Enterprise Planning

Overview

In this sixth lesson of the 7-lesson unit “Empowering Money Management”, students begin planning a simple enterprise activity. They consider how a community project could create positive impact, linking ideas to the themes of responsibility and belonging often explored through stories like Oranges in No Man’s Land.

Learning intentions

• Secure: Students will explain what an enterprise is, using clear examples.
• Developing: Students will brainstorm and select a community project idea that could be run by a class.
• Emerging: Students will list one responsibility involved in running an enterprise.
• Students will practise basic budgeting thinking by considering what they would need (people/steps/materials) before any money is discussed.

Success criteria

• I can explain what an enterprise is and give one example.
• I can suggest two possible community project ideas and explain why one might help.
• I can name at least one responsibility (for example: planning, communicating, collecting orders, or delivering outcomes).
• I can use the worksheet questions to show my thinking for my level.

Curriculum links

• Citizenship — understanding the functions and uses of money, the importance and practice of budgeting, and managing risk (KS3).
• Citizenship — practical participation: learners explore responsibility in making decisions that affect others in their community.
• Skills for adult life: critical enquiry and communication through discussing and justifying ideas for a community project.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Teacher asks students to recall from previous lessons: “What does managing money mean for making good choices?” and shows the unit focus: responsibility and community impact. Students quick-write one sentence in silence: how money choices connect to helping others.

2. 5–12 min · Mini-teach: what is an enterprise? Teacher explains: an enterprise is an activity where people organise to offer something (a product or service) with a clear purpose, often to raise money or support a community need; it involves planning, roles, and decisions. Students complete Worksheet Question Set A (Secure): three short questions about “enterprise, project, community”, then share answers with a partner.

3. 12–22 min · Guided brainstorming: community project ideas. Teacher models a simple method: choose a community need, think of a realistic offer, and consider who benefits (community). Links are made to story themes: supporting others, fairness, and responsibility. Students complete Worksheet Question Set B (Developing): three questions guiding idea generation, including “Which need is it for?” “What would we do?” “Why is it a good community impact?”

4. 22–30 min · Responsibility focus: roles and commitment. Teacher introduces the idea that running an enterprise requires responsibilities: planning tasks, communicating, following timelines, managing materials, and keeping promises to customers/supporters. Students complete Worksheet Question Set C (Emerging): three questions asking them to list one responsibility and explain it simply in their own words.

5. 30–38 min · Whole-group enterprise draft. Teacher facilitates a class decision using a quick vote: each group presents their top project idea and one responsibility needed; teacher records on the board as a “Class Enterprise Plan (Draft)”. Students contribute: one spokesperson shares the idea; others add one improvement or question.

6. 38–44 min · Manage risk check (light touch). Teacher asks: “What could go wrong, and how would we prevent it?” using examples like timekeeping, quality of the offer, and respectful communication. Emphasise that risk management helps responsibility and community trust. Students answer on an exit mini-card: “One risk and one simple way to reduce it,” linked to the responsibility they listed.

7. 44–45 min · Exit wrap. Teacher collects mini-cards and praises specific successful explanations and responsibilities. Students read the learning objectives aloud and self-check: Secure/Developing/Emerging sentences next to their name.

Resources

• “Three questions” worksheets (A/B/C) printed for Secure, Developing, Emerging
• Board/flipchart and markers
• Timer
• Exit mini-cards (or half-sheets)
• Pencil and scrap paper
• Example sentence starters for support (teacher-made strip)

Assessment

• Teacher checks Secure/Developing/Emerging worksheet responses for clarity and relevance to “enterprise”, “project”, and “community”.
• Listening assessment during partner sharing and whole-group draft (students justify an idea and name responsibilities).
• Exit mini-card identifies one responsibility and one basic risk-reduction idea.

Differentiation

• Support: sentence starters on worksheets (e.g., “An enterprise is…”, “Our community project could…”, “A responsibility is…”).
• Support: teacher-led examples and scaffolding for choosing a realistic community need.
• Challenge: for Developing, add a prompt “Who exactly benefits and how do we know?”; for Secure, ask “What makes it an enterprise rather than just a class activity?”
• SEN/EAL: allow oral responses recorded by the teacher or a partner; provide an additional bank of simple verbs (plan, organise, communicate, deliver, collect).

Curriculum alignment notes for delivery

• Keep the lesson focused on understanding enterprise, responsibilities, and community impact, preparing students for later budgeting and risk tasks in the unit.
• Ensure students connect their project idea to community benefit and explain decisions using clear reasoning suitable for Year 7.