BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
Unit 33: Enterprise and
Unit title
Key to learning opportunities
Entrepreneurs
Guided learning
hours
90
Number of lessons
45
Duration of lessons
2 hours
AW
Assignment
RS
Revision session
writing
GS
Guest speaker
V
Visit
IS
Independent
WE
Work experience
study
Links to other units
This unit links to all other units in the programme. Most
specifically, however, this unit links to:





Unit 34: Launch and Run an Enterprise
Unit 35: Survival and Growth
Unit 36: Social Enterprise
Unit 37: Intrapreneurship and Innovation in an
Enterprise
Unit 39: Developing an Enterprise Strategy
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
Lesson
Topic
Lesson
Type
1
Introduction
Suggested activities
Tutor presentation: issue specifications to discuss the
●
unit, the learning outcomes, the mode of assessment.
Introduction to online resources: for example,
●
●
Classroom resources
Tutor presentation and notes
Unit specification
business podcasts and TED talks.
PC or laptops with internet connection
Small group activity: ask learners to work in small
Small dry wipe boards for group activity
groups to come up with examples of different
enterprises that they have experienced and present their
TED talks
findings to the class.
Learning aim A – Explore the nature of enterprise
2–3
A1: Enterprise and
Lead in: recap the previous lesson and hold a question
●
entrepreneurship
and answer session to confirm learners’ understanding.
Tutor presentation: introduction to enterprise and
●
●
Enterprise is
process of using
creativity and
●
aspirations
Class discussion: learners should discuss enterprises
PC or laptops with internet connection for
This could lead to a discussion on the different types of
customers’
needs and
Small dry wipe boards for paired activity
enterprises by name to create an ‘A to Z’ of enterprises.
meet
Whiteboard
entrepreneurship.
they know, local, national and international, identifying
innovation to
Tutor presentation and notes
research
Local business directories
enterprise.
●
Paired practical activity: using local directories, ask
learners to identify local enterprises and what they
provide. Classify the enterprises in the locality into
goods and service providers and look for common
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
features. Learners should present their research
findings to the class.
●
Individual activity: extend learning by asking learners
to use the findings on local enterprises and write a
report that compares features that are similar and
different between these enterprises. This report should
include:
o
what sort of enterprises operate in the area and
why?
o
what makes them successful – is it their product
or a service?
●
o
what is their market?
o
have they all filled gaps in the market?
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and create
a glossary of key terms.
4–5
A1: Enterprise and

entrepreneurship
and answer session to confirm learners’ understanding.
●
●
Process of
enterprise:
identifying and
addressing the
risks facing an
enterprise to
increase the
Lead in: recap the previous lesson and hold a question
GS
●
Tutor presentation: give an overview of the risks facing
Tutor presentation and notes
Whiteboard
an enterprise.
Resources required by guest speaker
Guest speaker: enlist the help of visiting speaker(s), for
Case studies
example from local enterprises, to help explain
enterprise and entrepreneurship. and its associated
benefits and risks. If a guest speaker is not available,
provide relevant case studies.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
likelihood of
●
success
Paired activity: ask learners to work in pairs to prepare
a set of questions for the guest speaker(s) on risk.
●
Class discussion: question and answer session with the
speaker(s) using prepared questions.
●
Group discussion: learners discuss findings from
speaker(s).
●
Written activity: learners research the risks to
enterprise and entrepreneurship using a local enterprise
of their choice as their case study. Learners should
identify and consider:
o
strategic risks; for example, a competitor
coming on to the market
o
compliance; for example, the introduction of
new health and safety legislation
o
financial; for example, non-payment by a
customer or increased interest charges on a
business loan
o
operational; for example, the breakdown or
theft of key equipment.
This can be used for formative assessment.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
6–7
A1: Enterprise and
entrepreneurship
●
Lead in: recap the previous lesson and hold a question
and answer session to confirm learners’ understanding.
Whiteboard
PC or laptops with internet connection for
research
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Tutor presentation: on the capacity of entrepreneurs to
organise and manage a new venture and anticipate risks
and uncertainty.
●
Group discussion: Who has the capacity for
entrepreneurship? Who make better entrepreneurs –
men or women?
●
Paired practical activity: ask learners to prepare and
deliver a short presentation using their research findings
on enterprise and entrepreneurship in pairs, using slides
and speaker notes to share their findings with the
group. The slides and presentation should be of a
professional standard.
This can be used for formative assessment.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
8–9
A1: Enterprise and
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
PC or laptops with internet connection for
Tutor presentation: on types of enterprise and legal
research
enterprise
formats, including start-up, lifestyle, social enterprise
Quiz on legal structures and liability
Legal formats
and franchise and legal formats, covering sole trader,
IS / V
●
entrepreneurship
●

Types of
●
partnership, limited partnership, private limited
for enterprise
company and public limited company.
●
Paired practical activity: learners carry out research to
identify and classify enterprises in the locality by type
www.clearlyso.com/what-is-asocial-enterprise-2
https://entrepreneurhandbook.co.uk/settin
g-up-a-social-enterprise/
and legal form.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Individual activity: extend learning by asking learners
http://study.com/academy/topic/types-of-
to write a short report on unlimited versus limited
business-organizations.html
liability: if you were starting a new enterprise, which
would you choose, and why?
●
Class activity: recap quiz on legal structures and
liability.
●
Small group activity: in small groups using knowledge
gained, learners carry out secondary online research of
larger enterprises through their websites, many of which
have ‘about us’ pages, which contain a variety of useful
information regarding activities, ownership and size.
Groups could be allocated a type of enterprise. Each
group prepares a fact sheet on at least two large
enterprises to be shared with the class.
●
Class activity: learners share and discuss their
factsheets, and each learner writes a short report on one
enterprise.
●
Paired practical activity: knowledge could be
enhanced by independent or accompanied primary
research visits to different local enterprises. Learners
could construct a set of questions, in pairs, to be taken
to a business to find out more about its type and legal
format.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
10–11
A2: Mindset of the
IS
●
entrepreneur
●
Lead in: recap the previous lesson and hold a question
http://businesscasestudies.co.uk/nfte-
and answer session to confirm learners’ understanding.
uk/the-importance-of-entrepreneurship-
Tutor-led presentation: on the mindset of the
in-small-businesses/#axzz3r0id5N6o
entrepreneur. This could be supported by a guest
www.entrepreneuronfire.com
speaker, for example an entrepreneur from the local
area.
●
Individual activity: learners use the enterprises
discussed in previous lessons to think about the mindset
of the entrepreneur. Ask the learners to individually
report on which entrepreneurial attributes they think
make enterprises successful and why.
●
Small group activity: ask learners to listen to podcasts
made by entrepreneurs, such as those at Entrepreneur
on Fire.
●
Small group activity: extend learning by asking
learners use their findings to discuss and list what they
consider to be the three key ingredients for
entrepreneurial success, with the result being a list of
key ingredients.
●
Individual activity: learners write a short report
evaluating why the attributes and mindset of the
entrepreneur are important to the success of an
enterprise. This can be used for formative assessment.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
Learning aim B – Investigate the motivations for entrepreneurship
12–13
B1: The role of
V
●
motivation when
starting a new
venture
●
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
www.studential.com/enterprise/business-
Teacher presentation: on the role of motivation when
start-ups/why-start-a-business
starting a new venture.
●
Class discussion: ask learners to think about the
reasons for starting a business. What are the common
tipping points that motivated someone to become an
entrepreneur, for example:
o
loss of job or dissatisfaction with current job
o
a chance business opportunity
o
changing family circumstance or life stage
o
advice or inspiration from an experienced
friend, peer, colleague or advisor
o
realisation that the nature of desired work
necessitates self-employment.
●
Visit: Learners could visit a number of contrasting
enterprises in the locality with a view to gathering
insight in to why the entrepreneur decided to launch
that venture. If a visit is not possible, learners could carry
out internet research.
●
Class discussion: learners share their findings from their
research with the class.
●
Small group discussions: using the previous
discussions, small groups can become ‘experts’ on the
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
motivations for entrepreneurship of local enterprises, for
example:
o
autonomy and better work – seeking freedom,
flexibility and better work opportunities
o
challenge and opportunity – seeking personal
challenge, fulfilling a vision, opportunities to use
existing skill(s) and enhance personal
reputation/fame
o
financial motives - financial security, larger
income and wealth or family
o
legacy – seeking to continue or create a family
business.
●
Groups can then be redistributed so each has an ‘expert’
who can then share their knowledge with their new
group.
●
Knowledge quiz: quiz learners to check their
knowledge of the concepts taught by the group
‘experts’.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
14–15
B1: The role of
IS/V
●
motivation when
starting a new
venture
●
Lead in: recap the previous lesson and hold a question
PC or laptops with internet connection for
and answer session to confirm learners’ understanding.
research
Individual activity: ask learners to choose a local
Whiteboard
enterprise to research the motivations for
entrepreneurship. Using their findings and their previous
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
research, learners write a short formal report on their
findings. This could be followed by a class discussion.
●
Class discussion: use the learners’ findings to lead a
discussion on motivations for entrepreneurship with the
class. Possible questions could include:
o
are the entrepreneurs’ original motivations for
starting their business the same as their current
motivations for running this business?
o
if motivations have changed, why has this
happened?
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
16–17
B2: Barriers to
GS
●
setting up a venture
●
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
Whiteboard
Tutor presentation: on the barriers to setting up a
venture, including viability, cashflow, raising finance, lack
Resources as required by guest speaker
of skills and experience and of financial management,
and the problems of keeping up to date and complying
with regulations.
●
Guest speaker: enlist the help of a visiting speaker, for
example someone from a local enterprise to help
explain barriers to enterprise. If this is not possible,
learners should carry out independent internet research.
●
Paired activity: ask learners to work in pairs to prepare
a set of questions for the guest speaker.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Class discussion: question and answer session with the
speaker using prepared questions.
●
Group discussion: learners should discuss findings from
the session with the speaker.
●
Paired activity: ask learners analyse their individual
suitability to overcome the barriers of being an
entrepreneur and discuss with their partner. Some
possible discussion points are:
o
do they feel they have the ability to sell to
others?
o
could they raise finance and manage cash flow?
o
do they have enough skills and experience?
o
could they keep up to date with, and comply
with, regulations?
This can be used for formative assessment.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
18–19
B3: Importance of
●
enterprise to the
economy
●
●
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
Whiteboard
Tutor presentation: introduce and discuss some
Generating
entrepreneurs who effect the economy in different ways
economic
for example:
wealth by
o
increasing the
national income
Dean Kamen, who is trying to bring about social
change through water purification systems
PC or laptops with internet connection for
research
www.youtube.com/results?search_query=d
ean+kamen
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Providing jobs
●
Bringing about
social change,
o
●
http://startups.co.uk/moonpig-founder-
example through YO! Sushi, Yotel, YO! Home.
nick-jenkins-on-naming-your-business-
Small group activity: ask learners to discuss the
creating the
following statements on the importance of enterprise to
solutions that
the economy then place them in order of importance:
can improve the
standard of
living for the
o
entrepreneurs pay taxes
o
entrepreneurs create businesses that hire
o
country
expansion
entrepreneurs create demand for products
which in turn create jobs and other businesses
Replacing older,
o
entrepreneurs bring about social change
inefficient
o
entrepreneurs introduce new technologies to
technologies
the market
with evolved,
o
advanced
systems
achieving-viral-growth-and-plans-for-
people
inhabitants of a
●
Simon Woodruffe, who creates jobs, for
entrepreneurs stimulate the economy by
instilling confidence in people.
●
Class discussion: ask learners to present their findings
to the class. Which do they feel is the most/least
important statement? Why?
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
20–21
B1: The role of
●
Individual activity: learners continue their research and
motivation when
write a report on the motivation of entrepreneurs for
starting a new
setting up their enterprises, and the importance to the
venture
local and UK economy.
B3: Importance of
This can be used for formative assessment.
enterprise to the
economy
Distribute assignment brief for learning aims A and B.
Learning aim C – Examine the opportunities and constraints for enterprises and entrepreneurs
22–23
C1: Sources of
internal and external
finance
●
●
●
Lead in: introduction to learning aim C.
Tutor presentation and notes
●
Tutor presentation: explain the sources of internal and
Whiteboard
external finance available. Show clips from programmes
PC or laptops with internet connection for
Own funds /
such as Dragons’ Den, Shark Tank or Lions’ Den to
stakeholders
illustrate equity funding. Give examples of small
research
Equity funding
ventures that have used crowdfunding.
www.deborahmeaden.com
Paired activity: ask learners to research the availability
www.cbc.ca/dragonsden/episode
●
of funding for small and larger enterprises.
●
Small group activity followed by a group discussion:
learners decide on an enterprise that they could run,
then discuss how they could raise finance. Ask learners
to consider the following:
o
what sort of funding is available to small startup businesses?
s
www.ukbusinessangelsassociation.org.uk
https://gogetfunding.com
www.kickstarter.com
www.zopa.com
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
o
o
o
how easy is it to raise funds from family and
friends?
http://eurocrowd.org/crowdfunding-bycountry/
are there financial advantages of having
https://www.youtube.com/watch?v=HJhQT
business partners?
xTUIH0
will venture capitalists or business angels be
interested in investment in this business?
o
do some finance options come with an element
of risk? Why?
are some options more advantageous than others?
why?
●
Individual activity: learners research possible sources
of finance, then create a table to list the ‘pros’ and ‘cons’
of each source.
●
Class discussion: ask learners to present their findings
to the class.
●
Individual activity: extend learning using case study
materials, by asking learners to suggest the most
appropriate source of finance for three contrasting
start-ups.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
24–25
C1: Sources of
internal and external
finance
●
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
PC or laptops with internet connection for
research
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Government
●
funding
Tutor presentation: explain the concept of government
funding for enterprises, including grants, allowances and
start-up loans.
●
Individual activity: learners research government
websites to find out about government funding, and
make notes.
●
Class discussion: learners discuss government funding.
Some possible points for discussion are:
o
how viable is it to expect to get finance from
the government?
o
does this form of finance come with restrictions
of any kind?
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
26–27
C2: Government
support
●
●
Lead in: recap the previous lesson and hold a question
PC or laptops with internet connection for
and answer session to confirm learners’ understanding.
research
Small group activity: learners research in small groups
www.lepnetwork.net/
and become ‘experts’ on the support available from the
Large sheets of paper/paper tablecloth for
UK Government for enterprises for example:
o
Enterprising libraries
o
Local Enterprise Partnerships (LEPs)
o
Enterprise Zones (EZs)
each group to make notes
Groups can then be redistributed so each has an
‘expert’ who can then share their knowledge with their
new group.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Extension activity: learners write a report that
evaluates whether the Government provides enough
support for enterprise.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
28–29
C3: Competition
●
and competitive
advantage
Lead in: recap the previous lesson and hold a question
and answer session to confirm learners’ understanding.
●
Tutor presentation: explain the concept of competition
and the competitive environment.
●
Individual activity: learners investigate the current and
possible future local, national and international
Tutor presentation and notes
Whiteboard
https://www.tampabay.com/florida/2019/0
5/20/yes-there-are-still-people-playingpokemon-go-but-who-are-they/
competition for a chosen business. This could be
followed by a class discussion.
●
Tutor presentation: using topical case studies or online
articles, explain what is meant by competitive
advantage.
●
Class discussion: Why is it important for an enterprise
to gain competitive advantage?
●
Individual activity: extend learning by asking learners
to choose an enterprise to research, and prepare a short
report that analyses how they have gained or lost their
competitive advantage and the positive/negative affect
this has had on the business.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
30–31
C4: External
GS
●
influences
●
stakeholders
●
customers
●
shareholders
●
community
Lead in: recap the previous lesson and hold a question
and answer session to confirm learners’ understanding.
●
Tutor presentation: on external influences on an
enterprise.
●
Guest speaker: enlist the help of a visiting speaker, for
example someone from a local enterprise to talk about
Tutor presentation and notes
Whiteboard
http://businesscasestudies.co.uk/businesstheory/external-environment/the-externalenvironment.html#axzz3r0id5N6o
how they are affected by external influences. If this is
not possible, provide case studies that show the external
influences on enterprise.
●
Paired activity: ask learners to work in pairs to prepare
a set of questions for the guest speaker.
●
Class discussion: question and answer session with the
speaker using prepared questions.
●
Group discussion: learners discuss the influence they
feel that ‘people’ i.e. stakeholders, customers,
shareholders and the community have on an enterprise.
32–33
C4: External
●
Plenary session: learners write up notes.
●
Lead in: recap the previous lesson and hold a question
influences
●
political
●
economic
●
social
and answer session to confirm learners’ understanding.
●
Tutor presentation: on external influences and the use
Tutor presentation and notes
Whiteboard
of PESTLE (political, economic, social, technological,
Business case studies
legal, environmental) analysis for businesses.
http://pestleanalysis.com
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
technological
●
legal
●
environmental
●
●
Paired research: using websites, look at examples of
https://www.mindtools.com/pages/article/
external influences on businesses.
newTMC_09.htm
Small group activity: using case study materials,
learners carry out an analysis using PESTLE. Learners
discuss their findings with the class.
●
Individual activity: extend learning by asking learners
to choose one local business, carry out a PESTLE analysis
on it and submit their findings in a short report.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
Learning aim D – Examine the entrepreneurial skills required to launch an enterprise
34–35
D1: Entrepreneurial
●
skills
●
●
Ability to think
and answer session to confirm learners’ understanding.
●
Individual activity: ask learners to research
strategically
entrepreneurial skills and show their understanding by
Possess clear
producing a visual representation of this, for example in
communication
the form of a mind map.
and interpersonal
skills to negotiate
●
deal with
stakeholders
Deal with all
aspects of
running an
Paired activity: ask learners analyse their individual
entrepreneurial skills by preparing a skills audit and
successfully and
●
Lead in: recap the previous lesson and hold a question
discuss this with their partner.
●
Whiteboard
PC or laptops with internet connection for
research
http://www.entrepreneur.com/article/2423
27
www.psychometrictest.org.uk/entrepreneur
-test
www.enterprisecatalyst.co.uk
Formative assessment: ‘I’d make a great entrepreneur!’
Ask learners to prepare and give a presentation on why
they think they would be successful in enterprise, then
use these as the basis of a class discussion.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
enterprise, such
●
Class discussion: local entrepreneurs could be invited
as finance, legal
to view the presentations and contribute to the
aspects,
discussion.
marketing and
●
production
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
36–37
D2: Assess potential
V
●
enterprise
opportunities
●
Ability to identify
viability of
potential ideas
●
●
●
●
opportunity
Tutor presentation: on assessing potential enterprise
Whiteboard
Small group activity: ask learners to research the local
secondary research could be carried out in a given
radius.
●
Class discussion: ask learners to discuss their findings
on potential enterprise activities in the locality.
Identify the
barriers to the
research
area with a view to setting up an enterprise. Primary and
and opportunity
idea
PC or laptops with internet connection for
and answer session to confirm learners’ understanding.
ideas.
Consider the risk
attached to each
Lead in: recap the previous lesson and hold a question
●
Individual activity: learners write a report analysing
opportunities in the local area. This should include:
o how and why do they think they could fill a
need/gap in the market?
o what would be the opportunities provided by the
enterprise?
o what would be the risks?
o what barriers might there be?
This can be used for formative assessment.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
38–39
D3: Develop the idea
●
●
Define what the
PC or laptops with internet connection for
and answer session to confirm learners’
research
understanding.
enterprise will be
and what its
●
Lead in: recap the previous lesson and hold a question
●
Small group activity: ask learners to work in a group
function and
to define an enterprise that they could operate, and
purpose are
prepare a short presentation clarifying:
Identify target
o the vision
market and
o the function and purpose
competition
o target market
o competition.
●
Group discussion: after each presentation, learners ask
questions on the ideas presented and discuss these as a
group.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
40–41
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
PC or laptops with internet connection for
Tutor presentation: introduce the importance of
research
distinctiveness
branding, showing the current top brands and
will be achieved
illustrating well-known brands such as Coca-Cola and
http://blog.hubspot.com/blog/tabid/6307/
D3: Develop the idea
●
●
Decide on brand
and how
●
GoPro.
bid/34238/The-Marketer-s-Guide-toDeveloping-a-Strong-Brand-Identity.aspx
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
20
BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Paired activity: ask learners to look at the positive
effects of branding and report back to the group on
how it affects a business of their choice.
●
coca-cola-used-to-become-a-famous-
Class activity: discuss the importance of branding to a
brand-2015-6?r=US&IR=T
business. You could look at examples of powerful
www.cnbc.com/2019/03/14/tesco-fresh-
brands, and where these have failed, for example
leading retailer Tesco from the UK failing to succeed
with its ‘Fresh & Easy’ stores in the US.
●
http://uk.businessinsider.com/strategies-
Small group activity: ask learners to research and
easy-stores-failed-in-united-states-unitedkingdom-retailer.html
www.forbes.com/powerful-brands
discuss how they would brand their idea, then share
their findings with the class.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
42–43
D3: Develop the idea
●
●
Understand how
Lead in: recap the previous lesson and hold a question
Tutor presentation and notes
and answer session to confirm learners’ understanding.
PC or laptops with internet connection for
to protect the
●
Tutor presentation: introduce ways to protect an idea.
research
idea
●
Paired activity: ask learners to research entrepreneurs
www.thisismoney.co.uk/money/smallbusin
who hold patents such as:
ess/article-2363967/Sir-James-Dyson-
o Sir James Dyson (Dyson)
How-come-great-invention.html
o Nick Woodman (GoPro)
www.deborahmeaden.com/investment/gri
o Jordan Daykin (Grip-It fixings)
p-it-fixings
o Elon Musk (Tesla)
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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BTEC INTERNATIONAL ENTERPRISE AND ENTREPRENEURSHIP
UNIT 33: ENTERPRISE AND ENTREPRENEURS
●
Class discussion: Why is it important to protect an idea,
even if this costs money? Why would an entrepreneur
allow others to use their patent?
●
Individual activity: ask learners to research and write a
short report on how they would protect a proposed
idea, then share their findings with the class.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
44–45
D1: Entrepreneurial
skills
●
Formative assessment: learners write a report that
evaluates the importance of understanding the
opportunities and challenges, and the entrepreneurial
skills required to launch an enterprise.
●
Plenary session: check learners’ understanding of the
main points by asking them to write up notes and add
to their glossary of key terms.
Distribute assignment brief for learning aims C and D.
Pearson BTEC International Level 3 Qualifications in Enterprise and Entrepreneurship – Scheme of Work – Issue 2 – February 2020 © Pearson Education Limited
2020
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