Project Planning Steps

Overview

This 30-minute session with a small class of 4 Year 4 students is Lesson 8 in the 30-lesson unit: Mini-Enterprise Adventure. Students will begin drafting a simple project plan outlining the key steps needed to launch their mini-enterprise. This lesson concretely links to the National Curriculum for England’s Personal, Social, Health and Economic (PSHE) Education programme and the Computing programme of study for Key Stage 2.

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National Curriculum Links

PSHE Education (Year 4)

• Living in the Wider World:
  • “To explore the importance of planning and working towards a goal.”
  • “Understand how businesses and enterprises work.”
  • “Recognise how others contribute to achieving success.”

Computing (Key Stage 2)

• Computing Systems and Networks - Creating Media & Managing Information:
  • “Use technology purposefully to organise and present ideas.”
  • “Plan and manage a project to achieve a goal, using computational thinking.”

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Learning Objectives

By the end of the lesson, students will:

• Understand the concept of project planning and why it helps in completing tasks.
• Identify and sequence the main steps needed to launch their mini-enterprise.
• Collaborate with peers to draft a simple project plan using clear and age-appropriate language.
• Begin to make decisions about roles and resources for their mini-enterprise.

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Resources

• Large sheets of paper or whiteboards
• Colourful markers or pens
• Printed templates of a simple project plan outline (with sections for “Steps”, “Who will do it?”, “When?”, and “Resources”)
• Sticky notes for writing ideas
• Timer or clock

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Lesson Structure

1. Engaging Starter (5 minutes)

• Begin with a quick discussion: “What do you think a project plan is? Why might it be important when working on a mini-enterprise?”
• Introduce the term “project plan” and explain it is like a ‘map’ or ‘recipe’ that shows us what to do and when.
• Show a very simple example, e.g. planning to bake a cake or organise a sports event, highlighting steps and roles.

2. Whole Class Brainstorm (7 minutes)

• Ask students to think about their mini-enterprise and suggest the main things they need to do before they can start selling or offering their product/service.
• Write their ideas on sticky notes, then group them on a board in sensible order.
• Prompt students to think about:
  • What are the important steps? (e.g., idea development, buying materials, making products, advertising, selling)
  • Who will do each step?
  • When should each step be done?

3. Small Group Task (12 minutes)

• Split the 4 students into pairs (2 groups of 2). Give each pair a project plan template.

• Each group drafts a simple plan for part of the process or for the mini-enterprise as a whole, focusing on:

  • Listing steps in the right order
  • Assigning roles, even if hypothetical (e.g., ‘I will do advertising’)
  • Identifying needed materials/resources
  • Estimating when (which week or day) they aim to complete each step

• Teacher circulates, offering prompts and support, asking questions like:

  • “Why do you think this step is important?”
  • “What will you need to do first?”
  • “Who is best suited for this job and why?”

4. Sharing and Reflecting (6 minutes)

• Groups present their draft project plans to each other.
• As a class, discuss similarities and differences.
• Highlight the importance of planning before working and being flexible to change the plan if needed.
• Encourage students to reflect: “How will having a plan help us be successful?”

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Assessment

• Informal formative assessment through observation of student contributions during brainstorming and group work.
• Evaluate students’ draft plans against criteria: clear ordering of steps, role allocation, and resource identification appropriate for their enterprise idea.
• Use targeted questioning to assess understanding of the purpose and value of project planning.

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Differentiation

• Support lower-attaining students by providing partially completed project plan templates or visual prompts (e.g., images for steps).
• Challenge higher-attaining students by encouraging them to consider potential problems (“What if a resource is unavailable?”) and plan contingencies.
• Use clear, simple language and scaffold vocabulary relating to planning and project management.

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Cross-Curricular Links and Extension Ideas

• Maths: Introduce simple timelines or sequencing using days/weeks, linking to time concepts in Maths.
• English: Write brief descriptions or instructions for each step, reinforcing writing skills.
• Computing: Use simple digital tools (if available) to type and present the project plan as a shared online document.

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Teacher’s Reflection Prompts

• Did students understand the term ‘project plan’ and why it is useful?
• Were students able to sequence steps logically?
• How effectively did students collaborate and assign roles?
• What adjustments might be made to support engagement and understanding in future lessons?

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By embedding planning skills early in this mini-enterprise unit, students gain confidence, organisation, and teamworking skills that directly support PSHE objectives about work and economic wellbeing. This lesson links real-world enterprise learning with computing and personal development in a hands-on, enjoyable way.