HR

School activities

In the 2014/2015 school year we continued with participation in Entrepreneurial Learning, SEECELs project. This school year the school has a dual role:

• 1 pilot school for the Entrepreneurial Learning at ISCED1

• 2 mentor school for the Entrepreneurial Learning at ISCED2.

Since the beginning of a school year in September up to now we have planned and carried out many activities that encouraged the entrepreneurial spirit and entrepreneurial mindset in all classes. During the preparation and execution of these activities we have achieved many outcomes of entrepreneurial learning on both ISCED1 and ISCED2 levels.

ISCED1

At the level of knowledge students have learned about, how to or/and they were: describe an entrepreneur (Organized student visits to the Catherine Fair, Small entrepreneur), examine difference between product and service (Organized student visits to the Catherine Fair, Small entrepreneur), describe income and expenses (World day of apples, Christmas Fair), calculate costs and benefits (Redesigning the school landscape, World day of apples, Christmas Fair), describe different jobs/occupations (Redesigning the school landscape, Days of Bread in the Classroom, world day of apples, Catherine Fair, Small entrepreneur), list examples of opportunities (Action of collecting waste paper, Pre-Christmas workshops for students), list examples of entrepreneurial ideas (Redesigning the school landscape, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Gathering), identify environmental risks (Action of collecting waste paper), relate environment pollution with human activities (Action of collecting waste paper), list examples of public goods (Redesigning the school landscape), explain how people’s choices determine what will be produced (Pre-Christmas workshops for students, Small entrepreneur).

At the level of skills students were developing or/and demonstrating the ability: to work individually and in teams (Redesigning the school landscape, Days of Bread in the Classroom, Action of collecting waste paper, World day of apples, Pre-Christmas workshops for students, Christmas Fair), to communicate ideas to others (Redesigning the school landscape, Days of Bread in the Classroom, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair, Christmas Gathering), to create objects (Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students), to lead a group (Redesigning the school landscape, Days of Bread in the Classroom, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students,  Christmas Fair),  to collect ideas from others (Redesigning the school landscape, Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair),  to take decision and explain it  (Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair),  to recognize and list risks (Redesigning the school landscape, Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair, Christmas Gathering), to identify consequences of their activities (Redesigning the school landscape, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair, Christmas Gathering), to solve problems together with others (Redesigning the school landscape, Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair, Christmas Gathering), to evaluate results from a group work (Redesigning the school landscape, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair), to plan an activity (Redesigning the school landscape, Action of collecting waste paper, World day of apples, Pre-Christmas workshops for students, Christmas Fair, Christmas Gathering), to present personal assets and abilities (World day of apples, Organized student visits to the Catherine Fair, Christmas Fair, Christmas Gathering), to recognize job opportunities (Organized student visits to the Catherine Fair, Small entrepreneur).

At the level of attitudes students were taking responsibility to complete tasks and to meet deadlines (Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair), taking initiative to meet others and get involved in groups (Redesigning the school landscape, Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair),  demonstrating the ability to work independently (Redesigning the school landscape, Action of collecting waste paper),  demonstrating  the ability to respect others (Redesigning the school landscape, Days of Bread in the Classroom, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur, Christmas Fair, Christmas Gathering), demonstrating the ability to help and support others (Redesigning the school landscape, Days of Bread in the Classroom, Action of collecting waste paper, World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair, Christmas Gathering), demonstrating the responsibility for public goods (Redesigning the school landscape, Action of collecting waste paper, World day of apples).

In the preparation and execution of these activities idea generation, lectures, discussion, individual, group work and working in pairs, role-playing/simulation, visuals, digital tools and multimedia, case studies (Organized student visits to the Catherine Fair,Small entrepreneur), guest speakers (Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Small entrepreneur), life-story approach (Organized student visits to the Catherine Fair, Small entrepreneur, Christmas Fair), peer group presentation (Days of Bread in the Classroom, ­World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair, Christmas Gathering), projects (­World day of apples, Catherine Fair, Pre-Christmas workshops for students), field visits (Organized student visits to the Catherine Fair), practical entrepreneurial experience (­World day of apples, Organized student visits to the Catherine Fair, Pre-Christmas workshops for students, Christmas Fair) were used as teaching/learning methods and short text report, practical assessment, self /peer reflection, field work (Organized student visits to the Catherine Fair), presentation and discussion (Days of Bread in the Classroom, World day of apples, Organized student visits to the Catherine Fair, Christmas Fair, Christmas Gathering), project / group work which should include event - fair, exhibition (Organized student visits to the Catherine Fair, Christmas Fair, Christmas Gathering) were used as assessment methods.

ISCED2

At the level of knowledge students have learned about, how to or/and they were: describe an entrepreneur (Christmas Fair, Catherine Fair, Small entrepreneur)[1], examine difference between product and service (Catherine Fair, Small entrepreneur), defining the criteria necessary for decision making (Christmas Fair, Catherine Fair), comparing benefits with costs (Catherine Fair, Christmas Fair, Collecting waste paper), exploring and identifying different job opportunities (Catherine Fair, Jars painting, Small entrepreneur), and different career paths (Catherine Fair, Small entrepreneur), identifying phases of entrepreneurial activity (Catherine Fair, Jars painting, Small entrepreneur), developing an entrepreneurial idea (Collecting waste paper, Christmas Fair).

At the level of skills students were developing or/and demonstrating the ability to work individually and in teams, the ability to communicate ideas to others efficiently, the ability for creative and innovative thinking, planning, delegation and leading skills during the group work, the ability to use the brainstorming method (Catherine Fair, Jars painting), the ability to recognise and list risks (Collecting waste paper, Catherine Fair, Jars painting, Christmas Fair), awareness of the environmental consequences of their actions (Collecting waste paper), the ability to solve problems and make decisions together with others (Collecting waste paper, Catherine Fair, Jars painting, Christmas Fair), the ability to evaluate outcomes and processes of group work, the ability to set up a production plan (Catherine Fair), an entrepreneurial idea (Catherine Fair, Jars painting, Christmas Fair), assessment of their own assets and competencies.

At the level of attitudes students were taking responsibility for completing tasks, fulfil obligations and meet deadlines (Collecting waste paper, Jars painting, Catherine Fair), taking the initiative to network with individuals and groups (Catherine Fair), demonstrating the ability to work independently, to respect others, to accept innovation and change and responsibility for public goods (Collecting waste paper).

In the preparation and execution of these activities lectures, group work, peer group presentation, discussions (Catherine Fair, Jars painting,), teachers and facilitators (Christmas Fair, Catherine Fair, Jars painting) method, local visits (Catherine Fair) method were used as teaching/learning methods and practical assessment, presentation, self-evaluation, project work, field work (Catherine Fair) were used as assessment methods.

Instead of writing more details about mentioned activities in the next section there are pages on students’ reports and/or photos and video footage of activities (in Croatian language) which are published on school webpage and/or school newspaper webpage.