin

ance

sh

eet.

Pro

du

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Invi

te H

ealt

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isit

or

to t

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abo

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lthy E

atin

g.D

iscu

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get

fru

it f

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.

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it w

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su

ppo

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iscu

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it s

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rice

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oo

l

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ut

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r C

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g m

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l pre

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pils

co

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elf

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eer

eval

uat

ion

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rms.

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wh

at s

kills

/ q

ual

itie

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ave

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pils

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te p

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urce

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rces

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raph

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Wri

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Per

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ck

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p

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Sho

p-Fo

rwar

d Pl

anne

r (l

ower

) 2


Forward Planners

Pupi

l’s N

ame

Can

iden

tify

pers

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ski

lls

Can

iden

tify

pers

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qual

itie

s

Wor

ks

wel

l in

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ays

on t

ask

Com

mun

icat

esef

fect

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yLi

sten

s to

othe

rs

Prod

uces

appr

opri

ate

wor

k

Can

refl

ect

onta

sks

Ente

rpri

se E

duca

tion

Tea

cher

Ass

essm

ent

P 1-

3

Mak

ing

Stea

dy P

rogr

ess

Achi

eved

Tas

kHa

s Ex

peri

ence


Forward Planners

Key

Ques

tion

s/In

cide

nts

Sti

mu

lus

(e.g

Hea

lth

Wee

k)

Wh

at c

ou

ld w

e

sell?

Ch

ange

s to

be

mad

e

Set

tin

g u

p a

Co

-oper

ativ

e

Wh

at s

kills

an

d

qu

alit

ies

do

yo

u

po

sses

s?

Cre

atin

g t

he

Co

-oper

ativ

e

Acti

viti

es

(dif

fere

ntia

ted

whe

re p

ossi

ble)

Dis

cuss

wit

h t

he

clas

s th

e ben

efit

s o

f H

ealt

hy E

atin

g a

nd

of

hav

ing a

Hea

lthy T

uck

Sh

op.

Pu

pils

dis

cuss

in

gro

ups

idea

s re

lati

ng t

o h

avin

g a

Hea

lthy T

uck

Sh

op.G

ener

ate

enth

usi

asm

!

As

clas

s dis

cuss

ru

nn

ing o

f sh

op f

rom

beg

inn

ing t

o e

nd.

Pu

pils

exa

min

e ex

isti

ng t

uck

sh

op a

nd b

rain

sto

rm w

hat

cou

ld b

e do

ne

to m

ake

it h

ealt

hie

r.

Dis

cuss

res

po

nse

s to

‘Wh

at i

s a

bu

sin

ess?

’D

iscu

ss

dif

fere

nt

types

of

bu

sin

esse

s an

d s

pec

ific

ally

Co

-

oper

ativ

es.E

xpla

in t

hat

Tu

ck S

ho

p w

ill b

e ru

n a

s a

Co

-

oper

ativ

e an

d p

rin

ciple

s to

fo

llow

.

Ch

oo

se 2

-3 p

re t

opic

act

ivit

ies

fro

m ‘A

ctiv

itie

s’se

ctio

n

appro

pri

ate

for

clas

s.Fo

cus

pu

pils

on

th

inki

ng a

bo

ut

the

skill

s an

d q

ual

itie

s th

at t

hey

hav

e /

nee

d t

o d

evel

op.

Dis

cuss

an

d d

ecid

e o

n C

o-o

per

ativ

e’s

nam

e,lo

go a

nd

per

son

nel

req

uir

ed.(

3 s

essi

on

s)

Apply

fo

r jo

bs

wit

hin

th

e C

o-o

per

ativ

e.C

om

ple

te

applic

atio

n f

orm

s an

d w

rite

CV

s.

Dis

cuss

in

terv

iew

tec

hn

iqu

es.R

ole

pla

y i

nte

rvie

ws.

Pu

pils

are

inte

rvie

wed

fo

r ro

les

and r

ecei

ve f

eedbac

k.

Man

agem

ent

team

in

pla

ce t

o v

oic

e n

eeds

of

the

co-

oper

ativ

e.

Reso

urce

s

Pap

er f

or

bra

inst

orm

ing

.

Pri

nci

ple

s an

dh

ow

th

ey w

illim

pac

t.(s

ee i

ntr

odu

cto

ryn

ote

s.)

Pre

-to

pic

acti

viti

es f

rom

Act

ivit

ies

sect

ion

Art

mat

eria

ls

Applic

atio

n f

orm

s

Mic

roso

ft W

izar

d

Curr

icul

arFo

cus

List

enin

g /

Tal

kin

gH

ealt

h E

du

cati

on

List

enin

g /

Tal

kin

g

List

enin

g /

Tal

kin

g

PSD

List

enin

g /

Tal

kin

g

Art

an

d D

esig

n

Fun

ctio

nal

Wri

tin

g

Dra

ma

Asse

ssm

ent

Focu

s

Qu

esti

on

ing

Obse

rvat

ion

Dis

cuss

ion

Obse

rvat

ion

List

enin

g

Qu

esti

on

ing

Obse

rvat

ion

Sel

f ev

alu

atio

n

Obse

rvat

ion

Wri

tten

tas

k

Qu

esti

on

ing

Pee

r fe

edbac

k

Tuck

Sho

p-Fo

rwar

d Pl

anne

r (u

pper

) 1


Forward Planners

Key

Ques

tion

s/In

cide

nts

Fun

din

g p

roje

ct

Ro

les

wit

hin

Co

-oper

ativ

e

How

su

cces

sfu

l

was

th

e C

o-

oper

ativ

e?

Wh

at d

id y

ou

lear

n?

Acti

viti

es

(dif

fere

ntia

ted

whe

re p

ossi

ble)

Dis

cuss

wit

h t

he

clas

s h

ow

Tu

ck S

ho

p c

ou

ld b

e fu

nded

e.g a

ppro

ach

fo

r lo

an,i

nvo

lve

oth

er c

o-o

per

ativ

es.

Man

agem

ent

- G

ain

fin

ance

s.O

vers

ee C

o-o

per

ativ

e.

Adm

inis

trat

ion

- T

imet

able

an

d c

o-o

rdin

ate

task

s.W

rite

lett

ers

wh

en r

equ

ired

.

Mar

ket

Res

earc

h -

Des

ign

su

rvey

to

est

ablis

h h

ow

man

y

child

ren

wo

uld

use

tu

ck,w

hat

wo

uld

sel

l,co

sts

etc.

Co

llate

an

d p

rese

nt

resu

lts

to m

ember

s.

Adve

rtis

ing -

Dec

ide

on

adve

rtis

ing c

ampai

gn

.Des

ign

and c

reat

e po

ster

s fo

r o

pen

ing o

f tu

ck s

ho

p.A

dve

rtis

e in

New

slet

ter.

Pre

sen

t jin

gle

/ r

ap a

t as

sem

bly

.

Fin

ance

- P

repar

e si

mple

bu

sin

ess

pla

n.K

eep a

cco

un

ts

on

Fin

ance

gri

d.

Pro

du

ctio

n -

Invi

te H

ealt

h V

isit

or

to t

alk

to s

cho

ol

abo

ut

Hea

lthy E

atin

g.R

esea

rch

lo

cal

supplie

rs.O

rgan

ise

and

sto

re f

ruit

.Dea

l w

ith

Hea

lth

an

d S

afet

y i

ssu

es e

.g i

nvi

te

supplie

r o

r sc

ho

ol

cate

rin

g t

o s

pea

k to

mem

ber

s.

Sal

es -

Pla

n o

pen

ing o

f tu

ck s

ho

p.S

et u

p s

ho

p.P

rice

s

clea

rly m

arke

d.H

ave

open

ing c

erem

ony.

Pu

pils

mak

e pre

sen

tati

on

to

sch

oo

l,par

ents

,sch

oo

l

bo

ard a

bo

ut

thei

r C

o-o

per

ativ

e.In

vite

lo

cal

pre

ss.

Pu

pils

co

mple

te s

elf

and p

eer

eval

uat

ion

fo

rms.

Dis

cuss

wh

at s

kills

/ q

ual

itie

s th

ey h

ave

dev

elo

ped

.Pu

pils

wri

te

per

son

al a

cco

un

t o

f pro

ject

.

Reso

urce

s

Co

mpu

ter

Su

rvey

sh

eets

Gra

ph

s

Art

mat

eria

ls

Bu

sin

ess

Pla

n

ou

tlin

e

Ou

tsid

e ag

enci

es

Loca

l Sco

tmid

Sal

es p

lace

Eva

luat

ion

fo

rms

Curr

icul

arFo

cus

List

enin

g /

Tal

kin

g

Mat

hs

IT

Fun

ctio

nal

Wri

tin

g

List

enin

g /

Tal

kin

g

Mat

hs

Art

an

d D

esig

n

Mat

hs

Fun

ctio

nal

Wri

tin

g

Hea

lth

Edu

cati

on

List

enin

g /

Tal

kin

g

List

enin

g /

Tal

kin

g

PSD

Per

son

al W

riti

ng

Asse

ssm

ent

Focu

s

Qu

esti

on

ing

Obse

rvat

ion

Obse

rvat

ion

of

dif

fere

nt

dep

artm

ents

Co

mple

ted t

asks

Su

cces

sfu

l

open

ing o

f tu

ck

sho

p

List

enin

g

Obse

rvat

ion

Tuck

Sho

p-Fo

rwar

d Pl

anne

r (u

pper

) 2


Forward Planners

Pupi

l’s N

ame

Can

iden

tify

pers

onal

skill

s

Can

iden

tify

pers

onal

qual

ites

Wor

ksef

fect

ivel

yin

a t

eam

Stay

s on

Task

can

com

mun

icat

ein

a v

arie

ty of

situ

ation

s

List

ens

toot

hers

and

resp

ects

othe

rs’ v

iew

s

Can

sugg

est

and

impl

emen

tid

eas

Wor

ks t

ode

adlin

es

Solv

espr

oble

ms

effe

ctiv

ely

Eval

uate

ssu

cces

s of

task

s an

d ow

nin

volv

emen

t

Ente

rpri

se E

duca

tion

Tea

cher

Ass

essm

ent

P 4-

7

Mak

ing

Stea

dy P

rogr

ess

Achi

eved

Tas

kHa

s Ex

peri

ence


Forward Planners

Key

Ques

tion

s/In

cide

nts

Wh

at i

s a

Co

-oper

ativ

e?

Firs

t C

o-

oper

ativ

es

How

to

est

ablis

h

a C

o-o

per

ativ

e

Wh

at w

ill

mem

ber

s ga

in?

Acq

uir

ing

mem

ber

s

Acti

viti

es

(dif

fere

ntia

ted

whe

re p

ossi

ble)

In g

rou

ps

pu

pils

dis

cuss

th

eir

per

cepti

on

s o

f w

hat

a

bu

sin

ess

is.B

rain

sto

rm a

nd r

eco

rd g

rou

p r

espo

nse

s o

n

bo

ard.

Dis

cuss

wit

h p

upils

th

at t

he

mai

n d

iffe

ren

ce w

ith

a C

o-

oper

ativ

e is

th

at i

t is

set

up t

o m

eet

mu

tual

nee

ds.

Dis

cuss

Ro

ber

t O

wen

set

tin

g u

p N

ew L

anar

k to

mee

t

mu

tual

nee

ds.

Vis

it N

ew L

anar

k.

Invi

te C

o-o

per

ativ

e /

Cre

dit

Un

ion

em

plo

yee

to

tal

k to

pu

pils

abo

ut

sett

ing u

p.

Pu

pils

co

uld

res

earc

h a

Co

-oper

ativ

e co

mpan

y a

nd

com

par

e w

ith

a L

TD

co

mpan

y.

Co

mple

te ‘W

hat

is

a C

o-o

per

ativ

e?’w

ork

shee

t

Exp

lain

to

pu

pils

th

at t

hey

will

be

invo

lved

in

a C

o-

oper

ativ

e to

mee

t th

e n

eeds

of

ano

ther

sch

oo

l

ente

rpri

se p

roje

ct (

or

may

be

thei

r ow

n).

Bra

inst

orm

way

s o

f ra

isin

g c

apit

al f

or

the

pro

ject

.

Dis

cuss

th

e id

ea o

f al

low

ing o

ther

s in

th

e sc

ho

ol

to

bec

om

e m

ember

s o

f th

eir

co-o

per

ativ

e at

a c

ost

e.g

25

p.P

rom

ote

th

e C

o-o

per

ativ

e an

d i

ts b

enef

its

to

po

ten

tial

mem

ber

s.M

ember

s co

uld

hel

p C

o-o

per

ativ

e

flo

uri

sh a

nd r

ecei

ve a

div

iden

d o

f th

e en

d p

rofi

ts.

Pu

pils

gau

ge i

nte

rest

in

mem

ber

ship

usi

ng m

arke

t

rese

arch

.

Set

up C

o-o

per

ativ

e m

ember

ship

lis

t an

d c

olle

ct m

on

ey

fro

m n

ew m

ember

s.

Rec

ord

mo

nie

s an

d d

ispla

y m

ember

lis

t in

sch

oo

l.

Reso

urce

s

See

‘Dif

fere

nce

sbet

wee

n C

o-

oper

ativ

e an

dLi

mit

ed C

om

pan

y’

shee

t.La

rge

shee

tspap

erw

ww

.new

lan

ark.

org

ww

w.r

ober

t-ow

en.c

om

ww

w.a

bo

uts

cotl

and.c

om

/wat

er/c

lyden

l.htm

l

Act

ivit

y s

hee

t

Larg

e sh

eets

pap

er

Teac

her

in

fo s

hee

t

‘How

a C

o-

oper

ativ

e w

ork

s’

Mar

ket

rese

arch

shee

t

Bla

nk

mem

ber

ship

lis

t

Curr

icul

arFo

cus

List

enin

g/T

alki

ng

Res

earc

h s

kills

List

enin

g/T

alki

ng

Mat

hem

atic

s

List

enin

g/T

alki

ng

Mat

hem

atic

s

Asse

ssm

ent

Focu

s

Qu

esti

on

ing

Obse

rvin

g g

rou

p

wo

rk

Co

mple

ted t

ask

Dis

cuss

ion

Obse

rvin

g

Qu

esti

on

ing

Co

mple

ted t

ask

Co-o

pera

tive

-For

war

d Pl

anne

r (u

pper

) 1


Forward Planners

Key

Ques

tion

s/In

cide

nts

Kee

pin

g m

ember

sin

form

ed.

Wh

at d

ivid

ends

are

to b

e pai

do

ut?

Acti

viti

es

(dif

fere

ntia

ted

whe

re p

ossi

ble)

Pu

pils

kee

p f

inan

cial

rec

ord

s o

f h

ow

th

e C

o-o

per

ativ

e is

per

form

ing a

nd r

epo

rt t

o m

ember

s -

eith

er o

rally

at

asse

mbly

or

on

a n

oti

ce b

oar

d.

Pu

pils

co

nti

nu

e to

pro

mo

te t

hei

r C

o-o

per

ativ

e to

oth

ers

and u

se t

he

com

pan

y t

o b

uy g

oo

ds

fro

m a

s th

ey a

re

awar

e th

at t

he

mo

re s

ucc

essf

ul

the

com

pan

y t

he

big

ger

thei

r div

iden

d p

ay o

ut

will

be.

Teac

her

rem

inds

pu

pils

of

this

.

Gro

up -

in

tu

rns

pu

pils

hav

e re

spo

nsi

bili

ty f

or

han

dlin

g

mo

ney

an

d r

eco

rdin

g f

inan

ces.

On

ce b

usi

nes

s h

as c

ease

d s

ellin

g p

upils

bal

ance

fin

ance

s

and c

alcu

late

th

e n

et p

rofi

t.

Th

is s

ho

uld

be

com

mu

nic

ated

to

all

mem

ber

s o

f th

e C

o-

oper

ativ

e.

Mem

ber

s vo

te o

n d

ivid

end p

ay o

uts

- s

om

e m

on

ey m

ay

be

use

d t

o s

et u

p a

sim

ilar

pro

ject

lat

er i

n t

he

yea

r,w

ith

exis

tin

g m

ember

s bei

ng p

art

of

the

Co

-oper

ativ

e w

ith

mo

ney

sav

ed.

Reso

urce

s

Fin

ance

sh

eet

Po

ster

s

Fin

ance

sh

eets

Curr

icul

arFo

cus

Mat

hem

atic

s

Talk

ing

Mat

hem

atic

s

Asse

ssm

ent

Focu

s

Co

mple

ted t

ask

Obse

rvin

g

Qu

esti

on

ing

Co

mple

ted t

ask

Co-o

pera

tive

-For

war

d Pl

anne

r (u

pper

) 1


Teacher Resources


Teacher Resources

PersonalWork hard

Uses imagination

Uses initiative

Patient

Sensible

Reliable

Takes responsibility

Doesn’t give up easily

Can solve problems

Listens to others

Works independently

Creative

Takes a risk

SocialEncourages others

Takes part in discussions

Can talk in front of others

Works with others

Leader

Helpful

Can give advice and support

Makes decisions

Good talking and listening skills

Skills & Qualities Bank


Teacher Resources

Name: __________________________________________

Address: __________________________________________________________________________________________

Position you are applying for:________________________________________________

What skills do you have that are relevant to this job? ____________________________________________________________________________________________________________________________________________________________________________________________________

What qualities do you have that you could bring to this job?____________________________________________________________________________________________________________________________________________________________________________________________________

Describe yourself in two sentences.___________________________________________________________________________________________________________________________________________________

What are your strengths and development needs?___________________________________________________________________________________________________________________________________________________

Signed : ______________________

Date: ________________________

Good luck with your application!

Application Form


Teacher Resources

The Market Research team will find out how many potential customers there are.They will also find out about any competitors.

Your duties are:

• Carry out market research

surveys - you can do this

by post, phone or in a

personal interview.

• Research the local

competition - Who are

they? What is their

product/service? Why do

people buy from

them?What can you offer

that is different or better?

• Collate all the

questionnaires.

Skills and qualities needed:

• Polite and friendly manner

• Good listening and talking

skills

• Ability to use ICT

• Good mathematics skills

• Organised

• Approachability

Market Research Team Top Tips


Teacher Resources

Sales Team Top Tips

The sales team are the ‘face’ of the enterprise as they are selling your product or

service.

Sales success tips:

• Get to know everything

you can about the product

or service.

• Decide how much you can

sell the product or service

for.

• Make your sales area look

attractive.

• Have a price list.

• Smile! A happy sales

assistant is a successful

one!

• Get to know your

customers.

• Keep a record of sales.

Skills and qualities needed:

• Good talking and listening

skills

• Honest

• Shows creativity

• Good personality

• Patience

• Polite

• Friendly


Teacher Resources

Great ways to advertise are :• Designing posters.

• Advertise in the local newspaper.

• Design flyers and drop into local houses.

• Record a jingle.

• Tell your school at assemblies.

Advertising Team Top Tips

The Advertising Team is responsible for telling people all about your enterprise.

Top tips for posters:• Posters are a great way to tell people about your

enterprise.

• Make sure that your poster has all the information

needed eg. name of company, type of products, price

etc. It should be eye - catching, bold and have

illustrations too. Place your posters in good locations.

Top tips for advertising in the local newspaper:• Your advert/press release should be short and to the

point.

• It should have the correct contact details.

• You may wish to have a photograph taken.


Teacher Resources

Top tips for flyers:• Make your fliers have pictures as well as clear

information about your products.

• Get fliers copied and drop into lots of letter boxes.

Advertising Team Top TipsContinued

Top tips for jingles:• This should get people be interested quickly.

• Your jingle should be should be snappy, memorable

and fun.

• Remember to include all the correct information.

Top tips for school assemblies:• Prepare your short presentation beforehand.

• Make sure you give information about your enterprise,

the name of the product etc.

• Have products to show and fliers to hand out.

Skills and qualities needed:• Creativity

• Imagination

• Excellent presentation skills

• Enthusiasm

• Good communication skills

• Good organisation skills


Teacher Resources

Finance Team Top Tips

The Finance Team organises all the money coming in and going out of the

enterprise.

To keep your finances in order:• Write a business plan - All enterprises need a plan of

how the enterprise will be set up and run.

• Find ways to make money eg. sell shares, get a loan

etc.

• Organise shares.

• Keep a record of all income and outgoings.

• Bank money.

Skills and qualities needed:• Reliability

• Good organisation skills

• Excellent at maths

• Good ICT skills

• Honesty


Teacher Resources

Business PlanName of Enterprise:

Aim of Enterprise:

Number of children in this enterprise:

Our customers are

We will organise our product or service by

We will sell or product/offer our service in

We will finance our enterprise by

Our enterprise will last

We will be helped by

Signed on behalf of

By Date


Teacher Resources

Market Research

Healthy Eating Tuck Shop

Questionnaire

Tally people’s answers

Would you like to have a healthy eating tuck shop?

Yes

No

Apple

Banana

Orange

Grapes

Melon

Pear

Kiwi Fruit

Plum

Which fruits would you buy from a tuck shop? (Choose 2)

Yoghurt

Water-Plain

Smoothies

Flavoured-Water

What other things would you like the tuck shop to sell?


Teacher Resources

Market Research

Co-operative Membership

Questionnaire

Explain clearly to people what a Co-operative is and what benefits

there will be for members.

Yes

No

Would you like to become a member of our Co-operative?

Our co-operative will allow you to have your say on the way

forward for the tuck shop. Becoming a member is easy and costs

25p. By being a member you will receive a dividend (a share of

profits) at the end of the project. The more that you spend at the

healthy tuck shop, the more you will get back for your dividend.

“

”

Tally people’s answers


Teacher Resources

Finance RecordDate Item Income Outgoing Total

Finance sheet checked by

Signed Date


Teacher Resources

Bala

nce

Mon

ey O

utM

oney

InDe

scri

ption

Date

Clas

s Fi

nanc

e Sh

eet


Teacher Resources

Vote

5Vo

te 4

Vote

3Vo

te 2

Vote

1M

embe

rshi

p Pa

idCl

ass

Nam

eCo-o

pera

tive

Mem

bers

hip

List

En

ter

mem

ber

’s n

ame,

clas

s an

d t

ick

on

ce m

ember

ship

has

bee

n p

aid.T

ick

off

vo

tes

if C

o-o

per

ativ

e pu

ts a

dec

isio

n t

o i

ts m

ember

s


Quick Co-operativesActivities


Quick Co-operatives Activities

Ages - AllTime taken - 20 mins

Outcomes - * Work co-operatively

with others * Develop non-verbal

communication

Resources - None

DescriptionSplit class into 2/3 groups.

Children stand in a line, shoulder to shoulder,

in their groups.

On command of ‘Go’, pupils reorganise themselves

in a given order e.g height order, birthday months,

alphabetical order etc.

Pupils reorganise themselves using only

non-verbal communication i.e silently!

Get In Line

Target PracticeAges - AllTime taken - 20 mins


with others * Develop team work

Resources - Ball or bean bagOpen space

DescriptionOne player is ‘catcher’ and throws soft ball or bean

bag to hit other players below the knee.

If player is hit, they then help to ‘catch’ the other

players.

Target players cannot pick up the ball

Players that are caught must stay on the spot once

they pick up the ball.

The more players that are ‘catchers’, the more it

helps to be co-operative as the ball can be passed

between caught players.

The game ends when all players have been caught.



Ages - AllTime taken - 20 mins

Outcomes - * Work co-operativelywith others * Develop team work* Follow verbalinstructions

Resources - Parachute

DescriptionPupils are spread around the parachute holding the

edge.

Allocate each member of the group the name of a

fruit e.g a kiwi, a pineapple, a grape etc. (use four

maximum for group)

Class throw parachute upwards without letting go

and then pull it back down creating a mushroom.

When the parachute has been lifted, teacher calls

out the name of one of the fruits allocated to pupils.

Those pupils have to find another person’s space

around the edge of the parachute before it drops.

Further developments - call out more than one fruit

at a time, use fruit names to develop pupils’

knowledge of different types of fruit.

Parachute Drop

TanksAges - 7+

Time taken - Continuous

Outcomes - * Work co-operativelywith others * Develop verbal and non-verbal communication*Problem Solvingstrategies

Resources - Open space1 chair per team facingoutwards of open spaceBean bags

DescriptionIdeal with a smaller group of 15 or less!

Split group into teams of 3.

1 member is tank, 1 verbal communicator and 1

non-verbal communicator (‘Pointer’).

Communicator sits in chair facing away from ‘tanks’ who

are positioned randomly in the open space holding a

bean bag. ‘Pointer’ stands in front of communicator.

Rules - Each team can make 3 moves in one turn e.g

forward 3, side step left 2, fire.

‘Pointer’, who can see the action, uses hand signals to

inform communicator what they want the tank to do.

Communicator, who cannot see action, relays these

instructions to the ‘tank’ by voice.

Purpose of the game is to ‘fire’ the bean bag to hit other

tanks. Winning team is the last ‘tank’ standing.



Ages - AllTime taken - Continuous


with others * Responding to

instructions

Resources - Open space

DescriptionSit class in a circle and allocate each pupil with

the name peach, pear or plum.

Teacher calls out one of the fruit names and

pupils with that name have to find another space

in the circle to sit.

For more fun, the teacher calls out ‘Fruit salad’

and everyone has to find a new place in the circle.

Note: similar activity as Parachute Drop.

Peach, Pear, Plum

Mission Impossible?Ages - 9 - 11Time taken - As longas it takes!


with others * Develop problem

solving strategies

Resources - Parachute

DescriptionCo-operation is the name of the game for this one!

All pupils stand around the parachute holding on

firmly with both hands.

Whatever happens they must not let go with

either hand.

Pupils study the parachute and note which side is

facing upwards - look for stitch marks etc.

The class must turn over the parachute without

letting go with any hands!






solving strategies

Resources - Open space Hoops

DescriptionSplit the class into teams of 8.

Start with one pupil sitting in the hoop.

See how many more group members can fit in the

hoop.

Extend activity by adding rules e.g No one is

allowed any part of their body outside the ring.

Each person must have at least two contacts with

the ground inside the ring etc.

Hoop Friends

Building BodiesAges - AllTime taken - 20 mins

Outcomes - * Work co-operativelywith others * Creative thinking* Problem Solving

Resources - Open Space

DescriptionSplit class into groups of between 5 - 8.

Teacher calls out an object and the pupils have to

make that object using only their bodies. Example

- teacher calls out ‘Shopping trolley’ and pupils use

body shapes to make a group interpretation of a

shopping trolley.

Allow each group to view others.

For more able pupils call out more complex

objects.

A good finishing activity is to join groups together,

or the whole class, to make a larger more complex

object, such as the Eiffel Tower!





with others * Develop short term

memory

Resources - None

DescriptionClass sits in circle.

One pupil starts with “I went to the shop and I

bought a ...”, then names a fruit or vegetable.

The next person says the sentence, stating the

previous persons purchase and adds in their own.

The game continues with each person saying the

sentence with the previous people’s purchases and

then adding their own.

Extension - after being round the circle, mix pupils

and try listing the fruits and vegetables bought.

Shopaholics

DoodleAges - AllTime taken - 20 mins


with others * Communicating

instructions

Resources - Drawn shapesPaperPens / Pencils

DescriptionPupils are paired and sit back to back.

Pupil A is given a shape drawn on a piece of paper.

Pupil B is given a blank piece of paper and a pen.

Pupil A describes to pupil B what is on their piece

of paper and pupil B tries to draw it.

After allocated time check drawings.

This task can be repeated with pupils swapping

roles with a different starter drawing.

More complex drawings can be given to more

advanced pupils.


Challenging Co-operatives Activities

Ages - 7+Time taken - 30 - 60 mins

Outcomes - * Work co-operatively with

others * Gain an understanding of

bartering for goods

Resources - 10 X fruit sheet fromphotocopiable section5 X shopping basket sheetfrom photocopiable sectionColouring pens / pencils

SummaryEach group must work co-operatively to fill a

shopping basket with fruit.

PreparationEach group needs five of one type of fruit e.g

5 apples. Merchant (teacher) keeps any spares.

AimGroups must colour and fill a shopping basket

containing one of each type of fruit. Show

pupils an example of the finished product.

Trading Places

The ActivityThe children must -

* Colour and cut out basket

* Colour and cut out fruits

* Stick five different fruits into the basket

Point out to pupils that they do not have all the resources needed to complete the task.

They can swap or barter for goods. No fruit can be swapped to another group until it

has been coloured and cut out.

RulesEveryone must be involved in this group task.

Each person in the group must have a different role e.g cutting out, sticking etc.

Only one person at a group can trade at any one time.

EvaluationDiscuss as a class what was needed to complete the task. Emphasis ‘trading’ and link

with a real life context e.g local Co-op store.

Discuss effectiveness of their group work and improvements that could be made.

Scissors Glue



Ages - 7+Time taken - 90 mins


others * Use technology to create a

mini replica of a fruit stall* Creative thinking

Resources - Colouring pens / pencilsScissorsGlueVariety of technologyresources e.g art straws,balsa wood, card, paper etc.Planning sheet fromphotocopiable section

SummaryEach group must work co-operatively to

design and make a miniature fruit stall.

PreparationAccess to technology materials.

Design brief on board.

AimsPupils use their creative thinking to plan,

design and build a miniature version of a fruit

stall.

Pupils produce a practical solution to the

design brief.

Fruit Stall


* Discuss the design brief and plan a design of a fruit stall labelling materials to be used.

* One group member to appropriate materials in order to build their miniature stall.

* Create a miniature fruit stall giving thought to purpose and attractivness.


Each person in the group must have a different role e.g cutting out, sticking etc.

Only one person at a group can collect materials at any one time.

EvaluationDiscuss the practicality of the stall design and its aesthetic qualities. Show/display

models-if possible for other groups to evaluate. Where possible choose best design for

real stall in school.



Ages - 7+Time taken - 45 - 60 mins


others * Develop problem solving

skills* Gain an awareness for the

need of attractivepackaging

Resources - CardColouring pens / pencils /crayons / Scissors / Glue

SummaryEach group has to design and make a container,

from card, to hold an apple, an orange and a

banana. The container must be attractive and say

what is in it.

PreparationShow and discuss examples of different types of

packaging.

Allocate each group with the resources named.

AimGroups make a suitable container to hold three

pieces of fruit.

Full of Fruit


* Use the given resources to make a suitable container.

* Ensure the container can hold an apple, an orange and a banana.

* Design their container attractively.


Each person in the group must have an active role.

Groups should not share ideas at this stage.

EvaluationEach group tests their container and discusses the strengths and

development needs of their product.

Presents their finished product to the rest of the class.

Discuss effectiveness of their group work and improvements that could be

made.

Rulers



Ages - 7+Time taken - 60 mins



solving skills* Use creative thinking* Working to deadlines

Resources - Empty shoe boxesColouring pens/pencils/ crayonsScissorsGlueJunk materialsThread/ string

SummaryEach group has to turn their shoe box into a

different scene.

PreparationHave materials available at a designated area.

Discuss examples of scenes that could be done e.g

space, underwater, woodland, bomb shelter, city.

AimGroups use materials available to turn their shoe

box into another world in allocated time.

What’s inside the box?


* Use the given resources to create an imaginative scene inside their shoe

box.

Extension - groups could write an imaginative story that takes place inside

their setting.


Each person in the group must have an active role.

Groups should not share ideas at this stage.

EvaluationEach group presents their finished product to the rest of the class.

Discuss the role of each group member and the effectiveness of the team as

a whole.



Ages - 7+Time taken - 45 - 60mins

Outcomes - * Develop awareness

of the advantage ofco-operativeworking

* Co-operative work -group children if itwould benefit pupils

Resources - Three Little PigsstoryPaperPencils

SummaryPupils rewrite a revised version of the story, where

the three little pigs work co-operatively to build a

house together to stay safe from the wolf.

PreparationPupils have a good knowledge of the story, ‘The

Three Little Pigs’.

AimPupils show an awareness that working together is

advantageous.

Three Wee Porkers!


* Write a new version of the story, ‘The Three Little Pigs’, where the pigs work

together to build one house to keep themselves safe from the wolf.

* Complete their story in the given time and in a set number of sentences

(dependant on pupil ability).

RulesIf working in groups all pupils must listen to others and offer their own

suggestions.

EvaluationPupils read and listen to each other’s stories in groups.

Discuss why working together would have been the best option for the pigs.



Early Years Resources

46

Name

Health forWealthActivity Booklet

Early Years Booklet 47

My Name isI am years oldI go to Primary School

Me


I Like...Tick 3 things that you really like.

Swimming

Football

Skipping

Chocolate

Carrots

Flowers

Computer games

Reading

Writing

Talking

Telling jokes

Listening to jokes

Drawing

Dolls

Watching television

My Friend Likes...Tick 3 things that your friend really likes.

Swimming

Football

Skipping

Chocolate

Carrots

Flowers

Computer games

Reading

Writing

Talking

Telling jokes

Listening to jokes

Drawing

Dolls

Watching television

Me doing something I am good at.

My friend doing somethingthey are good at.


I Feel...

I feel happy when

I feel unhappy when

I feel angry when


I am good at...Colour in the things that you are really good at.

Football Reading Games

Drawing Looking After Pets Writing

SingingCountingRunning

On the back draw other things you are good at.

aabbcc

112233


I would like to be better at...Colour in the things that you would like to get better at.

Football Reading Games

Drawing Looking After Pets Writing

SingingCountingRunning

On the back draw other things you would like to be better at.

aabbcc

112233


I have got better at...What skills have you got better at?

Skill

Listening to theteacher and otherpeople in my group

Talking to otherpeople

Helping people inmy group

Taking care toproduce very good

work

Working on my own

Much betterA little betterJust the same

Whendid you

do this?

1 2 3 4

5 6 7 8

9 10 11 12

13 14 1615


What do you think?

The thing I enjoyed doing most was...

If I did this again I’d like to...

I was good at...

Health For Wealth 54Health For Wealth 54

Upper Resources

55

Name

Health forWealthActivity Booklet

Upper Booklet 56

Who am I?

Name:

Age: years old

School I go to:

Favourite subjects at school:

Likes:

Dislikes:

Best Quality

Person that inspires you most

Person you respect the most

Ambition

Upper Booklet 57

My Individual Skills andQualities AnalysisUse the list of skills and qualities on the board to complete this assessment

of your personal qualities which could be used in the enterprise. Each

section should have a minimum of two qualities and a maximum of four

qualities.

• I am very good at...

1.2.3.4.

• I am quite good at....1.2.3.4.

• I am OK at...1.2.3.4.

• I feel that I am not so good at...1.2.3.4.

Looking at all your strengths and development needs, which position would

you think you are best suited to in our enterprise venture?

Upper Booklet 58

Peer Skills and QualitiesAnalysisUse the list of skills and qualities on the board to complete this assessment

of qualities for your friend. Each section should have at least one quality

and a a maximum of two entries.

• You are very good at...

1.2.

• You are quite good at....1.2.

• You are OK at...1.2.

• I feel that you are not so good at...1.2.

Looking at all of the strengths and development needs, which position

would you think this person would be best suited to in our enterprise

venture?

Upper Booklet 59

Wanted-An EnterprisingPerson!What do you think an enterprising person looks like? Draw them!

Now write a description of what makes an enterprising person. Think carefully about

skills and personal qualities.

Upper Booklet 60

Looking ForwardWhat Skills do you hope to improve in this enterprise?

What qualities do you hope to improve in this enterprise?

What are you most looking forward to?

Do you have any worries about the Enterprise?

In what ways are you willing to be involved?

Upper Booklet 61

My Co-operative ValuesThroughout this enterprise you have been guided by the Co-operative values.

Reflect on these values and assess how you have utilised them.

Tick the most appropriate box

Very goodValue

Self help - helped others andself

Self responsibility- acted responsibly and

played a full part

Democracy - showed selfcontrol

Equality / Equity - treatedeveryone fairly

Solidarity - supported co-operative

Was honest, open and cared forothers

GoodNeeds

more work

Upper Booklet 62

How was the Enterprise for me?

Skill or quality

I mix well

I am a leader

I communicate well

I work well in a group

I work well on my own

I am organised

I am creative

I work hard

I am reliable

Very good Good Need to work on

It is important to reflect on your efforts in the Enterprise. We can all learn from the

experience. Complete this self assessment as honestly as possible.

Tick the box that relates to you.

The most important skills I used were:

The most important qualities I used were:

Upper Booklet 63

How was the Enterprise for me? Continued

The thing I most enjoyed about the Enterprise was...

The most important things I learned were...

I was good at...

I would like to get better at...

If I were to do this again I would change...

Upper Booklet 64

Wordsearch

q

c

o

m

p

a

n

y

c

s

u

c

e

r

e

m

o

n

y

b

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n p d n i e f t

t c q t d v b c

e h l e t t e r

r a r r o h u u

p r g v w f k l

r t z i e l m e

i a s e n g x s

s y h w o r k m

e m a n a g e r

Can you find these words (across or down)?

question manager enterprise rules interview

ceremony letter work company chart


Co-operative Resources

Diff

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betw

een

Co-o

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Com

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a n

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Frui

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Fruit Templates

Apple Banana

Grapes

Orange

Pear

Planning Sheet

Group

Plan (labelled)

Resources...

Ideas how to make


Badge Templates

Note: These templates can be used with most badge making toolkits.


Reward Card

Name

Class

Name

Class

Reward Card

Reward Card

73

GlossaryFAQ

Useful ContactsAcknowledgements

7733HHeeaalltthh FFoorr WWeeaalltthh

Glossary

CommunityA group of people either living in a defined area or sharing a common

characteristic such as religion or a profession.

CompanyAn association of people for carrying on a legitimate business usually to make

a profit.

Co-operativeAn autonomous association of persons united voluntarily to meet their

common economic, social and cultural needs and aspirations through a jointly

owned and democratically controlled enterprise. All members have one vote

and members may employ staff.

Credit UnionA savings and loans co-operative which is owned and controlled by its

members. Credit unions allow members to save in small amounts and to

borrow money at low interest rates.

DemocraticIn social enterprises it refers to the control by members and/or their client

group who usually elect a board of members.

DividendA sum of money paid out of the profits to shareholders or, in a social

enterprise, members.

EntrepreneurA person who identifies new opportunities and takes advantage of them by

putting business ideas into practice.


Glossary

Fair TradeTrade which aims at sustainable development for excluded and disadvantaged

producers in developing countries. This is done by paying a fair and stable price

for produce, by awareness raising and by campaigning.

PartnershipWhen two or more people form a business. Partners own the business

personally, are liable for any debts and share in the profits.

PLCA public limited company is a separate legal entity which consists of

shareholders who own the company in the form of share capital, directors who

run the company, and employees. Control of the company depends on the level

of share ownership.

ProfitMoney which is earned in trade or business after paying the cost of producing

and selling goods and services.

ShareholderOne who owns shares in an organisation. A share represents part of the capital

of the company. In PLCs the value of shares varies but in social enterprises,

such as co-operatives, they have a fixed value.

Social EconomyThe social economy refers to those organisations which exist between the

private, market sector on the one hand and the public sector on the other and

is separate form both. It includes social enterprise as well as voluntary

organisations, community groups, trade unions, religious bodies and housing

organisations.


Glossary

Social EnterpriseSocial enterprises carry out trade in order to achieve social and environmental

aims.

StakeholderSomeone with an interest or concern in something, usually in an organisation.

Social enterprises tend to involve their stakeholder groups to a greater degree

than other businesses.

SustainableIn terms of social enterprises, it usually refers to the ability to maintain and

continue an organisation.

TurnoverThe amount of income received by an organisation usually over one year.

Worker co-operativeA co-operative in which the members are the workers who have chosen to join

the co-operative.


77

Frequently Asked Questions

77Health For Wealth

Useful Contacts

78Health For Wealth

Web Addresses

Co-operativeswww.lanark.org

www.scotmid.com

www.robert-owen.com

www.aboutscotland.com

Enterprisewww.careers-scotland.org.uk

www.scotland.gov.uk/library5/education

www.scottish-enterprise.com

www.schoolenterprise

Healthy Eatingwww.hebs.scot.nhs.uk

www.scre.ac.uk

www.itscotland.org.uk

www.healthpromotingschools.uk

www.nhs24.com

Addresses

Scottish ExecutiveEnterprise in Education Development Officer

Europa Building

Second Floor West

450 Argyle Street

Glasgow

G2 8LG

Useful Contacts

Addresses cont

Scotmid Head Office92 Fountainbridge

Edinburgh

EH3 9QE

E-mail

[email protected]

[email protected]

79Health For Wealth

Acknowledgements

80Health For Wealth

health for wealth -...

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