The Grocery
Store

Linguistic communication competence	CCL1, CCL2, CCL3
Multilingual competence	CP1, CP2, CP3
Mathematical competence and competence in science, technology and engineering	STEM2, STEM3, STEM4, STEM5
Digital competence	CD1, CD2, CD5
Personal, social and learning-to-learn competence	CPSAA3, CPSAA4
Competence citizen	CC1, CC3, CC4
Entrepreneurial competence.	CE1, CE3
Cultural awareness and expression competence	CCEC3, CCEC4

• Spanish: 2, 3, 4, 5, 6
• Basque Language and Literature: 2, 3, 4, 5, 6
• Knowledge of the Natural, Social, and Cultural Environment: 2, 5.1, 7, 8
• Mathematics: 1, 4, 5, 6, 8
• Civic and Ethical Values: 1, 2
• Art: 3, 4

The overall goal of these courses is for students to appreciate the value of small businesses and verify their added value. The goal is to gain a basic understanding of what it means to create and maintain a small business, as well as to explore concepts such as the business model, entrepreneurial profile, sales function, and customer relations. The goal is to develop basic financial knowledge, such as: costs, classification and calculation, quality/price, price, interest, and discounts.

Challenges for the 21st Century: Critically analyze and take advantage of all kinds of opportunities offered by today’s society, particularly those of culture in the digital age, evaluating their benefits and risks and making ethical and responsible use that contributes to improving personal and collective quality of life. To feel part of a collective project, both locally and globally, developing empathy and generosity. Talking about the “business cycle” at this level

SDGs

• Goal 3: Good health and well-being.
• Goal 8: Promote inclusive and sustainable economic growth, employment, and decent work for all.
• Goal 12: Responsible consumption and production

Learning Objectives

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• Know what a company is, its functions, and its objectives.

• Know how companies are classified and identify how a company should generate value.

• Know how a company relates to its environment and to the agents (people, entities, governments, etc.) that operate within it.

• Understand that companies emerge to meet the demands of society.

• Know what innovation and creativity mean and how these are the basis for the development of companies.

• Understand the role that companies play within the economy of a country or region.

• Integrate knowledge of technology and sustainable development goals as cross-cutting elements of 21st-century business.

• Promote critical thinking and problem-solving skills through experimentation with the business start-up process in their environment. Students will identify potential problems in the business start-up process and propose appropriate and effective solutions for their environment.

• Introduce basic entrepreneurship concepts, including product planning and marketing. Students will develop a basic business plan for starting a business, considering costs, prices, and sales (marketing) strategies.

• Raise awareness about the environmental impact of marketed products and promote sustainable practices in their marketing. Students will research and apply methods to conduct business more sustainably, using sustainable business techniques.

• Promote teamwork skills and effective communication through collaborative projects. Students will work in teams to plan and execute the creation of a business, communicating their ideas and progress clearly and effectively.

• Integrate knowledge from various disciplines such as Environmental Studies, Mathematics, Spanish, Basque, and Foreign Languages, as well as Education in Civic and Ethical Values. Students will apply concepts from different areas of knowledge to solve complex problems related to the development of commercial activity focused on the creation of local and nearby businesses.

The approach conceived in the materials presented in this Business Classroom, in the form of Learning Situations, contributes to the acquisition of the key competencies of the Primary Education stage in a multidisciplinary and transversal way, involving the curricular subjects of Knowledge of the Natural, Social and Cultural Environment. Mathematics, Spanish Language, Basque Language. Education in Civic and Ethical Values. Artistic Education, through the operational descriptors and their respective specific competencies.

Furthermore, the contribution of this learning situation to multilingual competence is considered through some tasks included in the subjects.

A. The company. Functions, people who make it up and operation

• A1. Economic activity and business
• A2. The functions of the company in the economy
• A3. The company and the entrepreneur
• A4 Economic functioning of companies

B. The company and its environment

• B1. Components of the company
• B2. Objectives pursued by the company
• B3. The company and market types

C. The company and its different business models. Customers and consumption

• C1. Types of business model
• C2. Customer demand
• C3. Analysis of market trends and consumer behavior
• C4. Meeting customer expectations through product development

D. Innovation and creativity as a basis for the creation and development of companies

• D1. Business innovation
• D2. Tools for business innovation
• D3. Types of business innovation
• D4. Business creativity and its relevance
• D5. Types of creativity
• D6. Value creation and types of utility
• D7. Market needs and how to identify them

E. The company as a driving force of economic and social development. Its contribution to social development and well-being.

• E1. The company as an engine of economic development.
• E3. The relationship between business and society.
• E5. The company and its responsibility towards society.

La temporalización en el aula del segundo curso (6º curso) del tercer ciclo de primaria del material y la situación de aprendizaje que se exponen en esta Aula Empresa, dependerá de las materias implicadas en su desarrollo. 

Si se trabaja desde una o dos materias, las sesiones dedicadas estarán en función de las actividades y tareas seleccionadas pudiendo abarcar unas dos semanas. Si se opta por un trabajo interdisciplinar donde se involucran varias materias a modo de proyecto competencial, su durabilidad puede alcanzar desde en torno a un mes del curso escolar, dado que se precisará la coordinación entre el profesorado que impartirá las sesiones. 

Una propuesta de temporalización siempre sujeta a las actividades y tareas seleccionadas podría ser la siguiente:

1. MOTIVACIÓN (INICIO) 3-4 sesiones
2. DESARROLLO  14-16 sesiones
3. CIERRE 3-4 sesiones

• Chromebook
• Internet connection
• Department of Education email
• Workbook
• Web applications that complement the information

Assessment instruments	Tools
– Form	All the proposed instruments except the form can be assessed using rubrics provided to students prior to completing the work.
– Class debates
– Brochure, podcast, video, etc. for dissemination
– Presentations of the information to the rest of the class
– Objective test on the contents worked on
– Teamwork with roles: co-evaluation of work
– Personal self-assessment of work
– Final product: portfolio, presentation, etc.

The methodological approach adopted in this pedagogical proposal is based on the design of Learning Situations in accordance with the current LOMLOE (Learning and Learning Management Act).

These Learning Situations aim to highlight the relevance of the business world in our society and bring it closer to students, sparking curiosity and understanding about the organization of our business ecosystem by encouraging reflection on what they already know and stimulating their creativity and ingenuity by proposing their own final products for each Learning Situation.

Classroom work through Learning Situations includes different student groupings based on inclusion, cooperative work, and the methodological principles of UDL.

These situations can be addressed either through a single subject or as a multidisciplinary project across several or all of the proposed subjects.

0. Learning Situation: Possibility of downloading all Learning Situation.

• Spreadsheet Format
• PDF format

1. Activities: At this point, you will find resources to complete the activities proposed in the Learning Situation sequence, such as notes, videos, graphics, etc.

• Motivation:

1. • 1. To engage attention and increase interest
     “Mateo’s Grocery Store”
   • 2. Research paper
     “Mateo’s Grocery Store”

• Development:

• • 3. Who lives in my town and what are their habits? Interest
    “Field study report”
  • 4. What type of store does the town/neighborhood need?
    “Varied tasks for activities”
    “Business proposal”
    “Evaluation of the business proposal”
  • 5. How do we organize the store?
    “How do I organize my store?”
    “How do we organize the store?”
    “Accounting for my business”
  • 6. Our store is up and running: Advertising and marketing.
    “Marketing and advertising for my store”

• Closing:

• • 7. Conclusions on the practice and the lessons learned.
    “Conclusions on the practice and the lessons learned”

2. Methodology: At this point, you will find methodological resources to implement the activities proposed in the Learning Situation sequence, such as: resources for planning, cooperative learning, etc.

• Planning Resources (3.0)
• Cooperative Learning (Impulso 06)

3. UDL: Proposals for incorporating UDL principles into the situation. We have the following resources:

• DUA
• Model DUA-A Generalitat Valenciana

4. Evaluation: At this point you will find different evaluation tools to be able to evaluate the different aspects and products of the Learning Situation.

• Rubric for primary assessment
• Rubrics for assessing different aspects of learning (INTEF)
• Portfolio creation (INTEF)
• Evaluation targets (UNIR)
• Evaluation targets (INTEF)

5. Curriculum: At this point, you will find the different curricula involved in the Learning Situation.

• Relationship of curricular elements _CONO
• Relationship of curricular elements _Mathematics
• Relationship of curricular elements _Spanish Language and Literature
• Relationship of curricular elements _Basque Language and Literature
• Relationship of curricular elements _Foreign Languages
• Relationship of curricular elements _Values

6. Materials:

• Chromebook
• Internet connection
• Education Department email
• Workbook
• Web applications that complement the information