Spark Startup Pitch

Year Level

Prep (Foundation)

Duration

30 minutes

Class size

2 students

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Learning Objectives

Aligned to the Australian Curriculum (v9), Humanities and Social Sciences: Economics and Business (early years content adapted):

• Identify and describe basic consumer choices and decision-making processes from the perspective of entrepreneurs starting their own business (AC9HE Foundation content adapted).
• Understand the concept of money, simple financial choices, and recognise that providers offer goods and services to satisfy needs and wants.
• Communicate ideas about a product or service, using simple language and expressions.
• Experience entrepreneurial thinking through role-play of a live-streamed business pitch performance.
• Begin to make simple estimations of cost and price related to their product or service idea.

(While the Australian Curriculum does not explicitly list economics and business for Prep year, the curriculum emphasises engagement with familiar economic choices and basic financial literacy under Humanities and Social Sciences foundation content. This lesson plan carefully adjusts these for Prep students to introduce entrepreneurial skills age-appropriately.)

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Curriculum References

• Humanities and Social Sciences - Economics and Business (Foundation level) - Australian Curriculum, v9 (adapted for Prep)
• Recognising the role of money and how people make choices about spending (financial literacy focus)
• Communicating ideas about products and services (oral language skills)

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Resources Needed

• A simple live-stream simulation setup — tablet or device for video recording or role-playing as a ‘live interview’ station
• Large flashcards with images of basic money (coins/bills) and common goods/services
• Simple props representing a product (toy, drawing, or crafted item)
• Basic “market analysis” pictorial prompts: happy faces representing customers, thumbs up/down to show popularity
• A timer to keep activities short and engaging

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Lesson Outline

Introduction (5 minutes)

• Prompt discussion: "What is a business?" and "Who sells things and why?"
• Show images of common products and money, engage students by asking if they have bought or seen someone buy something.
• Explain they will be ‘startup founders’ who will make a live interview to tell people about their own special business idea.

Activity 1: Invent Your Business Idea (8 minutes)

• Each student thinks of a simple product or service to “sell” (e.g., cupcakes, toys, or pet walking).
• Use drawing or props to help them express their idea.
• Ask guiding questions: "Who would buy your product?", "Why would people like it?"
• Introduce simple ‘market analysis’ with pictorial prompts: count how many ‘customers’ might want it (use happy/sad faces cards).

Activity 2: Quick Financial Count (7 minutes)

• Introduce the concept of cost and price using simple money flashcards.
• Ask: “How much does it cost to make your product?” (Use invented numbers from 1 to 5 coins.)
• Help them decide a price to sell it (add a coin or two to make a profit).
• Encourage them to explain their choices in their own words (e.g., “It costs 2 coins to make, I sell it for 3 coins so I can have 1 coin left.”)

Activity 3: Live-streamed Start-up Interview (8 minutes)

• Role-play a 'live streamed' video interview: one student is the interviewer, the other is the startup founder pitching their product. Switch roles after first round.
• Encourage the founder to explain what their business is, who will buy it, and why it’s a great idea.
• Include the financial question: “How much will you sell it for?” and “Why?”
• Use camera or device to record or livestream the quick interview as a fun ‘broadcast’.
• Prompt interviewers to give positive feedback and ask one simple question about the business.

Conclusion and Reflection (2 minutes)

• Ask students to share one thing they liked about creating their business idea.
• Reinforce vocabulary: business, product, price, customers, money.
• Praise their efforts in thinking like entrepreneurs and using money to make decisions.

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Assessment

• Ongoing observation of student participation and understanding during activities.
• Listen for use of economic vocabulary and concepts (even if simple) like cost, price, customers, and profit.
• Students’ ability to explain their business idea and price during the ‘live interview’ role-play.
• Teacher checklist: Did student describe their product/service clearly? Could they explain why customers would want it? Did they attempt simple financial estimation?

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Differentiation Notes

• For students needing support, provide choice cards with pre-made simple business ideas and prices to pick from.
• For higher ability students, encourage adding one more question about ‘how many products they might sell’ or ‘what they would do with their profit’.

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WOW Factor: AI-Enhanced Live Streaming

• Use a simple video recording or streaming app on a tablet to make the pitch feel real and exciting.
• Replay the video for brief feedback, letting students see themselves as entrepreneurs to boost confidence and engagement.
• Consider adding fun digital backgrounds or props using simple apps to enhance the ‘businessat-home studio’ feel — making startup pitches exciting and memorable.

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This lesson plan introduces Prep students to foundational entrepreneurial and financial literacy skills through immersive play, aligned with relevant Australian Curriculum concepts about money, choice, and communication. It uniquely integrates an improvised live-stream interview, incorporating quick financial estimation and market analysis tailored for the age, designed to inspire young learners to think like startup founders and build early financial confidence.

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If you want, I can provide further ideas or supporting materials!