T4L Kids Issue 15
The Entrepreneurial Edition
Teacher Guide
Embedded Files
Please share your students' work with us, we love to highlight these in the magazine: t4Linnovations@det.nsw.edu.au
The T4L Kids magazine is developed by the Department of Education NSW T4L Team. You will find the curriculum links at the bottom of these teacher's notes.
Generally aimed at students in years 4-8, the depth and expectations around the outcomes are personalised by you, the teacher.
This edition presents resources and concepts that explore Entrepreneurial learning and could be the foundation for more senior students and connecting to the DoE Resources presented for students on the iEntrepreneur website
The magazine is open for all schools, anywhere to use. It is designed to allow your students to work through it independently or as part of your class. Each edition includes 'how to videos' embedded in the magazine pages for all learners.
You can download the magazine, share it with your students via a management system such as Google Classroom/ Teams, or share the link.
You as the teacher can add the questions, learning and sparkle to connect the ideas in the magazines to your class programs. This guide is created to ignite some additional ideas.
All editions of T4L Kids Magazine are found here. Or try a quick search in Google for "T4L Kids".
Pages 2 - 3
Here you are at the teacher's notes.
During the development of this edition our colleague Joachim Cohen left the DoE after many years to take on new and exciting opportunities. He was the innovator behind many of the T4L projects and we want to thank him for his work in the team and on this, and every other T4L Kids and Teacher magazines, and wish him well in the future.
Just a reminder that all of the T4L Kids magazines and the teacher guides (and Google Sites) allows you to share on the internet.
This project is the culmination of different ideas presented in different magazines.
The ideas and activities address a broad range of syllabus areas and stages. The application of these differ depending on which activities you get your students to undertake. Generally the ICT applications such as filmmaking and podcasting address the English and communication elements and the app design, prototyping tasks are from the Technologies syllabus.
So how do the same activities address different year levels and assessment tasks?
This is possible with open ended inquiry based challenges. Assessment is based on the expectations around each student's level of achievement.
Bringing together all of the elements presented on the three magazines may be something suited to older/ experienced students.
Teachers of younger year levels might want to choose the activities and rely on just one magazine and challenge. The decision is in your hands as the teacher. You know your students best.
All T4L magazines present here.
This Design Thinking Portfolio Template has been created for you to use for this and other projects.
Instructions incl. creating a Google Template.
Download and make a copy (it will live in your Google Drive).
Select the slides you want your students to use to personalise AND (here is the party trick!) in the URL remove the final reference (present?slide=id.p1) so that the URL ends with /
THEN write the word copy
It will create your own template that your students can download and use. Hack done!
This hack works on all Google Slides, Docs etc.
Tip – if using as a group activity, get one student from the group to make a copy of your copy and then they can share access with their group members BUT make sure they share with you so you can "supervise" feedback etc.
Or you can just get your students to make a copy of the original and tell them which elements you want them to use.
Remember, creating a business idea is like a puzzle; you put different pieces together until you find the right fit. Don't be afraid to experiment and have fun with the process!
Use the Question Generator to ask different questions to consider the possibilities.
It's all about 'The Idea'
Use Video 1 below to introduce the importance of 'The Idea!'.
So how do you come up with an idea?
Use the text below and these points to do a group or jigsaw activity.
You could copy them to cards or get students to use a Google Jamboard / Microsoft whiteboard of create a shared doc/ slide set where each group adds their own slide.
Start with your interests: Think about what you enjoy doing, whether it's a hobby or something you're passionate about.
Identify problems: Think about the simple challenges and issues and how you can solve these problems.
Research trends: Research what's popular and trendy in the world right now. What are people interested in?
Talk to people: Ask your friends, family, and classmates what they wish they had or what problems they face.
Combine ideas: Think about how you can mix different ideas together to create something new and interesting.
Use new technologies: Consider using the latest tech trends, like apps or online services, to create a solution.
Keep it simple: Don't overcomplicate things. Simple ideas are often the best.
Share and get feedback: Share your ideas with others, and ask for their thoughts. They might have suggestions.
Learn and improve: If your idea doesn't work, that's okay. Learn from your mistakes and make your idea better. Keep trying new things.
SLAV Question Generator – think about your idea differently through questions.
Use the videos below and the programs they present including $20 Boss , Money Talks, the DoE Financial Literacy Challenges and Money Smart Resources throughout the Design Thinking process.
These are real resources that lend themselves to real projects and ambitions. Trying to make your student's projects authentic and real will enhance their learning.
If this isn't possible maybe create a shared project that the class could develop to raise money for charity that does have a real application and outcome e.g. a BBQ fundraiser one lunchtime.
For secondary students
It is also important to present and highlight the resources as they are there for everyone and students who may wish to take on a project (independently or later in life) know they are there and available.
The videos below are great viewing for your students, for different reasons.
Get students to share what their key takeaways for each video was. The $20 boss site has more videos available with Australian student projects. Perhaps think about signing your students up or sharing the project with your school librarian and careers teacher.
Video 1 – The Idea
Video 2 – School project to real business
Biz Kid$ is from the US and highlights the reasons why the idea is critical. Without a good idea the rest is not authentic and has nothing to hook the process to. It introduces Maddie who at 10 came up with an idea that took off. Her advice: Follow your passion.
Sticky Pronk is from Australia and we meet Noah who was part of the $20 Boss program and built his business from a school project to an actual business.
The $20 Boss program is free and open to all Australian schools. It uses design thinking activities to support students as they learn.
Building Australia’s future entrepreneurs on just $20
Building Australia’s future entrepreneurs on just $20
This unique program is helping Australian school students build entrepreneurial skills for just that amount.
Called $20 Boss, this nationwide, in-school entrepreneurship program focuses on the development of enterprise skills such as financial capability and problem-solving in young people. It’s committed to preparing them for their future work.
$20 Boss was developed by the Foundation for Young Australians (FYA) in consultation with students and educators, and is now funded by Ecstra.
The program – which gives students $20 in start-up capital to create, launch and operate a business venture over the course of a school term − is about putting enterprise skills at the forefront of learning.
Ecstra also deliver the Talk Money project. Talk Money provides an introduction to money and key finance concepts for primary and secondary school students. The workshops are designed to be inclusive and relevant for students of all backgrounds and experience. It is worth exploring.
Why not share with your Librarian and Careers teacher?
The DoE NSW also run a fabulous Financial Literacy Challenge. Money Smart financial literacy: A guide to creating lesson plans about money.
In collaboration with Australian Curriculum, Assessment and Reporting Authority (ACARA) and aligned to the Australian Curriculum Version 9.0, Money Smart's lesson plans are engaging activities that bring everyday financial topics into the classroom.
This a wonderful activity for any of your students thinking of getting a credit card:
Let’s say you have a $2,000 balance on your credit card and you pay a minimum of $100 a month. At a 20.40% interest rate it will take you 25 months to pay off the debt and cost you $453 in interest charges. By contrast, you could pay it off eight months faster and save $172 in interest by bumping up your payment to $150 a month. The more you pay per month, the more money you can save overall.
How does this work?
Understanding compound interest – Students learn how compound interest works and why saving now can help you later and paying down any debt you have can also save you money.
Secondary students who want to dig deeper as student entrepreneurs will need to take it further and explore:
Legal: Choose a legal structure and register your business if required.
Funding: Find money to start your business, either through savings, loans, or grants.
Money: Manage your finances by opening a business bank account and tracking income and expenses.
Use this text if you are working in a Learning Management System or Google Classroom/ Microsoft 365. Add it to the Design Thinking Template.
Idea!
Research: Study your target market and competition to validate your idea.
Plan: Create a basic business plan outlining what you want to achieve and how.
Branding: Pick a name, create a logo, and set up a simple website and social media profiles.
Product/Service: Develop your product or service, and make sure it meets quality standards.
Marketing: Promote your business using online marketing and partnerships.
Sales: Decide on pricing, sales channels, and train any team members.
Legal and compliance: Follow the law and protect your intellectual property if needed.
Launch: Start offering your product or service to customers.
Customer service: Provide good customer service and gather feedback for improvements.
Monitor: Keep an eye on your business performance and adjust as necessary.
Networking: Connect with others in your industry and keep learning.
Growth: Think about how to expand your business once it's running smoothly.
Pages 6 - 7
Canva-for-students-V4.pdfLet's unpack the tools: Teacher Professional learning
Adobe XD may be new to some. It's an amazing tool.
Watch Joe and Adam take you from start to finish. Remember NSW Teachers can count this as part of their Professional learning, as it addresses:
2.6.2 Using effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Resources:
NSW Schools can access and link to all of the:
Google videos for students including Keynote and Google Sites
Microsoft tools including Minecraft
Apple Videos and the Canva/ Adobe videos.
They all live in the stem.T4L Learning Library.
There are new instructions for NSW teachers and students to access Canva as Single Sign applies. Teachers and students can sign in via the NSW Portal.
For everyone not from a NSW Government School:
T4L Kids TV page
Two exciting NSW Schools come together.
"What an absolutely fabulous couple of days we have had with the generosity shown to our school and students by the team from Granville Boys High School".
School Stories from two perspectives
Literacy Activity – Compare the stories. Same event – different stories.
What is the same? What is different? What could you apply?
An option for a 3D Design Challenge for Stages 4 and 5 introduces a product Sketchup to explore.
Careers and Workplaces - An Immersive VR Creation
The Challenge:
Explore, consider and create a 3D model of an environment that you would like to work in.
It can be completed with or without a IVR Headset.
Pages 8 - 9
Links for Pages 8, 9, 10 and 11
Choose a business name that represents you. Try jamming together on a Jamboard! Whiteboards are also a great way to brainstorm.
Google Jamboard
Office Whiteboard
Create a spreadsheet using Excel, Numbers or Sheets to add your data – do the numbers work? How much money will you need to make in order to cover your business costs?
Do some market research set a quiz or create a form and ask people if they would use your services, or develop
Adobe XD is a great way to layout your prototype. Adobe XD.
Try the T4L Kids App Design and Prototyping editions!
Design Your Logo:
Have a look at this Logo link series of games. Could you create something similar using the skills in the Issue 7, on Page 9 – Create a Prototype of and App Google Slides.
Thing links, Logos, questions and what happens if you get the wrong or right?
Pages 10 - 11
Pages 12
Game Design a career to consider?
Game Design a career to consider?
If you think of any game you have ever played think of the people who made it the people behind it are extraordinary and their skills are diverse: engineers, coders, artists, composers and designers all play a part to create what has become a booming industry.
Whilst girls are still under represented in the game design industry it is great to see Australian girls taking it on.
Kelly talks with Paulina Samy, Creative Director of DragonBear Studios, about being a woman in games development how she got into it and a bit about the team that brings it all together. Interview was conducted during COVID lockdown via Zoom.
Check out their game at https://www.innchanted.com/about.html
Resources for all
You will also find all T4L Teacher Magazines for your professional reading.
These will keep you up to date with what is new in the tech world that has relevance for your classroom.
Issue 22 – Beginning Teacher Tech Guide is a handy resource for all NSW DoE Teachers (not just beginning) to learn all the tech quirks, processes and good to knows tips.
These are essential in a school to securely manage your own word and your students' digital resources and creations.
See the Kids Mag Issue 8 Connecting Community Edition to support your students creation of a personalised Acknowledgement of Country on their finished product.
All editions of T4L Kids Magazine are found here.
NSW syllabus outcomes:
Each edition of the magazine presents students with a challenge using a design thinking process and different ideas around technology use. T4L Kids Issue 11 is generally ICT based media creation and the application of that in this magazine connects with the English syllabus.
The NSW English K-10 syllabus – defines text as:
The communications of meaning produced in any media that incorporates language, including sound, print, film, electronic and multimedia representations. Texts include written, spoken, non-verbal, visual or multimodal communications of meaning.
So many of these activities fit in the English syllabus as contemporary responses to and creation of texts from creating ebooks to designing infographics and visual photo stories. This is also inclusive of the Acknowledgement of Country students may develop.
Stage 3: NSW syllabus incl. Australian Curriculum
English Outcomes Stage 3
EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.
EN3-2A Composes, edits and presents well-structured and coherent texts.
EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts.
EN3-9E Recognises, reflects on and assesses their strengths as a learner.
Science and Technology Outcomes Stage 3
ST3-2DP-T Plans and uses materials, tools and equipment to develop solutions for a need or opportunity.
ST3-3DP-T defines problems, and designs, modifies and follows algorithms to develop solutions.
ST3-11DI-T explains how digital systems represent data, connect together to form networks and transmit data.
Design and Production Skills Continuum Stage 3
Identifying and defining:
Examine and critique needs, opportunities or modifications using a range of criteria to define a project
Examine and determine functional requirements to define a problem
Identify data required to formulate algorithms to improve a processResearching and planning:
Develop, record and communicate design ideas, decisions and processes using appropriate technical terms
Manage projects within time constraints
Design, modify and follow simple algorithms
Extend sequences of steps to provide a series of possibilities through branching
Develop solutions through trialling and refining using iterationsProducing and implementing:
Develop project plans that consider resources when producing designed solutions individually and collaboratively (ACTDEP028).
Implement digital solutions as visual programs involving branching, iteration and user input (ACTDIP020).
work collaboratively to share, appraise and improve ideas to achieve design purposes.
Testing and evaluating:
Evaluate design ideas, processes and solutions according to criteria for success (ACTDEP027).
Stage 4: NSW Syllabus inc Australian Curriculum
English Outcomes Stage 4
EN4-2A Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies.
EN4-3B Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts.
EN4-4B Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence.
EN4-7D Demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it.
Design and Technology Outcomes Stage 4
DT4-1 Identifies and describes a range of design concepts and processes.
DT4-6 Identifies creative, innovative, and enterprising design ideas and solutions.
DT4-7 Communicates design ideas and solutions using a range of techniques.
Design and Production Skills Continuum Stage 4
Identifying and defining
Develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, eg accessibility, cultural, economic, resources, safety, social, sustainability, technical (ACTDEP038), (ACTDIP027), (ACTDIP031).
Researching and planning
Design algorithms that use a range of data types, branching and iteration and represent them diagrammatically and in English (ACTDIP029).
Model objects or events using structured data, for example: the properties of characters and objects in a game (ACTDIP026).
Producing and implementing
Implement and modify programs involving branching, iteration and functions in a general-purpose programming language, for example: CT, (ACTDIP030).
Testing and evaluating
Trace algorithms to predict output for a given input and to identify errors (ACTDIP029).
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