Unit 1: Topic 2: Enterprise
Topic 2: Enterprise
Specification link:
a)
Lesson Title: Introduction to Enterprise
Objectives :
 To understand what it takes to be a successful entrepreneur
 To understand how entrepreneurs must overcome mistakes and problems to be
successful
Lesson 1
of
Outcomes:
All students will understand the meaning of the word ‘entrepreneur’
Most students will be able to discuss the skills and qualities which make an
entrepreneur successful.
Some students will be able to discuss how entrepreneurs overcome problems.
Lesson Outline:
Resources:
Starter: Share the objectives with students. Discuss the key words and meanings. Students are to copy the
definitions into their booklets.
Main 1: Class discussion – what features does an entrepreneur need? Encourage students to think about personal
skills as well as attributes such as money, knowledge and contacts. Students are to complete the table, ranking the
different entrepreneurial features by importance. Students to share/debate their answers.
2.1.1.ppt
Unit 1.2 Enterprise student booklet
The internet (If the internet is not available, print fact
sheets on the entrepreneurs mentions for students to
read and summarise)
Main 2: Students are to use the internet to independently investigate up to 3 different entrepreneurs. They are to
complete brief biographies focusing on the highs and lows of each person’s career.
Extension: More able students are expected to answer the questions to analyse how each entrepreneur overcame
specific problems in business
.
Plenary: Students are to create poems/rhymes to remember how to spell the word “Entrepreneur”
AFL
Class discussion throughout, including debate about the importance of different
features of enterprise.
Literacy/Numeracy:
Definitions of key words are copied and used. Literacy
techniques shown for remembering the spelling of
Entrepreneur.
Homework:
None
PLTS:
Independent enquirers
Effective Participators
8
SMSC:
Students will investigate the highs and lows of real
life entrepreneurs
Unit 1: Topic 2: Enterprise
Lesson Title: Asking Questions and Mind Maps
Objectives :
 To understand how mind maps can be used by entrepreneurs to spot
opportunities.
 To be able to identify key questions that entrepreneurs ask
Lesson 2
of
8
Outcomes:
All students will create a mind map of their own strengths and weaknesses
Most students will ask valid questions to improve business knowledge
Some students will justify why some questions are more important than others
Lesson Outline:
Starter: Recap from last lesson. Students are to share some of their Entrepreneur spelling poems/rhymes with the
class. Discuss which is the most effective as a spelling technique
Resources:
2.1.2.ppt
Unit 1.2 Enterprise student booklet.doc
2.1.2 Asking Questions homework.doc
Main 1: Explain the importance of mind maps and their uses in business. Demonstrate how an effective mind map
is created. Students are to use their work booklets to create a mind map which charts their own strengths and
weaknesses. Encourage students to think beyond what they’re good/bad at in school, but the attributes that make
them successful in a wider sense.
Main 2: Explain the importance of asking questions when staring up a new business in order to fully explore the
opportunity for enterprise. Relate this to Why did the chicken cross the road? And explore every other aspect of the
situation we may want to know before we can answer that question. Students are to complete the mind maps to
explore other Why, Why not, Where, What, When and How questions that one might ask when starting a business.
Plenary: Students are to complete the 6 mark exam question. The mark scheme is provided on the PowerPoint for
the higher marks. Encourage students to peer mark their questions, ensuring students understand how to get the
maximum marks.
AFL
Homework:
Students are to complete a 6 mark exam question which will be peer marked.
Depth of knowledge to be assessed through exam question and detail shown in both
mind map exercises.
Students are to complete the worksheet whereby then outline a fictional business
idea. They must ask questions about their business idea including why, where, when
etc.
Literacy/Numeracy:
Recap of spelling technique in starter.
Content includes different questioning techniques.
PLTS:
Independent Enquirers
SMSC:
Students are to consider the philosophical aspect of
asking questions.
Unit 1: Topic 2: Enterprise
Lesson Title: Creative Thinking


Lesson 3
Objectives :
To understand the role of creative thinking in business enterprise.
To apply creative thinking to aid problem solving
of
8
Outcomes:
All students will complete think laterally to complete puzzles
Most students will use blue skies thinking to develop new ideas.
Some students will successfully solve the dingbat puzzles
Lesson Outline:
Resources:
Starter: Explain to students what creativity is, and how it can benefit businesses. Students are to complete the
left/right brain quiz in their booklets to discover which side of the brain they think of, and the suggested
implications of this. Ensure students understand that people naturally think in very different ways.
1.2.3.ppt
Main 1: Explain the definition of Lateral Thinking to students; ensure they write the definition in their booklets. In
pairs students are to complete lateral thinking puzzles. Ensure students grasp that they must think outside of the
box in order to find the solutions. Run through the answers when students have finished.
Miniature chocolate bars (5 or 6), or images/fact files
on each bar.
Unit 1.2 Enterprise student booklet.doc
Main 2: Explain the definition of Blue Skies thinking to students; ensure they write the definition in this their
booklets. In groups of 4 or 5 students are to explore the features of different chocolate bars (It might be a good
idea to bring in miniatures of different bars so students can use them, if not, images and fact files will work too).
They are to write down all of the features of the bar, before deciding on one which has the most scope for
development. Individually, they are then to come up with 4 ways to develop that feature before returning to the
group to share ideas.
Plenary: As a class, students are to complete the dingbat puzzles on the board to further reinforce the concept of
creative thinking, and thinking outside of the box.
AFL
Homework:
None
Students work in groups to complete creative thinking tasks, seeking feedback from
their peers to come up with the best idea for future development. Targeted
questioning throughout while students feedback their answers.
Literacy/Numeracy:
PLTS:
Group workers
Creative Thinkers
SMSC:
Students will consider the value of the left/right brain
theory, with questions arising about the validity of
the theory vs spirituality and thinking.
Unit 1: Topic 2: Enterprise
Lesson Title: 6 thinking hats


Lesson 4
Objectives :
To understand the 6 thinking hats theory.
To apply appropriate creating thinking techniques to solve problems
of
Outcomes:
All students will identify the key features of each thinking hat
Most students will understand how creative thinking techniques can be used to
solve problems
Some students will use creative thinking techniques to successfully solve problems
Lesson Outline:
Resources:
Starter: Class discussion – recap creative thinking from last lesson and the benefits for business. Ask students to
consider the chocolate bar task from last lesson, and whether they missed any important information
1.2.4 Thinking Hats.ppt
Unit 1.2 Enterprise student booklet.doc
Main1: Introduce the 6 thinking hats as a way to regulate blue skies thinking. Students are to complete the table in
their booklets to explore each thinking hat, and then questions someone with that perspective may have.
Main 2: Students are to complete an enterprise task in groups whereby they are given limited resources and must
come up with ideas of how to get off a dessert island. Explain to students that they must think about the different
creative thinking techniques that they have learnt, and use the most appropriate one for them. They must justify
their answers at the end, sharing their ideas with the rest of the class
Plenary: Students are to complete the matching exercise to match the correct phrase with the related colour
thinking hat.
AFL
Plenary activity will assess the depth of students understanding of the different
thinking hats.
Group work and peer assessment used in the enterprise task as students work
together to achieve one outcome.
Literacy/Numeracy:
Students will cover various types of questions from
different points of view. They will consider which
questions need to be asked in order to provide useful
asnwers.
Homework:
Students should choose one of the 6 thinking hats and create an A4 poster. These
can create a wall display when completed. Include
– The hat’s name
– The hat’s perspective
– Some questions the hat may ask.
Students should be assigned hats to reduce repetition.
PLTS:
Group workers
Creative thinkers
SMSC:
. Group work promotes social skills. Students must
consider the points of views of different “hats”,
improving empathy.
8
Unit 1: Topic 2: Enterprise
Lesson Title: Innovation and Invention
Objectives :
 To understand what Invention and Innovation are, and the difference
between them.
Lesson Outline:
Lesson 5
of
8
Outcomes:
All students will analyse an existing product and suggest improvements
Most students will create innovative solutions
Some students will be able to provide reasoned justifications for their innovative
design choices
Resources:
Starter: explain to students the topic of innovation and invention. Ask students to list important inventions that
have happened in their lifetimes. Students should suggest lots of electronic ideas such as Ipods, Ipads, Touch
screen, Electronic cars etc. As a class, discuss why electronic inventions are more common place, and what they
think the next big invention will be.
1.2.5 Innovation and Invention.ppt
Unit 1.2 Enterprise student booklet.doc
Main 1: Explore the topic of innovation and invention using the videos on the powerpoint. Students are to write
down the definition of each in their booklets.
Main 2: in the innovation challenge, students will choose an existing product from a post-it note, car, headphones,
tv/remote, plug/switch. They should analyse their product using the tables in their booklets in order to identify a
problem/gap in the market which they can solve.
Students are then to develop their new product, providing a sketch of it which is annotated to display key features.
They must also list the features they have altered, and provide justifications as to why they have made these
changes.
Plenary: Students must share their innovative ideas with the class. Students who have picked the same object
should present their ideas at the same time, which will facilitate discussion and allow students to identify which
would be the most successful.
AFL
Student’s innovative idea will be assessed by the group as they present their ideas to None.
the class. Class discussion will allow students to identify strengths and weaknesses in
their plans.
Literacy/Numeracy:
PLTS:
Analytical and comprehension skills shown in analysis
Creative thinkers
of product task
Homework:
SMSC:
Students consider the environmental impact of their
products. Some students will use this factor to
explore more environmentally friendly alternatives.
Unit 1: Topic 2: Enterprise
Lesson Title: Copyrights and Patents
Lesson 6
Objectives :


of
Outcomes:
All students investigate copyright, patents and trademarks
Most students will complete exam style questions
Some students will score 10+/15
To understand the steps that an entrepreneur can take to protect ideas and
products.
Lesson Outline:
Resources:
Starter: Introduce the topic to students, explaining what is meant by the terms trademark, copyright and patent.
1.2.6 Copyright and patents.ppt
Main 1: Discuss trademarks with students, asking for examples. Ensure students understand that trademarks aren’t
just logos. Students are to write the definition in their booklets and complete the trademark identity task.
Unit 1.2 Enterprise student booklet.doc
Exam Qs – Answers.doc
Main 2: Discuss copyright with students. Students should already be aware of copyright from ICT Lessons. Students
are to copy the definition into their booklets
The internet.
Main 3: Discuss patents with students. Show some example patents from the powerpoint. Students are to use the
internet to research one of three famous disputes on patents, and answer the questions in their books.
Plenary: Students are to complete the exam style questions in their booklets. Ensure students are aware of how
many marks each question is worth, and how they should answer them to get the maximum marks. Peer mark the
questions using the mark scheme provided.
AFL
Homework:
Students are completing exam style questions and will peer assess and mark.
Capable students should be getting 10 marks or above.
Literacy/Numeracy:
Comprehension in exam style questions. Key words
and definitions copied into booklets.
Students are to use the internet and go to www.espacenet.com. They should
research online for patents which have been submitted and find the most
interesting/odd/famous to share with the class next lesson.
PLTS:
Independent investigators.
SMSC:
Students investigate real lawsuits based on patent
infringement, and should evaluate the moral
implications if there are any.
8
Unit 1: Topic 2: Enterprise
Lesson Title: Taking Risks



Lesson 7
Objectives :
Understand the principle of taking a calculated risk
Understand the importance of weighing up the risks and the rewards of a
new business idea
Appreciate that seeing mistakes is part of the process of learning to succeed
of
Outcomes:
ALL students will attempt the risk analysis
MOST students will complete the risk analysis
SOME students will complete the extension exercise
Lesson Outline:
Resources:
Starter: Explain the concept of taking risks in business, with the potential consequences. Ask students to think of as
many businesses that they can think of which have gone into administration/bankrupt in the past 5 years.
1.2.7 Taking Risks.ppt
Unit 1.2 Enterprise student booklet.doc
Main 1: Show students the shares graphs on the powerpoint to see if they would be willing to invest with shares
rising/falling. Discuss with students how risks sometimes need to be taken, as the future of business can be
unexpected. Students should then take the Are you a risk-taker? Quiz in their booklets. Students should mark their
quizzes, and share their answers with the class.
Main 2: Students are to complete the table in their booklets to analyse potential risks and rewards with different
business situations. They should decide if the risk is worth the reward, and justify their decision. Students should
share some of their opinions with the class to facilitate class discussion.
Plenary: Students should answer the question in their booklets about risk. They should explain which risk they
would take based on the expected return, and justify their decision. Some students may struggle to grasp the
nature of this question, therefore it may need to be discussed first.
AFL
Homework:
Class discussion will facilitate assessment as students justify their business choices as
to whether the reward outweighs the risk.
Literacy/Numeracy:
In the plenary students will need to understand
percentages in order to decide whether the risk is
worth taking.
None
PLTS:
Creative thinkers
Effective Participator
SMSC:
Students will look at different business scenarios to
determine whether a risk is worth taking.
8
Unit 1: Topic 2: Enterprise
Lesson Title: End of Topic Test

Lesson 8
Objectives :
To apply knowledge from this unit in an end of unit assessment
Outcomes:
All students will attempt all questions
Most students will score at least 16/36
Some students will score over 26
Lesson Outline:
Starter: explain the objectives and outcomes to students, including timings and expectations during the
assessment.
Resources:
2.1 End of topic test
2.1 answers
Main: Students are to complete the end of topic test in silence. When all students have finished, they should swap
papers and peer mark.
Plenary: Students should share their marks with the teacher, and record their mark in the back of their booklet.
They should identify any areas which they struggled on and note them down.
AFL
Students are assessed on an end of topic multiple choice test.
None
Literacy/Numeracy:
PLTS:
Reflective learners
Homework:
SMSC:
of
8