Types of Enterprise

Lesson Overview

Duration: 80 minutes (double class with a 5-minute break)
Class size: 25 students
Year: Second Year (approx. 13-14 years old)
Subject: Business Studies
Curriculum: Aligns with the Curriculum framework for Ireland (IE Curriculum)

Learning Intentions

By the end of the lesson, students will:

Understand what a financial enterprise is and the role these businesses play in society, including the provision of goods & services, employment, taxation, finance, and economic growth.
Evaluate the supports in place for financial enterprises in Ireland.
Analyse the concept of non-commercial enterprises and their social significance.

These intentions correspond with the IE Curriculum’s Business Studies strand on "Enterprise and Entrepreneurship", specifically focusing on learning outcomes related to understanding enterprise types and their societal roles.

Curriculum Alignment

Curriculum Strands: Enterprise and Entrepreneurship
Key Learning Outcomes:
- Understand the meaning and characteristics of various enterprise types (Financial and Non-commercial) (LEO 2rd Year, Section: Enterprise Types)
- Explore the role of enterprises in economic development and society.
- Identify supports available to enterprises in Ireland (e.g., local enterprise offices, grants).
- Develop critical thinking by analysing social enterprises and their purpose beyond profit.

Resources Required

Whiteboard and markers
Printed handouts with enterprise role scenarios
Sticky notes (two different colours)
Projector for presentation and short video clips (if available)
Chart paper or posters for group work
Timer for activity management
Student laptops/tablets or access to internet (optional)

Lesson Structure

Time	Activity	Description	IE Curriculum Focus/Competencies
0 - 10 mins	Engage: Enterprise Brainstorm	Starter Activity: Ask students to shout out different types of businesses they know (shops, banks, charities, etc). Capture on the board under 2 headings: Financial Enterprises & Non-commercial Enterprises. Brief class discussion on any unfamiliar terms.	Link to LEO and Enterprise strand vocabulary and concept introduction. Competency: Communication & Critical Thinking.
10 - 25 mins	Explore: What is a Financial Enterprise?	Teacher-led presentation: Definition, key characteristics, and societal roles (goods & services, employment, taxation, finance, economic growth). Use real Irish business examples (e.g., banks, supermarkets).	Curriculum objective for understanding enterprises’ economic role. Competency: Knowledge & Understanding.
25 - 35 mins	Group Activity: "Enterprise Role Cards"	Divide into 5 groups; each group receives scenario cards showing different financial enterprises and their impacts (e.g., job creation, tax contributions). Groups discuss and present one example back to class.	Competency: Collaboration, Analysis, Application of concepts.
35 - 40 mins	Mini Quiz: Quick-fire questions on financial enterprise roles (oral/quiz board). Engage the class with some light competition and encourage participation.	Reinforcement of learning outcomes; formative assessment.
40 - 45 mins	BREAK	Short break to refresh.	---
45 - 60 mins	Discuss: Supports for Financial Enterprises	Brainstorm and then present current supports available in Ireland (Local Enterprise Offices, grants, training, banking services). Include ‘helpful’ vs ‘challenging’ prompts for deeper reflection.	Curriculum competency: Research & Evaluation of supports in enterprise.
60 - 75 mins	Analyse: Non-commercial Enterprises	Presentation followed by a Think-Pair-Share task: Define non-commercial enterprises (e.g., charity shops, community groups). Students discuss differences from financial enterprises and social value created.	Competency: Critical Thinking, Analysis, and Ethical Awareness.
75 - 80 mins	Exit Ticket Activity	Students write down one new thing they learned about financial enterprises and one about non-commercial enterprises on sticky notes. Collect for teacher to gauge understanding and clarify next lessons.	Formative assessment focusing on reflection and learning consolidation.

Detailed Activity Descriptions

Engage: Enterprise Brainstorm

Use a two-column header on the board: "Financial Enterprises" and "Non-commercial Enterprises".
Students call out examples they know; teacher prompts and clarifies.
This draws on prior knowledge while setting up lesson focus.

Explore: What is a Financial Enterprise?

Clear, concise explanations with Irish examples (e.g., AIB bank as a financial enterprise).
Emphasise roles: employment, goods & services provision, taxation contribution, etc.
Include simple infographic in slides or handouts.
Check for understanding with short Q&A.

Group Activity: Enterprise Role Cards

Each card outlines a real-life impact (e.g., "This bank offers loans to small businesses enabling economic growth.")
Groups discuss implications, then share insights.
Encourages peer learning, public speaking, and application.

Supports Brainstorm and Presentation

Students list supports they have heard of; teacher supplements with LEO, grants, mentoring, business incubators.
Prompt thoughtful discussion on why supports help financial enterprises thrive and what challenges still exist.
Use real Irish business support structures.

Analyse Non-commercial Enterprises

Focus on difference between profit-driven and social purpose organisations.
Provide examples like St. Vincent de Paul, charity shops, community centres.
Think-Pair-Share allows individual thought, peer discussion, and collective sharing.

Exit Ticket

Fun, low pressure reflection to consolidate learning and provide feedback for the teacher on student understanding.

Assessment for Learning

Observation during group and class discussions: engagement and understanding.
Mini quiz results: formative check.
Exit ticket collection: identifies gaps or misconceptions for follow-up.

Differentiation and Inclusion

Provide scenario cards at varying complexity.
Pair stronger students with peers who may need extra support.
Use visual aids and real examples tailored to student experience.
Encourage all voices with Think-Pair-Share and group presentations.
Offer written, oral, and visual methods for students to express understanding.

Reflection Notes for Teacher (Student Teacher)

Monitor time closely especially around group work and discussion to keep on schedule.
Encourage enthusiasm by linking enterprise examples to students’ own communities or interests.
Use positive reinforcement to promote participation and build a comfortable class atmosphere early in the year.
Make clear links to IE curriculum throughout to strengthen lesson relevance and depth.

By combining real-world examples, student collaboration, interactive tasks, and reflective assessment, this lesson aims to engage and inform second-year business students about different types of enterprise in line with the Irish Curriculum Framework.

Teaching Instructions