There are three areas which I am passionate about promoting in Primary Schools: outdoor learning for all years, physical activity as an integral part of life and learning, and interdisciplinary learning. I believe that when learning is linked across the curriculum in a real-world context, it makes sense to learners.

pdf, 78.97 KB
pdf, 78.97 KB
pptx, 4.19 MB
pptx, 4.19 MB
This is the third lesson in a series of fourteen which make up the Starter For Ten project. Starter For Ten is a whole term, cross-curricular project for upper primary classes. A series of lessons provide the class with the knowledge and skills they need to start their own businesses in small groups. Groups are loaned £10 to start their business with the businesses running for four weeks after around six weeks learning and preparation.

Starter For Ten provides a highly motivating, real world context for learning with pupils taking full responsibility for their businesses. The pupils are also responsible for making key decisions including what to spend any profit on and whether to act as philanthropists and opt to donate a proportion of their income to charity.

The full project covers a number of curriculum areas: literacy, numeracy, health and wellbeing, religious and moral education, social studies and technologies. All lessons are fully linked to the Scottish Curriculum For Excellence.

Each of the fourteen lessons includes a lesson plan, a PowerPoint presentation and any worksheets or other resources required. Lesson plans include learning objectives, suggestions for differentiation, a starter activity, a main lesson, a plenary activity, suggestions for further development, opportunities for display, and relevant second level Curriculum For Excellence experiences and outcomes.

In this lesson the children will make some key decisions, as a whole class. First the children decide what they would like to do with any profit the businesses within the class make. Next they learn about philanthropy and Andrew Carnegie. They then have to decide together whether to pledge a percentage of any profits to charity. If they decide to do so, the children then agree what percentage they will donate. The class also decide whether to compare how individual businesses are doing throughout the project. Finally, the class agree a ‘Class Business Charter’.


1. I can contribute to a discussion on what to do with any class profit.

2. I can contribute to a ‘Class Business Charter’ giving guidelines to the class businesses.

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