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Copyright

Teachers may reproduce the following materials without infringing copyright, so long as copies are made for use in their own schools. Techniquest’s permission must be obtained before reproducing these materials for any other purpose.

Summary

In this workshop, pupils work in groups to design a new theme park. They prepare a business plan for their theme park, identifying their costs and sources of funding. They then pitch their idea with the aim of winning the contract. Each groups’ income is determined by the choices they make for their theme park and how appealing it will be for the general public. Will their design make a profit or a loss?

Acknowledgements

Special thanks to the Welsh Government and European Social Fund for their support. Thanks to the pupils and teachers of Barry Comprehensive School, Cardiff High School and Fitzalan High School for their support and ideas.

About this book

Pupil activities can be found on pages 3-7.Answers to the activities can be found on pages 8-9.Curriculum links for the workshop and these activities can be found on pages 10-12.

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Theme Park CareersImagine you are the manager of one of the largest theme park in Wales and you now want to build a new roller coaster to attract more people.

1. Choose one of stages of the installation of the new roller coaster: design, construction, or operation.

From the list below, select the individuals you think you will need for your chosen stage.

Cook Researcher Designer Architect

Planner Landscape engineer

Structural engineer

Mechanical engineer

Material engineer Postal worker Electrical engineer

Health and safety officer

Quality control inspector Software engineer Acoustic engineer Welder

Tester Painter Journalist Marketing manager

Sales manager Sales assistant Customer services manager Archaeologist

Digger operator Crane operator Paramedic Bookings manager

2. Draw a career tree to show the order that your chosen people are involved in this project.

3. Choose the career you think is the most important in your stage of installation. Write a brief statement about why the career is important.

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Research career profiles can be found at:http://www.rcuk.ac.uk/researchcareers/percase/Pages/home.aspx

RCUK Careers in Research hosts an online suite of stories providing an insight about life as a researcher and the different career paths researchers take. The stories feature researchers from all seven Research Councils and cover a broad range of disciplines. New case studies will be added to the site regularly.

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School Hall

Cost: Free

Church Hall

Cost: £100Not available on Sundays

Leisure Centre

Cost: £30050% off for parties held Mondays to Thursdays

Alcohol-free Night Club

Cost: £250Not available Friday or Saturday

Entertainment CostMon-Thur

CostFri-Sun

DJ Cookie £280 £345DJ Mic £250 £300Funky Discos £175 £250Diva Discos £150 £200

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Summer Ball You have been asked to organise a summer ball for your year group. You need to cost the event and raise the money to run it!

1. Choose a venue for your event and give your reasons for this choice.

2. Choose the entertainment for your event and give your reasons for this choice.

3. Based on the information above, select a day for the event.

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Type of Catering Cost per PersonBuffet £5.50Barbeque £4.503 course dinner £8.50Picnic hampers £6.50

4. Choose the catering for the event and give your reasons for this choice.

5. Your year group has 176 people in it. Of these, 75% will attend the event. Calculate how many tickets will be sold.

6. Calculate the expenditure for your event.

7. To pay for your event, you need to set a ticket price that will cover your costs. How will you calculate the ticket price?

8. You decide to pay £100 to charity. What ticket price should you set to be able to do this?

Expenditure CostVenue

EntertainmentCatering

Total cost

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Managing Money for Mobile PhonesThere are many different makes and models of mobile phones. There is also a wide range of features for these. In this activity, you will explore the different features available on mobile phones and investigate the amount of money spent monthly on services.

1. Carry out research to compile a list of different features available on mobile phones.

2. Which of these features are you familiar with?

3. Which of these features are you unfamiliar with?

4. Carry out a survey to investigate how much people spend on their mobile phones each month.

What questions do you need to ask in your survey? Ask at least 12 people (friends and family) as part of your survey. 5. Draw a graph of your results

using the grid. 6. What conclusions can you draw

from your graph? 7. What are the benefits of having a

contract for your mobile phone? 8. What are the benefits of having a

pay-as-you-go mobile phone?9. Which would you prefer and

why?

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Page 3: Theme Park Careers

1 and 2 Design

Operation

ResearcherDesignerArchitectPlanner

Landscape engineerStructural engineer

Mechanical engineerMaterial engineerElectrical engineerSoftware engineerAcoustic engineer

CookMarketing manager

JournalistBookings manager

Sales managerSales assistant

Customer services managerResearcherParamedic

Construction

PlannerArchitect

ArchaeologistLandscape engineer

Digger operatorCrane operator

Mechanical engineerMaterial engineerElectrical engineerSoftware engineer

WelderPainterTester

3.Depends on pupils’ choice.

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Page 6: Managing Mobile Phone Money

1. Sources for mobile phone features include catalogues and mobile phone stockists.

2 and 3. Depends on pupils’ own experiences.

4. Sample questions include: • How much do you spend on your mobile

phone contract each month?• How much do you spend on your mobile

phone top up each month? Do you have a contract or do you have a pay-as-you-go phone?

5. Depends on the results obtained.

6. The graph should show the range of money spent on mobile phones each month.

7. • There is a wide choice of different price

packages• Overall the cost of phone services may be

cheaper than with pay-as-you-go• There is a wide range of phones to choose

from• The cost can be spread over• Phones can be upgraded to the latest

models

8. • The service can be ended at any time• Only the services used are paid for• There is no monthly contract to pay• There are no unexpectedly high bills• There is no credit check

9. This depends on the pupils’ choice.

Page 4: Summer Ball

1, 2, 3 and 4Depends on pupils’ choices.

5. 75% of 176 = 132 tickets

6. Depends on pupils’ choices.

7. Total costs ÷ number of people attending (132)

8. (Total costs + 100) ÷ number of people attending (132)

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Links with the Skills Framework

Developing Thinking

Plan Asking questions. Activating prior skills, knowledge and understanding. Gathering information. Determining the process/method and strategy. Determining success criteria.Develop Generating and developing ideas. Valuing errors and unexpected outcomes. Entrepreneurial thinking. Thinking about cause and effect and making inferences. Thinking logically and seeking patterns. Considering evidence, information and ideas. Forming opinions and making decisions. Monitoring progress.Reflect Reviewing outcomes and success criteria. Reviewing the process/method. Evaluate own learning and thinking. Linking and lateral thinking.

Developing Communication

Oracy Developing information and ideas. Presenting information and ideas.Reading Locating, selecting and using information. Using reading strategies. Responding to what has been read.Writing Organising ideas and information. Writing accurately.Wider Communication Skills Communicating ideas and emotions. Communicating information.

Developing ICT

ICT Skills Framework Finding and developing information and ideas. Creating and presenting information and ideas.

Developing Number

Use Mathematical Information Using numbers. Measuring. Gathering information.Calculate Using the number system. Using a variety of methods.Interpret and Present Findings Talking about and explaining work. Comparing data. Recording and interpreting data and presenting findings.

Key Main focus Incidental focus No intended focus

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Mathematics: Key Stage 3

SkillsSolve mathematical problemsPupils should be given opportunities to:• Select, organise and use mathematics, resources,

measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems.

• Identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information.

• Develop and use their own mathematical strategies and ideas and consider those of others.

• Select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks.

• Use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to solve numerical problems.

• Use a range of mental, written and calculator computational strategies.

Communicate MathematicallyPupils should be given opportunities to:• Use a wide range of mathematical language,

notation, symbols and conventions to explain and communicate their work to others.

• Visualise, describe and represent shapes, movements and transformations, using related mathematical language.

• Read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT.

• Present work clearly, using diagrams, labelled graphs and symbols.

• Explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally, graphically and in writing.

Reason MathematicallyPupil should be given opportunities to:• Extend mental methods of computation to

consolidate a range of non-calculator methods. • Justify how they arrived at a conclusion to a

problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude.

• Understand general algebraic statements; make and test generalisations; recognise particular examples of a general statement.

• Interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and statistics; recognise that some conclusions and graphical representations of data can be misleading; examine critically, improve and justify their choice of mathematical presentation.

• Explain, follow and compare lines of mathematical argument; make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid; appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias.

• Evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of results; recognise that inferences drawn from data analysis may suggest the need for further investigation.

RangeNumberPupils should be given opportunities to:1. Understand number and number notation• Extend their knowledge of the number system,

including decimals, ratios, fractions, percentages and the relationships between them.

2. Calculate in a variety of ways• Use a calculator efficiently to plan a complex

calculation.• Calculate with whole numbers, negative numbers,

decimals, fractions, percentages and ratios, understanding the effects of the operations.

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Curriculum Links

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Mathematics: Key Stage 3 (cont.)

RangeMeasures and MoneyPupils should be given opportunities to:1. Understand and use measures• Extend their understanding of the nature of

measurement, including the difference between discrete and continuous measures.

• Develop their understanding of the relationships between units, converting from one metric to another.

• Use and interpret scale on graphs, maps and drawings.

• Find perimeters, areas and volumes of common shapes.

2. Understand and use money• Understand and use the conventional way of

recording money.• Calculate with money and solve problems relating to

budgeting, saving and spending, and currency exchange rates.

• Interpret a calculator display in relation to money

Shape, Position and MovementPupils should be given opportunities to:1. Understand and use the properties of shapes• Explore properties of shapes through drawing and

practical work.

Handling DataPupils should be given opportunities to:1. Collect, represent, analyse and interpret data• Interpret information given in a wide range of

graphs, diagrams and statistics, especially real-life data.

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Curriculum Links