Entrepreneurship Introduction

Overview

Year Group: Year 7
Class Size: 9 students
Lesson Duration: 45 minutes
Unit: Empowerment Through Entrepreneurship (Lesson 1 of 5)
National Curriculum Focus:

English – Spoken Language
English – Reading and Vocabulary Development

Learning Objectives (National Curriculum Links)

Objective Level	Learning Objective	Relevant National Curriculum Link
Secure	I can define entrepreneurship.
English Programmes of Study: Spoken Language

Pupils should be taught to ask relevant questions to extend their understanding and knowledge.
Articulate and justify answers, arguments and opinions.

| Developing | I can list qualities of an entrepreneur. |
English Programmes of Study: Spoken Language

Participate in discussions, presentations, performances, role play, improvisations and debates.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

| Emerging | I can identify an entrepreneur I know. |
English Programmes of Study: Reading – Word Reading and Comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of stories and nonfiction at a level beyond that at which they can read independently.

Resources

Whiteboard and markers
Printed vocabulary cards (entrepreneur, community, impact)
Pictures and short bios of famous entrepreneurs (diverse backgrounds)
‘Entrepreneur Qualities’ checklist handouts
Small post-it notes, pens
Visual timer (optional)

Lesson Structure

1. Starter (5 minutes) — Engaging Engagement

Activity: Class brainstorm: “What do you think entrepreneurship means?”
Teacher writes down students’ ideas on the board to capture their current understanding and misconceptions.
Link to Spoken Language NC: Encourage pupils to ask and answer questions.
WOW Element: Use a quick drama freeze frame activity where 2-3 students embody what they think an entrepreneur looks like or does — others guess their idea.

2. Explanation and Vocabulary (10 minutes) — Clarifying Concepts

Teacher gives a clear, student-friendly definition of entrepreneurship:
“Entrepreneurship is when someone starts and runs their own business or project, creating ideas that can help others and the community.”
Introduce and display the key vocabulary on cards:
- Entrepreneur
- Community
- Impact
Interactive pronunciation and understanding check — students silently read, say aloud, and then explain meaning in own words, working in pairs.
Link to NC: Developing vocabulary and comprehension through discussion.

3. Examples and Discussion (10 minutes) — Real World Connection

Present 3 short profiles (2-3 mins each) of famous entrepreneurs with clear community impact (one local, one national, one global). Examples:
- Sarah, who started a charity café employing young people
- Sir Richard Branson (Virgin Group) focusing on innovation and jobs
- Boyan Slat (Ocean Cleanup) focusing on environmental impact
After each profile, ask: “How does this entrepreneur help their community?” Discuss specific impacts.
Ask pupils to identify any common qualities they observe across examples (e.g., creativity, risk-taking, helping others).
Link to NC: Use targeted questioning to develop spoken language skills and critical thinking.

4. Group Activity — Characteristics of Entrepreneurs (12 minutes)

Distribute ‘Entrepreneur Qualities’ checklist handouts (in simplified language).
In groups of 3, students discuss which qualities from the checklist fit the entrepreneurs they just learned about.
Each group writes down 3 qualities they think are most important on post-it notes and places them on the board.
Teacher facilitates a class discussion, grouping and highlighting overlaps or interesting points.
Differentiation:
- Emerging learners can simply identify one or two qualities confidently.
- Secure learners aim to explain why those qualities matter.
Link to NC: Develop spoken communication skills and understanding through collaborative discussion.

5. Plenary — Personal Connection and Reflection (8 minutes)

Round robin: each student names an entrepreneur they know (local, family member, celebrity) or from the lesson.
Students say one quality that entrepreneur has and why it is important.
Optional: Quick exit card question: “What does being an entrepreneur mean to you?” with brief free writing or drawing for expressive vocabulary building.
Link to NC: Encourages confidence in expressing opinions clearly, consolidating vocabulary and comprehension.

Assessment & Feedback

Formative assessment through teacher observations during discussions and group work.
Checklist of participation in speaking and vocabulary use.
Evaluate understanding by reviewing exit cards or contributions for vocabulary and definition accuracy.
Immediate feedback given orally to encourage further language exploration and confidence.

Differentiation and SEND Considerations

Use of visual aids and simple language to support vocabulary learning.
Pairing students strategically for peer support.
Allow alternative methods to express understanding (drawing, oral rather than written).
Scaffolded questioning during discussions with sentence starters.

Extension Ideas & Homework

Research task: Find one local entrepreneur and create a simple poster about how they help the community.
Vocabulary hunt: Use vocabulary in sentences or short stories related to business or helping others.

Reflection Notes for Teacher

Did students engage with the freeze-frame activity and share their ideas?
Were students able to use new vocabulary in discussion confidently?
Which entrepreneurs generated the most interest and why?
Adjust future lessons to increase the opportunities for practical entrepreneurial ideas creation, building on vocabulary and discussion skills.

This detailed plan meets the National Curriculum for England’s requirements for spoken language, vocabulary development, and broader literacy skills—while also cultivating entrepreneurial awareness and empowerment tailored for Year 7 students.

Teaching Instructions