Enterprise & Rural Craft Skills Course 2015 – the Programme

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We are always happy to share our work with other professionals and this post provides you with the full programme for 2015. The course ha been made possible by grants from the ‘Awards for All’ Lottery Fund and a grant from the Ernest Cook Trust. Our sincere thanks goes to both awarding bodies.

During the Spring and Summer Terms we added two new units to our successful course – ‘Media & Enterprise’ , and ‘Horticulture & Animal Husbandry’.

151. Media1 DevOwDean

Working on a Recycling Commercial

Media Filming 
The Media & Enterprise unit one out in a course that is otherwise devoted to rural industries. Its introduction reflects the need for all types of businesses, large and small, to be able to promote their products and services successfully and make best use of what is available. The nine hour course was led by Tim Knock, a professional film-maker who has worked with many local companies. Students were free to choose their theme.

163. Padd2 Beccas Lambs

Welcoming Newborn Lambs

172. Padd2 JackBenJake Fence

Fence Erection by two 13-year-olds at Paddington Farm, Glastonbury

The Animal Husbandry and Horticulture Unit took place at Paddington Farm, near Glastonbury, where students enjoyed some real, hands-on experience. I had no idea how the students would take to this unit and was frankly astonished at the hard work and sheer professionalism of their work, particularly since the students, with one exception, did not enjoy farming backgrounds. The first cohort (there are two schools participating) enjoyed sun the first week and rain the next – and worked with equal enthusiasm regardless of the weather!

Funding for our BTEC Pilot in Business and Enterprise has been provided by the Ernest Cook Trust.

 

 

  1. Health and Safety Induction & Pop-Up Business Challenge
4. Crispin

Working on the Business Idea presentation

Aims. To introduce students to the RBB and induct them into safe working practices. To introduce students to the range of businesses operating from the Red Brick Building. To introduce students to enterprise start-up and the importance of teamwork.

Outcomes. Students can identify trusted adults on site, the location of facilities essential to their welfare, and safe practices for working in the Red Brick Building. Students have insight into the risks and opportunities of self-employment. Students understand the central role of small businesses to the UK economy. Students make a photographic record of their activities.

Experiences.

Part 1. Health and safety induction. A tour of the building. Introduction to 3 people running small businesses at the Red Brick.

Students sign Health & Safety Induction Form.

Students are introduced to record keeping and the two cameras available to photograph their work and the strategy of making are photographic record throughout.

Part 2. Pop-up Business Challenge. Working in twos or threes, students share their knowledge of businesses on the Glastonbury and Street high streets and think of a product or service that might complement the existing mix and share their ideas.

Students give a presentation of their ideas in their groups.

In 2 groups discussion of possible business ideas“Our business idea is to …..

Who is your market? Who will it appeal to most? How do you reach them with affordable advertising (where do you put the ads)?

Think of a brand name and design the brand logo.

Think of a strapline to go with your logo.

Explain where and how you will market your product or service.

Photograph student participation in presentation.

Part 3. Team Challenge. Students work in teams to meet a challenge – building a self-supporting tower out of newspapers, tape and string from floor to ceiling. Outcomes are self-evaluated. Photograph process and outcomes for record of achievement.

Part 4. Circle Discussion of team skills demonstrated during the session. What can we do to build skills?

Part 5. Complete self-evaluation form.

  

2. Craft Skills – Steampunk Accessories

46. 2Steampunk Rebeccas 2

Making Steampunk Products

Aims. To introduce students to craft skills by making a saleable item out of recycled materials, to include materials relating to the traditional local area craft economies.

Outcomes. Students design and make one or two products – jewellery such as collar, wristband brooch out of recycled materials. Some aspect of the materials will relate to the traditional Glastonbury economies of leather, wool or ceramics. Students can choose to make a range of easy-to-make products over the two weeks or one complex product. Students make a photographic record of their activities.

Experiences.

 Part 1. Students are asked to reflect on when they work as teams – what sports, classroom activities, any other contexts in their lives. A list is made on the flipchart.

Part 2. Exploring the Product. Students use laptops or tablets to explore available products and materials available online to make products.

Reflect on prices – the expensive nature of authentic items – such as items made of genuine old watch parts – and mass produced products. What do we not try to compete with? Who is the market for this product range? (n.b. Cheap online items typically cost £2.50. Bespoke pieces made out of genuine recycled materials (see ‘entropy watch’ or ‘watch cufflinks’ can be in the low hundreds.)

Part 3. Research. Students are introduced to Steampunk materials – include lace offcuts, leather, broken watch and clock components and small items of wearable machinery.

Part 4. Design. Select a product type and produce a design on cartridge paper, using pencil and colours. Reserve work and notes for record of achievement. Students have materials to research to help with this.

Part 5. Make. Make the product with support from craftspeople. Photograph processes.

Part 6. Evaluate. Discuss pricing and profits. How much do the materials cost per item? How long did it take to make? What is the best it could sell for retail? What would they sell at wholesale (think 50% retail maximum). How do you reach customers if they are to be sold retail? What are they working for per hour? How can they increase the profitability?

Part 6. Circle Discussion of skills demonstrated during the session. What can we do to build skills?

Part 7. Complete self-evaluation form.

 

3. Craft Skills – Steampunk Accessories (2)

60. Steampunk finish david leo

The Lads compare Steampunk Wristbands


Aims.
To consider how products might be designed or made in partnership. To explore the value of sharing ideas and dividing labour.

Outcomes. Students design and make one or two products – jewellery such as collar, wristband brooch out of recycled materials. Some aspect of the materials will relate to the traditional Glastonbury economies of leather, wool or ceramics. Students can choose to make a range of easy-to-make products over the two weeks or one complex product. Students make a photographic record of their activities.

Experiences.

Part 1. Evaluate working processes. Group discussion of working processes from the previous week. What factors shaped their choice of product? What new skills did they need to learn? What problems did they have to solve? What do they like about their outcomes? What could they d better?

Part 2. Discuss. Working in groups. Why can a 20 people working in a factory produce far more than 20 people making the complete product on their own? In the first chapter of  ”The Wealth of Nations”, Adam Smith, explains the optimum organization of a pin factory. Traditional pin makers could produce only a few dozen pins a day. However, when organized in a factory with each worker performing a limited operation, they could produce tens of thousands a day.

Part 3. Design a product and process in a pair or a team of three. Choose a different product from last week. Unlike last week the decisions made must be shared. Part of the discussion includes how the work involved in making the product can be shared. Do they have different skills or interests that can address different aspects of the task.

Part 4. Make. Make the product, dividing the tasks between the team. The team can make two similar or different items, dividing labour (say cutting and sewing). Photograph processes.

Part 5. Evaluate. Compare the work processes this week compared with last week. What difference did it make to share tasks and decision-making – easier or harder?

Part 6. Circle Discussion of skills demonstrated during the session. What are their feelings about working as a pair. What can we do to improve team skills?

Part 7. Complete self-evaluation form.

 4Media and Business (1) 

121. Clay LeoOsmanDavid4

The group present their Business Model

Aims. To enable students to understand and articulate the role of the media products in promoting every kind of business. To enable students to identify the function of media products in their environment. To design a media product they would like to make.

Outcomes. Students can articulate the range of media products they have identified, their audiences and purposes. Students can articulate the relationship between media products and income generation. Students make a photographic record of their activities.

Experiences.

151. Media1 DevOwDean

On location prep for making the commercial

Presentation by tutors. What is a media product? What kind of media products are made in the Red Brick Building? (The Basis, films, posters, audio products (GFM)). Students study example of advertising and promotional media products generally. Tutors briefly explain how they make their living.

The Purpose of Media Products. Online study of commercials. What is the function of the examples? What are they selling? Tour can explore how the media studio works and the kinds of equipment used. Briefly look at a couple of pre-selected online media products. How do they raise revenue? Who do they appeal to?

  1. Presentation by tutors. What is a media product? What kind of media products are made in the Red Brick Building? (The Basis, films, posters, audio products (GFM)). Students study example of advertising and promotional media products generally. Tutors briefly explain how they make their living.
  1. The Purpose of Media Products. Tour of the building and online study to explore exemplars. What is the function of the examples? What are they selling? Tour can explore how the media studio works and the kinds of equipment used. Briefly look at a couple of pre-selected online media products. How do they raise revenue? Who do they appeal to?
  1. Choose a product and a medium. Students divide themselves into 3 teams. They identify product they would like to design or make. This can be an audio product, magazine item including an advert or adverts, photo-based moving image, or online product including a Youtube product, or short radio interview or commercial.
  1. Design the product and collate a portfolio of brief notes and sketches where relevant in response to a multiple choice format. Questions to answer are:
  2. a) What will your media product do (entertain, sell, provide news, advertise an event)?
  3. b) Who is it for? Who is the audience (small children, teenagers, adults, fashion-conscious, parents, local shoppers, gamesters etc..).
  4. c) What is the medium (magazine advert, poster, radio advertising, youtube, TV commercial, short film)?
  5. d) What does it look like (what will the article be about, what will be in the photographs, what is the narrative, what precisely are you selling?)
  6. e) Work up your ideas into a sales ‘pitch’.
  1. Informal presentations. Students share their ideas with the others. Tutors discuss the practicalities of putting together the products and help refine the outcomes into something that is sufficiently challenging but achievable within the timeframe and the means available.

Part 6. Complete self-evaluation form.

                    

5. Media and Business (2)

178. Media2 ClaireChloe

Cafe commercial being filmed on location

Aims. To appreciate the importance of promotion in selling a product or service. To explore the most common forms of promotion relative to the business interests of the students. To make a media product.

Outcomes. Students can identify the forms of promotion available and have a basic understanding of their relative advantages, costs and ‘reach’. Students continue working on a media product for their business. Students make a photographic record of their activities.

Experiences.

  1.   Students review progress on their media product with the tutors. They complete all design work (e.g. storyboards, outline ideas for an advert in a magazine. Tutors check that student choices are both challenging and achievable.

2.    Tutors demonstrate techniques for using the equipment (e.g. use of camera, computer based editing)

3.   Students work in their groups on the product. Wherever possible this is achieved through a distribution of tasks in keeping with the student’s interests and abilities (acting/ camera/editing. Tutors provide all necessary coaching and technical support.

4. Progress is evaluated at the end of the session and a list of priorities to complete the product is noted.

5. Complete self-evaluation form.

6. Media and Business (3)

192a. Media3 Dean Visit

Finding out about Local Radio advertising


Aims. To enable students to complete their media products to a satisfactory standard. To put
together an event in which the outcomes of student work are presented and evaluated. To review outcomes in terms of meeting the objectives for which they were made.

 Outcomes. Students finish their media products or reach a point where there is enough material produced to evaluate outcomes. Students organize an event where they present their work to other students. The products may be incorporated in the Basis magazine of broadcast on GFM. Students make a photographic record of their activities.

Experiences.

  1. Students are supported by tutors in completing their media products and portfolios (pictures, diagrams, notes, scrap book etc..). Where work cannot be completed on time students will present their outcomes so far.
  1. Students prepare the presentation of their work and determine how it will be presented and in what order. All groups will contribute to planning the presentation as if it was an event in front of an audience
  1. Students present / perform their work to each other with a commentary.
  1. Discussion in which students peer evaluate their outcomes.
  1. Students receive certificate awards on the basis of their work.
  1. Complete self-evaluation form.

 

 7. Starting a Small Business (1)

91. Clay Claire

Making a clay owl using a mass-production technique


Aim.
To define a small business. To reflect on the nature of small businesses that service a rural and semi-rural environment. To identify a business idea that might interest them. To explore the challenges involved in setting up a small business.

Outcomes. Students understand the importance of small businesses to the British economy. Students can identify a range of small businesses in their own area. Students identify a business idea (retail or service provider) they would like to pursue and assemble the elements of a business plan, utilizing a simple matrix.

Experiences.

  1. Discussion – What is a small business. Students identify small businesses that they have interacted with. What is the nature of the business? (retail, service industry (entertainment, restaurant, gardener, waste disposal, hairdressing, beauty), service provider (online services). 1a. Warm-up Manufacturing Activity. Students make a clay owl and review item in terms of material costs, time taken to manufacture, retail price of finished item and possible profit margin.
  1. Local small business person. Presentation of how they started their business and what drew them into that area.
  1. What does it take to start a small business? Students are split into two groups each producing a chart of their collective thoughts. Groups each give a short presentation. Topic areas might include ‘What do I want to do?’, ‘What would I love to sell?’, ‘how do I find my market?’, ‘how can I be different from the competition?’, ‘do I need training?’, ‘do I need experience?’, ‘how much will it cost?’, ‘what are the set-up costs?’
  1. Come up with a business idea that would interest them. Identifying the personal interests that click with a business idea. What business idea fits in with who they are?
  1. Pop-up Business Idea. Explain what a pop-up business is. Students complete a matrix for a pop-up business idea and then do a ‘Dragon’s Den’ type presentation to identify the idea most likely to make money.
  1. Students review their experiences and what they have learned.
  1. Complete self-evaluation form.

 

8. Starting a Small Business (2)

133. Bridge OsLeDa

Working on the bridge-building team challenge


Aim.
To gain insight into the challenges and opportunities associated with running a small business in a rural environment. To complete a team challenge. To put together a business plan for products of this kind.

Outcomes. Students gain insight into the costs involved in running a small business, how to estimate profitability and the problem of raising capital.

Experiences 

  1. Bridge-Building Challenge. Making a suspension bridge out of newspaper.
  1. Explore a Rural Craft product range – Willow and market for willow by exploring Somerset willow products websites.
  1. Discuss why ‘natural’ and ‘sustainable’ products are popular. What is a ‘sustainable’ and ‘environmentally friendly’ product? Why do people like the ‘traditional’ look?
  1. Costing a Business. Students continue work on their business model from the previous week. Each team works with a tutor to bring their Business Plan to completion.
  1. Presentations. Each group presents their business costings and explain why they think their business could service a capital loan.
  1. Students review their experiences and what they have learned.
  1. Complete self-evaluation form.

 

 

9. Horticulture & Animal Husbandry (1 of 2)

158. Paddington Planting All

Planting runner beans at Paddington Fam

 Aim. To explore the range of activities carried out at Paddington Farm. To understand the role of Paddington Farm and how different people on site generate income. To experience an activity in horticulture and animal husbandry.

Outcomes. Students can describe the range of activities on the farm. Students become familiar with the farm and its safety requirements. Students experience a horticultural and animal husbandry activity. Students make a photographic record of their activities.

Experiences.

  1. A tour of the farm to include:
  2. a) Health & Safety in a Farm Environment, including hygiene and safety with tools and animals.
  3. b) The market garden beds – what is grown, by whom and how it is brought to market.
  4. c) The livestock – the sheep – a brief introduction to the land requirements, the costs involved in rearing and keeping them healthy and bringing lambs to market.
  5. d) The accommodation and introduction to the function of the farm as an educational resource for students from London.
  6. e) The Scrap Scheme and how it raises funds.

(if the group number – typically 6 -9 – is too big for the activity, the group can be split and a swap over take place at the end of the agreed time.)

  1. Carrying out a horticultural activity: Students work for approximately 30 – 40 minutes on horticultural task in which they will acquire the basic skills to carry out one or two tasks safely and in an economically productive way.
  1. Carrying out a livestock activity: Sheep/lamb related activities and horse grooming, to include feeding and mucking out.
  1. Students review their experiences and what they have learned. Students decide how they would like to use their time in the following week – to include horticulture, animal husbandry and general maintenance.
  1. Complete self-evaluation form.

 

10. Horticulture & Animal Husbandry (2 of 2)

163. Padd2 Beccas Lambs

Bringing newborn lambs to shelter from the rain


Aim.
To experience a typical working morning on a farm. To engage in the range of tasks associated with caring for an animal. To engage in the maintenance tasks associated with a market garden or another area of farm maintenance. To find out more about how the farm products are brought to market. To identify the special interests that make working on a farm a career choice.

Outcomes. Students complete a range of tasks typical of working on a farm. Students can articulate the processes associated with deriving an income from a farm or market garden. Students understand that it is in the nature of animal husbandry and horticulture that it is labour intensive and requires commitment. Students make a photographic record of their activities.

Experiences.

  1. Review their experiences of the previous week: what did they find most interesting or enjoyable? What did they learn? The activities for the second week are explained. Students are given the opportunity to tailor their programme of activities if possible.
  1. Students review the skills and attitudes that are useful in a farm environment.
  1. Carrying out an extended horticultural activity: Students work for approximately 30 – 40 minutes on horticultural task in which they will acquire the basic skills to carry out one or two tasks safely and in an economically productive way.
  1. Carrying out an extended livestock activity: Sheep/lamb related activities and horse grooming, to include feeding and mucking out.
  1. Carrying out a maintenance task.
  1. Students review their experiences and what they have learned. Students describe the tasks they have carried out and the personal commitment the tasks have needed. They describe their own thoughts and feelings about working in a farm environment.
  1. Complete self-evaluation form.

 

11. Introduction to making Green Furniture (1 of 3)

207. Hallr1 Intro All

Martin shows of his mallet

Aims. To introduce students to the Hallr Wood environment, safe working practices within the wood and domestic arrangements. To identify the types of timber that are useful in making furniture and their properties. To understand why there is a market for hand-crafted furniture of this kind. To appreciate the environmental issues that are addressed by using traditional manufacturing techniques. To learn to safely used a saw horse and saw and splitting tools.

Outcomes. Students are confident in working in the woodland space. Students work safely at all times. Students contribute to the domestic arrangements by taking responsibility for maintaining the fire etc…. Students understand the processes involved in making a joint stool. Students select suitable piece of timber for their stool legs and cut four legs each using a sawhorse, bow saw and splitting tools.

Experiences.

  1. A tour of Hallr Wood and its main features and facilities.
  1. Explanation of Health and Safety requirements, domestic and hygiene arrangements. Fetching water.
  1. Fire-lighting demonstration, fire rules and safe practices.
  1. Discussion – why traditional furniture making, including a demonstration of traditional tools. Personal and environmental benefits.
  1. Identifying types of wood suitable for making furniture and their properties, including identifying examples themselves. How to identify when wood is seasoned.
  1. Introduction to saw horse and bow saw, locating suitable timber from the stock available. Sawing a suitable piece of timber each.
  1. Demonstration of safe use of splitting tools (wedge and mallet). Students use splitting tools to cut their block of wood into four matched pieces.
  1. Students tidy up their working environment.
  1. Students review their experiences and what they have learned. Students review the tasks they have carried out. They describe their own thoughts and feelings about working in a woodland environment.
  1. Complete self-evaluation form.

 

12. Introduction to making green furniture (2 of 3)

217. Hallr1 OwenDean Saw2

Sawing timber to make stool legs


Aims.
To understand safe and efficient working practices associated with using a shave horse and draw knife. To understand the importance of regular measurement and attention to detail to avoid waste. To understand the importance of following the recommended techniques for draw knife use. To experience an extended period of craft activity and reflect on the experience.

Outcomes. Students work safely and conduct themselves in a manner appropriate to the working environment at all times. Students are attentive to their contribution to the domestic arrangements and the wellbeing of others. Students complete one or two legs to a high standard and are satisfied with the accuracy and tightness of the joint.

Experiences.

  1. Students light a fire, fetch water and complete early domestic arrangements.
  1. Students are trained in the use of a shave horse and draw knife and practice the techniques.
  1. Students use a pencil and template to mark out their piece of wood.
  1. Students use the shave horse, drawknife and other trimming tools to achieve a well-shaped leg that is a tight fit in the template.
  1. Students tidy up their working environment.
  1. Discussion. Woodland resources. How do woods pay for themselves? What qualifications and experience is needed to work professionally in a woodland environment.
  1. Students review their experiences and what they have learned. Students review the tasks they have carried out. They describe their own thoughts and feelings about work requiring this type of physical and mental commitment.
  1. Complete self-evaluation form.

 

13. Introduction to making green furniture (3 of 3)

233. Hallr2 Shavehorse Claire Chloe

Mastering the shave horse

 Aims. To develop and improve skills with the tools in use. To develop skills in identifying and prioritizing tasks in order to achieve the objective. To develop resilience in dealing with any problems, if necessary by redoing tasks. To develop technique in using a brace and bit. To celebrate outcomes.

Outcomes. Students use a brace and bit safely and accurately to bore the sockets for their stool legs in the seat (at least one and ideally all). Students complete the legs by shaping and smoothing them with a drawknife. They finish their stools. Students identify where errors have been made and how to remedy them. Students support the making of pizzas for a celebration snack.

Experiences.

  1. Students light a fire fetch water and complete early domestic arrangements including preparing the pizza oven.
  1. Students are trained in the use of a brace and bit. They practice on scrap wood before boring one to three sockets, depending on available time.
  1. Students use the shavehorse to complete their stool legs and use any available time to smooth and shape the legs to a good standard.
  1. Students assemble the stools, check the legs are firm and are supported in remedying significant errors.
  1. Students tidy up their working environment.
  1. Students help with the preparation of the pizzas (time permitting).
  1. Students review their experiences and what they have learned. Students review the tasks they have carried out. They describe their own thoughts and feelings about work requiring this type of physical and mental commitment.
  1. Complete self-evaluation form.

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