Identifying Enterprise Skills

Context

Age group: Entry 3 learners (post-16 to 25 SEND, employability/life skills)
Class size: 10 students
Duration: 90 minutes
Unit: Entrepreneurial Skills Development (Lesson 4 of 5)
Curriculum focus: National Curriculum for England – Personal Development and Employability, Citizenship and PSHE
Overall aim: To support students in recognising and practising enterprise skills as part of employability readiness

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Learning Objectives (WALT)

• WALT identify key enterprise skills we already have
• WALT reflect on why enterprise skills are important in work and daily life
• WALT explore ways to improve our enterprise skills through peer discussion and practical reflection

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Success Criteria

I can:

• Name at least three enterprise skills I use or want to develop
• Complete Worksheet E3.2.3 by describing my strengths and areas for improvement
• Give examples of how I can practise different enterprise skills in my daily life or a job
• Share ideas with my peers and listen respectfully to their views

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Curriculum Links

• Personal, Social, Health and Economic Education (PSHE):
  • Developing skills and attributes to manage personal and working life (Employability skills and enterprise)
  • Understanding how to develop and improve skills (National Curriculum – Personal Development)
• English:
  • Speaking and listening through peer discussions
  • Reading and writing through completing the worksheet
• Employability:
  • Identify and develop transferable skills relevant to work (Entry level outcomes)

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Resources

• Worksheet E3.2.3 (Identifying and Practising Enterprise Skills) – pre-prepared clear, accessible format
• Whiteboard/flipchart and markers
• Name badges with enterprise skill words/phrases (e.g., Communication, Problem-solving, Teamwork, Creativity, Resilience)
• Visual cue cards for differentiation (simple icons + key words)
• Timer
• Note-taking sheets (optional for support)

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Lesson Structure

1. Introduction & Engagement (15 mins)

• Activity: Starter game – Enterprise Skill Bingo
  • Each student receives a bingo sheet with enterprise skill words.
  • Students mingle and ask each other if they use/know about a skill, signing name in corresponding box.
  • Brief class discussion: What skills did you hear about? Which are familiar or new?
• Link activity to WALT and explain why enterprise skills matter for work and life.

Differentiation:

• Provide symbols/pictures on bingo sheets for visual learners
• Use paired support for learners who need help with communication

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2. Identify Own Enterprise Skills (20 mins)

• Hand out Worksheet E3.2.3
• Give clear, simple instructions with examples.
• Students write or dictate the enterprise skills they think they have and how they use them.
• Support staff encourage and scaffold writing where needed; allow for oral responses recorded by TA if preferred.

Differentiation:

• Break worksheet into manageable chunks
• Offer sentence starters (e.g., "I use teamwork when...")
• Use peer buddy system for support

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3. Peer Discussion and Sharing (25 mins)

• In pairs or small groups, students share what enterprise skills they wrote down.
• Teacher or TA facilitates discussion around:
  • Which skills come easily or naturally?
  • Which do they find harder?
  • How can they improve the skills they want to develop?
• Rotate partners after 10 minutes to widen peer input.
• Capture key themes on a flipchart or whiteboard.

Differentiation:

• Provide sentence prompts on cards (e.g., "I want to get better at...", "I practise this skill by...")
• Use visuals and gestures to support understanding
• Allow non-verbal students to communicate through drawings or symbols

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4. Skills Improvement Planning (20 mins)

• Discuss simple strategies for practising enterprise skills in daily life (e.g., volunteering, group activities, role-plays).
• Students choose one skill to focus on improving – complete the last part of Worksheet E3.2.3 documenting:
  • Chosen skill
  • One way they could practise/improve it
• Invite volunteers to share their plans to promote confidence.

Differentiation:

• Offer choice cards with example activities
• Use one-to-one support for learners who struggle with writing
• Use video or real examples to model skill practice

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5. Plenary & Review (10 mins)

• Quick round robin: each student states one enterprise skill they identified and one way to improve it.
• Teacher summarises learning linked back to WALT and success criteria.
• Explain next lesson focus (finalising enterprise skill development, preparing for real-world application).

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Extension Activities for Advanced Learners

• Research a famous entrepreneur and identify which enterprise skills they used. Present to class.
• Create a mini-presentation or poster about how enterprise skills can help in different job roles.
• Role-play challenging scenarios where different enterprise skills are needed (e.g., problem-solving, negotiation).

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Assessment

• Formative:
  • Worksheet E3.2.3 completion evidences understanding of own enterprise skills and improvement strategies
  • Observation notes during discussions to assess oral communication, listening, and reflection skills
• Summative:
  • End of unit assessment where students identify enterprise skills and produce a personal action plan (Lesson 5)

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Reflection for Teachers

• How effectively did students identify their skills?
• Were differentiation strategies successful for engagement and understanding?
• What peer interactions helped build confidence?
• How comfortable are students with verbalising their development needs?

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This engaging, inclusive lesson actively promotes self-awareness, communication, and personal development in accordance with the National Curriculum and SEND employability priorities, while empowering learners to articulate and improve vital enterprise skills.