Craft Business Exploration

Overview

This 120-minute session is designed for Year 13 students at Oscott Manor School, focusing on researching local craft businesses, specifically The MAC Birmingham, to meet National Curriculum objectives in Business (KS5). The lesson emphasises structured, visual, and supportive learning methods tailored to students with ASD and other learning needs, combining engagement with communication and research skills.

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National Curriculum Links (England - KS5 Business)

• Developing skills to research and analyse local business markets
• Understanding customer engagement and creative business practices
• Applying communication and presentation skills in a business context
• Critical reflection and evaluation of business activities

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Learning Objectives & Success Criteria

By the end of the lesson, students will be able to:

1. Research local businesses that sell craft products (The MAC Birmingham).

   • Success Criteria: Locate key information about MAC Birmingham's location, craft product range, and events using dyslexia-friendly resources.

2. Identify the variety of craft products and creative practices MAC Birmingham offers.

   • Success Criteria: Accurately list craft categories and practices using correct terminology such as artisan, craftsmanship, demonstration, and presentation.

3. Explain how creative practices enhance customer engagement in craft businesses.

   • Success Criteria: Describe how artist interaction and live demonstrations impact customer experiences.

4. Plan a site visit effectively, including objectives and observing criteria.

   • Success Criteria: Design a structured visit plan outlining what to look for and why, linked to business research goals.

5. Present research findings using correct business and arts vocabulary within a clear review structure.

   • Success Criteria: Deliver a concise, well-organised oral or visual presentation using sentence starters and visuals for support.

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Resources

• Dyslexia-friendly text sheets about MAC Birmingham (large font, sans serif, coloured overlays)
• Visual glossary cards (artisan, craftsmanship, demonstration, presentation)
• Structured visit planning templates (with prompts)
• Tablets/laptops for guided internet research with SafeSearch enabled
• Whiteboard and visual mind mapping tools
• Word banks and sentence starters sheets
• Projector for modelling and video examples
• Timer to maintain pace and routine

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Lesson Breakdown

1. Introduction and Settling (15 minutes)

• Objective: Establish routine, introduce learning objectives visually, and share success criteria.
• Activity: Use visual timetable and icons. Teacher models clear explanation of lesson objectives.
• Differentiation: Use short, simple language with visuals. Provide opportunity for students to ask clarifying questions.
• Emotional regulation: Brief mindfulness breathing (2 mins) to focus attention.

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2. Group Research Task: Discovering MAC Birmingham (30 minutes)

• Objective: Research key facts about MAC Birmingham's crafts and business offer using pre-selected dyslexia-friendly resources and guided websites.
• Activity: Students work in pairs, each focusing on different craft areas (e.g., pottery, textiles). Use visual glossary cards to strengthen understanding of vocabulary.
• Differentiation: Pair students strategically; provide scaffolded question prompts such as “What crafts does MAC sell?”, “How do they show these crafts?”
• Assessment: Each pair fills in a simple research chart with images and keywords.

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3. Class Discussion: Creative Practices and Customer Engagement (20 minutes)

• Objective: Consolidate understanding about creativity and business through teacher-led discussion using real examples from research.
• Activity: Use visual mind map on the board categorising crafts, demonstrations, and engagement techniques.
• Success criteria: Pupils orally explain one way artist interaction can influence a customer’s buying decision using sentence starters from word bank (“I think that…”, “This means that…”).
• Differentiation: Offer choice of verbal responses, sentence completion cards, or drawing a picture to illustrate key ideas.

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4. Planning a Visit (25 minutes)

• Objective: Teach students to create an effective site visit plan focusing on what to observe and why.
• Activity: Model planning using a step-by-step visual guide. Students complete their own planning sheet outlining key observation points (craft types, customer interaction, presentation quality).
• Extension: Advanced learners create a checklist to evaluate the visit’s success aligned with business goals.
• Support: Provide sentence frames to support writing (e.g. “I will look for… because…”, “I want to learn about…”).

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5. Presentation Preparation & Delivery (20 minutes)

• Objective: Present findings using correct vocabulary and review structure.
• Activity: Students prepare a short presentation (3-5 mins) individually or in pairs, using visuals or digital slides. Teacher rehearses with students using supportive prompts.
• Differentiation: Use picture prompts, cue cards, or technology (voice recording) for pupils who find speaking challenging.
• Assessment: Group provides positive feedback using “I liked when you…” statements, reinforcing communication skills and emotional literacy.

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6. Review and Reflection (10 minutes)

• Objective: Reflect on learning and emotional experience of the lesson.
• Activity: Use a ‘Traffic Light’ system (Green = I’m confident, Amber = I’m a bit unsure, Red = I need help) via coloured cards or a digital poll for pupils to self-assess understanding.
• Teacher input: Summarise key vocab and ideas; address any areas of confusion.

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Differentiation and Inclusive Strategies

• Visual Aids: Regular use of images, icons, mind maps, and colour-coded materials.
• Structured learning: Clear steps and routines with time warnings and consistent signals.
• Language support: Dyslexia-friendly texts, sentence starters, vocabulary cards, and simplified instructions.
• Emotional support: Scheduled breaks, mindfulness moments, and clear expectations.
• Assessment adjustments: Alternative response methods including drawing or technology-supported communication.
• Peer Support: Pairing lower-ability students with supportive peers for collaborative tasks.

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Extension Activities for Advanced Learners

• Research another local craft business to compare with MAC Birmingham’s business model.
• Create a detailed marketing flyer or social media post promoting the forthcoming visit.
• Analyse and critique the customer engagement strategies used by MAC Birmingham, suggesting improvements.

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Assessment & Feedback

• Formal assessment based on research sheet completeness, visit plan quality, and presentation clarity using a simple rubric aligned to success criteria.
• Verbal and written feedback focusing on use of vocabulary, communication skills, and engagement with the task.
• Peer assessment to build confidence and social skills.

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Closing Notes

This lesson integrates Business research skills with creativity and real-world application, perfectly suited for Year 13 SEN students to develop cognitive and communication competencies. The structured, visual, and supportive teaching methods ensure inclusivity and promote emotional regulation, aligning fully with the English National Curriculum for KS5 Business.