Enterprising Behaviour

Lesson 3 of 5 Unit: Entrepreneurial Skills Development

Duration: 90 minutes
Class size: 10 students
Age Group: Post 16-25 (SEND, employability and life skills)
Subject: Other (Employability Skills)
Curriculum Reference:
This lesson aligns with the National Curriculum for England’s Personal Development and Employability frameworks for post-16 students, including the statutory guidance for SEND provision. It fosters key life skills such as self-awareness, reflection and understanding enterprising behaviours, supporting employability.

Learning Objectives (WALT)

WALT identify what enterprising behaviour means in real life and work contexts.
WALT reflect on our own strengths linked to enterprising skills.
WALT complete structured worksheets to provide personal examples and recognise enterprising behaviour.

National Curriculum Links:

Personal Development: self-awareness, self-confidence and making informed choices
Employability skills development: initiative, creativity, problem-solving and communication
SEND Learning outcomes: accessible, practical activities fostering independence and reflection

Success Criteria

I can describe enterprising behaviour with accurate examples.
I can identify my own enterprising actions and explain why they are relevant.
I can recognise my personal strengths and how they help me in enterprising situations.
I can complete Worksheets E3.2.1 and E3.2.2 with support or independently.

Resources

Worksheets E3.2.1 and E3.2.2 (printed)
Whiteboard and markers
Large paper pads or flipchart for group work
Personal strengths checklist (simple, pictorial versions for SEND learners)
Pens/pencils and coloured markers
Timer/stopwatch or visual timers
Projector/tablet for multimedia example clips (optional)

Lesson Outline

Time (mins)	Activity	Details	Differentiation/Extension
0-10	Starter: What is Enterprising Behaviour?	Class discussion using simple prompts on the board: “What does it mean to be enterprising?” Use examples like starting a small project, helping others solve a problem, or taking initiative. Use real life and work-related examples.	Use visuals and sentence starters for SEND (e.g. "I am enterprising because..."). Pair less confident students with supportive peers.
10-25	Group Brainstorm	In small groups of 2-3, students list examples of enterprising behaviour in daily life or work. Groups present 2-3 examples to the class. Scribe adult or peer support available as needed.	Provide prompt cards with starter phrases or pictures. For advanced, encourage thinking about local business or community examples.
25-40	Worksheet E3.2.1: My Enterprising Actions	Students complete Worksheet E3.2.1, listing their own enterprising behaviours with examples. Sensory and verbal prompts provided.	One-to-one support for writing; pre-prepared picture cards for ideas for non-writers; verbal responses can be scribed.
40-50	Break	Sensory break or quiet time as needed.	Calm sensory area for SEND with overload support.
50-65	Reflecting on Strengths	Introduce personal strengths linked to enterprising behaviour (e.g. communication, creativity, persistence). Use a simple checklist or pictorial strength cards. Students identify 3-5 strengths they have.	Use peer discussion or adult-facilitated one-to-one to help identify strengths. Use strengths role-play if helpful.
65-85	Worksheet E3.2.2: Strengths and Why They Help	Complete Worksheet E3.2.2, linking personal strengths to enterprising actions. Students explain or show how strengths help behaviour.	Allow use of symbols, drawings or recordings instead of written text. For advanced learners, challenge to describe how strengths can improve in different work scenarios.
85-90	Plenary and Review	Class shares one insight about their enterprising behaviour or strengths. Use a 'popcorn' or 'round robin' style. Review WALT and success criteria by asking: “What did we learn today?” Use smiley face chart or thumbs up/down for engagement check.	For SEND, use simplified language and visuals; advanced learners summarize connections to future employment goals.

Differentiation Strategies

Use multi-sensory resources: visual prompts, symbols, audio cues
Pair work and peer support for confidence-building and social skills
Scaffold writing tasks with word banks, sentence starters, and communication aides
Allow alternative recording formats (drawing, oral, video)
Adjust questioning for cognitive levels: from concrete to abstract thinking
Provide regular breaks and sensory regulation opportunities

Extension Activities for Advanced Learners

Research a local entrepreneur and present how their enterprising behaviour led to success
Write a short plan for a new enterprising project or idea (e.g., a social event, small business venture)
Role-play scenarios demonstrating enterprising decisions and problem-solving skills
Reflect on how enterprising behaviour can overcome barriers at work or in education

Assessment and Recording

Observation checklists on participation and understanding during group and plenary discussions
Completed Worksheets E3.2.1 and E3.2.2 as evidence of reflection and application
Informal verbal feedback during activities
Self-assessment using simplified comment prompts supported by visuals (e.g. happy/sad faces)

Teacher Reflection Prompts

Did students comprehend the concept of enterprising behaviour?
Which differentiation strategies were most effective?
Did students engage with reflecting on personal strengths?
Was the pace suitable, and were the resources accessible?

This lesson plan ensures learners with SEND aged post-16 develop foundational entrepreneurial skills in a supportive, inclusive environment, fully aligned with the National Curriculum for England's focus on personal development, employability and independence.