What Is Enterprise Session Plan

WHAT IS ENTERPRISE SESSION PLAN

SESSION: WHAT IS ENTERPRISE?
Expected Progress:Young people understand the principles of enterprise and understand aspects of a successful enterprise. / Description:Young people will explore the meanings of enterprise and entrepreneurs and understand what makes an enterprise successful and what skills an entrepreneur needs. They will be able to discuss successful enterprises, what they do and why they are successful.
Resources required:
Word Wall
Flip chart or post its
Pens
Entrepreneur’s Checklist Resource
Recognise These? Resource
Computers with access to internet / LLN Opportunities:
Creating and reading a Word Wall
Exploring definitions
Using dictionaries
Using capital letters correctly
Writing ideas on post-its
Reading internet research findings / STEM Opportunities:
Youtube Tutorial Icebreaker
/ Qualifications Opportunities:
Undertaking an Enterprise Project
Customer Service
SCQF Undertaking an Enterprise Project
SCQF Customer Service
DESCRIPTION OF ACTIVITY / RESOURCES / SUGGESTED LEARNING OUTCOMES AND ASSESSMENT CRITERIA
Introduction and icebreaker
Have young people split into groups of two/three and pick a skill they would all like to learn (e.g. football tricks, juggling, hair braiding, how to make a pie, etc.) and give some time for group to view some instruction videos on You Tube. Then have them demonstrate their skill or verbally state what they learned to the group.
Now discuss if this skill is marketable. Could they imagine making money from this skill? How would they go about setting up their own business?
Talking Points
Work together to come up with a group definition of enterprise which you can add to your word wall. This could be a sentence, or it could be a word web of words they associate with enterprise. Are there any people, things or other words they think of when they hear the word Enterprise? Do the young people know what Enterprise is? It might help to ask if they know what an entrepreneur is.
Optional: Put out dictionaries or have online dictionaries to support activity. A supplementary factsheet is available with this link.
An Enterprise is essentially a business. You can tell the young people that the word evolved from the Latin word for ‘take’ and our modern English word basically means something you undertake. Sometimes we think of it as taking a chance or taking a risk! An entrepreneur is someone who has the ideas, skills, risk-taking abilities and passion to establish and maintain a successful business. / Word Wall / State what is meant by the term entrepreneur
Words

Add some words to your word wall that young people might need to know. You can use the words from the Enterprise Glossary as a starting point.
Optional: Give explanation of when to use capital letters for names for proper nouns; people, places and things including: Names of businesses, Job titles etc. Link to capital letter factsheet (E3) / Word Wall
Enterprises You Know

Ask the young people to brainstorm some businesses/enterprises that they know of. You could facilitate this discussion and write the answers on flipchart, or hand out post-its and get the young people to write down examples and stick them on a wall or board. These could be businesses that their families are involved in, local businesses or famous national/international businesses. What do these businesses do? Are they successful in doing it?
What are some businesses that the young people have used themselves? This could be anything, from the local corner shop to a high street chain to a service like a hairdresser. Can they give examples of a time when they felt they were treated well – maybe staff were particularly helpful or polite or went out of their way to meet a need? Can they think of a time when they weren’t treated well – staff were rude, unhelpful, not good at their jobs? How did these experiences make them feel about the different businesses and how likely are they to return? Explain that the way businesses treat their customers is called customer service and why it is important. As a group or in smaller groups, come up with a definition of good customer service. / Flip chart or post its
Pens / Identify the purposes of different enterprises
Entry 3/Scotland Level 3
Assessment Criteria: identify a successful enterprise
Assessment Criteria: identify examples of good customer service
Level 1/Scotland Level 4
Assessment Criteria: identify successful enterprises
Assessment Criteria: give examples of good customer service
Assessment Criteria: state reasons why good customer service is important
Level 2/Scotland Level 5
Assessment Criteria: identify successful enterprises and what they sell or provide
Assessment Criteria: describe examples of good customer serviceAssessment Criteria: explain why good customer service is important
Entrepreneur’s Checklist
Use the Entrepreneur’s Checklist resource and ask young people to read and discuss as a group which of the qualities they think are the most important. Are there any other skills they want to add to the list? You could keep referring to the checklist as they work on their project. It’s important to mention to the young people that it doesn’t matter if they don’t have all the skills on this list – it doesn’t mean they are not enterprising. The trick is for them to identify the skills they don’t have at the moment, plan how they could develop them and be able to work with people who do have those skills. / Entrepreneur’s Checklist resource / Identify the skills of successful entrepreneurs
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Famous Entrepreneurs

Hand out the Recognise These Quiz images. What can the young people tell the group about these famous entrepreneurs? Ask them to research more about these people on the internet to find out who they are and what they have done.
The young people should research at least three of the entrepreneurs in more detail and find out:
What does their business do?
Where did their business idea come from?
What are the main qualities that this person has that help him/her succeed in business?
What were some of the main problems the entrepreneur faced when setting up the business? How did they overcome them? What did they learn?
Local Inspiration
After you have explored famous entrepreneurs it is important for the young people to look around their local area and recognise some local entrepreneurs in their community. Do they have an entrepreneur amongst their family or friends?
Ask the young people to research their local community to identify local entrepreneurs. This could be the corner shop owner, hair salon owner or an artist working locally. Find out who these people are and what they have done.
You could ask your Prince’s Trust Programme Executive to invite an Enterprise Young Ambassador from your region to the xl club so the young people can ask their questions in person. Think about requesting a visit to the local business you are researching, or ask the local business people to the school.
Conclusions
Bring the group back together for a discussion – what do they think has made these businesses successful? What skills have the entrepreneurs used that have made them successful? / Recognise These? Resource
Computers with access to internet / Identify the purpose of different enterprises
Identify the skills of successful entrepreneurs
Next Session/Break
Beginning your own project
Do the young people already have any ideas for what their Enterprise project should be?
What skills do they have that could help them create a product or a service? Another way to approach this might be to remind them that: ‘necessity is the mother of invention’, in other words, what products or services do they think there is a need for, or a gap in the market that they have experienced themselves?
Once they have got an idea, or a couple of ideas, they will need to start planning! But first it’s important to go through some of the key features of successful enterprise planning: market research, marketing and pricing.
Market Research
Ask the young people why they think it is important to carry out market research and competitor analysis when starting a business. You could do this by giving the young people three or four different business ideas and asking whether those businesses would be successful if they set up in your school’s canteen or common area. Some examples might be:
A car wash service
A luxury jewellery company
A nail salon
Cheap, healthy sandwiches
Invite the group to debate whether these businesses would be successful in your school – would they be affordable for students, would they interest the students, and would they provide something new that isn’t already available? There are no right answers!
Explain to the group that as they can see, every business needs to carry out market research and competitor analysis because it helps to:
Confirm whether they have identified the right target market(s) for their product.
Find out more about their target market(s); what price will they pay, where will they look for your product (place) and what are the best methods to promote your product to them.
Understand and stay ahead of your competition – identify if there any gaps/opportunities in the market that you could fill and what your strengths are compared to your competitors.
Explain that there are a number of different ways they can carry out market research and competitor analysis and that you are now going to look at some of the methods YP could use.
Market research and competitor analysis matching cards
Depending on the size of the group, you can run this activity as a large group or split YP into smaller groups.
Give each group the Market Research and Competitor Analysis cards. Write the following terms on flipchart paper:
Desk Research
Field Research
Test Trading
Focus Groups
Questionnaires/Surveys
Customer Observations
Mystery Shopping
Give the groups time to look through their cards and then ask each group to match one of their definition cards to the correct term on the flipchart.
Ask young people what they think the advantages and challenges of each method are. Ask if anyone has an idea of which method would be most appropriate for their business idea. / Entry 3/Scotland Level 3
Assessment Criteria: give an example of a type of market research
Level 1/Scotland Level 4
Assessment Criteria: give examples of types of market research
Level 2/Scotland Level 5
Assessment Criteria: describe types of market research
Marketing
Explain that setting up a new project means that you will have to work hard to promote it to the target market. They need to make sure the target customers are attracted to the product/service is, know what the benefit is, how much it costs and how to get the product or service.
Start off by introducing The Four Ps of Marketing:
Write the 4P’s on flipchart and ask YP what they think each P stands for:
Product – making sure the features, design and quality of the product is what the customers want to buy
Price – charging the right price that your customers are willing to pay
Place – the point(s) where your product(s) are available to customers
Promotion – telling customers about your product in a way that encourages them to buy it
In groups young people should choose different marketing literature from different sources – you can provide these or ask the young people to find them on their own – they might be surprised at how easy it is because marketing is everywhere, in magazines, online, even in apps on their phones! Each group can choose their favourite and least favourite marketing piece, giving feedback about what makes good marketing literature. Focus particularly on the persuasive language used. Young people can then write their own marketing literature using persuasive language to promote their project.
Explain that they should keep their message simple – marketing doesn’t have to be expensive or complicated. Get them to brainstorm some of the different ways they could market their product, from the very simple word of mouth, to online advertising.
Some examples of different media that you could use: newspapers, radio, marketing literature (leaflets, flyers, posters, post cards, free things with your logo on them), websites, social networking sites. / Entry 3/Scotland Level 3
Assessment Criteria: give an example of a way to market a product or service
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Level 1/Scotland Level 4
Assessment Criteria: give examples of ways to market a product or service
Level 2/Scotland Level 5
Assessment Criteria: describe ways to market a product or service
Introduction to business money and pricing
Ask the young people to place themselves in a line depending on how confident they feel with money and managing figures – one end being ‘Very confident’ and the other end being ‘Not at all confident’. You may choose to pair less confident young people with very confident young people.
Activity
Split the young people into smaller groups
Print and cut out two sets of the ‘Business Money Jargon Buster’ cards and give one set to each group
Give the groups a time limit (eg 5 minutes) to match each term to what they think the definition is. You can make the definitions simpler or include an example if required. While matching, they should also put a star on any of the terms they have heard of before. It’s a friendly competition to see which team can finish first, or if all teams can finish in the allocated time.
Get the group to feed back and discuss any questions they had. Discuss which ones they knew of and where they have heard them used before.
Pricing
Explain that the price of a product/service is an important decision that will determine:
How much of their product/service the young people will need to sell in order to cover the costs of running their business and begin making a profit. That’s why in the next session they will be working out their costs before trying to set a price.
Where young people place themselves in the market amongst their competitors – how you price your product can indicate whether it is high end of bargain! / Entry 3/Scotland Level 3
Assessment Criteria: state what is meant by the term “profit”
Level 1/Scotland Level 4
Assessment Criteria: state what is meant by “profit” and “loss”
Level 2/Scotland Level 5
Assessment Criteria: explain what is meant by “profit” and “loss”
Assessment Criteria: explain the term “break-even”
Conclusion
Now that they have all this new information, get the young people to make a ‘to do list’ of what they would like to get on with in their next session.

1 (April 2017)