Identifying Successful Entrepreneurs

Lesson Overview

Duration: 90 minutes
Class size: 10 students
Unit: Entrepreneurial Skills Development (Lesson 1 of 5)
Age group: Post 16-25 SEND (Employability and Life Skills)
National Curriculum Link:
This lesson aligns with the National Curriculum for England for post-16 learners focusing on employability, enterprise, and personal development. Specifically, it targets:

• Employability Skills (EHCP Related): Exploring characteristics that help develop work-related skills.
• PSHE Education (Personal, Social, Health & Economic education): Developing self-awareness, motivation and understanding of the world of work.
• Provider-led Employability Skills Framework: Developing understanding of entrepreneurship, business awareness, and communication skills.

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Learning Objectives (WALT)

We Are Learning To:

• Research key characteristics and qualities of successful entrepreneurs.
• Recognise how entrepreneurial skills impact business success and employability.
• Present findings clearly to peers, using appropriate language and presentation techniques.

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Success Criteria

Students will be successful if they can:

• Identify at least three characteristics of successful entrepreneurs.
• Complete Worksheet E3.1.1 accurately with researched information.
• Deliver a short presentation (1-2 minutes) about their chosen entrepreneur demonstrating understanding.
• Ask or answer at least one question about an entrepreneur during class discussion.

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Resources Needed

• Worksheet E3.1.1 (printed copies)
• Simple biographies/fact sheets of diverse entrepreneurs (pre-prepared by teacher)
• Laptops/tablets or printed materials for research
• Whiteboard and markers
• Visual aids (pictures, entrepreneur quotes)
• Presentation checklist and timer

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Lesson Structure

1. Starter Activity (10 minutes)

• Activity: Icebreaker: “Famous Faces”
  Teacher shows images of various successful entrepreneurs (e.g., Richard Branson, Sarah Gilbert, Levi Roots, or other relatable figures including those with disabilities or from minority backgrounds).
• Discussion:
  • What do you know about these people?
  • Why do you think they are successful?
• Write keywords on the board (e.g., creativity, risk-taking, resilience, teamwork).

Differentiation: For learners with communication difficulties, allow use of symbols or pictures to express ideas. Use sentence starters to support verbal contributions.

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2. Main Activity 1 – Research (25 minutes)

• Students select an entrepreneur from the provided list or request their own choice (approved by teacher).
• Using provided materials or devices, students research:
  • Background of entrepreneur
  • Key characteristics demonstrated
  • Notable achievements
• Complete Worksheet E3.1.1 recording their findings under guided headings.

Differentiation:

• Pair learners strategically with confidence disparities for peer support.
• Provide simplified fact sheets for learners needing additional scaffolding.
• Encourage use of bullet points for learners who struggle with extended writing.

Extension:

• More able students research an additional entrepreneur and compare characteristics.
• Encourage use of keywords and examples to deepen understanding.

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3. Main Activity 2 – Presentation (30 minutes)

• Students prepare a 1-2 minute presentation about their entrepreneur using information from the worksheet.
• Use presentation checklist: speak clearly, stay on topic, use gestures or visual aids if desired.
• Each student presents to the class.
• Class asks one question or comments positively about each presentation.

Differentiation:

• Offer alternative presentation formats (e.g., recorded video, paired presentation) for students with anxiety or speech difficulties.
• Allow the use of notes and visual prompts.

Extension:

• Advanced learners develop a quiz question about their entrepreneur to challenge peers post-presentation.

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4. Plenary – Reflective Discussion (15 minutes)

• Whole class discussion on:
  • What qualities do all successful entrepreneurs share?
  • How can these skills help you in work or everyday life?
  • What would you like to learn more about in this unit?
• Students complete a short self-assessment on what they enjoyed and found challenging.

Differentiation:

• Use alongside visual prompts or sentence builders for reflection.
• Provide alternative ways to express reflections (drawing, symbol selection).

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Assessment

• Completion and accuracy of Worksheet E3.1.1 checked by teacher (formative assessment).
• Observation of presentation skills and engagement during peer question session.
• Reflective self-assessment provides insight into learner understanding and confidence.

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Wider Curriculum Links and Employability Skills Focus

• Communication skills: Speaking, listening and presenting.
• Research skills: Extracting key information from text and multimedia.
• Personal Development: Self-confidence, awareness of strengths and goals.
• Understanding enterprise and economic wellbeing (PSHE framework).

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Notes for Teachers

• Emphasise inclusive culture by highlighting diverse entrepreneurs including those with SEND and from varied cultural backgrounds.
• Reinforce vocabulary explicitly (e.g., resilience, innovation) and encourage learners to use these terms in presentations.
• Encourage peer support and respect to facilitate a safe learning environment.
• Link to future lessons focusing on creating a business idea and developing entrepreneurial skills practically.

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By following this detailed, SEND-sensitive lesson plan, teachers will deliver a vibrant, inclusive session that sparks post-16 learners’ curiosity and self-belief in entrepreneurship, fully aligned with the National Curriculum for England's emphasis on personal development, employability and civic understanding.