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The community mechanism

Community involves building and sustaining a learning community, for example, by encouraging students to:

  • engage in group learning
  • communicate effectively with others
  • build respectful relationships with each other.

The co-operative learning approach can be very effective for learning and for community building. For some examples of co-operative learning, refer to pages 121–125 of Effective Literacy Strategies in Years 9 to 13: A Guide for Teachers (Ministry of Education, 2004).

Businesses attract a diverse workforce, so students need to discuss examples of businesses dealing with issues arising from such diversity and to see positive ways of building on diversity modelled in the classroom. Inclusive discussions around identity, culture, politics, religion, gender, and human rights issues can enhance learning in business.

It is essential that the business community is involved in any business studies programme. Contact with different organisations allows students to see theory applied. Community, whānau, and iwi partnerships are important in fostering enterprise learning.

An effective business studies classroom will develop a positive enterprise culture, where there is an expectation of creative, energetic risk-taking and innovation. Teachers need to model what it means to be enterprising.

The following questions are worth reflecting on:

  • How do I encourage my students to develop a can-do attitude?
  • How do I help my students to reflect on their learning?
  • How do I make connections with other learning areas and the world of work (wherever possible, with the help of employers)?
  • What opportunities do I offer my students to take the initiative and lead?
  • How do I support my students in taking responsibility for and accepting the consequences of their actions?
  • Are my students learning the benefits of working independently, being self-motivated, and accepting setbacks as learning experience?
  • Does my classroom practice support my students to be creative, flexible, and resourceful in managing change?
  • How do I manage setback and frustration?

For further ideas on building teacher capability, and a self-assessment table, scroll down the page to  Resources for school leaders on this page of NZ Curriculum Online's Education for Enterprise.

For suggestions as to what enterprising attributes look like, and how they relate to the key competencies, scroll down to  Enterprising attributes on this page of NZ Curriculum Online's Education for Enterprise.

See also:

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Last updated August 10, 2015