Aflatoun Digital Learning Curriculum

AFLATEEN+ DIGITAL CURRICULUM
FINANCIAL
EDUCATION
AND LIFE SKILLS
DIGITAL
CURRICULUM
A C K N OW L E D G ME N T S
Acknowledgments
Background:
This publication represents the third edition of the Aflateen curriculum, which has been built on an
updated global framework including a stronger gender and sexual and reproductive health and rights
component. All editions have gone through development workshops with partners and stakeholders with
expertise in pedagogy and curriculum development.
© 2019 Aflateen+ Financial Education and Life Skills Digital Curriculum
Head of Project: Maxwell Kyei Baffour (Digital Learning Manager)

Curriculum Development Consultant: Sarah Petras
Layout & Illustrations Consultant: Percy Wagner (JAM16 Concept & Design)
Special Thanks: Roeland Monasch (CEO Aflatoun), Cor Vink (Board Member, Aflatoun),
Sponsors: Botnar Foundation & Vitol Foundation
Additional Support and Input: Michelle Tjeenk Willink, Sarah Ebady, Theresa Salzer
This work may not be altered, reproduced and redistributed, in whole or in part without prior written per-
mission. This work is reproduced and distributed with the permission of Aflatoun International. No other
use is permitted without the express prior written permission of Aflatoun International. For permission,
contact info@aflatoun.org.
All content of this work and assets including layout and illustrations are considered part of this book and
the personal property of Aflatoun International.
This Aflateen+ Digital Curriculum is based on the Aflateen+ Life Skills and Financial Education Through a
Gender Lens ©2017
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INTRODUCTION
INTRODUCTION
This Financial Education and Life Skills digital curriculum aims to help young people think critically, learn
about rights and responsibilities, and gain financial knowledge and skills that will enable them to achieve
their dreams. It also helps them to reflect and make sense of the life transitions they are going through,
and how they can best be engaged in the world. Life Skills teaches them to believe in themselves and
become responsible citizens by understanding and being involved in social issues that affect them.
Financial Education teaches the important skills of saving, budgeting and engaging in age-appropriate
social and financial enterprises. See www.aflatoun.org for further information on all of Aflatoun’s
programmes and activities.
The design of the lessons in this curriculum is firmly grounded in a number of learning theories. The
structure of ‘Start, Learn and Reflect’ draws upon experiential learning, as exemplified by Problem-Based
Learning and Experiential Learning Theory. This experiential learning is highly scaffolded in line with
current research on effective learning methods.
This document is designed to equip public and private entities who believe in Aflatoun’s active method-
ologies and many years of training teachers in life skills and financial education to be independent and
effect change in their communities and the world.
The digital script or storyboard seeks to give the user the opportunity to create their own digital learning
paths based on the core themes of the Aflatoun materials (‘the core five elements’), but also with
Aflatoun’s preferred child-centered pedagogies.
The end-user learns about the topics covered in the script on their own, or in groups. The materials could
be adapted for face-to-face teaching by acting out scenes with dialogues and or used in a blended learn-
ing approach. The learning journeys created in this script are rooted in active-learning methods where the
emphasis is on the learner and the teacher or trainer is the facilitator or guide.
This script has images, backgrounds, characters, equipment, as well as other scene-specific assets
to tell the most important learning lesson as accurately as possible. There are conversational scenes
and games that the designers and developers can contextualize for a target audience or education
curriculum.
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exercises, and activities that involve theatre or creative arts. Content in this digital curriculum could be
FA C I L I TATO R
A DV I C E F O R T H E
used in only online or in blended learning.
Advice to the developer, trainer, teacher
Welcome!
Welcome to Financial Education and Life Skills digital curriculum. This digital tool aims to empower users
to be active participants in acquiring knowledge that makes them independent to effect change in their
environment. We hope this learning journey will instill end-users with self-belief, healthy lifestyles and
relationships, good financial habits and entrepreneurial skills.
Who are the Learners?

This digital curriculum is for age 11+. The experience of our global network of partners has taught us that
it will be delivered in diverse contexts. We have therefore tried to create a learning journey that is equally
relevant and applicable to learners in both formal and non-formal education. In such instances, these
learning journeys are designed to be self-paced to benefit the end-users.
You, the Developer, Teacher, Trainer, Facilitator

We see you as part of the learning journey. Your role is to guide the production of the learning resource by
helping to identify the needs of your target audience and their preferred learning materials. Of course, the
listed roles differ at every point of the development process. We hope you find that a positive experience.
The 24 lessons are informed by a participatory, child-centered pedagogy and are characterized by a
variety of active-learning methods. We hope you enjoy the creation process and feel encouraged to let the
end-user take center stage throughout the learning process.
Platforms
This learning journey is created with one eye on the diverse groups of people within the Aflatoun network
and another on the opportunities and challenges they face. This learning experience only focuses on the
learning and leaves the decision of the best application to be used to public and private entities. We are
available to assess the needs of the end-user and make suggestions on affordable and scalable plat-
forms. Additionally, the content is created for all platforms, whether mobile or web application. The final
output file could be in any format as long as it meets the specifications of your platform and your needs.
Always keep in mind the devices available to your end-users and how you intend to disseminate the con-
tent, as this could affect adoption and consequently learning.
Keep it Local!
• Use simple language as much as possible; this includes using local languages when required
•E ncourage the use of interactive elements in the learning journey to sustain interest and encourage
completion of topics
• Use real-life examples and local case studies to help make your points.
Getting the Best out of this Curriculum

We hope that you view this curriculum primarily as a resource from which you could produce learning
journeys that are relevant to the target group. The content is built around what Aflatoun deems need to
know, and if there is content elsewhere that meets your needs, please feel free to add it when producing
the learning journey. The timing allotted for the different sections are to give you an idea of how long the
lesson takes in a face-to-face environment. Of course, it may not apply in digital learning.
Lesson Structure and Format

All topics begin with a ‘Start’ activity designed to help participants recover prior knowledge so that they
can locate new learning in the context of what they already know. The longest part of each lesson is the
‘Learn’ activity, which is structured so that the end-users discover new ideas or information. Topics end
with a short ‘Reflect’ activity. Ideally, this allows end-users to articulate, in their own words, what it is that
they have learned through games and other interactive activities. Topics typically involve games,
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TABLE OF CONTENTS
TA B L E O F C O N T E N T S
Acknowledgments ______________________________________________________________________________________ 3 5 MY ENTERPRISE
Introduction ________________________________________________________________________________________________________ 5
5.1 Planning Our Enterprises __________________________________________________________________ 409
Advice For The Facilitator ___________________________________________________________________ 6
5.2 Outlining a Business Plan _________________________________________________________________ 441
How to Use this Manual ________________________________________________________________________ 11
5.3 Assigning Roles and Responsibilities __________________________________ 465
5.4 Adding Value ____________________________________________________________________________________________________ 493
5.5 Understanding the Customer _____________________________________________________ 515
5.6 Marketing ___________________________________________________________________________________________________________ 535
1 MY SELF, MY WORLD 5.7 Money Management Tools ________________________________________________________________ 563
1.1 Who Am I? Who Do I Want to be? ______________________________________________ 19 5.8 Calculating for Your Business ______________________________________________________ 593
1.2 My Goals, My Dreams ________________________________________________________________________________ 43
1.3 My Community _________________________________________________________________________________________________ 61
1.4 Speaking Up For Ourselves _______________________________________________________________ 83
2 MY RIGHTS, MY IDEAS
2.1 Knowing My Rights: Part 1 Human Rights _______________________ 107
2.2 Knowing My Rights: Part 2 Make Change __________________________ 135
2.3 Standing Up For My Rights ________________________________________________________________ 163
3 MY BODY, MY CHOICES
3.1 My Body, My Health _____________________________________________________________________________________ 187
3.2 My Body, My Rules ________________________________________________________________________________________ 213
4 MY MONEY, MY PLANS
4.1 Learning About Saving _________________________________________________________________________ 243
4.2 Learning About Spending _________________________________________________________________ 269
4.3 Creating a Budget ________________________________________________________________________________________ 289
4.4 Smart Savers ____________________________________________________________________________________________________ 313
4.5 Borrowing Money _______________________________________________________________________________________ 335
4.6 Money Streams ________________________________________________________________________________________________ 363
4.7 Picturing My Future __________________________________________________________________________________ 387
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HOW TO USE THIS MANUAL
H OW TO U S E T H I S M A N U A L
These are a different set of categories based on Aflatoun’s core elements, divided into five sections:
1. My Self, My World
2. My Rights, My Ideas
3. My Body, My Rules
4. My Money, My Plans
5. My Enterprise
The Lessons are structured in two different types of pages:
Introduction Pages
• Overall outcome
• Lesson objectives
• Key words and explanations
• Essential lessons for the end user
• Extra take-aways for the developer
• Quizzes – Entry and outcome quiz
Lesson Pages
• Start
• Learning goal
• Script – dialogues, activity exercises and quizzes
• Learn
• Learning goal
• Reflect
• Learning goal
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1. Digital Lesson 2. Activity With Digital Lesson
1.1.0 | WHO AM I? WHO DO I 1.1 Overall outcome describes the 1.1.1 | START: THE MACHINE 2.1 Time allotted for the learning
1.1.0 |
1.1.1 |
WANT TO BE? importance of the topic to the end content in this section.
WA N T TO B E ?
WHO AM I? WHO DO I
S TA RT : T H E M A C H I NE
user and the expectations.
Overall outcome
2.1 Estimated time 2.2 The learning content in this section
In this lesson, participants are encouraged to appreciate their uniqueness and to understand that their 15 minutes
1.1 own lives are worthy of celebration. Adolescence is a challenging phase in everyone’s lives. We change
from children to young adults, although we are not quite sure what that means. Strong emotions are 1.2 Objectivedescribes what has to be is created around this learning
released as a result of the different tensions in our lives and our search for answers. This lesson helps
participants to reflect on the different events and people that have influenced them. Participants will be
given the opportunity to identify their unique strengths, to accept who they are, and to think about the learned by the end of the topic. Learning goal goal. This is what the end user is
person they want to become.
2.2 To demonstrate that everyone has strengths, the positive qualities that make us who we are.
expected to know at the end of this

Lesson objective 1.3 This section describes the con- Script section.
By the end of this lesson, participants will be able to:
I. Learning experience
1.2
A. Explore the wealth of attributes they possess that can assist them in defining their futures.
B. Name and describe at least two of their strengths. cepts that are captured throughout 2.3 SCENE 1
C. Name and describe at least three important events and/or persons that have influenced their
Voiceover:
identities.
D. Describe the person they want to be in five years. the learning experience. These are “Have you ever taken a machine apart? Then you probably noticed that it has many different parts,
both small and big.” 2.3 This part has the dialogues that
defined for better understanding Character voices: Visuals:
1. A character takes a machine apart, for example
constitute the actual learning
Key words and explanation a tractor engine. Each part makes a different
A. Unique
Everybody is unique. This means that there is nobody else exactly the same as you. Everybody has his or
as used in the script and for easy 2. “What is this?”
movement and sound.
2. Character 1 picks up a small part of the ma- content.
chine to display, and says, “…”
1.3
her own character, talents, background, experiences and dreams. This makes us valuable.
B. Strengths
contextualization when needed. 3. “I wonder what this part does?” 3. A second character joins, and picks up a big part
of the machine to display, and says, “…”
Strengths are positive characteristics that you can use to reach your goals. For example, determination, if
you are someone who doesn’t give up when things get hard.
C. Influences
We are influenced by the people around us, by our parents, our friends and others. This means that they
have an effect on us. We can learn things from them, or adjust our behavior because of something they
do, think or say. Influences can be both positive and negative. For example, if we have loving parents, this
gives us a good start in life. We learn that we are worth loving, which gives us confidence, and we learn
the skills to love others. On the other hand, people with a negative influence, such as violent friends or
parents, can set a bad example for us or even damage us in some way.
D. Hope
Hope is a confident feeling about what will happen in the future. When you are positive about your future,
17 | 23 |
it can give you the strength to make it happen.

1.4 The section is a summary of the
E. Dreams
Your dreams are your ambitions and your idea of what you want your future to look like. You can dream of
becoming a teacher, pilot, nurse, philanthropist or volunteer for example, or somebody who helps people
topic that is necessary to know at
in need. Or you might dream of a better world with peace and improved standards of living for all.
the end of the lesson.

Essential lessons
Participants need to understand that:
1.4
Every person is unique. Everybody has his own character, talents, background, experiences and dreams.
This makes us valuable. But real value comes when we use these attributes in our daily life, in our educa-
1.5 The part covers additional infor-
tion, work, family and community. It doesn’t matter how smart you are or what your age is, there is always
a way that you can make a difference.
mation that is nice to know about
The future is not predetermined. Although we are influenced by our background, the place we were born,
our abilities, family and friends, our community and our environment, we can still decide what to do
with it. the topic.
Dreams help us to make the best out of our lives. But the chances of making our dreams come true
get bigger once we translate our dreams into plans and actions. The people around us can help us in
this process.
As an individual, you can work hard to achieve your goals. However, because we are all human and
nobody is perfect, we will fail many times before we succeed. These failures can bring us down and make
us feel bad, but if we see our failures as chances to learn, we can become a better version of ourselves
every day.
Extra take-aways
Tree of Life (in the Learn activity) is a long exercise. Its success depends on participants feeling safe
1.5
enough to share personal information. If you are not able to organise this, you might wish to consider
running this activity over two lessons.
It is possible that participants will not have had much prior experience talking about themselves, espe-
cially in a positive and celebratory manner. They will first need to see a demonstration of the activity, so
take some time to illustrate the tree and tell its story.
Quizzes
This lesson gives participants insight into their current understanding of their unique strengths, who they
are and who they want to be. The statements of the entry quiz will help to determine the participants’
level of self-awareness regarding their strengths, influences and ambitions. If participants can answer all
of these statements with a ‘1’, they can skip this lesson.
The outcome quiz summarizes the most important learning take-aways for participants. Because these
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Entry and Output quiz to assess the learner prior to and Types of questions and worksheets used in the
after engaging with the content learning journeys
are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but
2.4 Entry quiz
1.1.0 |
1.1.3 |
participants are encouraged to share and discuss their answers with someone that knows them well.
Fill-in exercise 3 Fill-in exercise 4
A. Entry quiz Finally, describe yourself as you will be in five years, emphasising the skills and achievements you would List three concrete steps you would need to take in order to achieve what you hope to achieve five years
WA N T TO B E ?
WHO AM I? WHO DO I
R E F L E C T : T H R E E O F ME
ideally have gained by that time: from now. For example, to have a successful bakery, you might need to start saving. Or to help your moth-
This quiz includes 6 questions. The purpose of this quiz is to determine your existing knowledge of your
er’s business with bookkeeping, you might need to go back to school.
unique strengths and the person you want to become so that the lesson can be tailored to your level of
2.4 understanding.
2.6 Character voices:
1. “Wow, what happened… ? Imagine you are
Visuals:
1. The participant’s avatar appears in an adult
2.7 Character voices: Visuals:
Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree five years older now. This is the person you version. 1. ”Now think about what you would need to do 1. The participant’s avatar appears in the adult
to 5 - Strongly Agree. hope to be. Can you answer the questions to get to where you want to be in five years. version, five years from now.
again?” Try to write down three actions you can take
I understand that everyone has strengths, the positive qualities that 1 2 3 4 5 to get to this point.”
make us who we are.
When people work together, they can benefit from everyone’s strengths. 1 2 3 4 5
ME, IN FIVE YEARS
I know how to tell my story by exploring and understanding my individual 1 2 3 4 5 HOW TO GET TO MY “FIVE YEARS AHEAD” SELF
I live in…
strengths, skills, talents, hopes and dreams.
1.1.2 | LEARN: TREE OF LIFE

1
1.1.2 |
I understand that many things, not only within myself but also in my com- 1 2 3 4 5 My best friend is…
munity and environment, contribute to who I am and who I want to be. 2
My favorite music is…
I know which factors influenced me to be the person I am today. 1 2 3 4 5 3
In my free time, I…
LEARN: TREE OF LIFE

I know three actions I can take to get to where I want to be in five years. 1 2 3 4 5
My talents are… Voiceover:
I want to be… “Well done! If possible, try to share your action plan with someone you can trust.”
1. Entry quiz feedback
Feedback for all answers ‘5’:
Voiceover:
Great, it seems you have a good idea of who you are and who you want to be. If you want, you can skip
“Well done! A lot can change in five years!”
this lesson, but if you are curious…feel free to join us.
Feedback for at least one answer of ‘4’ or lower: Activity quiz

Great, it seems there is still some learning in this lesson for you. Let’s get started. Please fill in your level of agreement to each of the following statements, from 1 - Strongly Agree to 5 -
Strongly Disagree.
I know which factors influenced me to be the person I am today. 1 2 3 4 5

I know three actions I can take to get to where I want to be in five years. 1 2 3 4 5
Estimated time
55 minutes
Fill-in exercise 2
Learning goal
What are your strengths? Write down as many as you can think of.
2.8 MY STRENGTHS
To describe personal stories by exploring individual strengths, skills, talents, hopes and dreams.
Fill-in exercise 1
2.9 Voiceover:
“Today we are going to start telling stories about ourselves and our own lives. Before we begin this
activity, think about the following questions and write down some ideas.”
21 | 33 | | 34
Do you ever tell stories about yourself?
Voiceover:
“Well done! Do you dare to share your strengths with somebody you trust? Talking about it can help you When and why do you tell your story?
think of ways that you can use your talents to shape your future.”
How does it feel to tell your story?
Activity quiz If not, why not? What stops you from telling stories about yourself?
Please fill in your level of agreement to each of the following statements, from 1 - Strongly Disagree to 5 -
Strongly Agree.
B. Outcome quiz 2.5 Output quiz I understand that everyone has strengths, the positive qualities that
make us who we are.
1 2 3 4 5
2.5
This test includes 3 open-ended questions. The answers are very personal and there is no right or wrong.
However, they are here for you to test yourself on how much you got out of this lesson. Good luck! When people work together, they can benefit from everyone’s strengths. 1 2 3 4 5
27 |
Write down five of your strengths and attributes of which you are most proud.
Describe the things that have influenced you to be who you are today. Include personal characteristics
and factors in your community and environment.
Exercise 2
2.10 Look at the things that Ana needs to save for and consider which are the most important. Then, drag and
drop each item and stack them in a diamond shape, with the most important reasons for saving at the
List one or two important people in your life with whom you can share your Tree of Life, and the story top and the least important at the bottom. Here is an example below:
of who you are and who you want to be.
Most important X
More important XX
Important XXX
Less important XX
Least important X
| 28
1. Outcome quiz feedback

Well done! Your answers are personal, but we encourage you to share them with someone you trust. If
ANA’S SAVINGS CARDS
you want to keep them for yourself, write them down somewhere now so that you can look back whenever
you need to remind yourself of the concepts of who you are and who you want to be.
To buy a leaving gift for her To buy new clothes for the To contribute to the costs of
sister (who is upset about move to the city the wedding day
her leaving)
Responses and worksheets To pay the rent on a house of

their own
To be able to enjoy city life,
which can be expensive
To take an evening class to
further her education
At the end of the course, consider offering participants the choice to enter their email address if they
would like their entries and worksheets sent to them for their future reference. Let them know that none To be able to afford to start To have a small amount To have some money for her
of their information will be stored or saved. a family saved for emergencies financial independence
Voiceover:
“Looking at the diamond you created, is Ana’s first loyalty to her husband, to her sister, or to herself?
Should she place her sister’s feelings ahead of her own need to pursue her education? Should she post-
pone having children until she gets an enterprise started?”
4.1.2 |
G A M E ( T H E S TO RY O F A N A )
LEARN: DIAMOND RANKING
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253 |
| 14 15 |
Types of exercises in the lessons that could be adapted
for games
Exercise 3
Now, try the Diamond Ranking exercise again, this time doing so as if Ana were acting purely in her own
best interests.
2.11 To buy a leaving gift for her

sister (who is upset about
To buy new clothes for the
move to the city
To contribute to the costs of
the wedding day
her leaving)
To pay the rent on a house of To be able to enjoy city life, To take an evening class to
their own which can be expensive further her education
To be able to afford to start To have a small amount To have some money for her
a family saved for emergencies financial independence
Voiceover:
“Well done! Can you see why the diamonds are different?”
Exercise 4
Now, reorder your cards so as to form a continuous line, putting the goals that can be met quickly at one
end (the short-term goals) and those that will take longer at the other end (the long-term goals).
2.12 To buy a leaving gift for her

sister (who is upset about
To buy new clothes for the
move to the city
To contribute to the costs of
the wedding day
her leaving)
Voiceover:
“Well done! As you can see in Ana’s case, some goals can be accomplished in a short time, while others
require more time.”
SCENE 2
Voiceover:
“We all have numerous, and sometimes conflicting, goals in life and need to figure out which are most
important and why. What will Ana decide about her next steps? What will you decide for yourself?”
| 254
Exercise 2
Look at the things that Ana needs to save for and consider which are the most important. Then, drag and
2.13 drop each item and stack them in a diamond shape, with the most important reasons for saving at the
top and the least important at the bottom. Here is an example below:
Most important X
More important XX
Important XXX
Less important XX
Least important X
2.14 sister (who is upset about
her leaving)
move to the city the wedding day
Voiceover:
“Looking at the diamond you created, is Ana’s first loyalty to her husband, to her sister, or to herself?
4.1.2 |
G A M E ( T H E S TO RY O F A N A )
LEARN: DIAMOND RANKING
253 |
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1.1.0 | WHO AM I? WHO DO I
1.1.0 |
WANT TO BE?
WA N T TO B E ?
WHO AM I? WHO DO I
Overall outcome
In this lesson, participants are encouraged to appreciate their uniqueness and to understand that their
own lives are worthy of celebration. Adolescence is a challenging phase in everyone’s lives. We change
from children to young adults, although we are not quite sure what that means. Strong emotions are
released as a result of the different tensions in our lives and our search for answers. This lesson helps
participants to reflect on the different events and people that have influenced them. Participants will be
given the opportunity to identify their unique strengths, to accept who they are, and to think about the
person they want to become.
Lesson objective
A. Explore the wealth of attributes they possess that can assist them in defining their futures.
B. Name and describe at least two of their strengths.
C. Name and describe at least three important events and/or persons that have influenced their
identities.
D. Describe the person they want to be in five years.
Key words and explanation

A. Unique
Everybody is unique. This means that there is nobody else exactly the same as you. Everybody has his or
her own character, talents, background, experiences and dreams. This makes us valuable.
B. Strengths
Strengths are positive characteristics that you can use to reach your goals. For example, determination, if
you are someone who doesn’t give up when things get hard.
C. Influences
We are influenced by the people around us, by our parents, our friends and others. This means that they
have an effect on us. We can learn things from them, or adjust our behavior because of something they
do, think or say. Influences can be both positive and negative. For example, if we have loving parents, this
gives us a good start in life. We learn that we are worth loving, which gives us confidence, and we learn
the skills to love others. On the other hand, people with a negative influence, such as violent friends or
parents, can set a bad example for us or even damage us in some way.
| 18 19 |
D. Hope
1.1.0 |
Hope is a confident feeling about what will happen in the future. When you are positive about your future, The outcome quiz summarizes the most important learning take-aways for participants. Because these
it can give you the strength to make it happen. are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but
participants are encouraged to share and discuss their answers with someone that knows them well.
E. Dreams
WA N T TO B E ?
WHO AM I? WHO DO I
Your dreams are your ambitions and your idea of what you want your future to look like. You can dream of
becoming a teacher, pilot, nurse, philanthropist or volunteer for example, or somebody who helps people A. Entry quiz
in need. Or you might dream of a better world with peace and improved standards of living for all. This quiz includes 6 questions. The purpose of this quiz is to determine your existing knowledge of your
unique strengths and the person you want to become so that the lesson can be tailored to your level of
understanding.
Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
Essential lessons to 5 - Strongly Agree.

Every person is unique. Everybody has his own character, talents, background, experiences and dreams. I understand that everyone has strengths, the positive qualities that 1 2 3 4 5
make us who we are.
This makes us valuable. But real value comes when we use these attributes in our daily life, in our educa-
tion, work, family and community. It doesn’t matter how smart you are or what your age is, there is always When people work together, they can benefit from everyone’s strengths. 1 2 3 4 5
a way that you can make a difference. I know how to tell my story by exploring and understanding my individual 1 2 3 4 5
The future is not pre-determined. Although we are influenced by our background, the place we were born,
I understand that many things, not only within myself but also in my com- 1 2 3 4 5
our abilities, family and friends, our community and our environment, we can still decide what to do munity and environment, contribute to who I am and who I want to be.
with it.
I know which factors influenced me to be the person I am today. 1 2 3 4 5
Dreams help us to make the best out of our lives. But the chances of making our dreams come true I know three actions I can take to get to where I want to be in five years. 1 2 3 4 5
get bigger once we translate our dreams into plans and actions. The people around us can help us in
this process.
As an individual, you can work hard to achieve your goals. However, because we are all human and Feedback for all answers ‘5’:
nobody is perfect, we will fail many times before we succeed. These failures can bring us down and make Great, it seems you have a good idea of who you are and who you want to be. If you want, you can skip
us feel bad, but if we see our failures as chances to learn, we can become a better version of ourselves this lesson, but if you are curious…feel free to join us.
every day.
Feedback for at least one answer of ‘4’ or lower:
Great, it seems there is still some learning in this lesson for you. Let’s get started.
Extra take-aways
Tree of Life (in the Learn activity) is a long exercise. Its success depends on participants feeling safe
enough to share personal information. If you are not able to organise this, you might wish to consider
running this activity over two lessons.
It is possible that participants will not have had much prior experience talking about themselves, espe-
cially in a positive and celebratory manner. They will first need to see a demonstration of the activity, so
take some time to illustrate the tree and tell its story.
Quizzes
This lesson gives participants insight into their current understanding of their unique strengths, who they
are and who they want to be. The statements of the entry quiz will help to determine the participants’
level of self-awareness regarding their strengths, influences and ambitions. If participants can answer all
of these statements with a ‘5’, they can skip this lesson.
| 20 21 |
B. Outcome quiz
1.1.0 |
However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
WA N T TO B E ?
WHO AM I? WHO DO I
Write down five of your strengths and attributes of which you are most proud.
Describe the things that have influenced you to be who you are today. Include personal characteristics
and factors in your community and environment.
List one or two important people in your life with whom you can share your Tree of Life, and the story
of who you are and who you want to be.

you need to remind yourself of the concepts of who you are and who you want to be.
Responses and worksheets

would like their entries and worksheets sent to them for their future reference. Let them know that none
of their information will be stored or saved.
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1.1.1 | START: THE MACHINE
1.1.1 |
Estimated time
15 minutes
Learning goal
To demonstrate that everyone has strengths, the positive qualities that make us who we are.
Script
SCENE 1
Voiceover:
“Have you ever taken a machine apart? Then you probably noticed that it has many different parts,
both small and big.”
Character voices: Visuals:

1. A character takes a machine apart, for example
a tractor engine. Each part makes a different
movement and sound.
2. “What is this?” 2. Character 1 picks up a small part of the ma-
chine to display, and says, “…”
3. “I wonder what this part does?” 3. A second character joins, and picks up a big part
of the machine to display, and says, “…”
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SCENE 2 SCENE 4
1.1.1 |
Voiceover: Voiceover:
“Now, have you also tried to put it back together, leaving a few parts out? You will see that most machines “Whenever you find something challenging, someone else can help you. And vice versa… You can use
won’t work anymore or will break soon. Every part is needed. Even the smallest screw has a purpose.” your talents to help somebody else. Everybody is different and equally important. We can all make a
difference!”
1. Characters 1 & 2 stand beside the machine,
with several parts removed.
2. “How do I fix this machine?” 2. Character 1 scratches his or her head, not
1. Characters 3-5 are helping characters 1 & 2 to
knowing how to put the parts back together,
rebuild the machine. The individuals are using
and says, “…”
their unique qualities in helping to reassemble
3. “What do we do now?!” 3. Character 2 picks up parts of the machine in
the machine.
confusion and says, “…”
2. “We did it!” 2. When the machine is fixed, Character 1 says,
3. “Nice job everyone!” “…”
3. Character 3 says, “…”
4. Each one gets a badge for working together.
5. The characters shake hands and hug to
congratulate each other.
Fill-in exercise 1
Reflect on the Learning Experience. What might it demonstrate about our individual strengths and our
group efforts?
Lessons learned from The Machine

Our individual strengths help us to…
SCENE 3
Voiceover: Our group efforts allow us to…
“This is similar to how it works with people. Everybody has a different background, different experiences
and diverse talents. All of these strengths make us who we are. This makes us unique, and of worth.”

1. Characters 1 & 2 are joined by 3 new characters.
2. The 5 characters stand next to each other as if to
show how different they all are as individuals.
3. “I’m different from you!” 3. The characters have different physical attributes, You should be aware that strengths are any positive qualities that make us who we are. They are the
“Me too!” dress, and gender. One by one they all say, “…” qualities that have helped us get through all of the positive and negative events in our lives to become
“So am I!” the people we are today. Everyone has strengths.
“Hey! I’m different too!”
4. “We’re all unique!” 4. Together, all the characters say, “…” appears on
the screen where the participant can type in his
or her answer.
5. “…and so are you!” 5. Together, all the characters point to the screen
and say “…”
| 26 27 |
1.1.1 |
Fill-in exercise 2
What are your strengths? Write down as many as you can think of.
MY STRENGTHS
Voiceover:
“Well done! Do you dare to share your strengths with somebody you trust? Talking about it can help you
think of ways that you can use your talents to shape your future.”
Activity quiz
Please fill in your level of agreement to each of the following statements, from 1 - Strongly Disagree to 5 -
Strongly Agree.
I understand that everyone has strengths, the positive qualities that 1 2 3 4 5

make us who we are.
When people work together, they can benefit from everyone’s strengths. 1 2 3 4 5
| 28 29 |
1.1.2 | LEARN: TREE OF LIFE
1.1.2 |
LEARN: TREE OF LIFE
Estimated time
55 minutes
Learning goal
To describe personal stories by exploring individual strengths, skills, talents, hopes and dreams.
Fill-in exercise 1
Voiceover:
“Today we are going to start telling stories about ourselves and our own lives. Before we begin this
activity, think about the following questions and write down some ideas.”
Do you ever tell stories about yourself?
When and why do you tell your story?
How does it feel to tell your story?
If not, why not? What stops you from telling stories about yourself?
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1.1.2 |
Script Fill-in exercise 2
I. Learning experience Show the outline of a tree, with the roots, ground, trunk, branches, leaves and fruit. Imagine that this is
LEARN: TREE OF LIFE

your “Tree of Life”. Fill in all the different parts with your qualities, dreams, ideas, goals and supports. You
SCENE 1 have 5 minutes for each part of the tree.

1. “This is the tree of life. The tree symbolizes you 1. A fruit tree is shown, from roots to branches, MY TREE OF LIFE
and everything that played a role in making you, leaves and fruit. Part of Tree Symbolizes…
you!”
2. “Each part of the tree: the roots, the ground, the 2. Different parts of the tree are highlighted, Roots …formative influences. Write down where you come from and all the factors
trunk, the branches and leaves are important.” corresponding with the voiceover. that helped to make you who you are today. Think about what has shaped you
so far. For example:
3. “The roots are important. They nurture the tree 3. Zoom in on the roots. Words like religion, dis-
and form a solid foundation. The roots symbolize trict, hometown, language and ethnicity appear. • Where you come from: district, hometown, etc.
your origin or where you come from. They can be • Your culture: language, religion, etc.
deep or shallow.” • Organisations you belong to.
4. “The ground symbolizes the things you do on a 4. Zoom in on the ground. Words like school, Ground …routines and behaviour. Write down the things you choose to do on a weekly
weekly basis, your routines. For example school, work and sports appear. basis (not things you are forced to do).
work, sports.”
5. “The trunk represents your abilities, your talents 5. Zoom in on the trunk. Words like abilities, Place no restrictions on the participant’s answers, but encourage him or her to
say at least one thing that has to do with earning a living/making money.
and skills. Some may be well developed and talents and skills appear.
others can grow quickly once you take time to Trunk … talents and skills. Write down all of your talents and skills on the trunk.
develop them.”
Encourage the participant to be open. Reassure him or her that he or she can
6. “The branches can be big or small. They repre- 6. Show the branches. Words like hopes, dreams
also write down things he or she might be good at if given time to develop.
sent what you want to be, your hopes, dreams and wishes appear. Let the branches grow.
and wishes. These can be personal, communal, Branches …aspirations, hopes, dreams and wishes. Write down all of your aspirations on
the branches. These can be personal, communal, or for the world.
or for all of humankind.”
7. “The leaves represent people who are your 7. Show a few leaves, one by one. Words like Encourage the participant to be imaginative and optimistic. He or she can
supports and allies, positive role models like supports, allies and role models appears. think both about the long term and the short term. Ask him or her to dedicate
friends & family.” Let the leaves grow. at least one branch to hopes, dreams and wishes that relate to his or her
8. “The fruit symbolizes your inner strengths that 8. Fruit is shown growing on the branches. future ability to start an enterprise or otherwise generate income and earn
a living.
might help you succeed in life, like courage, Words like inner strength appear.
generosity, kindness and hard work.” Leaves …supports and allies. Write on the leaves the names of the people who are
9. “Just like growing a tree, it takes time to develop 9. A person, Character 1, waters the tree and it your supports and allies, who are significant to you in a positive way. These
could be friends, family, etc.
your skills and grow your ambitions. But you will continues to grow.
grow a bit more every day!” Encourage the participant to devote one leaf to someone who might be able to
10. “The tree is growing!” 10. Character 1 says, “…” help him or her start an enterprise or offer him or her helpful advice.
Fruit …inner strengths. Write down on the fruit all of your inner strengths that might
help you succeed in life, either socially or economically. For example:
• Courage
• Generosity
• Kindness
• Hard work
Voiceover:
“Well done! Your Tree of Life is beautifully unique, just like you. Do you dare to share your Tree of Life with
a person you trust?”
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1.1.2 |
Activity quiz
LEARN: TREE OF LIFE

Strongly Agree.
I know how to tell my story by exploring and understanding my individual 1 2 3 4 5

I understand that many things, not only within myself but also in my com- 1 2 3 4 5
munity and environment, contribute to who I am and who I want to be.
| 34 35 |
1.1.3 | REFLECT: THREE OF ME
1.1.3 |
R E F L EC T : T H R E E O F ME
Estimated time
25 minutes
Learning goal
To reflect on what makes me who I am, and how to get where I want to be.
Script
I. Learning experience - Interactive game
In this game, you can choose a set of avatars that represent yourself at the present time, five years ago,
and in five years’ time. After the activity, you can print your avatars along with an action plan.
Voiceover:
“To start this game, choose an avatar that represents you as you are today.”
Visuals:
1. Display a set of avatars from which participants
can choose.
2. Provide different physical attributes, dress, and
gender.
3. Once participants choose, enlarge the avatar
chosen.
4. Show the avatar with the participant’s name.
| 36 37 |
1.1.3 |
Fill-in exercise 1 Fill-in exercise 3
Describe yourself as you were five years ago: Finally, describe yourself as you will be in five years, emphasising the skills and achievements you would
ideally have gained by that time:

1. “This is you, five years ago. It might be hard 1. The participant’s avatar appears in a version Character voices: Visuals:
to think back, but let’s give it a try. Can you five years younger. 1. “Wow, what happened… ? Imagine you are 1. The participant’s avatar appears in an adult
answer the questions below, from the per- five years older now. This is the person you version.
spective of you 5 years ago?” hope to be. Can you answer the questions
again?”
ME, FIVE YEARS AGO

ME, IN FIVE YEARS
I live in…
I live in…
My best friend is…
My talents are…
My talents are…
I want to be…
I want to be…
Voiceover:
“Well done! A lot can change in five years!”
Fill-in exercise 2
Now, describe yourself as you are today:

1. “Back to today. This is you today. Now answer 1. The participant’s avatar appears in the pres-
the questions below, from the perspective of ent version.
yourself today.”
ME TODAY
I live in…
My talents are…
I want to be…
| 38 39 |
1.1.3 |
Fill-in exercise 4
List three concrete steps you would need to take in order to achieve what you hope to achieve five years
from now. For example, to have a successful bakery, you might need to start saving. Or to help your moth-
er’s business with bookkeeping, you might need to go back to school.

1. ”Now think about what you would need to do 1. The participant’s avatar appears in the adult
to get to where you want to be in five years. version, five years from now.
Try to write down three actions you can take
to get to this point.”
HOW TO GET TO MY “FIVE YEARS AHEAD” SELF

1
Voiceover:
“Well done! If possible, try to share your action plan with someone you can trust.”
Activity quiz
Strongly Agree.
I know which factors influenced me to be the person I am today. 1 2 3 4 5

I know three actions I can take to get to where I want to be in five years. 1 2 3 4 5
| 40 41 |
1.2.0 | MY GOALS, MY DREAMS
1.2.0 |
M Y G OA L S , M Y D R E A M S
Overall outcome
Adolescence is the period when we shift from childhood to adulthood, a transition that is not always easy.
It can, however, be an exciting time because you feel like you are about to ’start your life’ as you slowly
gain more responsibilities and make more decisions about the future. Although no one expects us to plan
out everything in our lives, this lesson will help participants to establish goals and the steps needed to
achieve these goals. It will also allow them to prepare for the upcoming Aflateen+ modules, and challenge
them to start thinking about money, work and entrepreneurship.
Lesson objective
A. Describe the difference between goals and dreams.
B. Identify one realistic goal and three tangible steps towards achieving that goal.
C. Describe how money impacts their goals in terms of saving, investing or borrowing.
D. Set one work-related goal, such as getting a job, starting an entrepreneurial venture, or achieving
further education.

A. Goal
A goal is what we hope to achieve in relation to work, education, health or family.
B. Dream
Dreams are important too, but might not always be realistic. Your dreams are your ambitions and
your idea of what you want your future to look like. You can dream of becoming a teacher, pilot, nurse,
philanthropist or volunteer for example, or somebody who helps people in need. Or you might dream of
a better world with peace and improved standards of living for all. The chances of making our dreams
come true get bigger once we translate our dreams into plans and actions.
C. Plan
Careful planning is required to achieve our goals. We need to set realistic goals and identify the steps
required to achieve them. We need to identify how money affects our goals, and start planning how to
acquire the funds necessary to attain our goals.
D. Sacrifice
Making a sacrifice means to give up or lose something in exchange for something greater or a better
cause.
E. Sources of Support
You may need money or other resources to help you reach your goals. Some of the possible sources of
financial support may include bursaries, scholarships, internships, loans, etc.
| 42 43 |
A. Entry quiz
1.2.0 |
This quiz includes 6 questions. The purpose of this quiz is to determine your existing knowledge of the
Essential lessons concept of goals and dreams so that the lesson can be tailored to your level of understanding.
A goal is what we hope to achieve in relation to work, education, health or family. Dreams are important
to 5 - Strongly Agree.
too, but might not always be realistic. Dreams help us to make the best out of our lives. Sometimes peo-
ple have dreams that they want to make happen in real life. To do this, we need to turn our dreams into
goals and make a plan. The chances of making our dreams come true get bigger once we translate our I can think of two examples of how to get around obstacles to reach a 1 2 3 4 5
goal.
dreams into plans and actions. The people around us can help us in this process.
I understand the differences between goals and dreams. 1 2 3 4 5
Careful planning is required to achieve our goals. We need to set realistic goals and identify the steps I can think of three ways that other people can help me reach my goals. 1 2 3 4 5
required to achieve them. We need to identify how money affects our goals, and start planning how to
I can identify at least one specific, personal goal. 1 2 3 4 5
acquire the funds necessary to attain our goals. A goal mapping table is a great tool to help you make a
plan to reach your goals. I can make a Goal Mapping Action Plan to reach my goals. 1 2 3 4 5

Extra take-aways Great, it seems you have a good idea of the concept of goals and dreams. If you want, you can skip this
Please feel free to change the names of the characters in the two case studies in the Start activity, or to lesson – but if you are curious, feel free to join us.
write case studies better suited to your context if you are comfortable doing that.
In the Reflect activity, participants will be creating a Goal Mapping Action Plan. It will be especially im- Great, it seems there is still some learning in this lesson for you. Let’s get started.
portant to provide a way for participants to save their responses and worksheets so they will be able to
reference this document and others in the future.
B. Outcome quiz
Quizzes 1. Write down one or two of your dreams for the future.
This lesson gives participants insight into their current understanding of the concept of goals and
dreams. The statements of the entry quiz will help to determine participants’ level of self-awareness re-
garding the difference between goals and dreams, how to establish goals, steps needed to achieve goals,
and how money impacts goals. If participants can answer all of these statements with a ‘5’, they can skip
this lesson.
2. Explain how you can turn your dreams into a goal.
are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
ticipants are encouraged to share and discuss their answers with someone that knows them well.
| 44 45 |
1.2.0 |
3. Describe a few ways that other people can help you reach your goals.
4. Share one or two lessons that you learned from making your Tree of Life.
5. List one or two important people in your life with whom you can share your Savings Plan
and goals for the future.

you need to remind yourself of the concepts of goals and dreams.

At the end of the lesson, consider offering participants the choice to enter their email address if they
| 46 47 |
1.2.1 | START: WHAT WOULD YOU DO?
1.2.1 |
YO U D O ?
S TA RT : W H AT WO UL D
Estimated time
15 minutes
Learning goal
To apply some ways to get around obstacles to reach our goals.
Script
SCENE 1
Voiceover:
“This is Isiah. He’s 17 years old and his goal is to be an accountant.”

1. A young man is pictured holding school
books and a calculator.
2. “I don’t know what to do… I’m doing well 2. He is standing with a friend, and says, “…”
in school, and you know I want to be an
accountant. But my family wants me to get a
job so I can help with household expenses.”
3. “Do you think you want to get a job now or 3. Isiah’s friend says to him, “…”
finish school?”
4. “I’m not sure. I’ve been very focused on my 4. Isiah says to his friend, “…”
goal but I may need to make some sacrifices
to get there. Maybe there’s a middle ground
that would work for me…”
| 48 49 |
1.2.1 |
Exercise 1 Exercise 2
Think about Isiah and answer the questions below: Think about Thandi and answer the questions below:
YO U D O ?
S TA RT : W H AT WO UL D
ISIAH THANDI
What do you think Isiah wants to achieve? What do you think Thandi wants to achieve?
What obstacles is he encountering? What obstacles is she encountering?
How he can get around these obstacles? How she can get around these obstacles?
What advice would you give to Isiah? What advice would you give to Thandi?
“Well done! Let’s look at another example.” “Well done! You have a good sense of how to work around obstacles to reach our goals.”
SCENE 2
Voiceover: Activity quiz
“This is Thandi. She’s 16 years old and has always wanted to become a nurse.”
Please indicate your level of agreement with the following statement, from 1 - Strongly Disagree to 5 -
Strongly Agree.
1. A young woman is pictured walking with a I can think of two examples of how to get around obstacles to reach a 1 2 3 4 5
friend. goal.
2. “I’m not sure what to do… I’ve been saving 2. Thandi says to her friend, “…”
money for school so I can become a nurse.
But my father needs me to help pay for my
uncle’s funeral.”
3. “Do you think you should stick to your plan of 3. Her friend says, “…”
saving money for school, or try to help your
family?”
4. “Well, I love my family and want to support 4. Thandi says to her friend, “…”
them. I just have to think about what’s best
for me and for my family too…”
| 50 51 |
1.2.2 | LEARN: GO FOR YOUR GOALS
1.2.2 |
L E A R N : G O F O R YO U R G OA L S
Estimated time
60 minutes
Learning goal
To describe the differences between goals and dreams, and to identify some strategies to help you reach
your goals.
Exercise 1
The following cards are qualities of either a goal or a dream. Drag and drop the cards under the category
to which you think they belong. There may be more than one category for some of the cards.
GOAL DREAM
Something you act on Something you think about Requires action
Requires no effort Has a time limit or deadline Lasts forever
Produces results Imaginary Real
Specific Undefined Requires commitment
Inspires you Can be measured
Voiceover:
“Well done! Now you have a good idea of some of the differences between goals and dreams.”
| 52 53 |
9. The characters keep working together on
1.2.2 |
their paper airplanes, and finally are able to
Script fly one more than five metres.
10. The characters high five and hug to
I. Learning experience congratulate each other.
L E A R N : G O F O R YO U R G OA L S
Exercise 2
The following cards are qualities of either a goal or a dream. Drag and drop the cards under the category
to which you think they belong. There may be more than one category for some of the cards.
GOALS VS. DREAMS

What is the difference between a goal and a
dream?
Why is it important to have both goals and
dreams?
What are some obstacles you may face in
achieving your goals? How will you deal with
these obstacles?
Do people need money to achieve their goals?
Why or why not?
Who are the people that can help you reach your
goals? Who are the people that can prevent you
from reaching your goals?
SCENE 1 Voiceover:
Voiceover: “Well done! As you can see, it’s important to have dreams and to know how to turn those dreams into
“This group of friends is trying to accomplish a goal - to make a paper airplane that can fly at least five goals.”
metres. Pay attention to some of the obstacles they face, how they deal with these obstacles, and how
they are able to reach their goal.”

1. A group of 3-4 characters are gathered
Activity quiz
together, making paper airplanes. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
2. The characters have different physical to 5 - Strongly Agree.
attributes, dress codes and gender.
3. “How can we get these paper airplanes to fly 3. Character 1 says, “…” I understand the differences between goals and dreams. 1 2 3 4 5
more than 5 metres?!”
I can think of three ways that other people can help you reach your goals. 1 2 3 4 5
4. “Well, first we should make sure we have the 4. Character 2 says, “…”
right paper! We need something strong but
light.”
5. “Good point! I also think it’s important to 5. Character 3 says, “…”
make sharp folds.”
6. “I agree! What about trying to make them 6. Character 1 says, “…”
more stable so they stay in the air longer?”
7. “I like that idea! Maybe it would also help to 7. Character 2 says, “…”
think about how we’re throwing them!”
8. “Yeah, let’s try that!” “I think our ideas are 8. The characters all agree and say, “…”
working!” “Let’s keep it up!”
| 54 55 |
1.2.3 | REFLECT: GOAL MAPPING
1.2.3 |
R E F L EC T : G OA L M A P P I N G
Estimated time
15 minutes
Learning goal
To analyze a personal goal, and to create a plan to help you reach your goals.
Exercise 1
Voiceover:
“Have you ever made a plan for how to reach your goals? Give it a try in this activity. Are you ready?
Good luck!”
Using the Goal Mapping Action Plan table, fill in your thoughts and ideas. First, identify a work-related
goal and write it at the top of the table. This can be a goal related to getting a job, starting a business, or
further education. Then, identify ways in which money is involved in each of these steps, and how you will
get this money. Finally, identify how long each step will take.
GOAL MAPPING ACTION PLAN
Goal:
4 steps I must take to Money I need for each How I will get this Timeframe: How long
achieve my goal step money? will this step take?
1
Voiceover:
“Well done! Now you have a specific goal and a plan for how you can make it happen!”
| 56 57 |
1.2.3 |
Exercise 1 Review
With your Goal Mapping Action Plan in mind, think about the following questions and write down your Let’s review what we learned in this lesson:
R E F L EC T : G OA L M A P P I N G
thoughts and ideas. • A goal is what we hope to achieve in relation to work, education, health or family. Dreams are important
too, but might not always be realistic. Dreams help us to make the best out of our lives.
GOAL MAPPING ACTION PLAN • Sometimes people have dreams that they want to make happen in real life. To do this, we need to turn
our dreams into goals and make a plan. The chances of making our dreams come true get bigger once
Goal: (List participant’s goal from Exercise 1)
we translate our dreams into plans and actions. The people around us can help us in this process.
What does it mean to set a ’realistic’ goal? • Careful planning is required to achieve our goals. We need to set realistic goals and identify the steps
required to achieve them.
What steps can you take immediately to help you
• We need to identify how money affects our goals, and start planning how to acquire the funds
reach your goal? What steps can you take in one
necessary to attain our goals. A goal mapping table is a great tool to help you make a plan to reach
year? And in five years?
your goals.
Which steps require money?
How will you earn or save enough money to reach

your goal?
Where will you borrow money from or invest mon-
ey to achieve your goal?
What resources are available (bursaries, scholar-
ships, internships, loans, etc.) to help you achieve
your goal?
What sacrifices can you make in order to achieve
your goal?
Voiceover:
“Well done! If possible, keep a copy of your Goal Mapping Action Plan and put it somewhere you’ll see it
regularly, to help remind you of your goal and the steps to achieve it. Good luck!”
Activity quiz
I can identify at least one specific, personal goal. 1 2 3 4 5

I can make a Goal Mapping Action Plan to reach my goals. 1 2 3 4 5
| 58 59 |
1.3.0 | MY COMMUNITY
1.3.0 |
M Y C O MM UN I T Y
Overall outcome
Our communities influence how we view ourselves and the world around us. We are all part of many com-
munities: our school, where we live, the clubs or teams we belong to, our religious or cultural groups, and
our country. Our communities can give us a reason to be proud, and there are times when we put aside
our individual needs for the greater good of the community.
However, being part of a community does not mean accepting everything about it. You can question,
criticise and reform your communities for the benefit of all the people in your community. This lesson
challenges participants to reflect on their own communities and to discuss how to make positive changes
within them.
Lesson objective
A. Identify the different communities they are part of.
B. Describe aspects of their community that they like and aspects they would like to change, underlined
by the concept of respect for diversity.
C. Explain ways in which they can participate in the development of their communities.

A. Community
Community can mean a group of people living in the same place. Community can also mean a group
of people that shares something in common, such as the same interests, attitudes, language, religion,
culture, or some other form of identity.
B. Acceptance
To accept something or someone means to approve. However, being part of a community does not neces-
sarily mean accepting everything about it.
C. Identity
Identity means the character or personality of an individual that distinguishes him or her from others.
D. Belonging
Belonging means to be part of something, for example the different communities that you are part of.
E. Criticise/constructive criticism
To criticise something means to judge its qualities, both positive and negative, and form an opinion. To
| 60 61 |
criticise constructively means to offer your opinion in a manner that is friendly and in the spirit of making Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
1.3.0 |
positive change. to 5 - Strongly Agree.
F. Reform I know a few different meanings of the word community. 1 2 3 4 5

Reform means to make changes for the benefit of all the people in your communities.
M Y C O MM UN I T Y
I can identify a few different communities that I am part of. 1 2 3 4 5
I know some things that I like in my communities and some things I would 1 2 3 4 5
like to change.
I know some causes and effects of problems in my community. 1 2 3 4 5
Essential lessons I know some solutions and actions people can take to deal with problems 1 2 3 4 5
Participants need to understand that: in my community.
We are all members of different communities: our schools, geographic communities, religious groups, I know how to make a Tree Poem to express what I think is important 1 2 3 4 5
and even our country. about community.
Our communities help to shape our identities. It is important to be an engaged member of the
community. 1. Entry quiz feedback
All communities have positive and negative aspects. It’s important to explore what we like about our com- Great, it seems you have a good idea of the concept of community. If you want, you can skip this lesson –
munities and what we would like to change. but if you are curious, feel free to join us.

Extra take-aways
In this lesson, we encourage participants to start thinking about how they might tackle problems in their B. Outcome Quiz
communities, and they will take the first step towards designing and launching an enterprise project. Par- This test includes 6 open-ended questions. The answers are very personal and there is no right or wrong.
ticipants will be asked to do a Problem Tree (during the Learn exercise), so you will need to demonstrate However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
how to create one. It might help if you have already thought of a community problem that the participants
will recognise. 1. List some of the different communities you are part of.
Today’s Reflect exercise is a Tree Poem. It might help participants if you display an example of a Tree
Poem diagram.
2. Describe what you learned from writing your Tree Poem on community.
3. Explain why it is important to be an engaged member of the community.

Quizzes
This lesson gives participants insight into their current understanding of the concept of community. The
statements of the entry quiz will help to determine the participants’ level of self-awareness regarding the
4. Describe aspects of your community that you like and aspects you would like to change.
communities they are part of and how to make positive changes within them. If participants can answer
all of these statements with a ‘5’, they can skip this lesson.
The outcome quiz summarizes the most important learning take-aways for participants. Because these 5. List one or two important people in your life with whom you can share your
are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par- Community Problem Tree.
6. Explain ways in which you can participate in the development of your communities.
A. Entry quiz
communities you are part of and how to make positive changes within them, so that the lesson can be
tailored to your level of understanding.
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1.3.0 |
you need to remind yourself of the concept of community and how to make positive changes within your
M Y C O MM UN I T Y
own communities.

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1.3.1 | START: WHAT IS COMMUNITY?
1.3.1 |
C O MM UN I T Y ?
S TA RT : W H AT I S
Estimated time
20 minutes
Learning goal
To explore what community means and what communities you are part of.
Exercise 1
Voiceover:
“Let’s start by exploring what community means to you. Are you ready? Good luck!”
In the table below, brainstorm a few answers to the following questions:
WHAT DOES THE WORD ‘COMMUNITY’ MEAN? WHAT COMMUNITIES ARE YOU PART OF?
Example: Example:
Community means the place where I live I’m a part of the community in my village
Voiceover:
“Now, look at your answers to the two questions. Can you see if the answers to one question trigger any
additional answers to the other question, and vice versa?”
Try to fill in a few more answers for each one in the table above.
Voiceover:
“Well done! It looks like you have a good sense of what community means and which communities you
are part of.”
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1.3.1 |
Activity quiz
C O MM UN I T Y ?
S TA RT : W H AT I S
I know a few different meanings of the word community. 1 2 3 4 5

I can identify a few different communities that I am part of. 1 2 3 4 5
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1.3.2 | LEARN: COMMUNITY PROBLEM TREE
1.3.2 |
PROBLEM TREE
L E A R N : C O MM UN I T Y
Estimated time
55 minutes
Learning goal
To explore a problem in my community and learn about causes, effects, solutions and actions.
Exercise 1
Visuals:
1. Show the outline of a tree, from roots to
branches and fruit. Ensure participants can
recognise the roots and branches.
2. Provide space for participants to write on the
roots, branches and fruit.
3. Write the name of a community problem on
the trunk of the tree. (It should be a problem
that participants will recognise, e.g. insuffi-
cient clean water, too many discarded plastic
bags, nowhere safe for children to play, etc.)
Voiceover:
“Take a look at this outline of a tree, from roots to branches and fruit. Think about what role each part of
the tree plays (for example, the roots feed it and make the tree grow bigger). Look at each part and fill in
your answers on the screen.”
The first step is to identify the causes of a problem in your community. Identify the causes by thinking
about questions like: “Why is the problem there?” and “What are the causes of this problem?” Then,
justify your reasons. Write your ideas for causes directly onto the roots.
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1.3.2 |
ROOTS (CAUSES) FRUIT (SOLUTIONS)
Why is the problem there? What can be done to deal with the causes and
effects of the problem?
What are the causes of this problem?
PROBLEM TREE
What are some possible solutions to the
Why do you think that? problem?
What are some actions that people can take?
Voiceover:
“Well done! Let’s look at the branches next.”
Voiceover:
“Well done! Your tree is complete!”
Exercise 2
Now repeat the process by identifying the effects. Again, justify your answers. Write your ideas for effects Exercise 4
directly onto the branches.
Now that your tree is complete, explain the whole thing in your own words, and reflect on the tree and
Visuals: what it means.
1. Show the same outline of a tree, with partici-
pants’ answers filled in on the roots. Visuals:
2. Provide space for participants to write on the 1. Show the same outline of a tree, with
branches and fruit. participants’ answers filled in on the roots,
3. Show the name of a community problem on branches and fruit.
the trunk of the tree. 2. Show the name of a community problem on
the trunk of the tree.
BRANCHES (EFFECTS)
COMMUNITY PROBLEM TREE
What happens because of this problem?
Look at the completed tree and explain the
What are the effects of the problem? diagram in your own words.
Why do you think that? Reflect on this exercise. What does the tree
mean to you?
Voiceover:
“Well done! Next, let’s look at the fruit.” Voiceover:
“Well done! Now that you have seen a demonstration of the Community Problem Tree, it’s your turn to
practice making your own! Are you ready?”
Exercise 3
Now, explore possible solutions to deal with the causes and effects of the problem. You should be aware
that many people can be responsible for many of these solutions themselves. Also write down some
actions that people might take. Write your ideas for solutions directly onto the fruit.
Visuals:
1. Show the same outline of a tree, with par-
ticipants’ answers filled in on the roots and
branches.
fruit.
3. Show the name of a community problem on
the trunk of the tree.
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1.3.2 |
Exercise 6
PROBLEM TREE
Visuals:
1. Show the same outline of a tree, with partici-
pants’ answers filled in on the trunk.
Now, think about the causes of this problem, and write these on the roots.
ROOTS (CAUSES)
Why is the problem there?
What are the causes of this problem?

Why do you think that?
Voiceover:
“Well done! Let’s look at the branches next.”
Exercise 7
Visuals:
1. Show the same outline of a tree, with par-
ticipants’ answers filled in on the trunk and
roots.
Exercise 5 branches and fruit.
Visuals:
1. Show the outline of a tree once again, from
roots to branches and fruit.
2. Provide space for participants to write on the Next, think about the effects of the problem, and write these on the branches.
roots, trunk, branches and fruit.
BRANCHES (EFFECTS)
What happens because of this problem?
Think about some of the problems you encounter in your communities, and choose one to write on the What are the effects of the problem?
trunk of the tree. Why do you think that?
TRUNK (COMMUNITY PROBLEM) Voiceover:

“Well done! On to the fruit!”
Voiceover:
“Well done! Off to a great start.”
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1.3.2 |
COMMUNITY PROBLEM TREE
Exercise 8 Look at the completed tree and explain the dia-

gram in your own words.
PROBLEM TREE
Visuals: What do you think young people can do about
1. Show the same outline of a tree, with partic- this challenge in your community?
ipants’ answers filled in on the trunk, roots
and branches. Voiceover:
2. Provide space for participants to write on the “Well done! We hope this exercise helped you think about a problem in your community and next steps to
fruit. start making change.”
Now, explore possible solutions to deal with the causes and effects of the problem. Also, think about
some actions that people might take. Write your ideas for solutions directly onto the fruit. Activity quiz
FRUIT (SOLUTIONS) to 5 - Strongly Agree.
What can be done to deal with the causes and
effects of the problem? I know some things that I like in my communities and some things I would 1 2 3 4 5
like to change.
What are some possible solutions to the
problem? I know some causes and effects of problems in my community. 1 2 3 4 5
What are some actions that people can take? I know some solutions and actions people can take to deal with problems 1 2 3 4 5
in my community.
Voiceover:
“Great job! Now let’s look at the whole tree.”
Exercise 9
Visuals:
1. Show the same outline of a tree, with
participants’ answers filled in on the trunk,
Voiceover:
“Your tree is complete!”
Now, explain the whole thing in your own words and reflect on the tree and what it means. Also, think
about what you think that young people can do about the problem in your community.
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1.3.3 | REFLECT: TREE POEM
1.3.3 |
R E F L EC T : T R E E P O E M
Estimated time
15 minutes
Learning goal
To make a Tree Poem to express some important qualities about community.
Exercise 1
Voiceover:
“We’ll end this lesson by using the Tree Poem format to express what community is in your own words.”
Here are the rules for writing a Tree Poem:
TREE POEM RULES

1. In a Tree Poem exercise, you’ll always have the first word to get started.
2. In the second line, choose two important features of the word named in the first line. You should
use adjectives. Remember, this is a free, creative expression exercise. You are not seeking a correct
answer. You are simply trying to use your own words to describe something.
3. In the third line, choose three verbs that the topic does or has done to it.
4. In the fourth line, write a four-word sentence or expression associated in any way with the topic.
5. Finally, the last line requires you to give one word that sums up the topic or how you feel about it.
Voiceover:
“Let’s begin by looking at how a Tree Poem works, using the example in the table below about bananas.”
TREE POEM ON BANANAS
What goes on each of the Shape Example

five lines?
One word. __ Banana
Two important features of this word.. __ __ Yellow, Tasty
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__ __ __
1.3.3 |
Three words describing actions or Changes, feeds, enjoys
motions (what the topic does or what
is done with it) using the third person
and in the pre-sent tense.
__ __ __ __
Four-word sentence or expression. Four for one euro
One word summary (synonym, meta- __ Fruit

phor or image).
Voiceover:
“Now it’s your turn! Are you ready?”
Now it’s your turn to write a Tree Poem on community. Fill in the table provided to write your own Tree
Poem about community. This is a five-line summary or description.
TREE POEM ON COMMUNITY
One word. __ Community
Two important features of this word.. __ __

Three words describing actions or __ __ __
and in the pre-sent tense.
Four-word sentence or expression. __ __ __ __
One word summary (synonym, meta- __
phor or image).
Voiceover:
“Well done! If possible, try to share your Tree Poem with someone you can trust.”
Activity quiz
Please indicate your level of agreement with the following statement, from 1 - Strongly Disagree to 5 -
Strongly Agree.
I know how to make a Tree Poem to express what I think is important 1 2 3 4 5

about community.
Review
Let’s review what we learned in this lesson:
• We are all members of different communities: our schools, geographic communities, religious groups,
and even our country.
• Our communities help to shape our identities. It is important to be an engaged member of the
community.
• All communities have positive and negative aspects. It’s important to explore what we like about our
communities and what we would like to change.
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1.4.0 | SPEAKING UP FOR OURSELVES
1.4.0 |
O U R S E LV E S
SPEAKING UP FOR
Overall outcome
A healthy democracy and civil society must be replenished regularly through the participation of confident
and articulate young people. It is relatively simple to urge young people to play a more active part in such
institutions. What can be helpful is to develop communication skills and self-confidence so that youth feel
comfortable in forums alongside adults. Confident and authoritative young people are less likely to be
dismissed, exploited or abused. In this lesson, participants do exercises involving their vocal cords, eye
contact and posture in order to ensure that their voices are being heard and their opinions considered.
Lesson objective
A. Modify their voices, eye contact and body language so that they can better control how others
view them.
B. Project their voices so as to convey greater personal authority.
C. Analyze what voice, eye contact and body language communicate unconsciously about our
social status.

A. Projection
Projection is a way of speaking clearly and with a strong voice. Projecting your voice involves proper
breathing and speaking with the power of the breath moving out of the lungs. Actors, teachers and people
doing public speaking all make use of projection.
B. Confidence
Having confidence can be defined as ‘believing in one’s self’. Confidence can be a result of many things,
and each person gains their confidence from different areas of their lives. Whereas some people are
more confident when they achieve a new goal, others might be confident when they are with their friends,
or playing their favourite sport, or obtaining a high grade in school. Having confidence is important for
young people and the roles they play in civil society.
C. Status
In some cultures, confidence can be linked to ‘status’ which can be defined as ‘how much importance
and authority you have’. Status may be linked to wealth, appearance, type of job, education, gender,
marital status, religion, age, etc. Whereas status is liked to what you are, confidence comes from who you
are – your skills, abilities, hobbies, passions and expertise. Therefore, anyone can have confidence by
believing in themselves, regardless of their status.
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D. Impression Eye contact and its implications varies throughout different regions of the world. If making and holding
1.4.0 |
An impression is someone else’s view or opinion of you based on your behaviours and mannerisms. You eye contact is considered offensive or inappropriate in your culture, do not include it in your training.
can give a strong impression by conveying confident behaviours. The more confident we appear, the more Rather, replace it with other forms of body language that demonstrate confidence and would be useful to
other people will view us as confident. As a result, they will treat us with greater respect and take us more have participants learn.
O U R S E LV E S
SPEAKING UP FOR
seriously.
Quizzes
Essential lessons This lesson gives participants insight into their current understanding of the concept of speaking up for
Participants need to understand that: ourselves. The statements of the entry quiz will help to determine the participants’ level of self-awareness
Participants need to understand that: regarding speaking up for themselves. If participants can answer all of these statements with a ‘5’, they
No matter who you are talking to, listeners need to hear everything you are saying. As well as making can skip this lesson.
yourself heard, good voice projection lends confidence to your image. The person you are talking to is The outcome quiz summarizes the most important learning take-aways for participants. Because these
more likely to listen attentively and to take you seriously. Projection is all about being understood clearly. are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
Actors, teachers and people doing public speaking all make use of projection. ticipants are encouraged to share and discuss their answers with someone that knows them well.
Eye contact and posture can be hugely influential in determining how others see us and react to us.
Highly confident people will generally maintain eye contact, while people with low confidence may either A. Entry quiz
look down or away. Highly confident people also maintain good posture of their head and neck, keeping This quiz includes 8 questions. The purpose of this quiz is to determine your existing knowledge of the
their head and neck very still. Keeping our head still greatly changes the way we feel about ourselves and concept of speaking up for yourself so that the lesson can be tailored to your level of understanding.
the way others see us. We feel and look more important. When we don’t move our heads, we have more
authority and people listen to what we have to say. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
In this lesson, you will learn that the more confident we appear, the more other people will view us as
confident. As a result, they will treat us with greater respect and take us more seriously. It doesn’t matter I understand why it is important to speak with confidence. 1 2 3 4 5
if you don’t actually feel completely confident at first; you are going to learn some tricks used by actors
I understand that good voice projection is important in making sure the 1 2 3 4 5
to help you. Very soon, when you begin to see the effect these acting techniques have on how others person I am talking to listens attentively and takes me seriously.
perceive you, you will begin to feel a real and unbreakable sense of self-confidence. Having confidence is
important for young people and the roles they play in civil society. I can project my voice. 1 2 3 4 5
I can describe what it means to be a confident person. 1 2 3 4 5
Confidence may not come easily at first. By continuing to practice these techniques, you can build your
I am able to tell the difference between the behaviours that convey high 1 2 3 4 5
confidence and emit a confident impression. A popular technique to confidence building is “fake it till you confidence and the behaviours that convey low confidence.
make it”, which entails pretending to be confident until you eventually develop the mind-set of a confident
I understand that making a strong impression is not only about what you 1 2 3 4 5
person. Using the vocal and body language techniques reviewed in this lesson will help contribute to this.
say, but also how you say it and how you act.
While it might feel unnatural or frightening at first, you will soon become comfortable with these tech- I understand that my new skills in voice projection, eye contact, body 1 2 3 4 5
language and confidence will take practice.
niques. It might be easier to practice the new communication skills while dealing with people who do not
already know you well. I have a plan for building my confidence and putting my best self forward. 1 2 3 4 5

Extra take-aways Great, it seems you have a good idea of the concept of speaking up for yourself. If you want, you can skip
For the learning experience on confidence behaviours in the Learn activity, we suggest a scenario in this lesson – but if you are curious, feel free to join us.
which a young person applies to a Savings and Credit Cooperative Organisation (SACCO) or Microfinance
Institution (MFI) for a loan. If you feel that your participants would not be familiar with this situation, Feedback for at least one answer of ‘4’ or lower:
replace it with another situation where a teenager must make a request to an adult who is in a position Great, it seems there is still some learning in this lesson for you. Let’s get started.
of power. This could be, for example, a student asking a head teacher for permission to stage a play in
the school, or a teenager asking a police officer if they will attend a meeting at the youth club to explore
better relations between local youth and the police.
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B. Outcome Quiz
1.4.0 |
O U R S E LV E S
SPEAKING UP FOR
1. Write down three reasons why it is important to speak with confidence.
2. Describe three techniques you would use to convey a strong impression and high confidence.
3. Explain the difference between behaviours that convey high confidence and behaviours that
convey low confidence.
4. Describe what it means to be a confident person.
5. List one or two important people in your life with whom you can practice your new skills in voice
projection, eye contact, body language and confidence.

you need to remind yourself of the concept of speaking up for yourself.

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1.4.1 | START: VOICE PROJ ECTION
1.4.1 |
S TA RT : V O I C E P R OJ EC T I O N
Estimated time
10 minutes
Learning goal
To learn how to project your voice appropriately for the right scenario and demonstrate how to speak with
confidence.
Exercise 1
Voiceover:
“In this lesson, we’re going to learn about using your voice. Remember, no matter who you are talking to,
the listeners need to hear everything you are saying. As well as making yourself heard, good voice projec-
tion lends confidence to your image. When you are confident, the person you are talking to is more likely
to listen attentively and to take you seriously.”
What effect does feeling nervous have on your voice?
How do you think you sound to the listeners?
How did you want to sound to the listeners?
How might feeling nervous affect the way these people perceive or judge you?
Voiceover:
“Well done! It’s important to be aware of when we feel confident as well as nervous when talking to
others.”
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1.4.1 |
Exercise 2 Activity quiz
Voiceover: Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
S TA RT : V O I C E P R OJ EC T I O N
“Now, we are going to practice ‘projection’. Projection is all about being understood clearly. Actors, teach- to 5 - Strongly Agree.
ers and people doing public speaking all make use of projection. Are you ready? Good luck!”
I understand why it is important to speak with confidence. 1 2 3 4 5
Let’s begin by practicing proper breathing. Loud voices are not made by the throat, but by the power of
I understand that good voice projection is important in making sure the 1 2 3 4 5
the breath moving out of the lungs. If you try to produce a loud voice from the throat, you will hurt your-
person I am talking to listens attentively and takes me seriously.
self. First, let’s practice how to breathe from the full lungs. Follow the instructions below and practice on
your own. I can project my voice. 1 2 3 4 5
BREATHING EXERCISES
1. Sitting up with a straight posture, place one hand on your stomach and the other hand on your
chest under your collarbone.
2. When you breathe in, try to fill your lungs from the bottom first, causing the hand on your
stomach to rise, followed by the hand on your chest. Practice this with a few breaths before
moving on.
Next, we’ll practice how to project your voice. If you are not comfortable doing this in your current environ-
ment, you can practice it later – a good place to do this would be at home or outside.
VOICE PROJECTION EXERCISES
1. Stand comfortably with a straight back. Your legs should be slightly apart, and your arms hang-
ing loosely by your side.
2. Breathe in deeply, hold your breath, then let it out slowly. Do this three times.
3. Next, breathe in deeply, hold your breath, and then let it out with an open vowel sound such as
‘Oooooh’ or ‘Aaaaah’. Do this three times.
4. Now, breathe in deeply, hold your breath, and let it out very slowly with a soft hum. You should
see how long you can keep humming with just one breath.
5. Next, repeat this exercise with the following variations:

• Start the sound softly and get louder and louder while breathing out.
• Start the sound softly, become loud, become soft again, become loud, become soft, then be-
come even softer.
• Start the sound, hold the breath, restart the sound, hold the breath, and restart the sound.
Voiceover:
“Well done! Now you have some practice in proper breathing and voice projection techniques.”
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1.4.2 | LEARN: THE HABITS OF HIGHLY
1.4.2 |
CONFIDENT PEOPLE
H I G H LY C O NF I D E N T P EO P L E
LEARN: THE HABITS OF
Estimated time
75 minutes
Learning goal
To define what confidence is, and to determine the behaviours that convey high confidence.
Exercise 1
Voiceover:
“The more confident we appear, the more other people will view us as confident. As a result, they will
treat us with greater respect and take us more seriously. It doesn’t matter if you don’t actually feel com-
pletely confident at first; you are going to learn some tricks used by actors to help you. Very soon, when
you begin to see the effect these acting techniques have on how others perceive you, you will begin to
feel a real and unbreakable sense of self-confidence.”
Let’s start by reviewing the meaning of confidence and what it means to be a confident person. In the
table below, write down what confidence means to you.
CONFIDENCE MEANS…
Voiceover:
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1.4.2 |
Now, let’s look at the definition of confidence. Each person gains their confidence from different areas of Next, we will look at the many ways in which people physically demonstrate high and low confidence. Can
their lives. Whereas some people are more confident when they achieve a new goal, others might be con- you think of other ways, apart from using our voices, in which we can project high confidence and create a
fident when they are with their friends, or playing their favourite sport, or obtaining a high grade in school. strong impression for others? Write down your ideas in the table below.
Confidence comes from who you are – your skills, abilities, hobbies, passions and expertise. Therefore,
anyone can have confidence by believing in themselves, regardless of their status. Having confidence is In what ways can we project high confidence and create a strong impression for others?
important for young people and the roles they play in their communities and civil society.
On the other hand, status means how much importance and authority you have. Whereas confidence
comes from who you are, status comes from what you are. Status may be linked to wealth, appearance, Voiceover:
type of job, education, gender, marital status, religion, age, etc. “Well done! You have some good ideas about how to project self-confidence. Let’s cover this topic in more
depth in the next few exercises.”
The table below compares confidence and status. Can you see the difference?
CONFIDENCE VS. STATUS

Confidence Status
Believing in one’s self How much importance and authority you have
Gained from different areas of life, such as Can be determined at birth (examples include
achieving a new goal, being with friends, playing gender, race, and beauty), or gained in life (such
a favourite sport, or obtaining a high grade in as through achievements in your education or
school. job).
Linked to who you are – your skills, abilities, Linked to what you are – wealth, appearance,
hobbies, passions and expertise. Anyone can type of job, education, gender, marital status,
have confidence by believing in themselves, religion, age, etc.
regardless of their status.
Now, think about what we have covered about confidence and answer the following questions.
What makes someone a confident person?
Do men tend to be more confident than women? Why or why not?
When do you feel most confident?
Voiceover:
“Well done! You have a good sense of what it means to be a confident person.”
Script
SCENE 1
Voiceover:
“Think of some confident people you know and their characteristics and mannerisms. How does the
spiritual leader of your religious congregation carry themselves? What about teachers you’ve had?
Famous actors?”
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1.4.2 |
Eye contact and posture can be hugely influential in determining how others see us and react to us. Now,
1. Re-play the same scene, but switch the
watch the characters below while they have a conversation. Try to observe their behaviours as they talk SCENE 2
characters’ behaviours so that Character
and how confident they appear in the first scene vs. the second scene.
1 conveys low confidence and Character 2
conveys high confidence.
Character voices: Visuals: 2. Two characters are standing in the entry of a
1. Two characters are standing in the entry of a microfinance institution, having a conversa-
microfinance institution, having a conversation. Character 1 is the manager. Character 2
tion. Character 1 is the manager. Character 2 is a teenager who has come to ask for a loan.
is a teenager who has come to ask for a loan. 3. Character 1 lowers his/her eyes during the
2. Character 1 maintains eye contact. Character conversation and avoids eye contact. Charac-
2 lowers his/her eyes during the conversa- ter 2 maintains eye contact.
tion and avoids eye contact. 4. Character 1 slouches. Character 2 stands up
3. Character 1 stands up straight. Character 2 straight.
slouches. 5. “Hello, how can I help you today?” 5. Character 1 speaks with a soft, low voice and
4. “Hello, how can I help you today?” 4. Character 1 speaks with a strong, clear voice says, “…”
and says, “…” 6. “Good afternoon. I’d like to apply for a loan.” 6. Character 2 speaks with a strong, clear voice
5. “Good afternoon. I’d like to apply for a loan.” 5. Character 2 speaks with a soft, low voice and and says, “…”
says, “…” 7. “ Certainly, I would be happy to help you with 7. Character 1 says, “…”
6. “Certainly, I would be happy to help you with 6. Character 1 says, “…” a loan application. What is the purpose of
a loan application. What is the purpose of the loan?”
the loan?” 8. “I have a business idea and need some start- 8. Character 2 says, “…”
7. “ I have a business idea and need some start- 7. Character 2 says, “…” up funds. I’d like to offer accounting services
up funds. I’d like to offer accounting services in my community. I have a business plan that
in my community. I have a business plan that I’d like to show you.”
I’d like to show you.” 9. Character 1 says, “…”
8. “Wonderful, I’d like to hear more about your 8. Character 1 says, “…” 10. As they continue talking, Character 1 starts
ideas. Let’s sit down and go through your 9. As they continue talking, Character 2 starts making lots of nervous, jerky head move-
business plan.” making lots of nervous, jerky head move- ments. Character 2 maintains good posture
ments. Character 1 maintains good posture of his/her head and neck, keeping his/her
of his/her head and neck, keeping his/her head and neck very still.
head and neck very still.
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1.4.2 |
CONFIDENCE BEHAVIOURS
Exercise 3 Slouching Standing up straight

Speaking with a soft, low voice Speaking with a strong, clear voice
After watching both scenes of the same conversation between the two characters, what differences did
you notice? Write down your observations in the table below: Avoiding eye contact Maintaining eye contact
Moving their head Keeping their head still

What did you notice about the teenager’s be- What did you notice about the bank manager’s
haviours in scene 1? behaviours in scene 1?
Voiceover:
“Well done! You can see a clear difference between how confident people act and carry themselves.”
As you saw in the video, highly confident people will generally maintain eye contact, while people with low
What did you notice about the teenager’s be- What did you notice about the bank manager’s confidence may either look down or away. Highly confident people also maintain good posture of their
haviours in scene 2? behaviours in scene 2? head and neck, keeping their head and neck very still. Keeping our head still greatly changes the way
we feel about ourselves and the way others see us. We feel and look more important. For example, think
about world leaders who keep their neck and heads still, and speak loudly and clearly when they give
public speeches. When we don’t move our heads, we have more authority and people listen to what we
have to say.
Do you think the teenager is more likely to get Do you think the bank manager is more likely to
the loan in scene 1 or scene 2? Why do you say be helpful to the teenager in scene 1 or scene 2?
that? Why do you say that? Remember, you can practice these high confidence behaviours at home in the mirror until you find a
routine you are comfortable with.
Voiceover:
“Well done! Let’s look more closely at the behaviours that convey confidence.”
Script
Voiceover:
“Let’s look at another way to convey confidence. When you’re speaking, it’s important to adjust the
Exercise 4 volume of your voice depending on the size of the room and how many people are present. Have you ever
had a teacher who spoke too loudly, or not loudly enough?”
Take a look at the following series of behaviours. For each item, decide whether it conveys high confi-
dence or low confidence, and place each one on the side of your choice – on the left for high confidence,
SCENE 1
or on the right for low confidence.
Visuals: Character voices: Visuals:

1. Display the confidence behaviours listed in 1. A classroom is pictured in a small room with
the table below, using an icon or visual to 10 students seated in 3 rows. The new teach-
illustrate each one. er stands at the front.
2. Divide the screen in half vertically, with the 2. Underneath the scene, there is a scale show-
left side labeled “High confidence” and the ing the volume of the teacher’s voice. The
right side labeled “Low confidence”. scale reflects the teacher’s voice while she is
3. Allow participants to place each item on the speaking. The scale is labeled accordingly:
side of their choice. a. At the left end, mark “Very low tone; whis-
pering: -5”.
b. In the middle, mark “Normal conversation-
al tone: 0”.
c. At the right end, mark “Very loud tone;
shouting: 5”.
3. “GOOD MORNING, I’M YOUR NEW TEACHER, 3. The teacher begins speaking in a very loud
MS. DANIELS. I’D LIKE TO START BY HAVING voice (volume of 4), as if she were in a
YOU ALL INTRODUCE YOURSELVES.” theater presenting to a large audience. She
says, “…”.
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4. The students look startled and lean back in
1.4.2 |
SCENARIO 2
their chairs in response. One of the students
in the front row jumps up. A young woman is talking to her friend, seated
5. “Excuse me. My name is Ms. Daniels. I’d 5. The teacher sees their reactions and adjusts side by side. What volume level should she use
like to start by having each of you introduce her tone to a very low volume (volume of -3), when speaking? Why?
yourselves.” as if she were speaking quietly in a library.
She says, “…”. SCENARIO 3
6. “It’s hard to hear you back here, can you 6. The students crane their necks forward to try
A student is presenting in a classroom of 20
please speak a little louder?” to hear her. One of the students in the back
people. What volume level should he use when
row raises her hands and says, “…”.
speaking? Why?
7. “My apologies. Is this better? Can everyone 7. The teacher says in an appropriate volume
hear me?” (volume of 1), “…”.
8. “Yes, I can hear you!” 8. A student in each row says, “…”. SCENARIO 4
“Me too, that’s perfect!”
A young woman is attending a networking event
“Much better!”
and is having a conversation with a group of 3-4
professionals. What volume level should she use
when speaking? Why?
SCENARIO 5
Exercise 5 A young man is greeting someone he knows in
Voiceover: an outdoor market, who is walking the other way
“Do you know how to adjust the volume of your voice to an appropriate volume for different situations? and doesn’t see him. What volume level should
A general guideline is to speak loudly enough so that the person in the back of the room can hear you he use when speaking? Why?
clearly.”
SCENARIO 6
Read each of the following scenarios and indicate where the speaker’s voice should fall on the volume
A young woman is seated at her market stall,
scale, and explain why.
talking to a potential customer from across a
Visuals: table. What volume level should she use when
1. Display a line across the screen to indicate a speaking? Why?
continuum.
2. At the left end, mark “Very low tone; whisper- Voiceover:
ing: -5”. “Well done! You are gaining an understanding of how to adjust your voice to communicate effectively in a
3. In the middle, mark “Normal conversational variety of situations.”
tone: 0”.
4. At the right end, mark “Very loud tone; shout-
ing: 5”.
5. Display the line and allow participants to indi-
cate where on the line each scenario falls. Activity quiz
I can describe what it means to be a confident person. 1 2 3 4 5

SCENARIO 1
I am able to tell the difference between the behaviours that convey high 1 2 3 4 5
A politician is speaking in a large theater to confidence and the behaviours that convey low confidence.
an audience of 200 people. What volume level
I understand that making a strong impression is not only about what you 1 2 3 4 5
should he use when speaking? Why? say, but also how you say it and how you act.
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1.4.3 | REFLECT: COMMITMENTS
1.4.3 |
R E F L EC T : C O MM I T ME N T S
Estimated time
5 minutes
Learning goal
To make a plan to practice your skills in voice projection, eye contact, body language and confidence.
Exercise 1
Voiceover:
“Confidence may not come easily at first. But if you continue to practice your skills in voice projection, eye
contact and body language, you can build your confidence and emit a confident impression!”
A popular technique to confidence building is “fake it till you make it”, which entails pretending to be con-
fident until you eventually develop the mind-set of a confident person. Using the vocal and body language
techniques reviewed in this lesson will help contribute to this. While it might feel unnatural or frightening
at first, you will soon become comfortable with these techniques. It might be easier to practice the new
communication skills while dealing with people who do not already know you well.
In the table below, write down one situation in which you will practice your newly-acquired skills.
I will practice my new skills in voice projection, eye contact, body language and confidence by…
Voiceover:
“Well done! Now you have a plan for building your confidence and putting your best self forward. Good
luck!”
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1.4.3 |
Activity quiz
R E F L EC T : C O MM I T ME N T S
I know that my new skills in voice projection, eye contact, body language 1 2 3 4 5
and confidence will take practice.
I have a plan for building my confidence and putting my best self forward. 1 2 3 4 5
Review
• No matter who you are talking to, listeners need to hear everything you are saying. As well as making
yourself heard, good voice projection lends confidence to your image. The person you are talking to is
more likely to listen attentively and to take you seriously.
• Voice projection is all about being understood clearly. Actors, teachers and people doing public speak-
ing all make use of projection.
• Eye contact and posture can be hugely influential in determining how others see us and react to us.
Highly confident people will generally maintain eye contact, while people with low confidence may either
look down or away. Highly confident people also maintain good posture of their head and neck, keeping
their head and neck very still. Keeping our head still greatly changes the way we feel about ourselves
and the way others see us. We feel and look more important. When we don’t move our heads, we have
more authority and people listen to what we have to say.
• The more confident we appear, the more other people will view us as confident. As a result, they will
treat us with greater respect and take us more seriously. Having confidence is important for young
people and the roles they play in civil society.
• Confidence may not come easily at first. By continuing to practice these techniques, you can build your
confidence and emit a confident impression. A popular technique to confidence building is “fake it till
you make it”, which entails pretending to be confident until you eventually develop the mind-set of a
confident person. While it might feel unnatural or frightening at first, you will soon become comfortable
with these techniques.
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2.1.0 | KNOWING MY RIGHTS:
PART 1 HUMAN RIGHTS
Overall outcome
2.1.0 |
In this lesson, we introduce participants to the concept of human rights. It encourages them to think
about what rights need to be protected by law if young people are to realise their full potential and find
happiness and fulfilment. Later sessions will build on this beginning, and focus more on Sexual and Re-
productive Health and Rights, and on agency.
PA RT 1 H UM A N R I G H T S
K N OW I N G M Y R I G H T S :
Lesson objective
A. Conclude that everyone has human rights, regardless of age, sex, class or ethnicity.
B. Analyse that the values inherent to human rights tally with their own views on what people need to live
in dignity.
C. Explain responsibilities in relation to upholding human rights.

A. Universal
Universal means something that covers and applies to everyone unconditionally, without exceptions.
B. Human Rights
Human rights are basic, fundamental principles and freedoms that belong to every person in the world,
regardless of age, sex, class, ethnicity or any other status and other sexual orientations.
C. United Nations
The United Nations (UN) is a group made up of all the governments of the world. The UN tries to ensure
that governments help people as best they can.
D. Rightsholders
Everyone is entitled to human rights, and all of us share the same human rights. As such, we are some-
times referred to as ‘rightsholders’.
E. Duty bearers
The responsibility for protecting, respecting and fulfilling human rights rests largely on governments.
They are sometimes referred to as ‘duty bearers’. But the responsibility for protecting rights also extends
beyond governments. In different situations, duty bearers might also include individuals (e.g. parents),
local organisations, religious organisations, private companies, aid donors and international institutions.
Other non-governmental organisations exist to help governments meet these duties, and to hold them
accountable if they fail to do so.
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Essential lessons Quizzes
Participants need to understand that: This lesson gives participants insight into their current understanding of the concept of human rights.
Everyone is entitled to human rights, and all of us share the same human rights. As such, we are some- The statements of the entry quiz will help to determine participants’ level of self-awareness regarding
times referred to as ‘rightsholders’. what human rights are, why human rights are important to living with dignity, what responsibilities people
have to uphold human rights, and examples of when people are denied human rights. If participants can
The responsibility for protecting, respecting and fulfilling human rights rests largely on governments. They answer all of these statements with a ‘5’, they can skip this lesson.
are sometimes referred to as ‘duty bearers’. Other non-governmental organisations (NGOs) exist to help
governments meet these duties, and to hold them accountable if they fail to do so. Some examples of The outcome quiz summarizes the most important learning take-aways for participant. Because these are
human rights NGOs include Amnesty International, Children’s Defense Fund, Human Rights Action Center, very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but partici-
2.1.0 |
Human Rights Watch, National Association for the Advancement of Colored People, and Oxfam Interna- pants are encouraged to share and discuss their answers with someone that knows them well.
tional. In different situations, duty bearers might also include individuals (e.g. parents), local organisa-
tions, religious organisations, private companies, aid donors and international institutions.
A. Entry quiz
The United Nations (UN) is an organisation made up of governments from all over the world. The UN aims This quiz includes 8 questions. The purpose of this test is to determine your existing knowledge of the
to ensure that governments help people as best they can. The UN has adopted the Universal Declaration concept of human rights so that the lesson can be tailored to your level of understanding.
of Human Rights (UDHR), which is a list of rights and freedoms that the governments of the world thought
were so important that they should be written down and protected. While the UDHR is not technically an Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
international law, it has influenced international treaties, national constitutions and other laws in coun- to 5 - Strongly Agree.
tries all over the world for nearly 70 years.
I understand that everyone has a role in protecting, respecting and 1 2 3 4 5
Human rights are based on common sense, and need not be a difficult, legalistic issue. Human rights fulfilling human rights.
need to be protected by law if young people are to realise their full potential and find happiness and
I can list three examples of human rights. 1 2 3 4 5
fulfilment.
I know why human rights are important to living with dignity. 1 2 3 4 5
I understand how human rights protect people from being treated 1 2 3 4 5
unfairly.
Extra take-aways I understand the Universal Declaration of Human Rights. 1 2 3 4 5

I can list three examples of rightsholders in the context of human rights. 1 2 3 4 5
As individuals, we have a role in protecting, respecting and fulfilling human rights. Every single person has
a responsibility to respect the rights of every other person. When we grow up learning to respect every hu- I can list three examples of duty bearers in the context of human rights. 1 2 3 4 5
man being equally, we come to respect human rights. Often, when we grow up learning to hold negative I can describe two examples of when people are denied their human 1 2 3 4 5
attitudes toward certain groups of people, we may treat them unfairly and deny them their rights. rights.
In reality, not everyone enjoys all of the rights outlined in the UDHR. While everyone should enjoy the
same rights, very often people’s rights are denied. Sometimes people do not enjoy their rights, depending
on local, social or economic structures. There are many organisations that exist to help put pressure on
governments to honour people’s rights. Some examples are Amnesty International, Children’s Defense
Great, it seems you have a good idea of the concept of human rights. If you want, you can skip this lesson
Fund, Human Rights Action Center, Human Rights Watch, National Association for the Advancement of
- but if you are curious, feel free to join us.
Colored People, and Oxfam International.

In the Start activity, the case studies tell the stories of Malala Yousafzai and the Dalai Lama. You may
choose to adapt or replace these case studies to fit your local context by using either real examples of
people from your own community or project, fictional examples that people can relate to or examples of
famous people.
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1. Name some examples of human rights outlined in the Universal Declaration of Human Rights
(UDHR).
2. Describe how the UDHR protects the human rights of all people universally.
3. Explain which human rights apply to your life and resonate most with you.
2.1.0 |
4. Name two things that you can do to protect and respect the rights of other people.
5. List one or two important people in your life with whom you can share your insights and lessons
learned about human rights.

you need to remind yourself of the concepts of human rights.

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2.1.1 | START: ACTIVISTS & DEFENDERS
Estimated time
2.1.1 |
10 minutes
A C T I V I S T S & D E F E ND E R S
S TA RT :
Learning goal
To understand that everyone has a role in protecting, respecting and fulfilling human rights.
Video or Text & image page

I. Testimonial example 1
SCENE 1
Voiceover:
“Let’s begin by looking at some testimonials of people who have fought for and defended human rights.”

1. Use either real examples of people from your
own community or project, fictional examples
that people can relate to or examples of
famous people.
2. Voiceover: “Malala Yousafzai was born on 12 2. Malala Yousafzai is pictured as a young activ-
July 1997 in the Swat District of Pakistan. ist fighting for the right to education for girls.
She fights for rights to education and for
women, especially in the Swat Valley.
3. Voiceover: “When she was 16, she founded 3. Malala is shown at the age of 16 founding
the Malala Fund, a non-governmental organi- her organisation, the Malala Fund.
zation that fights to ensure every girl receives
12 years of free, safe and quality education.”
4. Voiceover: “Malala became the youngest 4. At 17 years old, Malala receives the Nobel
Nobel Peace Prize winner at the age of 17 for Peace Prize for her work promoting young
her work promoting young people’s rights.” people’s rights.
5. Voiceover: “in the 2013, 2014 and 2015 is- 5. Malala is featured in the 2013, 2014 and
sues of Time magazine, Malala is named as 2015 issues of Time magazine, named as
one of the most influential people globally.” one of the most influential people globally.
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SCENE 2

1. Use either real examples of people from your
own community or project, fictional examples
that people can relate to or examples of
famous people.
2. Voiceover: “Tenzin Gyatso was born in 2. Tenzin Gyatso is pictured as a young child
Taktser, Amdo, Tibet, on 6 July 1935. When being selected as the 14th Dalai Lama, an
he was a young child, he was selected as important spiritual leader of the Tibetan
the 14th Dalai Lama, an important spiritual people.
2.1.1 |
leader of the Tibetan people.”
3. Voiceover: “He officially began his duties in 3. At the age of 15, he officially officially began
this position at the age of 15.” his duties as the 14th Dalai Lama.
4. Voiceover: “He won the Nobel Peace Prize in 4. His Holiness the Dalai Lama is shown as a
A C T I V I S T S & D E F E ND E R S
S TA RT :
1989 for his work on peace, human rights recipient of the Nobel Peace Prize in 1989
and nonviolence for the people of Tibet.” for his work on peace, human rights and
nonviolence for the people of Tibet.
5. Voiceover: “Throughout his lifetime, His 5. His Holiness the Dalai Lama is shown as
Holiness the Dalai Lama has advocated all an internationally-recognised advocate for
over the world for human rights, nonviolence, human rights, nonviolence, peace and com-
peace and compassion.” passion.
Activity quiz
I understand that everyone has a role in protecting, respecting and fulfill- 1 2 3 4 5

ing human rights.
I can list three examples of human rights. 1 2 3 4 5
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2.1.2 | LEARN: NEW PLANET
Estimated time
2.1.2 |
40 minutes
L E A R N : NE W P L A NE T
Learning goal
To understand how human rights are important to living with dignity and protecting people from being
treated unfairly.
Script
SCENE 1
Voiceover:

1. Voiceover: “You are amongst a group of a 1. A series of people are standing next to each
hundred people who have taken a journey on other, facing out, in front of a rocket.
a rocket to make a new life on a new planet.” 2. The characters have different physical attri-
2. Voiceover: “You were selected to go on this butes, nationalities and genders.
journey by the governments of Earth working 3. The characters are dressed for a journey on
together through the United Nations. The the rocket.
group was chosen to represent as diverse a 4. Two of the characters say, “…” All of the
group of humans as possible.” characters cheer and board the rocket one
3. Voiceover: “Are you ready for take-off?” by one.
4. “We’re ready!” 5. The rocket takes off and travels to another
“Let’s go!” planet.
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SCENE 2 all people in the diverse group of settlers? Are there any other rights that you think still need to be added?
Voiceover: Take a few minutes to edit your list now, if desired.

1. Voiceover: “The rocket is heading to another 1. A planet is pictured in its entirety, resembling
planet you can see in the distance.”
2. Voiceover: “The new planet is identical to
Earth from a distance.
2. The image zooms in on the planet, showing
Exercise 2
Earth in terms of environment and wildlife, its environment and wildlife, similar to Earth. Voiceover:
but no humans have ever been there.” No humans are present. “What do you think the new planet should be called?”
3. Voiceover: “There are no laws, no rules, no 3. The rocket lands on the planet.
traditions, no culture and no history.” Give a name to the new planet, and explain why you chose this name:
2.1.2 |
4. “What a ride!” 4. The characters begin de-boarding the rocket.
“We’re finally here!” Three of the characters say, “…” PLANET NAME REASON CHOSEN
“Let’s go check it out!”
Voiceover:
Voiceover:
“Imagine that you are one of the first settlers on the new planet. On your first day there, the settlers all
“Have you ever heard of the Universal Declaration of Human Rights? It’s a list of rights and freedoms that
gather for a meeting. You agree to create eight rights, protected by law, for the new planet. The laws will
the governments of the world thought were so important that they should be written down and protected
protect each person and allow them to lead full, happy and dignified lives.”
for all people. Let’s take a closer look in this exercise and see how it compares to your list of eight rights
to protect.”
In this exercise, you will brainstorm a list of everything you think the settlers would each need to have, or
to have access to, to live full, happy and dignified lives. Remember, the passengers on the rocket are as
Review the table below outlining the Universal Declaration of Human Rights (UDHR). Then, select the
diverse a group as the governments of the world could find. You should not assume that the other pas-
rights that overlap with the ones you chose in your list of eight rights to protect.
sengers come from the same backgrounds as you do, or that they hold the same opinions or beliefs.
THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR) (Full, Simplified Version)

In the table below, fill in your list of eight rights to protect, and explain the reasons you chose each one.
Article & Subject Description
RIGHTS TO PROTECT REASON CHOSEN Article 1: We are When we are born, we are free and we are equal, and each should be
equal treated in the same way. We are able to think and to tell right from wrong. We
1 Example: Freedom from slavery Example: Slavery shall not exist on the new
should treat others with friendship.
planet. Everyone on the new planet shall be a
free person. Article 2: Freedom We all have the same rights no matter what our race, skin colour, sex, lan-
from being treated guage, religion, opinions, family background, how rich or poor we are, age or
2
unfairly nationality.
3
Article 3: We are free You have the right to live, to be free and to feel safe.
4 Article 4: Freedom Nobody has the right to treat you as a slave, and you should not make any-
5 from slavery one your slave.
Article 5: No torture Nobody has the right to torture you, or harm you or humiliate you.
6
Article 6: You are a The law must treat you as a person.
7
person
8 Article 7: Right to The law is the same for everyone. Nobody is more important than you. You
equality are not more important than anyone else.
Voiceover:
Article 8: You can go You should be able to ask for legal help when your rights are not respected.
“Well done! Now you have a list of the rights you feel are most important for the new planet!”
to court
Looking at your list of the eight rights to protect, do you feel these rights are accessible and inclusive of
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THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR) (Full, Simplified Version) Article 26: Right to Everyone should be able to go to school. Primary schooling should be free.
Article & Subject Description education You should be able to learn a profession or skill or continue your studies as
far as you wish. At school, you should be able to develop all your talents.
Article 10: Right to a If you are accused of a crime, you have the right to a fair and public hearing. You should be taught to get along with others, whatever their race, religion
fair trial or background. Your parents have the right to choose how and what you are
Article 11: You are Nobody can just decide that you are guilty of a crime. You should always have taught at school.
innocent until it is the right to defend yourself. Nobody has the right to condemn you or punish Article 27: Right to You have the right to share in your community’s arts and sciences, and in
proved that you are you for something you have not done. take part in culture any good they do. Your works as an artist, a writer or a scientist should be
guilty protected, and you should be able to benefit from them.
Article 12. The right to You have the right to be protected if someone tries to harm your good name, Article 28: Right to a To ensure that your rights are respected, an ‘order’ must be established that
be left alone enter your house, open your mail, or bother you or your family without a good social order can protect them. This ‘order’ should be local and worldwide.
2.1.2 |
reason.
Article 29: Respon- The law should respect your human rights, and you should respect other
Article 13. Right to You have the right to come and go as you wish within your country. You have sibilities to your people’s human rights.
free movement the right to leave your country to go to another one; and you should be able community
to return to your country if you want.
Article 30: Your rights No person, group or government anywhere in the world should do anything to
Article 14: Right to go If someone hurts you, you have the right to go to another country and ask to must be protected harm these rights.
to another country to be kept safe.
be safe
Voiceover:
Article 15: Right to a You have the right to belong to a country and have a nationality. You can “Well done! Your list shows some overlap with the UDHR, and some new ideas too!”
nationality change nationality if you want.
Article 16: Right to When you are legally old enough, you have the right to marry and have a fam-
marry and have a ily. Women and men have the same rights when they are married and also
family when they are separated. Nobody should force you to marry.
Article 17: Right to You have the right to own things, and nobody has the right to take these from
Exercise 4
own property you without a good reason.
Voiceover:
Article 18: Right to You have the right to your own thoughts and to believe in and practice any “How does your list compare to the rights listed in the Universal Declaration of Human Rights?”
religion religion.
Article 19: Freedom of You have the right to think what you want and to say what you like. You If there are any new rights you wish to add for the planet after having seen the UDHR, you can enter them
opinion should be able to share your opinions with others, including people from now.
other countries.
RIGHTS TO PROTECT REASON CHOSEN
Article 20. Right to You have the right to meet peacefully with other people. No one can force
meet others you to belong to a group. 9 Example: Right to a fair trial Example: If someone is accused of a crime,
Article 21: Right to You have the right to take part in your government, either by holding office they shall have the right to a fair and public
play a part in govern- or by electing someone to represent you. Governments should be elected hearing.
ment and elections regularly, and voting should be undisclosed. 10
Article 22: Right to The society in which you live should help you to develop and to make the 11
help most of all the advantages (culture, work, social welfare) that are offered to
you and to everyone in your country. 12
Article 23: Right to You have the right to work, to be free to choose your work, and to receive a
work salary that allows you to live and support your family. If a man and a woman Voiceover:
do the same work, they should get the same pay. “Well done! You have some great ideas about which rights will be the most important on the new planet.”
Article 24: Right to You have the right to rest and free time. You work day should not be too long
rest and play and you should be able to take regular paid holidays.
Article 25: Right to a You have the right to the things you and your family need to have a healthy
decent living and comfortable life, including enough food, clothing, housing and medical
care. You have the right to receive help if you are out of work. Mothers and
children should receive special care and help.
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Take a look at Article 23 of the UDHR:
Script THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)
I. Learning experience Article 23: Right to You have the right to work, to be free to choose your work, and to receive a
work salary that allows you to live and support your family. If a man and a woman
Voiceover: do the same work, they should get the same pay.
“Imagine that you have been on the new planet for several years. Problems have begun to arise and not
everyone is happy.” Now, answer the following questions about Sarah’s story:
SCENE 1 NEW PLANET – SARAH’S STORY

2.1.2 |
Is Sarah being treated fairly or unfairly? Why do you say that?
1. Voiceover: “Sarah works picking fruit in an 1. A young woman, Sarah, is picking fruit in an
orchard on one of the planet’s new farms.” orchard on the new planet.
2. Voiceover: “Sarah is a hard worker and 2. Sarah works hard and appears to enjoy her Does the new planet have a law protecting Sarah?
enjoys her job picking fruit.” work.
If not, how would you word such a law if you had to do so in no more than two sentences?
SCENE 2
Can you find an article in the UDHR that would protect Sarah if she were still living back on Earth and
Character voices: Visuals: found herself in a similar situation?
1. Voiceover: “Sarah works alongside other 1. The image zooms out in the orchard and
women and men in the orchard, getting paid shows other workers, both female and male,
by the day.“ picking fruit. If you were Sarah, whose help or support would you seek?
2. Voiceover: “Recently, Sarah learned that the 2. The manager walks through the orchard,
male employees get paid at a slightly higher handing workers their day’s pay.
rate for doing exactly the same work.” 3. Sarah is standing next to the basket of fruit
Voiceover:
3. “Great work today, Sarah! Here’s your day’s she has picked. The manager comes over
“Well done! You can see how unequal pay affects Sarah and her rights.”
pay.” and says, “…” and hands Sarah her pay in a
4. Voiceover: “Sarah notices that her male stack of bills.
co-worker has picked the same amount of 4. Next, a male worker is shown next to his
fruit that day, and that he gets a taller stack basket with the same amount of fruit. The
of bills for his pay.” manager hands the male worker his pay in a
taller stack of bills.
Script
5. Sarah and the male worker are pictured I. Learning experience
side by side with their fruit baskets and their
stacks of bills. SCENE 1
1. Voiceover: “Let’s look at the case of Fatima, 1. A 14-year-old girl, Fatima, is happily on her
a 14-year-old girl who enjoys school. She has way to school with her two younger brothers.
two younger brothers and no sisters.”
Exercise 6 2. “Fatima, we are struggling with our finances 2. At home in the evening with her family, Fati-
and cannot afford to pay for staff to help us ma’s parents say to her, “…”
Voiceover: run the shop. We need to take you out of
“Do you think Sarah’s rights are protected by law on the new planet?” school so you can work in the shop instead.”
3. “But I love going to school and I don’t want to 3. Fatima objects and says, “…”
stop now – I’m only 14!”
4. “It is more important for your brothers to 4. Her parents respond, “…”
get an education. There is little point in you
continuing to go to school, because you will
be married off soon anyway.”
5. Voiceover: “Fatima’s parents follow through 5. The next day, Fatima is working in her par-
with their plan to have her start working in ents’ small shop. She misses going to school
their shop the next day.” and daydreams about it.
| 122 123 |
Exercise 7 Script
Voiceover: I. Learning experience
“Do you think Fatima’s rights are protected by law on the new planet?”
SCENE 1
Take a look at Article 26 of the UDHR:
1. Voiceover: “Lata and her husband Rami have 1. A young woman, Lata, is having a discussion
THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR) recently married. Lata is in her first year at with her husband, Rami.
Article 26: Right to Everyone should be able to go to school. Primary schooling should be free. college and is keen to complete her degree.”
2. “Now that we are married, you should stop 2. Rami says to Lata, “…”
2.1.2 |
education You should be able to learn a profession or skill or continue your studies as
far as you wish. At school, you should be able to develop all your talents. your studies and concentrate on having
You should be taught to get along with others, whatever their race, religion children.”
or background. Your parents have the right to choose how and what you are 3. “I like being in school, and I want to complete 3. Lata replies, “…”
taught at school. my degree. My plan is to go on the contra-
ceptive pill until I graduate. We can have
Now, answer the following questions about Fatima’s story: children after that.”
4. “Absolutely not! I forbid you to see the doctor 4. Rami grows very angry when he hears this,
about this!” and says, “…”
NEW PLANET – FATIMA’S STORY
Is Fatima being treated fairly or unfairly? Why do you say that?
Does the new planet have a law protecting Fatima?
Exercise 8
Voiceover:
“Do you think Lata’s rights are protected by law on the new planet?”
Can you find an article in the UDHR that would protect Fatima if she were still living back on Earth and
found herself in a similar situation?
A woman’s right to contraception is guaranteed in of a separate human rights treaty, the Convention on
the Elimination of All Forms of Discrimination Against Women (CEDAW). And recently the United Nations
If you were Fatima, whose help or support would you seek? declared that access to contraception is “a universal human right”.
CONVENTION ON THE ELIMINATION OF ALL FORMS OF

DISCRIMINATION AGAINST WOMEN (CEDAW)
Voiceover:
“Well done! You have a good sense of how Fatima’s right to education is being compromised.” Article 16(e) Men and women have “The same rights to decide freely and responsibly on
the number and spacing of their children and to have access to the informa-
tion, education and means to enable them to access these rights”.
Now, answer the following questions about Lata’s story:
NEW PLANET – LATA’S STORY

Is Lata being treated fairly or unfairly? Why do you say that?
Does the new planet have a law protecting Lata?
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Can you find an article in the UDHR that would protect Lata if she were still living back on Earth and
found herself in a similar situation?
If you were Lata, whose help or support would you seek?
Voiceover:
“Well done! As you can see, Lata is being denied her right to education and contraception.”
2.1.2 |
Activity quiz
I know why human rights are important to living with dignity. 1 2 3 4 5

I understand how human rights protect people from being treated 1 2 3 4 5
unfairly.
I understand the Universal Declaration of Human Rights. 1 2 3 4 5
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2.1.3 | REFLECT: RAISE YOUR SIGN
Estimated time
2.1.3 |
20 minutes
R E F L EC T : R A I S E YO U R S I G N
Learning goal
To reflect on the roles of rightsholders and duty bearers in the context of human rights, and examples of
when people do not enjoy or are denied their human rights.
Text & image page

Voiceover:
“You don’t have to be super smart, grown up or come from a rich environment to defend the rights and
freedoms most important to you. Everybody can speak up for what they believe is right. Remember the
activists and defenders at the start of the lesson? Malala Yousafzai and the Dalai Lama are two exam-
ples of people who have always followed their heart and spoken up for what is right. You can do it too!”
Visuals:
1. Image of Malala Yousafzai and the Dalai
Lama standing together, highlighting their
individual contributions to human rights:
• Malala Yousafzai is pictured as an activist
fighting for the right to education for girls.
• The Dalai Lama is pictured as a spiritual
leader and advocate for peace, human
rights, nonviolence and compassion.
Voiceover:
“All of us share the same human rights. This makes us ‘rightsholders’. We all have a responsibility to re-
spect the rights of every other person. When we grow up learning to respect every human being equally,
we come to respect human rights. If we grow up learning to hold negative attitudes toward certain groups
of people, we may treat them unfairly and deny them their rights.”
“The responsibility for protecting, respecting and fulfilling human rights rests largely on governments.
This makes them ‘duty bearers’. But the responsibility for protecting rights also extends beyond govern-
| 128 129 |
ments. In different situations, duty bearers might also include individuals (e.g. parents), local organ-
isations, religious organisations, private companies, aid donors and international institutions. Other
non-governmental organisations (NGOs) exist to help governments honour people’s rights, and to hold Exercise 2
them to account if they fail to do so.”
Now, choose an article of the UDHR that particularly resonates with you. Who are the rightsholders here
The table below outlines the roles and responsibilities of rightsholders and duty bearers: and which government department could be considered the duty bearer?
RIGHTSHOLDERS DUTY BEARERS Article/Right: Example: Article 23 – Right to work and receive equal pay
• Every person is a rightsholder, as we all share • Governments Rightsholders: Example: All women and men
the same human rights. • Individuals (e.g. parents)
• Local organisations Duty bearers: Example: Government agencies protecting workers’ rights, and workers’
2.1.3 |
• Religious organisations unions.
• Private companies
• Aid donors
• International institutions
• Responsible for respecting the rights of every
other person.
• Responsible for protecting, respecting and
fulfilling human rights.
Exercise 3
• Many organisations exist to help put pressure • NGOs help governments meet these duties,
Now, imagine you are designing a sign or poster that advocates for some issue on behalf of rightsholders.
on governments to honour people’s rights. and to hold them to account if they fail to
Write in the text of your sign here.
do so.
Exercise 1
“Do you think that, in reality, everyone enjoys all of the rights outlined in the UDHR?” “Well done! Write down your poster idea and share it with someone you trust.”
In this exercise, reflect on why sometimes people do not enjoy or are denied their rights, and list some
examples from your world.
Activity quiz
EXAMPLES OF WHEN PEOPLE ARE DENIED REASONS WHY PEOPLE ARE DENIED THEIR
THEIR HUMAN RIGHTS HUMAN RIGHTS Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
Example: Women are often paid less than men Example: Social and economic structures that
for doing the same work. accept unequal pay for women.
I can list three examples of rightsholders in the context of human rights. 1 2 3 4 5
I can list three examples of duty bearers in the context of human rights. 1 2 3 4 5
I can describe two examples of when people are denied their human 1 2 3 4 5
rights.
Voiceover:
“Well done! You understand that while everyone should enjoy the same rights, very often people’s rights
are denied.”
| 130 131 |
Review
• Everyone is entitled to human rights, and all of us share the same human rights. As such, we are some-
times referred to as ‘rightsholders’.
• The responsibility for protecting, respecting and fulfilling human rights rests largely on governments.
They are sometimes referred to as ‘duty bearers’. Other non-governmental organisations (NGOs) exist
to help governments meet these duties, and to hold them accountable if they fail to do so. In different
situations, duty bearers might also include individuals (e.g. parents), local organisations, religious
2.1.3 |
organisations, private companies, aid donors and international institutions.
• The United Nations (UN) is an organisation made up of governments from all over the world. The UN
aims to ensure that governments help people as best they can.
• The UN has adopted the Universal Declaration of Human Rights (UDHR), which is a list of rights and
freedoms that the governments of the world thought were so important that they should be written
down and protected. While the UDHR is not technically an international law, it has influenced interna-
tional treaties, national constitutions and other laws in countries all over the world for nearly 70 years.
• Human rights are based on common sense, and need not be a difficult, legalistic issue. Human rights
need to be protected by law if young people are to realise their full potential and find happiness and
fulfilment.
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2.2.0 | KNOWING MY RIGHTS:
PART 2 MAKE CHANGE
Overall outcome
2.2.0 |
This lesson reinforces the concept of rights as essential to human happiness and well-being. It locates
sexuality and reproduction within this paradigm, and stresses that rights imply corresponding responsi-
bilities. The need to protect our own rights and those of others is raised here so that it can be more fully
developed later on.
PA RT 2 M A K E C H A N G E
Lesson objective
A. Explain that rights equate to fundamental standards of living, which we cannot do without if we are to
live in dignity.
B. Analyze how fundamental standards of living include areas such as sexuality and reproduction.
C. Identify different rights and the responsibilities associated with them.
D. Utilize they can use the power of advocacy as one of the mechanisms for social change.

A. Rights
Rights are conditions that need to be in place if people are to live full and happy lives. Rights equate to
fundamental standards of living, which we cannot do without if we are to live in dignity.
B. Responsibilities
For every right that we are guaranteed, we have a corresponding responsibility to act in a manner that is
true to that right. For example, if you have a right to food, you also have a responsibility not to waste food.
Every single person has a responsibility to respect the rights of every other person. It is important to take
on these responsibilities. If we do not, it will prevent other people from enjoying their rights. We cannot
make the most of our own rights if others don’t respect them.
C. Needs
Needs are things that we cannot do without if we are to live our lives with dignity. They are the absolute
basics for living a decent life, and are therefore guaranteed to us as rights.
D. Wants
Wants are things that are desirable, but not necessary. Wants are lovely things, but we can lead a life of
dignity without them if we have to.
E. Rightsholders
Everyone is entitled to human rights, and all of us share the same human rights. As such, we are some-
| 134 135 |
times referred to as ‘rightsholders’. In the Learn activity, the participants’ responses for “Why it’s important to take on this responsibility”
should highlight the consequences of not doing so, for example: “People will become uncaring”; “It will
F. Duty bearers prevent other people from enjoying their rights”; or “I won’t be able to make the most of my own rights if
The responsibility for protecting, respecting and fulfilling human rights rests largely on governments. others don’t respect them”.
They are sometimes referred to as ‘duty bearers’. But the responsibility for protecting rights also extends
beyond governments. In different situations, duty bearers might also include individuals (e.g. parents), Finally, in the Learn activity, here is a handy key to ‘needs’ and ‘wants’ to help you guide participants:
local organisations, religious organisations, private companies, aid donors and international institutions.
Other non-governmental organisations exist to help governments meet these duties, and to hold them
accountable if they fail to do so.
G. Contraceptives Quizzes
Contraceptives are methods used to avoid pregnancy and/or protect against sexually transmitted infec-
2.2.0 |
This lesson gives participants insight into their current understanding of the concept of human rights and
tions (STIs). Using either male or female condoms are the only methods that provide protection against
that sexual and reproductive rights are included within the essential human rights. The statements of the
unintended pregnancies and STIs, including HIV. Other examples of contraceptives include oral contra-
entry quiz will help to determine the participants’ level of self-awareness regarding the human rights we
ceptives (birth control pills), hormonal implants (in upper arm), hormonal injections, contraceptive patch,
all share, that rights are universal and unconditional, and that nobody should be discriminated against for
contraceptive vaginal ring, and intrauterine devices. These methods only protect against unintended
their sexuality. If participants can answer all of these statements with a ‘5’, they can skip this lesson.
pregnancies, but do not provide protection from STIs. For all of these methods, the effectiveness depends
on correct and consistent usage.
Essential lessons A. Entry quiz

Participants need to understand that: This quiz includes 10 questions. The purpose of this quiz is to determine your existing knowledge of the
Everyone should be allowed to lead lives that are free from bias, discrimination and persecution based concept of human rights so that the lesson can be tailored to your level of understanding.
on their religion, ethnicity, class, gender, or social and economic background. All people should be able
to make basic decisions to protect their own body and future. And everyone should have a fair say in Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
establishing rules and law. to 5 - Strongly Agree.
We all share the same basic human rights, conditions that need to be in place if people are to live full and I understand that everyone shares the same rights. 1 2 3 4 5
happy lives. Rights equate to fundamental standards of living, which we cannot do without if we are to live
I understand that rights are not earned. 1 2 3 4 5
in dignity. Human rights embrace and include sexual and reproductive rights.
I understand that rights are never conditional on good behaviour. 1 2 3 4 5
Promoting the rights of all young people is an important part of being a change agent and contributing to
I understand that nobody should be discriminated against or persecuted 1 2 3 4 5
a just and fair society. It is important to understand that everyone shares the same rights, that rights are
for their sexuality.
not earned, that they are never conditional on good behaviour, and that nobody should be discriminated
against or persecuted for their sexuality. I understand what wants and needs are. 1 2 3 4 5
I can explain the difference between wants and needs. 1 2 3 4 5
The goal of this lesson is to establish key rights, and to recognise that promoting the rights of all young
I understand that rights are essential to living with dignity, but that the 1 2 3 4 5
people is an important part of being a change agent and contributing to a just and fair society.
same rights not necessarily protected for everyone.
I can think of two examples of how rights are linked to corresponding 1 2 3 4 5
responsibilities.
I can think of two examples of how young people can help to protect their 1 2 3 4 5
Extra take-aways rights and the rights of others.
The goal of this lesson is to help participants to see that human rights embrace and include sexual and I know how to make a Tree Poem to express what I think is important 1 2 3 4 5
reproductive rights. The purpose of the Take a Stand exercise is to allow participants to think through about rights.
their views.
For the table on Rights and Responsibilities in the Learn activity, make sure to leave the Responsibilities
column empty. The examples included are just to offer you some suggestions of possible answers.
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Great, it seems you have a good idea of the concept of human rights. If you want, you can skip this lesson Responses and worksheets
– but if you are curious, feel free to join us.
B. Outcome Quiz
2.2.0 |
1. Explain why you think that rights are not earned or conditional on good behavior.
2. Write down what you feel are the four most important rights and why.
3. Explain the difference between wants and needs.
4. Describe one thing you can do to help protect the rights of others.
5. List one or two important people in your life with whom you can share your Tree Poem on rights.

you need to remind yourself of the concept of human rights.
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2.2.1 | START: TAKE A STAND
Estimated time
2.2.1 |
20 minutes
TA K E A S TA ND
S TA RT :
Learning goal
To demonstrate that we all share the same rights, that rights are not earned, that they are never con-
ditional on good behaviour, and that nobody should be discriminated against or persecuted for their
sexuality.
Exercise 1
Voiceover:
AGREE DISAGREE UNSURE
“Everyone should have the right to pursue happiness and to

pursue their dreams.”
Why did you choose this response?
“Everyone should be allowed to lead lives that are free

from bias, discrimination and persecution based on their
religion, ethnicity, class, gender, or social and economic
background.”
“Everyone should be able to make basic decisions to protect

their own body and future.”
“Everyone should have a fair say in establishing rules and

law.”
Voiceover:
“Well done! Now, let’s look at the stories of Sarah, Fatima and Lata. Then you’ll see if any of your re-
sponses change.”
| 140 141 |
SCENE 1 Can you think of three examples of people
whose rights had been abused or denied?
1. “I was paid less than men for doing the same 1. Show the characters Sarah, Fatima & Lata
job.” (see Knowing My Rights: Part 1 Human (Examples: Sarah was the victim of gender
2. “I was denied my right to education.” Rights). discrimination as she was paid less than men for
3. “I was denied access to information and to 2. They are pictured in a row facing the screen. doing the same job. Fatima was denied her right
contraception.” 3. Sarah is highlighted as she steps forward to education. Lata was denied access to informa-
and says, “…” tion and to contraception.)
4. Fatima is highlighted as she steps forward What is another name for someone who has
and says, “…” rights?
2.2.1 |
5. Lata is highlighted as she steps forward and
says, “…” (Answer: a rightsholder.)
What do we call those organisations that are re-
TA K E A S TA ND
S TA RT :
sponsible for making sure people get the rights
Reflect on the stories of Sarah, Fatima and Lata, and think about any similar situations you may have they are entitled to?
encountered in your own life. Do you want to change your position on any of the statements in Exercise 1? (Answer: duty bearers.)
Make any changes that you would like to make in the table now.
Voiceover:
Voiceover: “Well done! Next, we’ll review some basic information about human rights. Then you’ll have “Well done! Next, you can respond to the same set of statements again from Exercise 1 to see if your
another chance to see if your responses change.” opinions have changed.”
Exercise 2
In this exercise, think about what you know about human rights and answer the following questions:
How would you explain what a right is?
(Suggested answer: A condition that needs to be

in place if people are to live full and happy lives.)
The governments of the world have agreed on a
list of such rights. What is it called?
(Answer: Universal Declaration of Human Rights.)

What are some specific rights you know about?
Does everyone always enjoy or have access to

the same rights?
(Suggested answer: In theory yes, but sadly not
always in practice as some people’s rights are
denied.)
| 142 143 |
Exercise 3 Activity quiz
Look at the statements again, and once again choose your responses. This time, remember that the Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
statements also apply to peoples’ intimate and sexual lives and to their reproductive faculties. to 5 - Strongly Agree.
As you consider each statement again, remember the stories of Sarah, Fatima & Lata: I understand that everyone shares the same rights. 1 2 3 4 5
I understand that rights are not earned. 1 2 3 4 5
Visuals:
I understand that rights are never conditional on good behaviour. 1 2 3 4 5
1. Images of Sarah, Fatima & Lata side by side
I understand that nobody should be discriminated against or persecuted 1 2 3 4 5
2.2.1 |
for their sexuality.
AGREE DISAGREE UNSURE
TA K E A S TA ND
S TA RT :
“Everyone should have the right to pursue happiness and to
pursue their dreams.”
“Everyone should be allowed to lead lives that are free

from bias, discrimination and persecution based on their
religion, ethnicity, class, gender, or social and economic
background.”
“Everyone should be able to make basic decisions to protect

their own body and future.”
“Everyone should have a fair say in establishing rules and

law.”
Voiceover:
“Well done! As we explore these ideas more and more, our opinions may change to reflect what we
learned.”
As we continue in the lesson, remember that these statements all hold true for individuals regardless of
their sexual orientation or the decisions they take about their own reproductive organs.
| 144 145 |
2.2.2 | LEARN: NEEDS AND WANTS
CARD GAME
Estimated time
15 minutes
2.2.2 |
C A R D G A ME
L E A R N : NE E D S A ND WA N T S
Learning goal
To distinguish between wants and needs and to conclude that rights are not necessarily protected for
everyone.
Exercise 1
Voiceover:
“Do you know the difference between needs and wants? How would you distinguish between things that
you cannot do without, and things that are desirable but not necessary? Let’s explore these ideas more
by playing a card game. Are you ready? Have fun!”
Below you’ll find three categories: Most Important, Important and Less Important. You also have a set of
Needs and Wants Cards. Take your ‘Needs and Wants Cards’ and place them one by one under the cate-
gory to which you think they belong. Note that the Most Important category can only have six cards.
MOST IMPORTANT IMPORTANT LESS IMPORTANT
Health care, including A bicycle

access to contraceptives
Opportunities to share Money to spend

your opinions as you like
Clean water Your own bedroom
| 146 147 |
Voiceover:
MOST IMPORTANT IMPORTANT LESS IMPORTANT “Well done! You’re absolutely right that while everyone shares the same rights, in reality these rights are
not necessarily met and protected for everyone.”
A personal computer Chocolate ice cream

at the weekends
Choosing your own A personal music player Exercise 3

husband or wife
Now, let’s talk about wants vs. needs. In your own words, explain how would you define both terms, and
describe the difference between them.
Fast food Play and recreation
2.2.2 |
Wants
Education Opportunities to
practice your own culture, Needs
language, and religion What’s the difference
C A R D G A ME
between them?
A mobile phone
Voiceover:
“Well done! You have a good sense of the difference between needs vs. wants.”
Voiceover:
“Well done! As you can see, some items are clearly more important than others, and some items fall in
the middle.”
Exercise 4
Let’s play another game with the Needs and Wants Cards. This time, divide the cards into two categories,
Exercise 2 ‘needs’ and ‘wants’.
Voiceover:
“Take a look at the items you placed under the Most Important category. Consider that these items rep-
NEEDS WANTS
resent needs – and also rights. We cannot do without these things if we are to live our lives with dignity,
and therefore they are guaranteed to us as rights.”
Please share what you chose as the six most important rights and why you chose them. Then, explain NEEDS AND WANTS CARDS
whether or not these six rights are met and protected for everyone.
Health care, including A bicycle
access to contraceptives
MOST IMPORTANT RIGHTS WHY? ARE THEY MET AND PROTECT-
ED FOR EVERYONE? WHY OR
WHY NOT? Opportunities to share Money to spend
your opinions as you like
Example: Health care, including Example: The right to health is Example: No, because many
access to contraceptives essential for living a decent life. people do not have access to
Clean water Your own bedroom
health care or contraceptives.
1. A personal computer Chocolate ice cream
2. at the weekends
3.
Choosing your own A personal music player
4. husband or wife
5.
Fast food Play and recreation
6.
| 148 149 |
NEEDS WANTS
Activity quiz
Education Opportunities to Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
practice your own culture, to 5 - Strongly Agree.
language, and religion
I understand what wants and needs are. 1 2 3 4 5
A mobile phone I can explain the difference between wants and needs. 1 2 3 4 5
I understand that rights are essential to living with dignity, but that the 1 2 3 4 5
Voiceover: same rights not necessarily protected for everyone.
2.2.2 |
“Well done! Let’s look more closely at why you chose ‘needs’ or ‘wants’ for each item.”
C A R D G A ME
Exercise 5
In the table below, share which cards you chose as ‘needs’ and which as ‘wants’ , and why.
NEEDS WHY? WANTS Why?
Example: Education Example: Education is Example: Fast food Example: Fast food can
necessary for living a be desirable, but is not
life with dignity. something necessary.
Voiceover:
“Well done! Can you see how needs are linked to rights?”
‘Needs’ are things that we cannot do without if we are to live our lives with dignity. They are the absolute
basics for living a decent life, and are therefore guaranteed to us as rights. ‘Wants’, on the other hand are
lovely things, but we can lead a life of dignity without them if we have to.
| 150 151 |
2.2.3 | LEARN: LINKING RIGHTS
AND RESPONSIBILITIES
Estimated time
2.2.3 |
35 minutes
A ND R E S P O N S I B I L I T I E S
LEARN: LINKING RIGHTS
Learning goal
To justify that every right that we are guaranteed, we have a corresponding responsibility, and to under-
stand how to ensure protections of our rights.
Script
SCENE 1
| 152 153 |
1. A classroom is pictured with 1 teacher and You have the right to be taken
8-12 students. seriously and to give your
2. “Today we’re going to talk about rights and 2. The teacher is leading a discussion about opinions…
responsibilities. First, you have to understand rights and responsibilities. The teacher says, (Example: …and the responsi-
that for every right that we are guaranteed, “…” bility to listen to the opinions of
common sense usually suggests a corre- others with respect, even if you
sponding responsibility. What do I mean by don’t agree with them.)
that? Well, for example, if you have a right to You have the right to health
food, what is your responsibility? Who wants care, medical information and
to take a guess?” contraception…
3. “Not to waste food?” 3. The students look around the room at each (Example: ...and the responsibil-
2.2.3 |
other. Student 1 raises his/her hand says, ity to stay fit and healthy.)
“…”
4. “That’s right! Now, what if you have a right 4. The teacher responds, “…” You have the right not to be
to free, basic education up to the age of 14, discriminated against on the
what is your responsibility?” grounds of your religion, ethnici-
5. “To try your hardest in school!” 5. Student 2 raises his/her hand and says, “…” ty, gender, sexual orientation, or (Example: …and the respon-
6. “Yes, very good! Who can think of another 6. The teacher responds, “…” social or economic class... sibility not to discriminate
right?” against others on any of these
7. “Our health?” 7. Student 3 says, “…” grounds.)
8. “Great, now what is the responsibility that 8. The teacher responds, “…” You have the right to work…
corresponds to the right to health care?”
9. “To keep fit and look after your health?” 9. Student 4 raises his/her hand and says, “…”
10. “Yeah!” 10. The teacher and students all agree, and (Example: …and the responsibil-
“Good idea!” say, “…” ity to work hard.)
“I like that!”
Voiceover:
“Well done! You’ve explored some important rights and responsibilities, and the reasons why they are
important.”
Exercise 1
Voiceover:
“Just like the teacher and students were discussing, rights are linked to responsibilities. Can you think of Exercise 2
some responsibilities that go along with some of our basic human rights?”
Now, let’s think about protections of these rights. How can you ensure that there are no violations of
Take a look at the table below about rights and responsibilities. In this exercise, you will: rights?
• Decide what responsibility each right implies. Example: I can learn about the human rights that everyone shares and be able to recognize when
• Explain why it’s important to take on these responsibilities rights are being denied or violated.
RIGHTS RESPONSIBILITIES WHY IT’S IMPORTANT TO TAKE

ON THIS RESPONSIBILITY
You have the right to a good What can you do to ensure the promotion of the rights of young people around you?
education…
Example: I can speak up when I see someone’s rights are being violated.
Example: …and the responsi- Example: Because a good ed-
bility to study hard and respect ucation is important to living a
your teachers. life with dignity, and you should
take the opportunity for educa-
tion seriously.
| 154 155 |
Voiceover:
“Well done! Let’s play another game to explore the links between rights and responsibilities even more.”
Exercise 3
Voiceover:
“Now we’re going to play a card game about rights and responsibilities. Are you ready? Have fun!”
Visuals:
2.2.3 |
1. Show a set of cards.
2. Shuffle the cards and spread them out, face
down.
This set of cards is made up of pairs. Half are Rights and half are Responsibility cards. For each Rights
card, there is a matching Responsibility card. The game requires you to try to remember the position of
each card. It ends when all the cards have been paired up.
RIGHTS CARDS RESPONSIBILITY CARDS
You have the right to a good education… …and the responsibility to study hard and
respect your teachers.
You have the right to be taken seriously and to …and the responsibility to listen to the opin-
give your opinions… ions of others with respect, even if you don’t
agree with them.
You have the right to health care, medical …and the responsibility to stay fit and healthy.
information and contraception…
You have the right not to be discriminated …and the responsibility not to discriminate
against on the grounds of your religion, eth- against others on any of these grounds.
nicity, gender, sexual orientation, or social or
economic class...
You have the right to work… …and the responsibility to work hard.
How to play:
1. Select a card and turn it over.
2. Then, select a second card and turn it over. If the two make a matching pair, you can set them aside
and keep them. If the two cards do not make a pair, you must turn them back face down, and leave
them where they were found.
3. Then you continue with the next set of cards. And so on.
Voiceover:
“Great job! If possible, share your lessons learned with someone you trust. Sharing it will keep it fresh in
your mind!”
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2.2.4 | REFLECT: TREE POEM
Estimated time
2.2.4 |
15 minutes
Learning goal
To make a Tree Poem to express some important qualities about rights.
Exercise 1
Voiceover:
“We’ll end this lesson by using the Tree Poem format to express what rights are in your own words.”
Here are the rules for writing a Tree Poem:
TREE POEM RULES

Voiceover:
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Voiceover:
“Well done! You have come a long way in this lesson!”
What goes on each of the five lines? Shape Example
One word. __ Banana
Two important features of this word.. __ __ Yellow, Tasty
Three words describing actions or __ __ __ Changes, feeds, enjoys Activity quiz

motions (what the topic does or what Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
and in the present tense.
Four-word sentence or expression. __ __ __ __ Four for one euro
2.2.4 |
One word summary (synonym, meta- __ Fruit about rights.
phor or image).
Voiceover:
“Now it’s your turn! Are you ready?”
Review
Now it’s your turn to write a Tree Poem on rights. Fill in the table provided to write your own Tree Poem
about rights. This is a five-line summary or description.
• Everyone should be allowed to lead lives that are free from bias, discrimination and persecution based
on their religion, ethnicity, class, gender, or social and economic background. All people should be able
TREE POEM ON RIGHTS to make basic decisions to protect their own body and future. And everyone should have a fair say in
What goes on each of the five lines? Shape Example establishing rules and law.
• We all share the same basic human rights, conditions that need to be in place if people are to live full
One word. __ Rights
and happy lives. Rights equate to fundamental standards of living, which we cannot do without if we
Two important features of this word.. __ __ are to live in dignity. Human rights embrace and include sexual and reproductive rights.
• Promoting the rights of all young people is an important part of being a change agent and contributing
to a just and fair society. It is important to understand that everyone shares the same rights, that rights
are not earned, that they are never conditional on good behaviour, and that nobody should be discrimi-
and in the present tense. nated against or persecuted for their sexuality.
• The goal of this lesson is to establish key rights, and to recognise that promoting the rights of all young
people is an important part of being a change agent and contributing to a just and fair society.
phor or image).
Voiceover:
Exercise 2
Now, share what you have learned in this lesson. Write down your answers to the following questions:
What are some key rights and responsibilities?
Who has the responsibility to ensure that young

people’s rights are protected?
How can young people help to protect their rights
and the rights of others?
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2.3.0 | STANDING UP FOR MY RIGHTS
Overall outcome
2.3.0 |
This lesson aims to bring together the learnings and skills built through the previous lessons on knowing
our rights and how young people can actively participate in bringing about change. Standing up for their
own and everyone else’s rights for a just and fair society requires young people to know their rights and
responsibilities, and to have the skills to organise and contribute positively. This includes working in a job
RIGHTS
S TA ND I N G U P F O R M Y
or starting an enterprise, which is a key transition into adulthood and signifies independence and respon-
sibility. In this lesson, participants will take up the challenge of making positive changes in their lives, and
the second Learn activity will require them to come up with a campaign plan.
Lesson objective
A. Define three characteristics of people who are changemakers.
B. Identify changemakers in their community.
C. Identify at least one area where they can make a difference within their community.

A. Activism
Activism means to take action to support an initiative, campaign or other advocacy effort, usually for
political or social change.
B. Change
Change means to contribute by affecting things positively to benefit all the people in a community. One
way to become an advocate of change is to support or start an initiative, campaign or other advocacy
effort that advances something you believe will improve people’s lives.
C. Community
Community can mean a group of people living in the same place. Community can also mean a group
of people that shares something in common, such as the same interests, attitudes, language, religion,
culture, or some other form of identity.
D. Rights
Rights are conditions that need to be in place if people are to live full and happy lives. Rights equate to
fundamental standards of living, which we cannot do without if we are to live in dignity.
E. Responsibilities
For every right that we are guaranteed, we have a corresponding responsibility to act in a manner that is
| 162 163 |
true to that right. For example, if you have a right to food, you also have a responsibility not to waste food. The outcome quiz summarizes the most important learning take-aways for participants. Because these
Every single person has a responsibility to respect the rights of every other person. It is important to take are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
on these responsibilities. If we do not, it will prevent other people from enjoying their rights. We cannot ticipants are encouraged to share and discuss their answers with someone that knows them well.
make the most of our own rights if others don’t respect them.
A. Entry quiz
Essential lessons concept of standing up for your rights and making positive change in your life, so that the lesson can be
Young people can actively participate in bringing about change. The goal of this lesson is to identify what
2.3.0 |
it takes to stand up for one’s rights and the rights of others, as well as ways in which you can begin to
challenge rights violations and injustices in schools and communities. By standing up for your own and
everyone else’s rights for a just and fair society, young people learn their rights and responsibilities, and
gain the skills to organise and contribute positively. I can identify individuals or organisations that are making positive chang- 1 2 3 4 5
RIGHTS
es in the community.
Working in a job or starting an enterprise allows young people to learn independence and responsibility, I can identify what makes people changemakers. 1 2 3 4 5
and provides a key transition into adulthood. In this lesson, you will investigate what young people can do
to become advocates of change, and begin to take up the challenge of making positive changes in your I am aware of solutions and actions that can solve community rights 1 2 3 4 5
violations and other problems.
lives.
I have some ideas for community issues or problems to address. 1 2 3 4 5
It is important to explore concrete ideas for improving the community. Change takes time. You can most I can identify changes that are tangible and realistic to achieve. 1 2 3 4 5
likely only begin with one action step, so it’s important to make that first step small and doable.
I know that I have what it takes to be a changemaker. 1 2 3 4 5
Some examples for ways to make change include: speaking to elected officials; writing a letter to the
editor; contacting the media; starting a petition; joining a human rights organization; attending a public I have a clear idea of what I would like to change in my community.
meeting; volunteering; voting; attending or organising a rally, demonstration, march, protest, strike or
boycott.
Great, it seems you have a good idea of the concept of standing up for your rights and making positive
change in your life. If you want, you can skip this lesson – but if you are curious, feel free to join us.
Extra take-aways
This lesson provides participants with a forum in which to start planning a social enterprise. Both exer- Feedback for at least one answer of ‘4’ or lower:
cises in the Learn activity will enable participants to investigate what young people can do to become Great, it seems there is still some learning in this lesson for you. Let’s get started.
advocates of change.
Emphasise the importance of giving concrete suggestions for improving the community. Manage partici- B. Outcome quiz
This quiz includes 5 open-ended questions. The answers are very personal and there is no right or wrong.
pants’ expectations. Make them understand that change takes time. Let them know that it’s most likely However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
they can only begin with one action step, so it’s important to make that first step small and doable.
Finally, the Learn: Choosing Your Way of Change activity can be used to make some key decisions on
starting an enterprise.
Quizzes
This lesson gives participants insight into their current understanding of the concept of standing up for
their rights and making positive change in their lives. The statements of the entry quiz will help to deter-
mine the participants’ level of self-awareness regarding standing up for their rights and making positive
change in their lives. If participants can answer all of these statements with a ‘5’, they can skip this
lesson.
| 164 165 |
1. Describe the qualities of a changemaker.

2. Describe an issue or problem that you would like to change in your community.
2.3.0 |
RIGHTS
3. Describe two steps you can take to begin to solve an issue or problem identified in your community.
4. Explain how to identify changes that are tangible and realistic to achieve.
5. List one or two important people in your life with whom you can share your plans to make change in
your community.

you need to remind yourself of the concept of standing up for your rights and making positive change in
your life.
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2.3.1 | START: THE ESSENTIALS OF
A CHANGEMAKER
Estimated time
2.3.1 |
30 minutes
A CHANGEMAKER
S TA RT : T H E E S S E N T I A L S O F
Learning goal
To identify the essential characteristics of a changemaker.
Exercise 1
Voiceover:
Voiceover: “Do you know any heroes, activists or changemakers? Who do you know that makes positive
things happen in your community or in the world?”
In this activity, you will identify individuals or organisations that are making positive changes in the com-
munity, and explore what makes them changemakers.
Choose three people who you think have made a difference in your community or in the world. Include
both males and females on your list. These people could be:
• A fictional superhero.
• A local community changemaker.
• A well-known historical figure (e.g. Gandhi, Mother Teresa, Nelson Mandela, etc.).
• Somebody who might not be famous but who you really admire.
In the table below, write down the names of three people you consider to be changemakers. Then, de-
scribe the different characteristics and backgrounds of your changemakers. These should include:
• Age, sex or nationality.

• The work that they do/did.
• The attitudes they (have) exhibited.
• The challenges they face/faced.
Next, list characteristics that make these people stand out as changemakers (e.g. inspiring, passionate,
and driven). You should write down as many as you can.
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Name of changemaker Background (e.g. age, sex, Personal characteristics that
nationality, work, attitudes, make him/her a changemak-
challenges) er (e.g. inspiring, passionate,
driven)
1.
2.
3.
Finally, write the characteristics that your three people have in common.
2.3.1 |
A CHANGEMAKER
S TA RT : T H E E S S E N T I A L S O F
Voiceover:
“Well done! You have a good sense of the essential characteristics of a changemaker.”
Activity quiz
I can identify individuals or organisations that are making positive chang- 1 2 3 4 5

es in the community.
I can identify what makes people changemakers. 1 2 3 4 5
| 170 171 |
2.3.2 | LEARN: THE CHANGEMAKING BANK
Estimated time
2.3.2 |
45 minutes
BANK
LEARN: THE CHANGEMAKING
Learning goal
To identify solutions and actions to solve community rights violations and other problems.
Exercise 1
Voiceover:
“Can you think of any examples of people who have had their rights denied or abused? Do you know any
stories of discrimination or other injustices?”
Think about rights violations you know about from previous lessons, experiences or from your own local
research. Some examples may include gender discrimination, unequal access to medical information
including contraception, unequal access to education for women, women earning less on average than
men for doing the same work, and the issue of child marriage. These examples might help you identify
similar rights violations and other problems in the local community.
In this activity, you will be using ‘banking’ as a metaphor to explore some problems and solutions. First,
let’s review some banking terminology that we will use in the metaphor. Write down your answers to the
following questions:
How would you explain a bank account? (Answer: an arrangement with a bank in which
the customer puts in and removes money, and
the bank keeps a record of it.)
What is another word for when you take some of (Answer: a withdrawal.)
your money out of the bank?
What is another word for when you pay money (Answer: a deposit.)
into an account?
If you have ten dollars in the bank today, and you (Answer: eight dollars.)
take out two, how much is left?
What do we call this sum of eight dollars? (Answer: the balance, or the amount of money in
your account at any time.)
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Voiceover:
“Well done! Let’s continue and see how the banking metaphor works in this activity.”
Exercise 2
Voiceover:
“Welcome to the Changemaking Bank! The Changemaking Bank is a fictitious bank that starts off in debt
(or overdrawn) because of many problems at different levels: school, clubs, family, friends, town/city,
government, etc. Your task is to try to bring the bank into credit (with a positive balance) by depositing
2.3.2 |
solutions and actions to solve the problems. Are you ready? Good luck!”
In this exercise, use the Changemaking Bank Balance Sheet below to write down the rights violations
and problems that you know about or that exist locally. Write these into the ‘withdrawals’ column against
BANK
LEARN: THE CHANGEMAKING
the relevant ‘account’ (i.e. family, neighbourhood/community, school, town/city, country or world). These
violations/problems are putting the bank into debt.
After you enter your withdrawals, your bank will have a negative balance. If this were a real bank, it would
have a huge debt. Your job now is to put ‘deposits’ into each account by identifying solutions and actions
to address each of the withdrawals identified. Some of these solutions and actions may include:
• Speak to elected officials – in person or by phone, email or letter

• Write a letter to the editor of your local newspaper
• Start a petition
• Join, contribute to or start a human rights organisation
• Attend a public hearing or meeting
• Volunteer for a cause you support
• Contact the media
• Vote
• Attend or organise a rally, demonstration, march or protest
• Participate in or organise a strike or boycott
CHANGEMAKING BANK BALANCE SHEET

Accounts Withdrawals Deposits Balance
Family
Neighbourhood/ com-
munity
School Example: Girls have Example: Petition the
limited access to edu- local school board
cation to adopt mandatory
access to education
for girls and boys up to
age 14.
Town/city
Country
World
TOTAL
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2.3.3 | LEARN: CHOOSING YOUR
WAY OF CHANGE
Estimated time
2.3.3 |
30 minutes
WAY O F C H A N G E
L E A R N : C H O O S I N G YO U R
Learning goal
To explore ideas for community issues or problems to address, and to identify changes that are tangible
and realistic to achieve.
Exercise 1
Voiceover:
“Have you ever thought about how you could address rights violations or injustices in your community?
What can you do to make change?”
For this activity, you need to propose, discuss and decide on one or more issues you would like to
address.
Consider the following questions to help you decide on what issue(s) or problems you would like to
address. You can think of this as a way to begin exploring ideas for planning and implementing a (social)
enterprise.
What issues are you interested in?

Think about issues you have heard about or issues you know about in your community. Write down as
many issues as you can come up with.
Which issue or issues would you like to address?

You should choose an issue you feel strongly about, and that you feel you can actually address in
some way.
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What characteristics does your chosen issue have? What are its causes? What are its effects?
Explore and investigate the issue more deeply.
Script
What change would you like to see? SCENE 1

Remember that it should be a change that is tangible and realistic for you to achieve.
1. Voiceover: “In Peru, a group of students 1. Children and youth in Peru are pictured un-
wanted more people to have access to na- able to access government services without
tional ID cards.” national identity cards.
2. Voiceover: “Through their campaign, approxi- 2. A group of Peruvian students are shown
2.3.3 |
Voiceover: mately 3,410 people became more informed, campaigning with protests and petitions
“Well done! Next, let’s look at three case studies to give you some ideas of what young people in similar and 206 children received their ID cards. for children and youth to receive national
programmes around the world have done.” These official identity cards allow children identity cards.
WAY O F C H A N G E
and youth to access government services.” 3. As a result of the campaign, 206 children
and youth receive ID cards and are able to
access government services.
SCENE 2
Voiceover:

1. Voiceover: “In Senegal, a group of students 1. A young person in Senegal is hit by a car.
are concerned about traffic safety in their 2. After the car accident, the young person’s
community after one of their classmates is classmates are concerned about traffic safe-
hit by a car.” ty in their community.
2. Voiceover: “They decide to campaign for the 3. The students are shown campaigning for
roads to be safe for children.” traffic safety awareness in their community.
3. Voiceover: “Through their campaign, the They are speaking to elected officials and
students ensured the proper placement of organising media events to raise community
traffic signs in their area.” awareness.
4. As a result of the campaign, the students
ensured the proper placement of traffic signs
in their area.
| 178 179 |
SCENE 3
Voiceover:

1. Voiceover: “In Bolivia, a group of students 1. A school in Bolivia is pictured showing a
realised that bullying was a major problem in problem with bullies.
schools.” 2. A group of students in Bolivia are concerned
2. Voiceover: “They organised a march around about bullying in schools.
the city centre, and handed out brochures in 3. The students are shown organising a march
2.3.3 |
schools to promote the sharing of ideas for around the city centre and handing out bro-
how to stop bullying.” chures against bullying in schools.
3. Voiceover: “Their campaign earned media 4. The campaign is covered in the media and
coverage, which made the youth realise they the students’ voices are heard widely.
WAY O F C H A N G E
had power and that their voices had been
heard.”
Voiceover:
“After seeing these case studies, do you have more ideas about how young people around the world can
make change in their communities?”
Activity quiz
I have some ideas for community issues or problems to address. 1 2 3 4 5

I can identify changes that are tangible and realistic to achieve. 1 2 3 4 5
| 180 181 |
2.3.4 | REFLECT: MYSELF AS A
CHANGEMAKER
Estimated time
2.3.4 |
15 minutes
CHANGEMAKER
R E F L EC T : M Y S E L F AS A
Learning goal
To reflect on how individuals can make change and begin to see themselves as changemakers.
Exercise 1
Voiceover:
“Do you see yourself as a changemaker? How do you think you can make a difference?”
In this lesson, you learned how to identify what it takes to stand up for one’s rights and the rights of oth-
ers. You also learned about some ways in which you can begin to challenge rights violations and injustic-
es in schools and communities. Take a look at the following questions about yourself as a changemaker,
and write down your answers in the table below.
How can you, as an individual, make a change?

What actions might you take to address a prob-
lem or issue in your community?
Do you think you have what it takes to be a
changemaker? Why/Why not?
What would you like to change?
Voiceover:
“Well done! If possible, try to share your plans with someone you can trust.”
| 182 183 |
Activity quiz
I know that I have what it takes to be a changemaker. 1 2 3 4 5

I have a clear idea of what I would like to change in my community. 1 2 3 4 5
2.3.4 |
Review
CHANGEMAKER
R E F L EC T : M Y S E L F AS A
• Young people can actively participate in bringing about change. In this lesson, you learned to identify
what it takes to stand up for one’s rights and the rights of others, as well as ways in which you can
begin to challenge rights’ violations and injustices in schools/communities. By standing up for your own
and everyone else’s rights for a just and fair society, young people learn their rights and responsibili-
ties, and gain the skills to organise and contribute positively.
• Working in a job or starting an enterprise allows young people to learn independence and responsibility,
and provides a key transition into adulthood. In this lesson, you explored what young people can do to
become advocates of change, and began to take up the challenge of making positive changes in your
life.
• It is important to explore concrete ideas for improving the community. Change takes time. You can most
likely only begin with one action step, so it’s important to make that first step small and doable.
• Some examples for ways to make change include: speaking to elected officials; writing a letter to the
editor; contacting the media; starting a petition; joining a human rights organization; attending a public
meeting; volunteering; voting; attending or organising a rally, demonstration, march, protest, strike or
boycott.
| 184 185 |
3.1.0 | MY BODY, MY HEALTH
Overall outcome
For youth, learning to judge the truthfulness of conflicting messages is an important life skill. It will keep
them from getting confused and making unhealthy decisions. All young people have the right to know
about their sexuality and reproductive health.
Lesson objective
A. Identify beliefs that young people have about Sexual and Reproductive Health and Rights that affect
their behaviour.
3.1.0 |
B. Identify the individuals or institutions that can guide or help them.
M Y B O DY, M Y H E A LT H
A. Sexuality
Sexuality means the sexual feelings and attractions we feel toward others. There are many types of
sexuality, and everyone is different. Some people are attracted to only one sex or gender, and others
are attracted to a variety of people regardless of sex or gender, and in between there are many other
possibilities. Some people think of sexuality as a spectrum, with many different kinds of preferences.
Sexuality can also change over a person’s lifetime. Sexual pleasure and desires are normal and healthy,
and neither should ever be a source of shame. They are part of who we are, and we should accept and be
happy with them.
B. Reproductive health
Reproductive health is a state of physical, mental and social well-being related to the reproductive system
and its processes and functions at all stages of life. Reproductive health means that people are able to
reproduce and have the freedom to decide if, when and how often to do so.1
C. Sexual health
Sexual health is part of reproductive health, and also includes the enhancement of life and personal
relations through positive sexual experiences and relationships. The World Health Organization defines
sexual health as “…a state of physical, mental and social well-being in relation to sexuality. It requires a
positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having
pleasurable and safe sexual experiences, free of coercion, discrimination and violence.”2
D. Sexual and reproductive health and rights

Sexual and reproductive health and rights (SRHR) are human rights related to sexuality and reproduction.
SRHR means all men and women have the right to be informed about and have access to safe, effective,
| 186 187 |
affordable and acceptable methods of family planning of their choice; the right to methods of their choice • For couples to have the best chance of having a healthy infant; and
for regulating fertility which are not against the law; the right for couples to have the best chance of • To access health care services that help women to safely carry and deliver a baby through pregnancy
having a healthy infant; and the right to access health care services that help women to safely carry and and childbirth.
deliver a baby through pregnancy and childbirth.3
A youth-friendly health service will be able to help you with any questions you may have about sexuality
E. Contraceptives and reproductive health. You can also find information about sexual and reproductive health and rights
Contraceptives are methods used to avoid pregnancy and/or protect against sexually transmitted infec- from local community centers, women’s health clinics, public health centers, non-governmental organisa-
tions (STIs). Using either male or female condoms are the only methods that provide protection against tions (NGOs), health-based websites and mobile applications.
unintended pregnancies and STIs, including HIV. Other examples of contraceptives include oral contra-
ceptives (birth control pills), hormonal implants (in upper arm), hormonal injections, contraceptive patch,
contraceptive vaginal ring, and intrauterine devices. These methods only protect against unintended
pregnancies, but do not provide protection from STIs. For all of these methods, the effectiveness depends
on correct and consistent usage. Extra take-aways
A primary objective of the Learn: Complete the Sentences exercise is to encourage participants to
F. Behaviours feel more confident discussing issues of Sexual and Reproductive Health and Rights. Choose only the
In the context of health, behaviours are beliefs and actions that affect a person’s health and well-being.
sentences that are appropriate for your group. You need not include all of the given sentences on your
Health behaviours are not only shaped by a person’s personal choices and actions, but also by external
version. The set of examples is provided to offer you unfinished sentences to choose from. You are also
factors such as our social, cultural and physical environments and our access to health services. Positive
free to change the sentences. It might be a good time to quickly review the confidentiality agreement.
behaviors promote health and protect against disease and unwanted health outcomes, while risky behav-
iors threaten our health and well-being.
For Take a Stand, the emphasis is not on finding a correct answer, but rather on giving participants the
freedom to share their opinions and ideas and learn to justify their arguments. Make sure to include
––––––––––––––––––––––––––––––––––––––––
questions such as, “Why do you think that?” Prepare around ten sentences from the examples given.
1
United Nations Guidelines on Reproductive Health. http://www.un.org/popin/unfpa/taskforce/guide/
3.1.0 |
iatfreph.gdl.html
In the Reflect activity, a list of 14 sentences is provided as examples. Again, choose only the sentences
2
World Health Organization. Sexual health. http://www.who.int/topics/sexual_health/en/
that are appropriate for your group. You need not include all of the given sentences on your version. You
3
United Nations Guidelines on Reproductive Health. http://www.un.org/popin/unfpa/taskforce/guide/
are also free to change the sentences.
iatfreph.gdl.html
Quizzes
Essential lessons
This lesson gives participants insight into their current understanding of the concept of sexuality and
Participants need to understand that: reproductive health. The statements of the entry quiz will help to determine the participants’ level of
All young people have the right to know about their sexuality and reproductive health. Learning to judge
self-awareness regarding their bodies and their health. If participants can answer all of these statements
the truthfulness of conflicting messages is an important life skill. It helps you to understand situations
with a ‘5’, they can skip this lesson.
more clearly and empowers you to make healthy decisions for yourself, and to respect your own bodies
and choices and those of others.
Nobody should ever enter into a sexual relationship unless they feel comfortable and confident in doing
so. Never succumb to pressure to have sex unless you are happy to do so. If you are considering entering
into a sexual relationship, find out what contraception might be available to you. Using either male or
female condoms are the only methods that provide protection against unintended pregnancies and STIs,
A. Entry quiz
including HIV.
concept of sexuality and reproductive health so that the lesson can be tailored to your level of under-
Sexual pleasure and desires are normal and healthy, and neither should ever be a source of shame. They
standing.
are part of who we are, and we should accept and be happy with them.
Sexual and reproductive health and rights (SRHR) means that all men and women have the right:
• To be informed about and have access to safe, effective, affordable and acceptable methods of family
planning of their choice;
• To methods of their choice for regulating fertility which are not against the law;
| 188 189 |
I can describe what it means to be sexually healthy. 1 2 3 4 5

I can describe three beliefs that young people have about sexual and 1 2 3 4 5
reproductive health and rights that affect their behaviour.
I know where to look for guidance or help from individuals or institutions 1 2 3 4 5
about sexual and reproductive health and rights issues.
I know how to express my feelings and opinions about sexual and repro- 1 2 3 4 5
ductive health issues.
I can name two behaviours that protect young people from unwanted sex, 1 2 3 4 5
pregnancy, and STIs (including HIV).
I can name two behaviours that put young people at risk of unwanted 1 2 3 4 5
sex, pregnancy, and STIs (including HIV).
I can list two sources of information on sexual and reproductive health 1 2 3 4 5
and rights.
I understand how to evaluate advice from different sources on sexual and 1 2 3 4 5
reproductive health and rights issues.
3.1.0 |
Great, it seems you have a good idea of the concept of sexuality and reproductive health. If you want, you
can skip this lesson – but if you are curious, feel free to join us.
B. Outcome Quiz
Explain what you think the phrase ‘sexually healthy’ means.
Describe some behaviours that protect young people from unwanted sex, pregnancy, and STIs (includ-
ing HIV).
Describe some behaviours that put young people at risk of unwanted sex, pregnancy, and STIs (includ-
ing HIV).
| 190 191 |
3.1.1 | START: WHAT IT MEANS TO BE
‘SEXUALLY HEALTHY’
Estimated time
30 minutes
Learning goal
To examine what sexual health means and some characteristics of sexually healthy adolescents.
Exercise 1
3.1.1 |
Voiceover:
“Have you ever heard the phrase ‘sexually healthy’? Let’s explore what that means. What knowledge,
B E ‘ S E X U A L LY H E A LT H Y ’
S TA RT : W H AT I T ME A N S TO
skills or attitudes do we need in order to be sexually healthy?”
In the table below, brainstorm your ideas about what it means to be sexually healthy.
SEXUALLY HEALTHY YOUNG PEOPLE ARE PEOPLE WHO:

Example: Make personal decisions wisely
Example: Appreciate their bodies
Voiceover:
Video
Voiceover:
“Now, we’ll watch a video clip showing a scene from a popular film. See if it sparks any additional ideas
about what it means to be sexually healthy.”
| 192 193 |
Visuals:
1. Show video clip of a scene from a popular
film in which characters are discussing a sex- Activity quiz
ual health topic. (Example: friends discussing
different communication styles between Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
men and women on sexual health, or men to 5 - Strongly Agree.
and women making wise personal decisions
about their bodies and health.) I can describe what it means to be sexually healthy. 1 2 3 4 5
Exercise 2
After watching the clip, is there anything else you want to add to your list? Use the table below to list any
additional ideas.
SEXUALLY HEALTHY YOUNG PEOPLE ARE PEOPLE WHO:

Example: Are able to decide when they really are
ready for mature sexual relationships
3.1.1 |
B E ‘ S E X U A L LY H E A LT H Y ’
S TA RT : W H AT I T ME A N S TO
Voiceover:
“Well done! Let’s keep going.”
Now, take a look at the list below of characteristics of sexually healthy adolescents. These are the charac-
teristics that you will hopefully acquire after completing this curriculum.
CHARACTERISTICS OF SEXUALLY HEALTHY ADOLESCENTS

Sexually healthy young people are people who:
Communicate well Know about sexuality
Appreciate their bodies Take responsibility for their behaviour
Understand and seek information about their Make personal decisions wisely
parents’ values
Mix with both genders respectfully and properly Are able to express love and intimacy in ways that
suit their age, including saying “not yet”
Are able to decide when they really are ready for
mature sexual relationships
| 194 195 |
3.1.2 | LEARN: COMPLETE THE SENTENCES
Estimated time
60 minutes
Learning goal
To identify beliefs that young people have about Sexual and Reproductive Health and Rights that affect
their behaviour, and to identify the individuals or institutions that can guide or help them.
3.1.2 |
Exercise 1
Voiceover:
SENTENCES
LEARN: COMPLETE THE
“Did you know that certain beliefs can affect our behaviour and the personal choices and actions we
take? In this exercise, you’ll explore some of your beliefs about sexual and reproductive health.”
Take a look at the list of incomplete sentences below. Write in the words you would use to complete the
sentences under Reproductive Health. For some of the spaces, you may have multiple answers.
REPRODUCTIVE HEALTH
1. I choose to talk with _______________________ when I have questions about the changes in my
body during adolescence because ____________________________.
2. I feel _________ if I need to talk with my parents about issues regarding sex because
_____________________.
3. I feel_____________________ if I need to buy condoms.
4. I feel contraceptives are _____________________ because _____________________.
5. If I get (someone) pregnant, I _________________________________________________.
6. I feel _____________________ with my body changes because ____________________________.
Voiceover:
“Well done! Let’s take it a step further with the next exercise.”
| 196 197 |
Now, consider what the advantages and disadvantages of the different completed sentences might be. Now, write in the words you would use to complete the sentences under Sexual Health.
For example, possible answers for sentence 1 might include ‘parents’, ‘friends’, ‘health workers’, or ‘no-
body’. Compare your completed sentences and write down some ideas on the advantages and disadvan- SEXUAL HEALTH
tages of each option.
1. I feel ready to have sexual relationships when _______________________.
REPRODUCTIVE HEALTH Advantages Disadvantages 2. Virginity is________________________.
Example: I choose to talk with health work- Example: Health workers Example: You might want 3. I shouldn’t have sexual relationships if_____________________________.
ers when I have questions about the chang- can be trusted to keep to talk with others who 4. I feel _____________ if I talk about sexual pleasure.
es in my body during adolescence because I your information confi- know you personally as
5. Sexual desires and fantasies are______________________.
know I can trust them. dential. well.
6. I believe that having sexual relationships before marriage is ___________.
(List participants’ answers from Exercise 1
in this column) Voiceover:
“Well done! Now you have a clearer idea of some of your beliefs about sexual health and rights.”
1. I choose to talk with
_______________________ when I
have questions about the changes in
my body during adolescence because
____________________________.
Text & image page
3.1.2 |
2. I feel _________ if I need to talk with
Voiceover:
my parents about issues regarding sex
“Do you have any questions about sexual and reproductive health? Questions that you’d like to ask anon-
because _____________________.
ymously and confidentially? Welcome to the Anonymous Questions Box!”
SENTENCES
LEARN: COMPLETE THE
3. I feel_____________________ if I need to
buy condoms. In this lesson, we provide an Anonymous Questions Box for you to submit questions about sexual and
4. I feel contraceptives are reproductive health. These questions could be about relationships, changes during puberty, pregnancy
_____________________ because prevention, menstruation, sexually transmitted infections/ HIV, gender roles, or anything else. This is
_____________________. entirely optional. All questions will be submitted anonymously (without your name on them) to the trainer
offering this course, and a list of questions and answers will be posted on this website so you can read
5. If I get (someone) pregnant, I _________
them at any time:
________________________.
6. I feel _____________________
Visuals:
with my body changes because
1. Provide this field for the developer to fill in
____________________________.
with a website URL for the Anonymous Ques-
tions Box:
Voiceover:
• [WEBSITE]
“Well done! Now you have a sense of some of your beliefs about reproductive health and rights. Let’s
move on to the next set of sentences.”
Remember, sexual pleasure and desires are normal and healthy, and neither should ever be a source of
shame. They are part of who we are, and we should accept and be happy with them. Nobody should ever
enter into a sexual relationship unless they feel comfortable and confident in doing so. Never succumb to
pressure to have sex unless you are happy to do so. If you are considering entering into a sexual relation-
ship, find out what contraception might be available to you.
A youth-friendly health service will be able to help you. The staff there are trained in dealing with youth
and have strict policies of confidentiality. This is where you can find the nearest youth-friendly health
service:
| 198 199 |
Visuals:
1. Provide these fields for the developer to fill
in with the information of a youth-friendly Activity quiz
health service in their area:
• [NAME] Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
• [ADDRESS] to 5 - Strongly Agree.
• [PHONE]
• [WEBSITE] I can describe three beliefs that young people have about sexual and 1 2 3 4 5
reproductive health and rights that affect their behaviour.
I know where to look for guidance or help from individuals or institutions 1 2 3 4 5
about sexual and reproductive health and rights issues.
You can also find information about sexual and reproductive health and rights from local community
centers, women’s health clinics, public health centers, and non-governmental organisations (NGOs).
Some NGOs provide access to reproductive health services for people in need, such as Cordaid, Planned
Parenthood and Planned Parenthood Global. For more information about these services, contact:
CORDAID PLANNED PARENTHOOD PLANNED PARENTHOOD

GLOBAL
Lutherse Burgwal 10 To locate a Planned Parenthood Headquarters – NYC
2512 CB Den Haag health center: Phone: +1 212-261-4423
The Netherlands Email: PPGlobal@ppfa.org
Phone: +1-800-230-PLAN or www.plannedparenthood.org/
3.1.2 |
Phone: +31 (0) 70 - 31 36 300 www.plannedparenthood.org/ about-us/planned-parent-
Email: info@cordaid.org about-us/contact-us hood-global
www.cordaid.org
SENTENCES
LEARN: COMPLETE THE
Africa Regional Office
Nairobi, Kenya
aro.operations@ppfa.org
Latin America Regional Office

Miami, Florida
laro@ppfa.org
Modern technology is also increasing the availability of health information, such as through websites
and mobile applications that can be used for health care reminders, messaging with medical providers
and pregnancy check-ups. However, when using websites to access health information, it is important
to be aware that some online sources are more reliable than others. Look for sources of information
from known and reputable institutions, such as the Mayo Clinic or World Health Organization. And avoid
depending solely on online sources when making health decisions – it is best to speak to a health care
provider whenever possible.
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3.1.3 | LEARN: TAKE A STAND
Estimated time
30 minutes
Learning goal
To explore and express my feelings and opinions about sexual and reproductive health issues.
Exercise 1
3.1.3 |
Voiceover:
“In this exercise, we’ll explore some basic viewpoints about sexual and reproductive health and rights.
SENTENCES
LEARN: COMPLETE THE
Are you ready? Good luck!”
You will read a series of statements below. In response to each statement, mark the response that best
sums up your own opinions and explain why you chose it. Remember that this is just an exercise, not a
test.
Agree Disagree Unsure
ON RELATIONSHIPS:
1. “It’s acceptable for a girl to let a boy know that she likes
him.”
2. “Couples who are not yet married should not kiss.”
3. “You should only date someone if you know you are going to
marry him or her.”
4. “Everyone should get married before they are 30.”
| 202 203 |
ON CHANGES DURING PUBERTY: Which of these ideas protect us from unwanted sex, pregnancy, and STIs (including HIV)?
5. “I am comfortable with all the changes that have happened Example: If you use a condom when having sex, regardless of how many sexual partners you or your
to my body because of puberty.” partner have/had, this protects you from pregnancy and STIs (including HIV).

6. “Everyone goes through exactly the same physical and emo- Which of these ideas put us at risk of unwanted sex, pregnancy, and STIs (including HIV)?
tional changes.”
ON SEXUAL RELATIONSHIPS:
How did you feel during both of the activities in this section? Was it easy or difficult to express your
7. “It is okay for people to have sex before marriage.” feelings and opinions about sexual and reproductive health?
8. “It is acceptable for boys to have sexual experiences before
marriage.” What are some of the important insights that you gained from the two activities?
9. “Condoms are only for people with many sexual partners.”
Why did you choose this response? Where do we commonly get our information and views on Sexual and Reproductive Health and
Rights?
ON SEEKING ADVICE AND SUPPORT:
10. “I know everything I need to know about reproductive
3.1.3 |
health.”
Do you think it is possible for views to change? Is that good or bad?
11. “It is very easy to talk to my parents about issues concern-
SENTENCES
LEARN: COMPLETE THE
ing sexuality.”
Voiceover:
12. “I know where to go to for help if I need advice on a repro- “Well done! If possible, share your lessons learned with someone you trust. Sharing it will keep it fresh in
ductive health concern.” your mind!”
ON REPRODUCTIVE HEALTH:
13. “Women should aim to have as many children as they can.”
Activity quiz
14. “It is okay to use contraceptives.”
I know how to express my feelings and opinions about sexual and repro- 1 2 3 4 5
Voiceover: ductive health issues.
“Well done! Let’s explore these ideas a little more in the next exercise.”
I can name two behaviours that protect young people from unwanted sex, 1 2 3 4 5
pregnancy, and STIs (including HIV).
I can name two behaviours that put young people at risk of unwanted 1 2 3 4 5
sex, pregnancy, and STIs (including HIV).
Exercise 2 I can list two sources of information on sexual and reproductive health 1 2 3 4 5
and rights.
Thinking about the statements in the previous exercise, answer the following questions.
| 204 205 |
3.1.4 | REFLECT: PLAYING THE PART
Estimated time
30 minutes
Learning goal
To reflect on how to evaluate advice from different sources on sexual and reproductive health and rights
issues.
3.1.4 |
Exercise 1
In this activity, we’re going to reflect on some of the statements from the last activity and answer some
SENTENCES
LEARN: COMPLETE THE
additional questions.
For each of the statements below, write down your thoughts about where the ideas in each statement
come from. For example: parents, friends, elders, teachers, preachers, radio, films, etc.
Where do our ideas about this statement come from?
“You should only date someone if

you know you are going to marry
him or her.”
“I am comfortable with all the
changes that have happened to
my body because of puberty.”
“It is okay for people to have sex
before marriage.”
"I know everything I need to know
about reproductive health.”
“It is okay to use contraceptives.”
Voiceover:
| 206 207 |
Exercise 2
Now, imagine that you are playing the part of each of the characters below. For each question, write down
what your answer would be if you were playing the role. Your job is simply to give the sort of answer you
feel the character you are playing would give. Do you have the same beliefs and values as this person?
A. “Should you only date someone if you know you are going to marry him or her? Why or why not?”
CHARACTER CHARACTER’S RESPONSE
Parent Example: “Not necessarily; if you meet someone you like, it’s okay to get to know Why is the person telling you this? Do they want to help you or harm you? Do you trust them?
them before deciding on how serious you want to be.”
Friend
Elder
Teacher
What would be the positive and negative consequences of this option for you?
Preacher
B. “Is it okay to use contraceptives? Why or why not?”

CHARACTER CHARACTER’S RESPONSE
How might you apply what you learned in this lesson to your own life?
3.1.4 |
Parent
Friend
Elder
SENTENCES
LEARN: COMPLETE THE
Teacher
Preacher Voiceover:
“Well done! If possible, try to share your insights with someone you can trust.”
Voiceover:
“Well done! By putting yourself in their shoes, you can see how different people may have very different
opinions about the same idea.”
Activity quiz
Exercise 3
Now that you’ve played these different parts, consider the following questions and write down some I understand how to evaluate advice from different sources on sexual and 1 2 3 4 5
reproductive health and rights issues.
answers for each one.
How will you decide which advice to follow amongst all of these different ideas?
What will help you to make your decision?
How correct is the information from each person likely to be? What other information do you need?
| 208 209 |
Review
• All young people have the right to know about their sexuality and reproductive health. Learning to judge
the truthfulness of conflicting messages is an important life skill. It helps you to understand situations
more clearly and empowers you to make healthy decisions for yourself, and to respect your own bodies
and choices and those of others.
• Nobody should ever enter into a sexual relationship unless they feel comfortable and confident in doing
so. Never succumb to pressure to have sex unless you are happy to do so. If you are considering enter-
ing into a sexual relationship, find out what contraception might be available to you. Using either male
or female condoms are the only methods that provide protection against unintended pregnancies and
STIs, including HIV.
• Sexual pleasure and desires are normal and healthy, and neither should ever be a source of shame.
They are part of who we are, and we should accept and be happy with them.
• Sexual and reproductive health and rights (SRHR) means that all men and women have the right:
- To be informed about and have access to safe, effective, affordable and acceptable methods of
family planning of their choice;
- To methods of their choice for regulating fertility which are not against the law;
- For couples to have the best chance of having a healthy infant; and
- To access health care services that help women to safely carry and deliver a baby through
pregnancy and childbirth.
3.1.4 |
• A youth-friendly health service will be able to help you with any questions you may have about sexuality
and reproductive health. You can also find information about sexual and reproductive health and rights
from local community centers, women’s health clinics, public health centers, non-governmental organi-
sations (NGOs), health-based websites and mobile applications.
SENTENCES
LEARN: COMPLETE THE
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3.2.0 | MY BODY, MY RULES
Overall outcome
Participants will discuss sexual decision-making and how to set personal limits around sexual activity.
Lesson objective
A. Identify reasons why some adolescents/youth choose to have sex and others choose not to.
B. Make informed decisions about engaging in sexual activity.
C. Set personal limits around their sexual activity.
3.2.0 |
M Y B O DY, M Y R UL E S
A. Decision
A decision is a conclusion you reach after considering something. In the context of sexual decision-
making, the decision may be whether to have sex or not to have sex for all involved. Everyone has the
right to make their own decisions about sex. An individual’s rights to make their own decisions should
never be denied, under any circumstances. Only you can decide if you’re ready, or if/when you want to
have sex.
B. Consent
In the context of sexual decision-making, consent means voluntary agreement to have sex or engage in
sexual activity. Remember that both partners must always agree happily to the idea. Even if someone has
said “yes” or has been pressured or forced to have sex in the past, they always have the right to say “no”
to sex at any point and in the future. Consent can only be given when an individual is sober and above a
certain age. Decision, consent and choice all need to make sure that everyone has a say, girls and boys.
And each side needs to respect that ability to say yes or no (both girls and boys)
C. Choice
In the context of sexual decision-making, choice means a decision about whether to have sex or not to
have sex, or otherwise engage in sexual activity. Anyone who challenges your choice about having sex is
not giving you the respect you deserve. Pay attention to your feelings and do not let anyone make you feel
guilty for making choices you know are right for you.
| 212 213 |
Participants need to understand that: This lesson gives participants insight into their current understanding of the concept of sexual deci-
Having sex is a big step, so you shouldn’t feel embarrassed about asking questions and sharing your sion-making and how to set personal limits around sexual activity. The statements of the entry quiz will
thoughts and feelings with your partner. If you do not feel comfortable discussing sex with your partner, help to determine the participants’ level of self-awareness regarding sexual decision-making and how to
then you should not have sex with them. Do not have sex if you do not feel comfortable doing so, or if you set personal limits around sexual activity. If participants can answer all of these statements with a ‘5’,
have doubts about taking part in a sexual activity. Remember that both partners must always agree hap- they can skip this lesson.
pily to the idea. You always have the right to speak up and say “No”. Only you can decide if you’re ready, The outcome quiz summarizes the most important learning take-aways for participants. Because these
or if/when you want to have sex. are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
Anyone who challenges your choice about having sex is not giving you the respect you deserve. Listen to
your own heart first. Pay attention to your feelings and do not let anyone make you feel guilty for making
decisions you know are right for you. Only you can decide if you’re ready to have sex, or if/when you want A. Entry quiz
to have sex. No one ever has the right to pressure you into having sex. If you’re not ready – even if you This quiz includes 15 questions. The purpose of this quiz is to determine your existing knowledge of the
and that person have had sex before – remember that you are the only person who should have control concept of sexual decision-making and how to set personal limits around sexual activity so that the les-
over your body. It can be hard to say “No”. You might feel bad about hurting the other person’s feelings, or son can be tailored to your level of understanding.
you may feel that there are expectations about what is supposed to happen. But you always have the right
to say “No”. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
If you decide you are ready to have sex, or that you want to have sex, make sure that you and your partner
are prepared. That means you should be prepared to protect yourself against sexually transmitted infec- I am aware of some reasons why young women and men may choose to 1 2 3 4 5
3.2.0 |
tions (STIs) as well as unwanted pregnancy. While the female and male condoms (when used correctly have sex.
and consistently) provide protection against STIs, HIV and pregnancy, other forms of contraception only
I am aware of some reasons why young women and men may choose not 1 2 3 4 5
protect against pregnancy, and not STIs and HIV. Taking care of your sexual health is essential. If you are to have sex.
comfortable enough to have sex with your partner, you should be ready to have a conversation about con-
I know some messages that might influence the differences between the 1 2 3 4 5
traceptives. Not only about contraceptives but also about getting tested to see if you or your partner have
reasons that young men and young women choose to have sex.
any STD from previous sexual experiences
I can distinguish between different types of decisions about sexual 1 2 3 4 5
activity.
The effects of drugs and/or alcohol can make it hard to think clearly, let alone make the best possible
decisions about sex. When you are under the influence of drugs and/or alcohol, it is easy to make a de- I know that if a person agrees to have sex, it does not always mean that 1 2 3 4 5
cision you will regret later. Making decisions about sex when you are under the influence of drugs and/or they actually want to have sex.
alcohol can result in poor decisions that put you at risk of contracting an STI, HIV or having an unwanted I understand that forcing someone to have unwanted sex is a violation of 1 2 3 4 5
pregnancy. Even worse, there are some people who will use the effects of alcohol and/or drugs to force that person’s human rights.
you into having sex with them.
I know that the only way to know if your partner really wants to have sex 1 2 3 4 5
is to ask him/her.
I understand that even if your partner agrees to have sex, they can revoke 1 2 3 4 5
their consent at any time.
Extra take-aways I know that it is always acceptable to say “no” to sex, for any reason. 1 2 3 4 5
People make decisions about sexual activity throughout their lives. Our decisions are based on a variety I understand that it is important to say “no” to sex any time you feel 1 2 3 4 5
of factors, including values, information, experiences, gender, age, religion, etc. uncomfortable, doubtful or unsure.
I understand that you should say “no” to sex any time you feel pressured 1 2 3 4 5
All individuals have the right to make their own decisions about sex. Under no circumstances should
by your partner or pressured by others.
any person’s rights to make their own decisions be denied. Even if someone has said “yes” or has been
pressured or forced to have sex in the past, they always have the right to say “no” to sex at any point and I understand that you should say “no” to sex any time you feel unpre- 1 2 3 4 5
in the future. pared to protect yourself from unintended pregnancy and sexually trans-
mitted infections.
I understand that you should say “no” to sex any time you are under the 1 2 3 4 5
influence of drugs and/or alcohol.
| 214 215 |
I understand that using a condom will protect you against both unintend- 1 2 3 4 5
ed pregnancy and sexually transmitted infections.
I can express my feelings and opinions about sex and consent. 1 2 3 4 5

Great, it seems you have a good idea of the concept of sexual decision-making and how to set personal
limits around sexual activity. If you want, you can skip this lesson – but if you are curious, feel free to join
us.

B. Outcome Quiz
1 Write down three reasons why young women and men may choose not to have sex.
2 Explain what you can do to find out if your partner really wants to have sex.
3.2.0 |
3 Explain how to distinguish between different types of decisions about sexual activity, completely
forced and not desired to fully voluntary and desired.
4 Explain why you should say “no” to sex any time you are under the influence of drugs and/or
alcohol.
5 List one or two important people in your life with whom you can share your thoughts and ideas
about sex and consent issues.

you want to keep them for yourself, write them down somewhere now so that you can look back whenev-
er you need to remind yourself of the concept of sexual decision-making and how to set personal limits
around sexual activity.

| 216 217 |
3.2.1 | START: REASONS TO HAVE
OR NOT TO HAVE SEX
Estimated time
20 minutes
Learning goal
To assess the reasons why young women and men may choose to have sex and why they may choose not
to have sex.
3.2.1 |
Exercise 1
Voiceover:
O R N OT TO H AV E S E X
S TA RT : R E AS O N S TO H AV E
“Have you ever thought about why people may choose to have sex? Or why they may choose not to? And
how these reasons may be different for women and men?”
In this exercise, you will brainstorm a list of reasons why young people may choose to have sex, and a list
of reasons why they may choose not to have sex. First, you will identify reasons why some young women
your age have sex and why they may choose not to have sex. Then, you will identify reasons why some
young men your age have sex and why they may choose not to have sex.
Reasons why young women my age may choose Reasons why young women my age may choose
to have sex: NOT to have sex:
Reasons why young men my age may choose to Reasons why young men my age may choose
have sex: NOT to have sex:
Voiceover:
“Well done! Next, compare the two lists and answer the questions below.”
| 218 219 |
What is similar about the list for young men and the list for young women?
What is different about the lists?
Why do you think there are differences between the list for young men and the list for young women?
Which messages (e.g. from social norms, from friends, from media) might influence the differences
between the reasons that young men and young women choose to have sex?
Are any of these reasons for saying “no” to sex NOT acceptable? Why?
Voiceover:
3.2.1 |
Activity quiz
O R N OT TO H AV E S E X
S TA RT : R E AS O N S TO H AV E
I am aware of some reasons why young women and men may choose to 1 2 3 4 5
have sex.
I am aware of some reasons why young women and men may choose not 1 2 3 4 5
to have sex.
I know some messages that might influence the differences between the 1 2 3 4 5
reasons that young men and young women choose to have sex.
| 220 221 |
3.2.2 | LEARN: WHERE ON THE LINE?
Estimated time
30 minutes
Learning goal
To distinguish between different types of decisions about sexual activity, from decisions to have sex that
are completely forced and not desired to fully voluntary and desired.
3.2.2 |
Exercise 1
Voiceover:
L I NE ?
LEARN: WHERE ON THE
“Take a look at the line below. When we decide whether or not to have sex of our own free will, our deci-
sions will fall somewhere along this line – from completely forced and not desired to fully voluntary and
desired.”
Visuals:
1. Display a line across the screen to indicate a
continuum.
2. At the left end, mark “Completely forced, not
desired: 0”.
3. At the right end, mark “Fully voluntary and
desired: 10”.
4. Display the line and allow participants to indi-
cate where on the line each scenario falls.
Read each scenario below and write in your answers in the table. Then indicate where on the line you
think each scenario falls, and explain why you chose that place.
SCENARIO 1
What do we call sex that is forced? (Answer: Rape.)
Where on the line between 0 and 10 does this
scenario fall? Why?
| 222 223 |
Possible answer: This case falls at the left end of the line, as Selah was threatened by James and did not
SCENARIO 2
consent to having sex.
If a person agrees to have sex, does that always
mean that they actually want to have sex?
CASE STUDY 2 – JULIA AND OSCAR
scenario fall? Why?
Oscar is not really sure if he wants to have sex with Julia, but Julia suggested it and he is afraid that
SCENARIO 3 his friends will find out and tease him if he says no. He goes ahead.
If a person agrees to have sex but doesn’t
really want to, would that decision be consid-
ered forced or voluntary? Or somewhere in the Visuals:
middle? 1. Two characters, Julia and Oscar, are pictured.
Where on the line between 0 and 10 does this 2. Oscar is unsure if he wants to have sex with
scenario fall? Why? Julia, but Julia suggested it and he is afraid
that his friends will tease him if he says no.
3. Display the case study and the line, and
Voiceover:
allow participants to indicate where on the
“Well done! Now, let’s look at some case studies to illustrate more examples of decisions about sexual
line this case study falls.
activity.”
CASE STUDY 2 – JULIA AND OSCAR
3.2.2 |
Exercise 2 Where on the line between 0 and 10 does this
case study fall? Why?
In this exercise, we will review eight different case studies. Read each case study and then indicate where
on the line you think it falls, and explain why you chose that place.
L I NE ?
LEARN: WHERE ON THE
Possible answer: This case falls somewhere in the middle of the line, as Oscar is unsure if he wants to
have sex but is pressured by friends.
CASE STUDY 1 – SELAH AND JAMES
CASE STUDY 3 – PETER AND LAURA

The last time Selah refused to have sex with her husband James, he threatened her and beat her
badly, giving her a black eye. She doesn’t want to have sex with James today, but he might beat her
again so she doesn’t refuse. Peter often buys Laura gifts and other things she needs. Tonight, they went out for dinner and he
paid. Even though Laura doesn’t feel ready to have sex, she feels that she owes it to Peter. She
doesn’t refuse him.
Visuals:
1. Two characters, Selah and James, are pic-
Visuals:
tured.
1.Two characters, Peter and Laura, are pic-
2. Selah refused to have sex with her husband
tured.
James.
2. Peter buys Laura gifts and other things she
3. James threatened Selah and beat her badly,
needs.
giving her a black eye.
3. Tonight, he paid for dinner. Laura doesn’t
want to have sex, but she feels that she owes
it to Peter.
CASE STUDY 1 – SELAH AND JAMES
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CASE STUDY 3 – PETER AND LAURA Visuals:
Where on the line between 0 and 10 does this 1. Two characters, Henry and Maria, are pic-
case study fall? Why? tured.
2. Henry and Maria have been kissing passion-
ately. Henry starts to undress Maria, and she
Possible answer: This case falls somewhere in the middle of the line, as Laura doesn’t want to have sex
tries to stop him, saying “No”. Henry persists
but feels pressured to do so.
and she continues saying “No”.
CASE STUDY 4 – GINA AND AHMED line this case study falls.
Gina comes from a poor family. She works in Ahmed’s shop and her salary is her family’s main
income. One day Ahmed starts touching her, and after the shop closes he pulls her into the store-
CASE STUDY 5 – HENRY AND MARIA
room in the back and lifts up her dress. Gina is confused, and frightened about losing her job. She
starts to resist, but when Ahmed says: “What? You don’t like working here?” she gives in. Where on the line between 0 and 10 does this
Visuals: Possible answer: This case falls on the left end of the line, as Maria does not want to have sex and has
1. Two characters, Gina and Ahmed, are pic- not given consent, but Henry continues.
tured.
2. Gina comes from a poor family. She works in
Ahmed’s shop, and her salary is her family’s
3.2.2 |
main income. CASE STUDY 6 – NINA AND CARL
3. She is confused about Ahmed’s unwanted
sexual advances, and frightened about losing Nina, aged 22, has been going out with Carl for about six months. He has told her several times
her job. He threatens her job when she that he really wants to have sex with her, but only if she wants to. Nina feels unsure, but she thinks
L I NE ?
LEARN: WHERE ON THE
that she should do what her boyfriend wants. She knows other young women have sex with their
resists.
boyfriends, and she is concerned that he might leave her if she doesn’t, although Carl has never
4. Display the case study and the line, and threatened to do so. The next time they are intimate they have sex.
Visuals:
1. Two characters, Nina and Carl, are pictured.
2. Nina, aged 22, has been going out with Carl
CASE STUDY 4 – GINA AND AHMED
for about six months. He has told her several
Where on the line between 0 and 10 does this times that he really wants to have sex with
case study fall? Why? her, but only if she wants to.
3. Nina feels unsure, but she feels pressure to
Possible answer: This case falls at the left end of the line, as Gina was coerced and threatened by Ahmed do what her boyfriend wants and what she
to have sex. thinks other young women do.
CASE STUDY 5 – HENRY AND MARIA
Henry and Maria have been kissing passionately. When Henry starts to undress Maria, she tries to CASE STUDY 6 – NINA AND CARL
stop him, saying “No”. Henry thinks she wants more but that she is worried about admitting it. So,
he keeps trying. After trying to push Henry away and saying “No” for five minutes, she eventually Where on the line between 0 and 10 does this
stops struggling and just lies there. Henry goes ahead and has intercourse with her. case study fall? Why?
Possible answer: This case falls somewhere in the middle of the line, as Nina is unsure if she wants to
have sex but feels pressured to do so.
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CASE STUDY 8 – TEO AND HELENA
CASE STUDY 7 – AJIT AND ANILA
Ajit and Anila have met only a couple of times, always with supervision. Ajit seems like a good case study fall? Why?
person, so when her parents tell her that Ajit wants to marry her Anila agrees. Anila has heard that
everything related to sex is shameful. She has heard that it hurts the first time and will make her Possible answer: This case falls on the right end of the line, as both Teo and Helena want to have sex and
bleed. She is really scared. She hardly knows Ajit, and feels ashamed at the thought of him touch-
give voluntary consent.
ing her body. She isn’t interested in having sex and doesn’t feel excited, but she knows that when
you get married, you must have sex on the wedding night. She lets Ajit have sex with her.
Voiceover:
“Well done! You are learning how to distinguish between different types of decisions about sexual
activity.”
Visuals:
1. Two characters, Ajit and Anila are pictured.
2. Ajit and Anila have met only a couple of
times, always with supervision.
3. Ajit seems like a good person, so when her
parents tell her that Ajit wants to marry her,
Exercise 3
Anila agrees. Now, consider the case studies we just reviewed and answer the following questions.
4. Anila has heard that sex is shameful, and
she is really scared. She isn’t interested in
Visuals:
having sex, but she feels pressure to have
1. Show some of the characters from the case
sex on their wedding night.
studies in Exercise 2.
3.2.2 |
line this case study falls. Forcing someone to have unwanted sex is a violation of that person’s human rights. Do you believe
that forced sex is common or rare among young people? Why do you think so?
L I NE ?
LEARN: WHERE ON THE
CASE STUDY 7 – AJIT AND ANILA
Where on the line between 0 and 10 does this A person who does not want to have sex and is not forced into it may still voluntarily engage in sex. Do
case study fall? Why? you believe this is a fairly common or rare experience among young people? Why do you think so?
Possible answer: This case falls somewhere in the middle of the line, as Anila does not want to have sex
but feels pressured to do so.
Are girls and boys equally likely to have sex in a situation that is not forced but also not desired? Why
do you think so?
CASE STUDY 8 – TEO AND HELENA

Do you think girls and boys usually share equal power in sexual relationships? What about adult men
Teo and Helena are classmates at university. They have been dating for a few months and are very and women? Why do you think so?
attracted to each other. They are not deeply in love but they agree that they want to have sex. After
agreeing to use a condom, they have sexual intercourse.
Does a person always know whether their partner really wants to have sex? What are some ways to be
sure? What if you ask and your partner is not sure what they want?
Visuals:
1. Two characters, Teo and Helena, are pic-
tured.
2. Teo and Helena are classmates at university.
Voiceover:
3. They have been dating for a few months and
“Well done! These are important questions to think about and to discuss in any relationship.”
are very attracted to each other. They are not
deeply in love but they agree that they want
Remember that even if a situation does not fall at the extreme “forced” end of the line, it may nonethe-
to have sex and that they will use a condom.
less be unacceptable. The only way to know if your partner really wants to have sex is to ask. Talking it
over together beforehand is best. Even if your partner agrees to have sex, they can revoke their consent
at any time, and you must respect their decision and their rights.
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Activity quiz
I can distinguish between different types of decisions about sexual 1 2 3 4 5

activity.
I know that if a person agrees to have sex, it does not always mean that 1 2 3 4 5
they actually want to have sex.
I understand that forcing someone to have unwanted sex is a violation of 1 2 3 4 5
that person’s human rights.
I know that the only way to know if your partner really wants to have sex 1 2 3 4 5
is to ask him/her.
I understand that even if your partner agrees to have sex, they can revoke 1 2 3 4 5
their consent at any time.
3.2.2 |
L I NE ?
LEARN: WHERE ON THE
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3.2.3 | LEARN: SAYING “NO” TO SEX
Estimated time
30 minutes
Learning goal
To learn that it is always acceptable to say “no” to sex, and to understand how to protect yourself if you
and your partner agree to have sex.
3.2.3 |
Script
TO S E X
L E A R N : S AY I N G “ N O”
SCENE 1
1. “I learned something the other night… If you 1. Laura (from case study 3) is talking to her
feel uncomfortable or unsure about having friend Maria (from case study 5). Laura says,
sex with someone, then don’t do it. You “…”
always have the right to speak up and say 2. Maria says, “…”
‘No’!”
2. “You’re absolutely right! Having sex is a big
step, so you shouldn’t feel embarrassed
about asking questions and sharing your
thoughts and feelings with your partner. If
you don’t feel comfortable talking about sex
with your partner, then you shouldn’t have
sex with them.”
3. Voiceover: “Do not have sex if you do not
feel comfortable doing so, or if you have
doubts about taking part in a sexual activity.
Remember that both partners must always
agree happily to the idea. Only you can
decide if you’re ready, or if/when you want to
have sex.”
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SCENE 2 SCENE 4
Character voices: Visuals: Character voices: Visuals:
1. “Anyone who challenges your choice about 1. Julia (from case study 2) is talking to her 1. “I think it’s so important to talk to our friends 1. Nina (from case study 6) is talking to
having sex is not giving you the respect you friend. Selah (from case study 1). Julia says, about sex so we can learn how to speak up her friend Gina (from case study 4). Nina says,
deserve!” “…” for ourselves and protect ourselves from un- “…”
2. “I know you’re right. I need to listen to my 2. Selah says, “…” wanted sex – some people may use alcohol 2. Gina says, “…”
own heart first!” and/or drugs to force you into having sex
3. Voiceover: “Pay attention to your feelings and with them.”
do not let anyone make you feel guilty for 2. “I agree! We should always feel like we have
making decisions you know are right for you. someone to talk to whenever we need to.
Only you can decide if you’re ready to have Having sex should always be by consent!”
sex, or if/when you want to have sex. No one 3. Voiceover: “The effects of drugs and/or
ever has the right to pressure you into having alcohol can make it hard to think clearly,
sex. If you’re not ready – even if you and that let alone make the best possible decisions
person have had sex before – remember about sex. When you are under the influ-
that you are the only person who should ence of drugs and/or alcohol, it is easy to
have control over your body. It can be hard to make a decision you will regret later. Making
say “No”. You might feel bad about hurting decisions about sex when you are under
the other person’s feelings, or you may feel the influence of drugs and/or alcohol can
that there are expectations about what is result in poor decisions that put you at risk of
supposed to happen. But you always have contracting an STI, HIV or having an unwant-
the right to say “No”.” ed pregnancy. Even worse, there are some
3.2.3 |
people who will use the effects of alcohol
and/or drugs to force you into having sex
with them.”
SCENE 3
TO S E X
1. “I was thinking about what you told me about 1. Helena (from case study 8) is talking to her
the other night with Ajit. You know, whenever friend Anila (from case study 7). Helena says,
you decide you’re ready to have sex, make “…”
sure that you both are prepared and use pro- 2. Anila says, “…”
Exercise 1
tection against STIs and pregnancy. Teo and I As you can see from the case studies in this activity, it is always acceptable to say “no” to sex, for any
use condoms and that works for us.” reason – especially if you are:
2. “You’re right, if we’re comfortable enough to
have sex, we should also be able to have a • Feeling uncomfortable, doubtful or unsure;
conversation about it.” • Feeling pressured by your partner or pressured by others;
3. Voiceover: “If you decide you are ready to • Not prepared to protect yourself from unintended pregnancy and sexually transmitted infections; or
have sex, or that you want to have sex, make • Under the influence of drugs and/or alcohol.
sure that you and your partner are prepared.
That means you should be prepared to Now, consider the following questions about sexual decision-making and consent, and write in your
protect yourself against sexually transmit- answers below:
ted infections (STIs) as well as unwanted
pregnancy. While the female and male If someone challenges your choice about having (Answer: Respect)
condoms (when used correctly and consist- sex, what are they not giving you?
ently) provide protection against STIs, HIV
When do you have the right to say “no” to your (Answer: At any time, for any reason.)
and pregnancy, other forms of contraception
partner?
only protect against pregnancy, and not STIs
and HIV. Taking care of your sexual health How should you protect yourself if you and your (Answer: By using a condom)
is essential. If you are comfortable enough partner agree to have sex?
to have sex with your partner, you should be What two things will a condom protect you (Answer: Pregnancy and STIs)
ready to have a conversation about it.” against if used properly?
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Name some reasons why it is a bad idea to be (Answers include: It makes it harder to think
under the influence of alcohol or drugs? clearly; you can make bad decisions that will
leave you vulnerable to pregnancy or STIs; some
people might use the effects of the drugs or alco-
hol to force you to have sex with them.)
Voiceover:
“Well done! You have a good sense of how to make smart decisions about sex.”
Activity quiz
I know that it is always acceptable to say “no” to sex, for any reason. 1 2 3 4 5
I understand that it is important to say “no” to sex any time you feel 1 2 3 4 5
uncomfortable, doubtful or unsure.
I understand that you should say “no” to sex any time you feel pressured 1 2 3 4 5
by your partner or pressured by others.
3.2.3 |
I understand that you should say “no” to sex any time you feel unpre- 1 2 3 4 5
pared to protect yourself from unintended pregnancy and sexually trans-
mitted infections.
TO S E X
I understand that you should say “no” to sex any time you are under the 1 2 3 4 5
influence of drugs and/or alcohol.
I understand that using a condom will protect you against both unintend- 1 2 3 4 5
ed pregnancy and sexually transmitted infections.
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3.2.4 | REFLECT: TAKE A STAND
Estimated time
15 minutes
Learning goal
To explore and express your feelings and opinions about sex and consent.
Script
3.2.4 |
SCENE 1
R E F L EC T : TA K E A S TA ND
1. “Young people save to…” 1. The person with the ball says, “…” and
throws the ball to another person.
2. “…pay for a class.” 2. The person who catches the ball says, “…”
3. “Young people save to…” 3. The person with the ball repeats, “…” and
4. “…buy a new phone.” 4. The person who catches the ball says, “…”
Exercise 1
Voiceover:
“Making decisions about sex is an important skill for young people. To make decisions that are right for
us, we need to explore our feelings and opinions about sex, and be able to express these feelings and
opinions.”
We’ll start this exercise by exploring some basic viewpoints about sex and consent. You will read a series
of statements below. In response to each statement, mark the response that best sums up your own
opinions and explain why you chose it. Remember that this is just an exercise, not a test.
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Agree Disagree Unsure
ON RELATIONSHIPS:
Review
1. “If a girl/boy loves her/his boyfriend/girlfriend, she/he
• Having sex is a big step, so you shouldn’t feel embarrassed about asking questions and sharing your
should show it by having sex with him/her.”
thoughts and feelings with your partner. If you do not feel comfortable discussing sex with your partner,
Why did you choose this response? then you should not have sex with them.
2. “I think it is okay to give someone money or a gift for sex.” • Do not have sex if you do not feel comfortable doing so, or if you have doubts about taking part in a
sexual activity. Remember that both partners must always agree happily to the idea.
3. “I think it is okay to accept money for having sex, if you need • Anyone who challenges your choice about having sex is not giving you the respect you deserve. Pay
the money.” attention to your feelings and do not let anyone make you feel guilty for making decisions you know are
Why did you choose this response? right for you. No one ever has the right to pressure you into having sex. If you’re not ready – even if you
and that person have had sex before – remember that you are the only person who should have control
4. “Pressuring someone to have sex against their will, over your body.
even if you don’t use physical force, is more or less the same • It can be hard to say “No”. You might feel bad about hurting the other person’s feelings, or you may feel
as rape.” that there are expectations about what is supposed to happen. But you always have the right to speak
Why did you choose this response? up and say “No”. Only you can decide if you’re ready, or if/when you want to have sex.
• If you decide you are ready to have sex, or that you want to have sex, make sure that you and your
5. “Lots of young people just do not want to have sex. Their
partner are prepared. That means you should be prepared to protect yourself against sexually trans-
feeling has nothing to do with AIDS or pregnancy or with what
mitted infections (STIs) as well as unwanted pregnancy. While the female and male condoms (when
adults tell them. They just do not want to have sex, even if
used correctly and consistently) provide protection against STIs, HIV and pregnancy, other forms of
they have a boyfriend or a girlfriend.”
3.2.4 |
contraception only protect against pregnancy, and not STIs and HIV. Taking care of your sexual health
Why did you choose this response? is essential. If you are comfortable enough to have sex with your partner, you should be ready to have a
6. “I feel comfortable saying ‘no’ to sex if I do not want to conversation about contraceptives.
have it.” • The effects of drugs and/or alcohol can make it hard to think clearly, let alone make the best possible
R E F L EC T : TA K E A S TA ND
decisions about sex. When you are under the influence of drugs and/or alcohol, it is easy to make a
decision you will regret later. Making decisions about sex when you are under the influence of drugs
and/or alcohol can result in poor decisions that put you at risk of contracting an STI, HIV or having an
unwanted pregnancy. Even worse, there are some people who will use the effects of alcohol and/or
drugs to force you into having sex with them.
Activity quiz
I can express my feelings and opinions about sex and consent. 1 2 3 4 5
| 240 241 |
4.1.0 | LEARNING ABOUT SAVING
Overall outcome
In this lesson, we introduce participants to the concept of saving money. Saving is an important skill
that helps us to accumulate valuable assets and practice the disciplines of planning and managing our
resources. These are skills that are essential in many areas of our lives.
This curriculum promotes a holistic approach to saving, with a broad definition that includes not just
money, but other material and non-material resources. The Smart Saver activity explores saving other
resources, guiding participants in planning and in practising their savings skills.
Lesson objective
A. Identify and prioritise three or more reasons why people save money.
B. Identify three or more saving goals, and establish saving targets.

A. Saving
Saving is the practice of accumulating valuable assets over time. Saving assets allows us to practice the
4.1.0 |
disciplines of planning and managing our resources. Savings can be based on short-term goals, long-term
goals and urgent matters.
L E A R N I N G A B O U T SAV I N G
B. Interest
Interest is the additional money that a financial institution or savings group pays to the saver as a
percentage of his or her total savings, usually on a monthly or annual basis. Finding a good interest
rate can make your money grow faster.
C. Inflation
Inflation is the change in prices of items over time. If inflation is high, it might be better to save items
that increase in value instead of cash, or to find a good interest rate to balance out the inflation.
D. Savings plan
A savings plan is a tool that can help you to establish and prioritise goals, set time frames, list earning
strategies, and plan for how much to save per week or month to meet each goal.
| 242 243 |
Participants need to understand that: This lesson gives participants insight into their current understanding of the concept of saving money
People save money and other assets for different reasons. Young people and adults alike often save to be and other resources. The statements of the entry quiz will help to determine the participants’ level of
able to afford items they need as well as items they want. self-awareness regarding why people save money or other assets, what kinds of resources people save,
types of saving goals, and how savings can help people reach their goals. If participants can answer all of
Saving can help you to build and grow resources for personal use, such as buying a new dress, starting these statements with ‘1’, they can skip this lesson.
an enterprise or helping a friend or family member. Saving can also help you to pursue future opportuni-
ties, like taking a training course or moving. Saving also allows you to handle urgent matters or unexpect- The outcome quiz summarizes the most important learning take-aways for participants. Because these
ed events, such as sudden illness, a last-minute trip or unanticipated wedding gift. are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
Financial institutions and savings groups pay the saver interest, which is additional money earned as a
percentage of his or her total savings. Interest makes your money grow over time. The benefit of saving on
a regular basis is that it allows you to earn more interest, and therefore more resources over time, which A. Entry quiz
helps you to reach personal goals and plan for the future. This quiz includes 8 questions. The purpose of this quiz is to determine your existing knowledge of the
concept of saving money and other resources so that the lesson can be tailored to your level of under-
Money often loses value over time because you cannot buy as much for the same amount. The change standing.
in prices of items over time is called inflation. If inflation is high, it might be better to save items that
increase in value instead of cash, or to find a good interest rate to balance out the inflation. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
In addition to money, people also save collectible items like art, coins or memorabilia; material goods
such as antiques, jewelry and gold; real estate property; and resources such as water, energy and land to I understand why people save money and other assets. 1 2 3 4 5
protect life for sustainable human survival and development.
I know what interest rates are and why they are important. 1 2 3 4 5
Saving is a smart financial practice that helps people to reach their goals and obtain some financial secu- I know what inflation is and why it is important. 1 2 3 4 5
rity and flexibility in life. By establishing a routine of saving daily, weekly or monthly, you can create a good I understand how to prioritize savings goals. 1 2 3 4 5
habit that supports you in meeting your goals. Even if your goals come with a high price, you can often
reach them by setting aside money regularly. I know what short-term and long-term savings goals are. 1 2 3 4 5
I understand how to make a savings plan. 1 2 3 4 5
I understand how saving can help you reach your goals. 1 2 3 4 5
I know what my personal savings goals are. 1 2 3 4 5
4.1.0 |
Extra take-aways
Please feel free to contextualise any part of this content for your environment and audience. The Story of
Ana is currently set in Rwanda. You may wish to contextualise this activity to the local context as this will
help the participant more easily identify with the situation.
Great, it seems you have a good idea of the concept and value of saving money and other resources. If
you want, you can skip this lesson, but if you are curious… feel free to join us.
Please find time for participants to do both of the main Learn activities in this lesson. If there is limited
time, please continue with this lesson next week.
Be prepared to challenge unrealistic goals, and be mindful that this might dishearten young people.
Encourage realistic thinking and planning.
| 244 245 |
B. Outcome quiz
This quiz includes 5 open-ended questions. The answers are very personal and there is no right or wrong.
1. List the different types of savings goals. At the end of the course, consider offering participants the choice to enter their email address if they
2. Describe three ways in which saving can help you reach your goals.
3. Explain why it is important to save on a regular basis.
4. Write two things that will help you to take action on your Savings Plan.
4.1.0 |
5. List one or two important people in your life with whom you can share your Savings Plan
and goals for the future.
you need to remind yourself of the concepts and value of saving, and strategies for success.
| 246 247 |
4.1.1 | START: ANSWER THE BALL
Estimated time
15 minutes
Learning goal
To learn reasons why people save, and the importance of interest and inflation.
Script
SCENE 1
Voiceover:
“Have you ever thought about why adults save, and what kinds of things they save for? What about young
people? How might their goals be different?”

1. A series of 6-8 young people appear one by one
4.1.1 |
and stand in a circle.
2. The characters have different physical attrib-
utes, dress codes and gender.
3. Another young person walks in carrying a ball.
S TA RT : A N S W E R T H E B A L L
4. The one who catches the ball asks, “What’s this 4. The person with the ball tosses it to another
for?” person across from him or her, who says, “…”.
5. The next person who catches the ball asks, “Is 5. The person receiving the ball tosses it to anoth-
this some kind of game?” er person, who says, “…” and so on..
| 248 249 |
SCENE 2
The person who walked in carrying the ball speaks:
“Now, let’s play a game to explore some of the reasons why people save. Before someone throws the ball,
they will start a sentence, and the person who catches it has to complete the sentence. Then that person Exercise 1
starts a sentence and throws the ball to another person in the circle, who then has to provide their own SCENE 1
answer.”
Voiceover:
“Now it’s your turn to complete these sentences. You can write in 2-4 answers for each sentence.
Character voices: Visuals: Good luck!”
1. “Savings can help you…” 1. The person with the ball says, “…” and throws
the ball to another person.
1. Young people save to…
2. “…pay for a class.” 2. The person who catches the ball says, “…”
3. “Savings can help you…” 3. The person with the ball repeats, “…” and throws
the ball to another person.
4. “…take a trip.” 4. The person who catches the ball says, “…”
5. “You might need savings for unexpected 5. The person with the ball says, “…” and throws
events like…” the ball to another person.
6. “…paying medical bills for a sudden illness.” 6. The person who catches the ball says, “…”
2. Adults save to…
3. Saving can help you to…
4. Interest rates are important because…
4.1.1 |
SCENE 3
“Now, let’s play a game to explore some of the reasons why people save. Before someone throws the ball,
they will start a sentence, and the person who catches it has to complete the sentence. Then that person
starts a sentence and throws the ball to another person in the circle, who then has to provide their own
answer.”
5. Inflation is important because…
1. The circle expands to include the participant as
a member.
2. The perspective of the scene shifts as the
participant is part of the circle, looking out
toward the other members.
3. “Interest rates are important because…” 3. The person holding the ball says, “…” and throws
the ball toward the participant.
4. When the ball reaches the participant, a field
Voiceover:
appears on the screen where the participant can
“Well done! You have a good idea about some of the reasons why people save.”
type in his or her answer.
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Exercise 2
Using your answers from Exercise 1, decide which of the following three categories each answer belongs
to, and drag and drop each answer underneath the corresponding category:
SHORT-TERM GOALS LONG-TERM GOALS URGENT MATTERS
Voiceover:
Well done! Now you’re getting a sense of which goals are short-term, long-term or related to urgent
matters.”
Activity quiz
Please fill in your level of agreement to the following statements, from 1 - Strongly Disagree to 5 - Strongly
Agree.
I understand why people save money and other resources. 1 2 3 4 5

I know what interest rates are and why they are important. 1 2 3 4 5
I know what inflation is and why it is important. 1 2 3 4 5
4.1.1 |
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4.1.2 | LEARN: DIAMOND RANKING GAME
(THE STORY OF ANA)
Estimated time
60 minutes
Learning goal
To learn how to prioritize savings goals.
Script
SCENE 1
Voiceover:
“Ana is 21 years old, and lives in a village near Kibuye by Lake Kivu. She is looking forward to her wedding
in two months, and to moving to Kigali to live with her husband’s family. Before she leaves, she wants
to get a gift for her younger sister. She feels sorry to be leaving her behind, but so many adventures are
awaiting her in the city!
She will also definitely need a new outfit. Her clothes are worn and ragged from working in the fields.
4.1.2 |
While she plans to continue doing embroidery work to bring in a little money, she is really looking forward
to working with her husband at his kiosk. Despite dropping out of school at an early age, Ana has the
skills and ideas needed to be entrepreneurial. Once she learns the business, her husband will be free to
G A ME ( T H E S TO RY O F A N A )
L E A R N : D I A M O ND R A N K I N G
look for other work opportunities. And this will help them to save up enough money to rent their own place
more quickly.
Ana knows that her husband’s family will be expecting them to have a child soon, but she has other
dreams for her new life with so much going on. She also has many ideas for how to make the kiosk more
profitable, and even has plans to launch her own business.”
Visuals:
1. A young woman, Ana, is pictured walking through • Getting married
a village in worn-out clothes from working in the • Moving to a big city
fields. As she walks, she dreams about various • Her younger sister who is sad about her leaving
things that pop up around her (corresponding to • New clothes
her story in the voiceover): • Working with her husband at his kiosk
• Running the business on her own
• Moving into their own home
• Having a child
• Launching her own business
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Exercise 2
Look at the things that Ana needs to save for and consider which are the most important. Then, drag and
drop each item and stack them in a diamond shape, with the most important reasons for saving at the
top and the least important at the bottom. Here is an example below:
Most important X
More important XX
Important XXX
Less important XX
Least important X
her leaving)
Exercise 1 their own which can be expensive further her education
Voiceover:
“As you can see, Ana has many demands on her money. She want to save for many things, including To be able to afford to start To have a small amount To have some money for her
these items listed below. Think about what Ana’s priorities should be, and to whom her loyalties should a family saved for emergencies financial independence
be.”
Voiceover:
ANA’S SAVINGS CARDS “Looking at the diamond you created, is Ana’s first loyalty to her husband, to her sister, or to herself?
4.1.2 |
her leaving)
a family saved for emergencies financial independence
Voiceover:
“Well done! You’re getting a sense of how to prioritize savings goals.”
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Exercise 3 1. The following images are shown one by one.
Now, try the Diamond Ranking exercise again, this time doing so as if Ana were acting purely in her own Allow the participant to click on each of these
best interests. images, which will display the corresponding
statement.
2. “Should I stay in the village with my sister?” 2. Ana is wearing worn-out work clothes and
ANA’S SAVINGS CARDS walking in the village alongside her sister, who
appears happy. Ana says, “…”
To buy a leaving gift for her To buy new clothes for the To contribute to the costs of 3. “Should I move to the city with my husband, and 3. Ana, wearing new clothes, is in a new home in
sister (who is upset about move to the city the wedding day continue working on my embroidery?” the city with her husband and child, working on
her leaving) her embroidery. Ana says, “…”
4. “Should I move to the city with my husband and 4. Ana, wearing new clothes, is working in the city
To pay the rent on a house of To be able to enjoy city life, To take an evening class to start my own business?” and running her own business. Ana says, “…”
their own which can be expensive further her education 5. “What other options could I consider?” 5. Ana’s face alone is pictured, and she says, “…”
Voiceover:
“Well done! Can you see why the diamonds are different?” Activity quiz
Please fill in your level of agreement to the following statements, from 1 - Strongly Disagree to 5 - Strongly
Agree.
I understand how to prioritize savings goals. 1 2 3 4 5

Exercise 4
I know what short-term and long-term savings goals are. 1 2 3 4 5
Now, reorder your cards so as to form a continuous line, putting the goals that can be met quickly at one
end (the short-term goals) and those that will take longer at the other end (the long-term goals).
4.1.2 |
her leaving)
Voiceover:
“Well done! As you can see in Ana’s case, some goals can be accomplished in a short time, while others
require more time.”
SCENE 2
Voiceover:
“We all have numerous, and sometimes conflicting, goals in life and need to figure out which are most
important and why. What will Ana decide about her next steps? What will you decide for yourself?”
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4.1.3 | LEARN: SMART SAVER
(MAKING A SAVINGS PLAN)
Estimated time
30 minutes
Learning goal
To learn how to make a savings plan.
Exercise 1
Voiceover:
“Now, let’s work on developing a savings plan to help you achieve your goals and dreams. On this page,
fill in the Savings Plan Worksheet provided, considering the following questions:
• “What dreams and goals have you already identified in previous lessons? Are these dreams and goals
still the same, or have they changed?
• “How much money will you need to achieve these goals?
“Are you ready? Good luck!”
4.1.3 |
Here are the Savings Plan Worksheet instructions:
Column 1: Goal
( M A K I N G A SAV I N G S P L A N )
L E A R N : S M A RT SAV E R
Identify three goals: two short-term (ST) goals and one long-term (LT) goal. Remember, short-term goals
may require a few weeks or up to six months, while long-term goals may take from six months to several
years to achieve. Write your three goals in separate rows in the left-hand column of the Savings Plan
Worksheet.
Column 2: By when
Figure out when you will need the money for each goal.
Column 3: Importance
Decide how important each goal is, and rank them in order of priority (1 as ‘most important’, 3 as ‘least
important’).
Column 4: Savings needed

Determine the amount that needs to be saved every week or month to reach the goal.
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Column 5: Amount to save per week/month
Figure out how much money you need to save each week or month.
Column 6: How to earn

Write down what you think should be the source of the earnings.
SAVINGS PLAN WORKSHEET

Goal By when Importance Savings Amount to How to earn
needed save per
week/month
ST Goal 1:
ST Goal 2:
LT Goal 1:
Voiceover:
“Now, double the amount of time you have allowed yourself to reach each goal, and re-calculate the
amount you need to save every week or month. Does that change anything else in your plan?”
Voiceover:
“Well done! If possible, keep a copy of your plan and share it with someone you trust. Sharing it will keep
it fresh in your mind and can help you put it into action!”
Activity quiz
Strongly Agree.
I understand how to make a savings plan. 1 2 3 4 5
4.1.3 |
I understand how saving can help you reach your goals. 1 2 3 4 5
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4.1.4 | REFLECT: MY PATH TO SAVING
Estimated time
15 minutes
Learning goal
To reflect on personal savings goals, and to understand why it is important to think about interest and
inflation when saving.
Exercise 1
Voiceover:
“As we wrap up this lesson, write down two points about why it is important to think about interest and
inflation when saving.”
WHY INTEREST AND INFLATION ARE IMPORTANT
4.1.4 |
Voiceover:
SAV I N G
R E F L E C T : M Y PAT H TO
Exercise 2
Voiceover:
“Now, write down three key reasons for saving that resonate with you.“
MY REASONS FOR SAVING
Voiceover:
“Well done! You have a really clear idea of why saving is important!”
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• Saving is an important skill that helps us to accumulate valuable assets and practice the disciplines of
planning and managing our resources. These are skills that are essential in many areas of our lives.
• Saving can mean more than just money, and also includes other material and non-material resources.
• People save money and other assets for different reasons. Young people and adults alike often save to
be able to afford items they need as well as items they want.
• Saving is a smart financial practice that helps people to reach their goals and obtain some financial
security and flexibility in life. By establishing a routine of saving daily, weekly or monthly, you can create
a good habit that supports you in meeting your goals. Even if your goals come with a high price, you can
often reach them by setting aside money regularly.
Activity quiz
Strongly Agree.
I know what my personal savings goals are. 1 2 3 4 5
Text & image page

SCENE 1
Voiceover:
“Finally, when do you plan to start saving? After this lesson today, which path do you think you’ll take?”
Visual:
1. A character from Activity 1 is pictured, ball in
hand, with three paths ahead of him or her. He or
she stands contemplating which way to go.
4.1.3 |
Exercise 3
Think about your plans for saving. Choose one of the following statements and fill in your reason why.
MY PLANS FOR SAVING REASON WHY
� I intend to follow my Saving Plan
� I do not intend to follow my Saving Plan
� I’m not sure
Voiceover:
Before we move on, let’s review. Today we learned:
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4.2.0 | LEARNING ABOUT SPENDING
Overall outcome
Spending responsibly goes hand-in-hand with saving responsibly. It is a skill that also requires discipline
and careful planning. We have all heard stories of friends or family members (as well as governments and
banks!) who have overspent or lived beyond their means, with many stressful consequences. This lesson
introduces participants to the practical steps of spending money responsibly: by beginning to think about
their spending ‘needs’ and ‘wants’.
Lesson objective
A. Identify key spending priorities, and distinguish between spending ‘needs’ (essential) and spending
‘wants’ (desirable).
B. Examine what ‘responsible spending’ means.
C. Judge that balancing income and expenditure is important when trying to manage money effectively.

A. Spending
Spending responsibly involves the 4 Ps: Pocket, Priorities, People, and Planet.
4.2.0 |
• Your Pocket: can you afford it?
• Your Priorities: do you really need/want it?
L E A R N I N G A B O U T S P E ND I N G
• Your relationship with other People: has anyone’s rights or well-being been compromised or ex-
ploited in helping to produce the object you are buying?
• Your relationship with the Planet: has the environment been harmed in the production of the ob-
ject you are buying?
B. Needs
Needs are items that are essential and necessary. Saving for future needs is a high priority for most peo-
ple, and starting when you’re young is especially important.
C. Wants
Wants are items that are desirable, but not essential or needed. There are some things that might not be
considered essential, and yet are important for overall well-being (such as hobbies and holidays).
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Essential lessons
I know how to distinguish between spending ‘needs’ and spending 1 2 3 4 5
Participants need to understand that: ‘wants’.
Spending responsibly is a skill that requires discipline and careful planning. You may have heard stories
of friends or family members (as well as governments and banks!) who have overspent or lived beyond I understand what ‘responsible spending’ means. 1 2 3 4 5
their means. This can have many stressful consequences. You can take practical steps toward spending
I know about some sources of income and expenditure. 1 2 3 4 5
money responsibly by thinking about your spending ‘needs’ and ‘wants’.
I know how to organize expenses into budget categories. 1 2 3 4 5
Spending responsibly involves the 4 Ps: Pocket, Priorities, People, and Planet. I know that balancing income and expenditure is important when trying 1 2 3 4 5
to manage money effectively.
• Your Pocket: can you afford it? I know some how to prioritize spending ‘needs’ over spending ‘wants’ 1 2 3 4 5
• Your Priorities: do you really need/want it? when making spending choices.
• Your relationship with other People: has anyone’s rights or well-being been compromised or ex-
• Your relationship with the Planet: has the environment been harmed in the production of the ob- 1. Entry quiz feedback
ject you are buying? Feedback for all answers ‘5’:
Great, it seems you have a good idea of the concept of spending responsibly. If you want, you can skip
When evaluating ‘needs’ and ‘wants’, it’s important to remember that there are some things that might this lesson - but if you are curious, feel free to join us.
not be considered essential, and yet are important for overall well-being (such as hobbies and holidays).
Also, saving for future needs is a high priority for most people, and starting when you’re young is especial- Feedback for at least one answer of ‘4’ or lower:
ly important. Great, it seems there is still some learning in this lesson for you. Let’s get started.
B. Outcome Quiz
Extra take-aways However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
If necessary, adapt the Spending Needs & Wants Cards to suit your particular context.
In the Start activity, Spending Needs & Wants Card Ranking Game exercise, emphasize the importance of 1 Write down what ‘responsible spending’ means to you.
saving for the future. Saving for future needs is a high priority for most people, and participants need to
start thinking about starting when they’re young, if they haven’t already.
2 Describe how to distinguish between spending ‘needs’ and spending ‘wants’.
4.2.0 |
Quizzes 3 Explain a few different sources of income and expenditure.
This lesson gives participants insight into their current understanding of the concept of spending respon-
sibly. The statements of the entry quiz will help to determine the participants’ level of self-awareness
regarding spending responsibly. If participants can answer all of these statements with a ‘5’, they can 4 Explain how to organize expenses into budget categories.
skip this lesson.
are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par- 5 List one or two important people in your life with whom you can share your plans for managing
ticipants are encouraged to share and discuss their answers with someone that knows them well. money effectively.
A. Entry quiz
This quiz includes 7 questions. The purpose of this quiz is to determine your existing knowledge of the 1. Outcome quiz feedback
concept of spending responsibly so that the lesson can be tailored to your level of understanding. Well done! Your answers are personal, but we encourage you to share them with someone you trust. If
you need to remind yourself of the concept of spending responsibly.
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4.2.0 |
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4.2.1 | START: SPENDING NEEDS &
WANTS CARD RANKING GAME
Estimated time
30 minutes
Learning goal
To distinguish between spending ‘needs’ (essential) and spending ‘wants’ (desirable), and define what
‘responsible spending’ means.
Exercise 1
Voiceover:
“What does spending responsibly mean to you? You may have heard stories of friends or family mem-
bers, as well as governments and banks, who have overspent or lived beyond their means. This can
have many stressful consequences. You can take practical steps toward spending money responsibly by
thinking about your spending ‘needs’ and ‘wants’.”
Let’s start by exploring our ideas about spending. Fill in your answers to the questions below.
4.2.1 |
What are the main things that adults spend
money on?
What do young people spend money on?
WA N T S C A R D R A N K I N G G A ME
S TA RT : S P E ND I N G NE E D S &
Describe the similarities and differences between
the spending habits of young people and adults.
What does ‘spending responsibly’ mean?
Voiceover:
“Well done! Next, let’s play a card game.”
Exercise 2
Take a look at the Spending Needs & Wants cards below. Now, sort the cards into three piles: essential
spending, or ‘needs’; desirable spending, or ‘wants’; and a middle pile that reflects spending demands
that lie somewhere in the middle (e.g. a birthday gift for a friend).
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SPENDING NEEDS AND WANTS CARDS
Activity quiz
Soap A TV set
A cell phone with airtime Soda
I know how to distinguish between spending ‘needs’ and spending 1 2 3 4 5

Shoes Sanitary pads ‘wants’.
I understand what ‘responsible spending’ means. 1 2 3 4 5
A necklace Savings for the future
Lotion Underwear
Earrings Food
A watch Water
Voiceover:
“Well done! Now you’re getting a sense of what kinds of spending you consider to be essential vs. desira-
ble, and those that fall in the middle.”
Exercise 3
Next, share why you chose the items for each pile.
REASONS FOR CHOOSING THE REASONS FOR CHOOSING THE REASONS FOR CHOOSING THE
‘NEEDS’ CARDS ‘MIDDLE’ CARDS ‘WANTS’ CARDS
(Example: I chose ‘soap’ as a (Example: I chose ‘cell phone (Example: I chose ‘soda’ as a
4.2.1 |
‘need’ because it is essential with airtime’ as a ‘middle prior- ‘want’ because it is desirable,
for hygiene.) ity’ because it is not essential, but not essential.)
but still important.)
WA N T S C A R D R A N K I N G G A ME
S TA RT : S P E ND I N G NE E D S &
Voiceover:
“Well done! Let’s review before moving on.“
Take a look at where you put the ‘Saving for the Future’ card. You should be aware that saving for future
needs is a high priority for most people, and starting when you’re young is especially important.
Also consider that there are some things that might not be considered essential, and yet are important
for overall well-being (such as hobbies and holidays).
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4.2.2 | LEARN: IMAGINARY FRIEND
Estimated time
45 minutes
Learning goal
To examine sources of income and expenditure, and how to organize expenses into budget categories.
Learning experience
Voiceover:
In this activity, you will create an imaginary character and make a hypothetical budget for them. Are you
ready? Let’s get started!”
From the options below, create your ‘imaginary friend’ by selecting the characteristics of a typical person
your age.
Visuals:
1. Display a set of characters from which par-
4.2.2 |
ticipants can choose.
2. Each character should be representative of a
typical adolescent, or a person their age.
3. Allow participants to customize their charac-
L E A R N : I M A G I N A RY F R I E ND
ters by providing different physical attributes,
dress, and gender to choose from.
4. Once participants choose their options, cre-
ate the character and show it on the screen.
Exercise 1
Give your imaginary friend a name, age and other characteristics. You should also think about your
imaginary friend’s personality, interests and passions. List and describe these characteristics in the table
below.
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Visuals: Voiceover:
1. Show the character that the participant “Well done! Looks like you and your imaginary friend are on the right track!”
created.
MY IMAGINARY FRIEND’S NAME: Exercise 3

Age Home city/village Personality Interests Passions Tell the story of your imaginary friend, including his/her name, age, interests, sources of income and
expenses.
Example: 13 Kibuye, Rwanda Funny, Movies, cooking Starting a
personable business
MY IMAGINARY FRIEND’S STORY:
My imaginary friend is from……
Voiceover:
“Well done! Next, we’ll work on creating a budget for your imaginary friend.”
Voiceover:
“Well done! Let’s move on to some questions about your imaginary friend’s spending habits.”
Exercise 2
Now, identify six potential sources of income for your imaginary friend. These can be anything you feel is
appropriate and realistic for your imaginary friend: allowances, gifts from relatives, or money they earn. Exercise 4
Write the six sources of income down on the left side of your imaginary friend. Tell the story of your imaginary friend, including his/her name, age, interests, sources of income and
expenses.
Think about what this young person’s typical expenses are, and decide on six things that person would
realistically spend money on. Write the six sources of expenditure down on the right side of your imagi-
What are some of the sources of income for your
nary friend. imaginary friend?
How does your imaginary friend make sure he/
Visuals: she has enough money to cover all of his/her
1. Show the participant’s character, with col- expenses?
4.2.2 |
umns on the left and right that the partici- What is his/her favourite way to spend money?
pant can fill in.
Are there any other sources of income that young
people have that we have not yet mentioned?
MY IMAGINARY FRIEND’S NAME: Voiceover:
Sources of income [Character visual] Sources of expenditure “Well done! It looks like you are getting a good sense of the basic ideas behind budgeting.”
1. (Example: money earned 1. (Example: money spent on

from selling flowers.) food.)
2. 2. Exercise 5
3. 3. Take a few more minutes to write down any additional sources of income or expenses next to your imagi-
4. 4. nary friend.
5. 5. Visuals:
1.Show the participant’s character, with col-
6. 6.
umns on the left and right that the participant
can fill in.
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MY IMAGINARY FRIEND’S NAME:
Sources of income [Character visual] Sources of expenditure
Activity quiz
1. (List participants’ answers 1. (List participants’ answers Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
from Fill-in exercise 2 in this from Fill-in exercise 2 in this to 5 - Strongly Agree.
column) column)
I know about some sources of income and expenditure. 1 2 3 4 5
2. 2.
I know how to organize expenses into budget categories. 1 2 3 4 5
3. 3.
I know that balancing income and expenditure is important when trying 1 2 3 4 5
4. 4.
to manage money effectively.
5. 5.
6. 6.
Voiceover:
“Well done! Let’s move on to the final exercise in this activity.”
Exercise 6
Now, insert your imaginary friend’s expenses into categories. Certain expenses could be grouped together
into a more general category. For example:
• Clothes, shoes and toiletries could be called ‘personal items’;

• Video games, movies and tickets to sports events could be considered ‘entertainment’;
• Books, pens and paper could fall into the category of ‘school supplies’.
EXPENSES BY CATEGORY
4.2.2 |
Voiceover:
“Well done! If possible, share your imaginary friend and his/her story with someone you trust. Sharing it
will keep it fresh in your mind!”
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4.2.3 | REFLECT: THE 4 PS
Estimated time
15 minutes
Learning goal
To reflect on what spending responsibly means and the key things to consider when making spending
choices.
Exercise 1
Voiceover:
“Have you ever heard of the 4 Ps of spending responsibly? They are: Pocket, Priorities, People, and
Planet. Let’s go over what they mean.”
The 4 Ps of responsible spending are:
• Your Pocket: can you afford it? (Consider income and expenditure.)
• Your Priorities: do you really need/want it? (What do you value in life?)
• Your relationship with other People: has anyone’s rights or well-being been compromised or exploit-
4.2.3 |
ed in helping to produce the object you are buying? (E.g. clothing that has been made by people
working for less than a living wage and in poor conditions.)
• Your relationship with the Planet: has the environment been harmed in the production of the
REFLECT: THE 4 PS
object you are buying? (E.g. the use of harmful pesticides and toxic chemicals in the growing and
making of cotton for t-shirts.)
In the table below, write down your answers to the following questions:
Do you find it easy (or difficult!) to consider the 4

Ps in your spending decisions?
What do you feel you need more information
about?
What are two key things you will consider when
making spending choices in the future?
Voiceover:
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Exercise 2 Review
Voiceover: Let’s review what we learned in this lesson:
“After the lesson, try this exercise at home: Ask adults in your family the following questions about living • Spending responsibly is a skill that requires discipline and careful planning. You may have heard stories
expenses and spending habits.” of friends or family members (as well as governments and banks!) who have overspent or lived beyond
their means. This can have many stressful consequences. You can take practical steps toward spend-
What are the three most important things that you have to spend money on each month/week? ing money responsibly by thinking about your spending ‘needs’ and ‘wants’.
• Spending responsibly involves the 4 Ps: Pocket, Priorities, People, and Planet.
- Your Pocket: can you afford it?
- Your Priorities: do you really need/want it?
- Your relationship with other People: has anyone’s rights or well-being been compromised or ex-
How do you make sure there is enough money for these things?
- Your relationship with the Planet: has the environment been harmed in the production of the object
you are buying?
• When evaluating ‘needs’ and ‘wants’, it’s important to remember that there are some things that might
not be considered essential, and yet are important for overall well-being (such as hobbies and holi-
days). Also, saving for future needs is a high priority for most people, and starting when you’re young is
especially important.
Voiceover:
“Well done! You’re on your way to becoming a responsible spender!”
Activity quiz
I know how to prioritize spending ‘needs’ over spending ‘wants’ when 1 2 3 4 5

making spending choices.
4.2.3 |
REFLECT: THE 4 PS
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4.3.0 | CREATING A BUDGET
Overall outcome
Learning how to create a budget may not seem like the most exciting thing in the world for young people,
but it’s a vital step in helping them to reach their personal and financial goals. Participants have already
been involved in activities that explore saving and spending issues. This lesson builds on this learning –
pulling together their personal goals, their income, their saving and their spending – to create a budget.
Lesson objective
A. Explain the terms ‘budget’, ‘surplus’ and ‘deficit’.
B. Create a simple budget.
C. Apply this learning in their own lives.

A. Budget
A budget is a summary of estimated income and how it will be spent over a defined period of time.
B. Surplus
4.3.0 |
A surplus is the amount of money or quantity of goods that remain when use or need is satisfied.
C. Deficit
C R E AT I N G A B UD G E T
A deficit is a shortfall in the amount of money or other good that is needed.
| 288 289 |
I can create a budget. 1 2 3 4 5
Essential lessons I understand what it means to have a surplus or deficit. 1 2 3 4 5

I understand how to use a budget in my own life to help me reach my 1 2 3 4 5
Participants need to understand that: goals and to get better control over my money.
Keeping a record of your income and expenses helps you to know where your money goes. If you have a
surplus, or extra money, you can save it for future needs. If your budget tells you that you have a deficit, or
not enough money to pay for your expenses, you know to cut back on some of them. By creating a budget
you will have better control over your money, and will know how much you can save for the items identi-
fied in earlier sessions. You should be aware that not every family has the same access to resources, and
Great, it seems you have a good idea of the concept of creating a budget. If you want, you can skip this
that for some, preparing and keeping to a monthly budget will be much harder than for others.
lesson – but if you are curious, feel free to join us.

Extra take-aways
In the Start activity: You will need to adapt this exercise to ensure that your local currency is used, and B. Outcome Quiz
also that the amounts keep the game realistic and relevant. Ideally, the total value of the balls that are This test includes 5 open-ended questions. The answers are very personal and there is no right or wrong.
available to participants to throw at the bin should be slightly more than an average monthly household However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
income. In this way, even if a participant fails to get all of his/her balls into the bin, he/she will still have
an amount roughly equal to an average monthly household income. You want the participants to remem-
1 Explain why it is important to use a budget.
ber that not every family has the same access to resources, and that for some, preparing and keeping to
a monthly budget will be much harder than for others.
In the Learn activity: For this exercise, you need Value Cards that simply show a value or amount of money 2 Describe how to create a realistic budget to manage money responsibly.
expressed in the local currency. If possible, use different shapes or colours to differentiate between in-
come and expenditure cards. Otherwise mark them with an ‘I’ or an ‘E’. Make sure that the total amount
of the income cards is close in value to the total amount of the expenditure cards. 3 Explain what it means to have a budget surplus or deficit.
4 Describe how you will use a budget in your own life to help you reach your goals.
Quizzes
4.3.0 |
This lesson gives participants insight into their current understanding of the concept of creating a budget.
5 List one or two important people in your life with whom you can share your plans to create a
The statements of the entry quiz will help to determine the participants’ level of self-awareness regarding
budget to help you reach your goals.
creating a budget. If participants can answer all of these statements with a ‘5’, they can skip this lesson.

A. Entry quiz
you need to remind yourself of the concepts of creating a budget.
concept of creating a budget so that the lesson can be tailored to your level of understanding.
I understand what a budget is for. 1 2 3 4 5

I understand how to create a realistic budget to manage money respon- 1 2 3 4 5
sibly.
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4.3.0 |
| 292 293 |
4.3.1 | START: BUDGET BALL GAME
Estimated time
30 minutes
Learning goal
To create a realistic budget to manage money responsibly.
Exercise 1
Voiceover:
“In this lesson, we’re going to play a game to help you create a realistic budget. The game will help you to
manage your money responsibly.”
Before we start, think about the following questions and write down your answers below.
What are the four most important things that your

family has to spend money on each week and
each month?
4.3.1 |
How can you ensure that your family will have
enough money to cover all of these expenses?
What is a budget?
S TA RT : B UD G E T B A L L G A ME
What ideas come to your mind when you hear
this word?
What does a budget do?
Who has to work on a budget?
Voiceover:
“Well done! Let’s move on to the game.”
| 294 295 |
1. Show three families made up of 6 characters
each.
2. The characters have different physical at-
tributes, dress codes and gender.
3. The family on the right, Family 3, is the par-
ticipant’s ‘family’.
4. Each family has a set of 10 balls of the fol-
lowing values:
• Five have a value of $20;
• Two have a value of $10;
• Two have a value of $5;
• One has a value of $1.
5. Show an empty basket across the room.
6. “Why are we here?” 6. Character 1 in Family 1 says, “…”
7. “I think we’re going to play a game!” 7. Character 2 in Family 2 says, “…”
8. “Alright!” 8. The characters all look excited, and a few of
“This will be fun!” them say, “…”
“Let’s play!
SCENE 2
Voiceover:
“Here are the rules of the game: One family at a time has each of its members throw the currency balls,
trying to land them in the basket. If a currency ball lands in the basket, that family earns the value of the
ball. When each family has finished throwing, they’ll have a total score of the different values of the cur-
rency balls they succeeded in throwing into the basket. Have fun!”

Script 1. The three families are standing different dis-
tances away from the basket, each at least
three metres away.
4.3.1 |
2. Provide an automatic recording board to
SCENE 1
record the values of the balls they get into
Voiceover:
the basket.
“Let’s set up the game! In this game, you’re representing the head of your family, and two other families
3. “Okay, let’s play!” 3. Character 3, the head of Family 1, says, “…”
are playing along with you. You each have 10 balls of the following values: five have a value of $20, two
4. The characters in Family 1 each toss a ball
have a value of $10, two have a value of $5, and the last one has a value of $1. Each family’s job is to
toward the basket until they have each had
toss the balls into the basket. Are you ready?”
at least one turn.
5. The characters in Family 1 cheer as they see
their score on the board.
6. “Family 2, you’re up!” 6. Character 1 in Family 1, says, “…”
7. The characters in Family 2 each toss a ball
toward the basket until they have each had at
least one turn.
9. “Family 3, you’re up!” 9. Character 2 in Family 2, says, “…”
10. The characters in Family 3 get ready for
their turn.
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Expenditure total
SCENE 3
Voiceover:
“Now it’s your turn - good luck!”
Balance (income - expenditure)

Voiceover:
1. Allow the participant to toss the balls toward
“Well done! You just created a budget for your family!”
the basket. (Alternatively, show the charac-
ters in Family 3 tossing the balls.)
3. “That was fun!”
“Good game!”
3. When the game is over, all the families cheer
and congratulate each other, and a few of
Exercise 3
“Great job, everyone!” the characters say, “…” Next, take a look at your budget and consider the following questions. Then write in your answers in the
table below.
Were your expenses higher, lower or equal to your

income?
Exercise 2 What will you need to do if your budget shows a

negative balance?
Voiceover:
(Answer: Reduce expenditure.)
“Nice job in the game!”
Which of these budget items are most important?
In the budget template below, you’ll see the value of each separate currency ball your family landed in the
Why do you think each group/family was asked to
basket listed under ‘Income’. For each value, make up a realistic source explaining how the members of
stand at a different distance from the basket?
your actual family might have obtained that money (for example, hours worked, products or services sold,
gifts, etc.). What happens when you have a shortfall in the
amount of money you need?
You’ll see that your budget includes four broad categories of expenses: rent, food, school and fun, and (Answer: This is called a deficit.)
savings. These should be things that your actual family typically spends their monthly income on. Write
down the amount of your income that you wish to spend against each category. Then, subtract your ex- Voiceover:
penditure total from your income total. “Well done! You’ve got a great start in understanding how to create a budget!”
4.3.1 |
OUR FAMILY’S MONTHLY BUDGET It’s important to be aware that, in the game, the families standing further away from the basket probably
ended up with less income than the others. And that is precisely the point. Remember that not every
Income Amount family has the same access to resources, and that for some, preparing and keeping to a monthly budget
will be much harder than for others.
(List Family 3’s currency ball values in this
column)
Activity quiz
Income total to 5 - Strongly Agree.
Expenditure
I understand what a budget is for. 1 2 3 4 5
Rent
I understand how to create a realistic budget to manage money 1 2 3 4 5
Food responsibly.
School and fun
Savings
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4.3.2 | LEARN: CREATING A BUDGET
Estimated time
40 minutes
Learning goal
To create a budget, and what it means to have a surplus or deficit.
Exercise 1
Voiceover:
“Now, you’re going to create an imaginary budget from the perspective of a young person of your own
age. Meet Alicia, a young woman from Uganda who runs a snack stand selling cold drinks and other
items.”
Visuals:
1. A young woman, Alicia, is pictured at her
snack stand, selling cold drinks and other
items stocked in a refrigerator. (See charac-
4.3.2 |
ter in 4.7 Borrowing Money.)
First, let’s review the term ‘budget’. A budget is a summary of estimated income and how it will be spent
L E A R N : C R E AT I N G A B UD G E T
over a defined period of time.
Take a look at the Budget Template below. In this exercise, you will use the template to prepare a budget
for Alicia. The income section is for listing different sources of income, such as pay, sales or gifts. The
expenditures section is for sources of expenditures, such as food, rent or entertainment.
First, write down Alicia‘s sources of income in the budget template.
Next, write down Alicia‘s expenditure items.
We’ll fill in the amounts during the next exercise.
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Here’s how the game works:
ALICIA‘S BUDGET
BUDGET LINE ITEMS: WEEK 1: AMOUNT 1. You have a set of Value Cards below. The green cards are income, and the red cards are expenditures.
2. The number on the card signifies the amount of money earned or spent on an item (depending on
Income
whether it is an income or expense).
3. When you draw a card, you must decide where to put it on the budget template:
a. If you draw an income card, you must place it in the amount column opposite any income item.
b. If you draw an expenditure card, you must put it in the amount column opposite the expense item
of your choice.
4. Continue drawing cards and assigning amounts until all the line items in the budget have been given
amounts.
BUDGET LINE ITEMS: Visuals:

1. Show a set of Value Cards: half are green
(income) and the other half are red (expen-
diture).
Expenses
2. Each Value Card should simply show a value
Personal or amount of money expressed in the local
currency.
3. Make sure that the total amount of the
Entertainment income cards is close in value to the total
amount of the expenditure cards.
4. Shuffle the cards and place them in a stack.
Education 5. Allow participants to select a card and turn it
over, one by one.
Voiceover:
Transport “Well done! Now that your budget is complete, add up the income and expenditures. Then, consider the
questions below and fill in your answers.”
Family Which section of the budget has the highest

value: income or expenditures?
4.3.2 |
What else do you see in this budget?
TOTAL EXPENSES:
TOTAL SURPLUS/DEFICIT (Balance)
Voiceover:
“Great job completing your budget! Now, look at the last line of the budget template. What do you see?”
Voiceover:
“Well done! We’ll complete the budget in the next exercise.”
The last line is one of the most important in the budget form. The number put here can either be positive
or negative, depending on whether there is enough income to cover the expenses:
• If the number is positive, then Alicia has more income than expenses.
• If it is negative, it means that Alicia’s expenditures are greater than her income.
Interactive game
Voiceover: In the next exercise, you will learn terms for each situation.
“Now that you have the income and expenditures filled in, we’re going to play a card game. Are you
ready? Have fun!”
| 302 303 |
“Now that you know how a budget works, we’re going to talk about each part and how to define what they “Now, you are going to create a personal budget based on your actual (or anticipated) income and spend-
mean. What is another word, in any language, that you might use to describe a ‘surplus’? What about ing habits for a month, using the Budget Template below. Are you ready? Good luck!”
another word for ‘deficit’?”
When you create your own personal budget, you should adapt the expenses headings to match your own
In the table below, write down any local phrases or slang terms that young people use to talk about sur- spending habits. Also think about one or two realistic examples for the expense categories.
plus and deficit. Finally, think about what might be a realistic monthly amount for the sources of income.
Other words, local phrases or slang terms Other words, local phrases or slang terms MY BUDGET
to describe ‘surplus’ to describe ‘deficit’
BUDGET LINE ITEMS: WEEK 1: AMOUNT
Income
Voiceover:
“Well done! Now, consider the next set of questions in the table below and write down your answers.”
In the case of the budget we have just created,

how can a surplus occur?
TOTAL INCOME:
(Answer: It would mean that there is money left
over after paying for all expenses.)
How can a deficit occur? Expenses
(Answer: If there is not enough income to pay for Personal

all expenses, a deficit is created.)
How do we figure out the number that goes on
Entertainment
the surplus and deficit line of the budget?
4.3.2 |
(Answer: We must subtract the total expenses
from the total income. A positive number is a
Education
surplus and a negative number is a deficit. Show
the calculation, subtracting total expenses from
the total income on the example budget.)
Does this budget show a surplus or a deficit?
Transport
Why is it important to keep a record of your
income and expenses?
Family
Voiceover:
“Well done! Let’s review before moving on to the next activity.”
TOTAL EXPENSES:
Remember, keeping a record of your income and expenses helps you to know where your money goes. If
you have a surplus, or extra money, you can save it for future needs. If your budget tells you that you have TOTAL SURPLUS/DEFICIT (Balance)
a deficit, or not enough money to pay for your expenses, you know to cut back on some of them.
Voiceover:
“Once all the items in the budget have been given amounts, you first need to add up the sources of
income, and then add up all the expenses. Good luck!”
| 304 305 |
Write down the Total Income and Total Expenses, then calculate the Total Surplus/Deficit. Then answer
the following questions:
Which section of the budget has the highest

value?
What else do you see in this budget?
Voiceover:
“Great job completing your personal budget! If possible, keep a copy and share it with someone you
trust. Sharing it will keep it fresh in your mind and can help you put it into action!
The last line of the budget form is one of the most important. The number put here can either be positive
or negative, depending on whether there is enough income to cover the expenses. If the number is posi-
tive, it is called a surplus, which means you have more income than expenses. If it is negative, it is called
a deficit, which means your expenses are greater than your income.
Activity quiz
I can create a budget. 1 2 3 4 5

I understand what it means to have a surplus or deficit. 1 2 3 4 5
4.3.2 |
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4.3.3 | REFLECT: BUDGET FOR A MONTH
Estimated time
20 minutes
Learning goal
To reflect on your plans to use a budget in your own life to help you reach your goals and to get better
control over your money.
Exercise 1
Voiceover:
“Remember, by creating a budget you will have better control over your money, and will know how much
you can save for the items you need and want.”
For one month, keep a written record of your income – everything you buy, and everything you spend
money on – to see how you keep your income and expenses in balance. You can use the budget frame-
work from this lesson to track your own income and expenses. There are also lots of financial tools that
can help you track your income and expenses.
Now, think about your budget for the next month and take a look at the three options below. Choose
4.3.3 |
which option you think you will have at the end of the month and fill in your reason why. If needed, review
the definitions covered earlier in this lesson.
MONTH
R E F L E C T : B UD G E T F O R A
At the end of the month, I will have a: Reason why
� Deficit
� Surplus
� Perfect balance
Voiceover:
“Well done! If possible, check your written record of your income and expenses in the coming month to
see if you were right!”
| 308 309 |
Activity quiz
I understand how to use a budget in my own life to help me reach my 1 2 3 4 5

goals and to get better control over my money.
Review
• Learning how to create a budget is a vital step in helping you to reach your personal and financial goals.
• Keeping a record of your income and expenses helps you to know where your money goes. If you have a
surplus, or extra money, you can save it for future needs. If your budget tells you that you have a deficit,
or not enough money to pay for your expenses, you know to cut back on some of them.
• By creating a budget, you will have better control over your money, and will know how much you can
save for the items identified in earlier sessions.
• Not every family has the same access to resources, and for some, preparing and keeping to a monthly
budget will be much harder than for others.
4.3.3 |
MONTH
R E F L E C T : B UD G E T F O R A
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4.4.0 | SMART SAVERS
Overall outcome
Saving is an important part of managing money. However, it’s not always easy to save money, especially in
times of financial hardship. We live in a world that constantly invites us to spend, suggesting that we need
new things to make us happy even if we can’t really afford those things. However, by learning from others,
thinking creatively, and even ‘rethinking’ our attitudes, we can become more efficient with the resources
we consume (such as energy, water, time and materials). We can become ‘Smart Savers’: saving money,
reducing waste and conserving resources for future generations. This curriculum promotes a holistic
approach to saving, and this lesson explores how participants can become Smart Savers of material and
non-material resources by Reusing, Recycling, Repairing, Reducing, Refusing and Rethinking.
Lesson objective
A. Demonstrate that saving resources can save money and protect the environment.
B. Be able to judge the effectiveness of the 6 Rs – Reuse, Recycle, Repair, Reduce, Refuse and Rethink –
in helping to save money and protect the environment.
C. Plan a money-making idea that produces income by reusing, recycling or rethinking a product or idea.
4.4.0 |
A. Reuse
To use an item more than once by refilling it, or making something else with all or part of it. Reusing an
S M A RT SAV E R S
object is better for the environment than recycling it, as reusing helps to make the initial energy that went
into the production of that material last longer and go farther. Reusing materials saves money and saves
the environment.
B. Repair
To try and fix an item that has broken or doesn’t work properly.
C. Recycle
To make a material or product into something new instead of throwing it out. Recycling involves using
additional energy to process the material into something usable.
D. Reduce
To cut down on the amount of materials or energy you use so as to save money, save resources and
protect the environment.
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E. Rethink
To think about better or more efficient ways of doing things, for example asking yourself: “Do I really need RETHINK To think about better or more efficient ways of doing things, for example
this?” or “Can I make a better design that uses less energy and costs less?” asking yourself: “Do I really need this?” or “Can I make a better design
that uses less energy and costs less?”
F. Refuse
To say “No” to buying a product if you don’t really need it or if it’s bad for people or the environment.
Quizzes
Essential lessons This lesson gives participants insight into their current understanding of the concept of ‘smart saving’.
The statements of the entry quiz will help to determine the participants’ level of self-awareness regard-
ing saving money, reducing waste and conserving resources for future generations. If participants can
In our world, we are constantly encouraged to spend, suggesting that we need new things to make us
answer all of these statements with a ‘5’, they can skip this lesson.
happy even if we don’t really need them or can’t afford them. However, we can learn from others, think
creatively, and even ‘rethink’ our attitudes to help us become more efficient with the resources we con-
sume (such as energy, water, time and materials).
Saving resources can also lead to saving money. For example, thinking creatively about how to reuse an
object and give it a longer useful life can help you to save money and protect the environment. Reusing
an object is better for the environment than recycling it, as recycling involves additional energy to process
A. Entry quiz
the material into something usable. Reusing helps to make the initial energy that went into the production
of that material last longer and go farther. Reusing materials saves money and saves the environment.
concept of saving money, reducing waste and conserving resources for future generations so that the
lesson can be tailored to your level of understanding.
A ‘Smart Saver’ is someone who has an understanding of saving that includes saving time and resources
as well as money. As ‘Smart Savers’, we can save money, reduce waste and conserve resources for future
generations. You can become Smart Savers of material and non-material resources by Reusing, Recy-
cling, Repairing, Reducing, Refusing and Rethinking.
I can name three ideas about how to reuse an object to give it a longer 1 2 3 4 5
useful life.
I understand how reusing an object can save money and help protect the 1 2 3 4 5
Extra take-aways environment.
For the Learn activity, here are the answers: I understand what each of the 6Rs (Reuse, Recycle, Repair, Reduce, 1 2 3 4 5
4.4.0 |
Refuse and Rethink) mean.
I understand how the 6Rs are effective in helping to save money and 1 2 3 4 5
REUSE To use an item more than once by refilling it, or making something else protect the environment.
with all or part of it.
S M A RT SAV E R S
I can name two ideas about how to put the 6Rs into action in my own life. 1 2 3 4 5
RECYCLE To make a material or product into something new instead of throwing it

out.
REPAIR To try and fix an item that has broken or doesn’t work properly. Great, it seems you have a good idea of the concept of saving money, reducing waste and conserving
resources for future generations. If you want, you can skip this lesson – but if you are curious, feel free to
REDUCE To cut down on the amount of materials or energy you use so as to save join us.
money, save resources and protect the environment.
REFUSE To say “No” to buying a product if you don’t really need it or if it’s bad for Great, it seems there is still some learning in this lesson for you. Let’s get started.
people or the environment.
| 314 315 |
B. Outcome Quiz
1 Write down some ideas about how to reuse an object to give it a longer useful life.
2 Explain what each of the 6 Rs (Reuse, Recycle, Repair, Reduce, Refuse and Rethink) mean, and
provide one example of each.
3 Explain how the 6 Rs are effective in helping to save money and protect the environment.
4 Write down some ideas about how you will “Rethink” before buying or making a new item.
5 List one or two important people in your life with whom you can share your plans for how to put
the 6 Rs into action in your own life.

you need to remind yourself of the concept of saving money, reducing waste and conserving resources for
future generations.
4.4.0 |
S M A RT SAV E R S
| 316 317 |
4.4.1 | START: TRASH OR TREASURE?
Estimated time
15 minutes
Learning goal
To demonstrate how reusing an object can save money and help protect the environment.
Exercise 1
Voiceover:
“Have you ever thought about what happens to the things we use after we dispose of them? Or how we
can find other uses for them instead and create less waste?”
This activity will get you thinking creatively about how reusing an object and giving it a longer useful life
can save you money and help protect the environment.
Visuals:
1. Show this statement on the screen in large
4.4.1 |
letters: One man’s trash is another man’s
treasure.
T R E AS U R E ?
S TA RT : T R AS H O R
Consider the statement below and think about what this could mean. Brainstorm some ideas and write
them in the table below.
ONE MAN’S TRASH IS ANOTHER MAN’S TREASURE.
Voiceover:
| 318 319 |
THIS PLASTIC BOTTLE COULD BE…
Learning experience
SCENE 1
1. Character 1 is holding an empty two-litre Voiceover:
plastic bottle. “Well done! You came up with some great ideas about how to reuse the bottle!”
2. “I could recycle this bottle now, but maybe I 2. Character 1 walks toward a recycling bin and
can use it for something else first!” then pauses, and says to him/herself, “…”
3. “What can I do with this bottle now?” 3. Character 1 turns the bottle around in his/ Reusing an object is better for the environment than recycling it, as recycling involves additional energy
her hands and says, “…” to process the material into something usable. Reusing helps to make the initial energy that went into
the production of that material last longer and go farther. Reusing materials saves money and saves the
environment.
Here are some additional ideas for creatively reusing plastic bottles:
BOTTLE IT! IDEAS SHEET
Seed starters Cut the tops off the plastic bottles, and plant seeds in the bottom to start
off your plants.
Self-watering pot Cut the bottle in half, invert the top half, make a hole in the lid, and
thread a ‘wick’ or piece of string through it so it lies in the water at the
bottom.
Mini greenhouse Cut the bottom off the bottle and cover your seedlings and plants to
make your very own greenhouse.
Fly or wasp trap Cut off the top third of the bottle. Place the ‘bait’ (e.g. sugar solution) into
the bottom section, invert the top section back into the bottle, and tape it
4.4.1 |
into place. Add wire handles to hang it up.
Ice pack Fill the bottle with cold water and freeze to make an ice pack. Put one
in your shopping bag to keep cold items cool on the way back from the
T R E AS U R E ?
shops.
Vase Cut the bottle in half, cut down into the plastic to make strips, and weave
to make a clever design.
Decorative flowers Cut off the bottom of the bottle, and cut the top end into petal shapes.
Exercise 2 Peel back the plastic and paint. Attach each flower to a wire stem.
Voiceover:
“Imagine you have an empty two-litre plastic bottle. Your challenge is to come up with as many uses for Musical Shaker Fill the bottle with dried beans.
the empty bottle as possible in five minutes. Are you ready? Good luck!”
Scoop Cut the top off the bottle, and use the bottom as a scoop for rice or
For this exercise, record your ideas in the table below. Your ideas can include cutting the bottle up and another product.
using parts of it (e.g. cutting off the top and using the bottom for storing nails, screws and nuts).
| 320 321 |
BOTTLE IT! IDEAS SHEET
Toilet tank water Fill a bottle with water. Drop it into the toilet tank to displace water there.
saver Each time the toilet is flushed, water will be saved.
Activity quiz
I can name three ideas about how to reuse an object to give it a longer 1 2 3 4 5
useful life.
I understand how reusing an object can save money and help protect the 1 2 3 4 5
environment.
4.4.1 |
T R E AS U R E ?
| 322 323 |
4.4.2 | LEARN: THE 6 RS
Estimated time
30 minutes
Learning goal
To analyse the 6 Rs (Reuse, Recycle, Repair, Reduce, Refuse and Rethink) and how they are effective in
helping to save money and protect the environment.
Exercise 1
Voiceover:
“Take a look at the 6 Rs (that’s Reuse, Recycle, Repair, Reduce, Refuse and Rethink) below. In this exer-
cise, your challenge is to correctly match all six definitions against the title words. Are you ready? Good
luck!”
REUSE To think about better or more efficient ways of doing things, for example
asking yourself: “Do I really need this?” or “Can I make a better design
4.4.2 |
RECYCLE To cut down on the amount of materials or energy you use so as to save
money, save resources and protect the environment.
LEARN: THE 6 RS
REPAIR To try and fix an item that has broken or doesn’t work properly.
REDUCE To say “No” to buying a product if you don’t really need it or if it’s bad for
people or the environment.
REFUSE To use an item more than once by refilling it, or making something else
RETHINK To make a material or product into something new instead of throwing it

out.
Voiceover:
“Well done! Let’s check the answer key below before moving on.”
| 324 325 |
THE 6 RS REUSE
REUSE To use an item more than once by refilling it, or making something else RECYCLE
REPAIR
RECYCLE To make a material or product into something new instead of throwing it
out.
REDUCE
REPAIR To try and fix an item that has broken or doesn’t work properly.
REFUSE
REDUCE To cut down on the amount of materials or energy you use so as to save
money, save resources and protect the environment. RETHINK
REFUSE To say “No” to buying a product if you don’t really need it or if it’s bad for Voiceover:
people or the environment. “Well done! Is the order the same at the previous list? What are the differences?”
RETHINK To think about better or more efficient ways of doing things, for example
asking yourself: “Do I really need this?” or “Can I make a better design
Exercise 2
This time, take the R words again and place them in order so that the one that would be most likely to
help you save money (Rethink? Refuse? Repair? Reduce? Reuse? Recycle?) is at the top, and the least
likely is at the bottom.
REUSE
4.4.2 |
RECYCLE
REPAIR
LEARN: THE 6 RS
REDUCE
REFUSE
RETHINK
Exercise 3
Now, take the R words again and place them in order so that the one most likely to help save resources
In this exercise, brainstorm 1-2 examples for each of the 6 Rs. You can use some of the items below to
and energy and protect the environment is at the top, and the least likely is at the bottom.
get started, or think of your own ideas for items that apply to the 6 Rs. Let’s see what you can come up
with!
| 326 327 |
Visuals:
1. Show the following items as examples:
• Plastic bottle • Chipped ceramic mug
• Worn out car tire • Deflated football
• Batteries • Used shelving boards
• Toy with plastic packaging • Empty tin can
• Set of disposable razors • Roll of paper towels
• Broken toaster oven
THE 6 RS
REUSE
RECYCLE
REPAIR
REDUCE
REFUSE
RETHINK
Voiceover:
“Well done! You have some great ideas for how to Reuse, Recycle, Repair, Reduce, Refuse and Rethink!”
4.4.2 |
LEARN: THE 6 RS
Activity quiz
I understand what each of the 6 Rs (Reuse, Recycle, Repair, Reduce, 1 2 3 4 5

Refuse and Rethink) mean.
I understand how the 6 Rs are effective in helping to save money and 1 2 3 4 5
protect the environment.
| 328 329 |
4.4.3 | REFLECT: HOW TO BE A
SMART SAVER
Estimated time
15 minutes
Learning goal
To reflect on how to put the 6 Rs into action in my own life.
Exercise 1
Now, let’s reflect on some key points about the 6 Rs.
SMART SAVERS REFLECTION SHEET
Simplify your life Think before you buy
Think about what you enjoy doing most. Often, Every day, we are tempted to buy products
the things that make us most happy aren’t we don’t always need. Buying things we don’t
for sale. Spend time with friends and family, really need can be expensive, adds to clutter,
4.4.3 |
rather than spending money. and contributes to waste, depletion of resourc-
es, and pollution.
S M A RT SAV E R
R E F L E C T : H O W TO B E A
Buy in bulk or ‘value-pack’ sizes Repair broken things
Often, products are cheaper if we buy larger Although we are often encouraged to buy new
quantities. Why not get a group of friends rather than repair, it can be satisfying to fix
together to buy in bulk and enjoy the shared things when they break. You’ll save money,
cheaper price. resources, and a trip to the store.
| 330 331 |
Share Use both sides of a sheet of paper…
Activity quiz
Sharing tools, equipment and books with …and save money, trees and the planet! One
friends, neighbours and family can save you a tree makes 8,333 sheets of virgin copier Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
lot of money. paper to 5 - Strongly Agree.
or I can name two ideas about how to put the 6Rs into action in my own life. 1 2 3 4 5
One pack of copier paper (500 sheets) uses

6% of a tree (www.actiontracker.org.uk)
Switch off lights Think before craving designer labels Review

By using less electricity, you are lowering your Celebrities are given expensive clothes to • In our world, we are constantly encouraged to spend, suggesting that we need new things to make us
electricity bill and lowering the demand for wear. You’re not. Be individual. Don’t crave happy even if we don’t really need them or can’t afford them. However, we can learn from others, think
coal, thus decreasing the amount of environ- labels that others wear. creatively, and even ‘rethink’ our attitudes to help us become more efficient with the resources we
mental destruction caused by mining. consume (such as energy, water, time and materials).
• Saving resources can also lead to saving money. For example, thinking creatively about how to reuse an
Use your talents to make and save money or Look after your health object and give it a longer useful life can help you to save money and protect the environment. Reus-
set up a ‘time bank’ ing an object is better for the environment than recycling it, as recycling involves additional energy to
If you are unwell, you can’t work and so can’t process the material into something usable. Reusing helps to make the initial energy that went into the
What skill or talent do you have that could earn. production of that material last longer and go farther. Reusing materials saves money and saves the
make you money or others might pay for? Set environment.
up a time bank where members exchange • A ‘Smart Saver’ is someone who has an understanding of saving that includes saving time and resourc-
services using units of time as currency. es as well as money. As ‘Smart Savers’, we can save money, reduce waste and conserve resources for
future generations.
Use time wisely Rent out equipment to earn money • You can become Smart Savers of material and non-material resources by Reusing, Recycling, Repairing,
Reducing, Refusing and Rethinking.
Think how you can create time to do a part-
time job to save money.
4.4.3 |
Now, write down an idea for putting one of the 6 Rs into action. This should be something you will commit
to doing. Fill in the R word and your idea in the table below.
I COMMIT TO PUTTING THIS IDEA INTO ACTION:
S M A RT SAV E R
R E F L E C T : H O W TO B E A
R____________
Voiceover:
“Well done! If possible, try to share your plans with someone you can trust. Good luck and have fun!”
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4.5.0 | BORROWING MONEY
Overall outcome
This lesson looks at the option of borrowing money. Participants will think about the reasons why people
borrow money, the implications of borrowing money, and what responsible borrowing means. It also helps
them to understand some basic terminology around credit.
Lesson objective
A. Identify times when they might borrow money.
B. Examine the implications of borrowing money.
C. Explain that there are different types of loans.
D. Differentiate basic terms, such as credit and interest.

A. Loan
A loan is a sum of money, property or other material goods that is borrowed and expected to be paid back
at a future date, usually with interest and or finance charges.
4.5.0 |
B. Default
Failure to repay a loan according to the terms that were agreed when the loan was taken out.
B O R R OW I N G M O NE Y
C. Credit
If your savings account is ‘in credit’ or you have ‘credit’ on your phone, that means there is money
available to spend. But if you buy something ‘on credit’, it means that someone else (e.g. a bank or other
financial institution) has lent you the money and you must pay it back.
D. Debit
If you have a debit on your account, it means you have an amount owed. Debit may also mean an amount
removed from an account by a bank or other financial organisation, usually indicating a payment.
E. Guarantor
A person who co-signs a loan and agrees to be financially responsible for it if the person who took out the
loan cannot pay it back.
F. Interest
If you borrow money, you have to pay an extra amount on top. This is called interest. You usually have to
pay interest when you borrow money. If you save money in a bank, you can often receive interest. This is
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like a little reward for leaving your money in the bank.
G. Loan shark Quizzes

A person or an organisation that easily offers informal, and sometimes illegal loans at high interest rates
to individuals, often enforcing repayment through threats. This lesson gives participants insight into their current understanding of the concept of borrowing money.
The statements of the entry quiz will help to determine the participants’ level of self-awareness regarding
why people borrow money, the implications of borrowing money, and what responsible borrowing means.
H. Collateral
If participants can answer all of these statements with a ‘5’, they can skip this lesson.
Something of value that is used to guarantee a loan. If you do not repay your loan, the lender takes the
collateral off you to cover their costs. A common example is a bank lending you money, but taking your
house as collateral. If you fail to repay the loan, the bank takes your house from you.
I. Microfinance institution
A small financial institution that provides basic savings services to its customers, who usually have little
money.
A. Entry quiz
concept of why people borrow money, the implications of borrowing money, and what responsible borrow-
ing means so that the lesson can be tailored to your level of understanding.
Essential lessons
Participants need to understand that: to 5 - Strongly Agree.
People borrow money for many different reasons. Borrowing money can be a positive experience. It can,
for example, help people to start or expand a business; it can help them to respond to an emergency in
I understand the reasons why people borrow money. 1 2 3 4 5
their family; or it can help them to improve their living conditions sooner rather than later. When a loan
helps people in these ways, it is usually a good loan. But taking a loan always carries a risk of not being I can name three places from which people might borrow money. 1 2 3 4 5
able to repay. So, when the loan ends up costing someone money, or forcing them to go deeper into debt
I can name two different reasons why it might be easy to repay loans. 1 2 3 4 5
or default, it is a ‘bad loan’.
I can name two different reasons why it might be difficult to repay loans. 1 2 3 4 5
Responsible borrowing means that you understand the implications of borrowing money before you make I can define credit. 1 2 3 4 5
the decision to borrow. Before borrowing money, you need to know:
I can define debit. 1 2 3 4 5
• The amount of the loan payment, including interest. I can define collateral. 1 2 3 4 5
• How you will be able to repay the loan, e.g. the sources of income or savings you have to make the loan I can define default. 1 2 3 4 5
repayments.
4.5.0 |
I can define guarantor. 1 2 3 4 5
• When you will actually get the loan money. Will you receive the money before you need it or afterwards?
• If you are using the loan money to buy a tool or piece of equipment, will the object outlive the loan and I can define interest. 1 2 3 4 5
continue to earn you money?
I can define loan shark. 1 2 3 4 5
• Can you charge a price for the goods you have financed that is high enough to both repay the loan and
have some money left over? I can define microfinance institution. 1 2 3 4 5
I know about some different types of loans. 1 2 3 4 5
I understand the implications of borrowing money. 1 2 3 4 5
I understand the difference between a good and a bad loan. 1 2 3 4 5
Extra take-aways I understand what responsible borrowing means. 1 2 3 4 5
It is important that you help participants to learn some new terminology in this lesson, so that they can I understand the basic concepts of borrowing and lending. 1 2 3 4 5
discuss the concepts of borrowing and lending by using standard vocabulary. This will happen in the third
part of the Learn activity.
In the Learn activity, Borrowing Wisely exercise, you can decide to use all of the statements or just a few. Feedback for all answers ‘5’:
Use the statements most relevant to your group, or create new ones. Great, it seems you have a good idea of the concept of borrowing money. If you want, you can skip this
lesson - but if you are curious, feel free to join us.
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B. Outcome Quiz
1 Write down a few reasons why people borrow money.
2 Describe some different types of loans.

3 Explain some different reasons why it might be easy or difficult to repay loans.
4 Explain the implications of borrowing money and what responsible borrowing means.
5 List one or two important people in your life with whom you can share your plans to borrow
money for a business idea.

you need to remind yourself of the concept of borrowing money.

4.5.0 |
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4.5.1 | START: BORROWING MONEY
Estimated time
15 minutes
Learning goal
To determine why and from where people borrow money, and how they repay loans.
Exercise 1
Voiceover:
“Have you ever thought about why people borrow money? What might they use it for and where would
they get it? What about how they repay it?”
Let’s start this lesson by reviewing what you know from experience about why and from where people bor-
row money, and how they repay loans. In the table below, write your answers to the following questions:
QUESTION ANSWER
Have you ever borrowed money, or do you know
4.5.1 |
someone who has? Why did you/they decide to
borrow money?
Where did you/they borrow the money/get the
S TA RT : B O R R OW I N G M O NE Y
loan from?
How easy was it to repay the loan?
Do you have any advice about borrowing money?
What are some reasons that young people borrow

money, compared to the reasons for adults?
Where are the main places that people borrow
money from?
Are loans generally easy to repay?
Voiceover:
“Well done! Let’s explore this topic more in the next activity.”
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Activity quiz
I understand the reasons why people borrow money. 1 2 3 4 5

I can name three places from which people might borrow money. 1 2 3 4 5
I can name two different reasons why it might be easy to repay loans. 1 2 3 4 5
I can name two different reasons why it might be difficult to repay loans. 1 2 3 4 5
4.5.1 |
S TA RT : B O R R OW I N G M O NE Y
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4.5.2 | LEARN: BORROWING AND
LENDING TERMS
Estimated time
15 minutes
Learning goal
To differentiate the definitions of basic borrowing and lending terms.
Exercise 1
Voiceover:
“Take a look at the seven words listed below - Credit, Collateral, Default, Guarantor, Interest, Loan Shark,
Microfinance Institution. In this exercise, your challenge is to correctly match all seven definitions against
the title words. Are you ready? Good luck!”
CREDIT Something of value that is used to guarantee a loan. If you do not repay
your loan, the lender takes the ________ off you to cover their costs. A
common example is a bank lending you money, but taking your house as
________. If you fail to repay the loan, the bank takes your house from
4.5.2 |
you.
COLLATERAL Failure to repay a loan according to the terms that were agreed when the
loan was taken out.
LENDING TERMS
L E A R N : B O R R OW I N G A ND
DEFAULT A person or an organisation that easily offers informal, and sometimes
illegal loans at high interest rates to individuals, often enforcing repay-
ment through threats.
GUARANTOR A small financial institution that provides basic savings services to its
customers, who usually have little money.
INTEREST If your savings account is ‘in ________’ or you have ‘________’ on your
phone, that means there is money available to spend. But if you buy
something ‘on ________’, it means that someone else (e.g. a bank or oth-
er financial institution) has lent you the money and you must pay it back.
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LOAN SHARK A person who co-signs a loan and agrees to be financially responsible for
it if the person who took out the loan cannot pay it back. Activity quiz
MICROFINANCE If you borrow money, you have to pay an extra amount on top. You usually
INSTITUTION have to pay this extra amount when you borrow money. If you save money
in a bank, you can often receive this extra amount, which is like a little
reward for leaving your money in the bank. I can define credit. 1 2 3 4 5
I can define debit. 1 2 3 4 5
Voiceover: I can define collateral. 1 2 3 4 5

“Well done! Let’s check the answer key below before moving on.” I can define default. 1 2 3 4 5
I can define guarantor. 1 2 3 4 5
CREDIT If your savings account is ‘in credit’ or you have ‘credit’ on your phone, I can define interest. 1 2 3 4 5
that means there is money available to spend. But if you buy something
‘on credit’, it means that someone else (e.g. a bank or other financial I can define loan shark. 1 2 3 4 5
institution) has lent you the money and you must pay it back. I can define microfinance institution. 1 2 3 4 5
COLLATERAL Something of value that is used to guarantee a loan. If you do not repay
your loan, the lender takes the collateral off you to cover their costs. A
common example is a bank lending you money, but taking your house as
collateral. If you fail to repay the loan, the bank takes your house from
you.
DEFAULT Failure to repay a loan according to the terms that were agreed when the
loan was taken out.
GUARANTOR A person who co-signs a loan and agrees to be financially responsible for
it if the person who took out the loan cannot pay it back.
INTEREST If you borrow money, you have to pay an extra amount on top. This is
called interest. You usually have to pay interest when you borrow money.
If you save money in a bank, you can often receive interest. This is like a
4.5.2 |
little reward for leaving your money in the bank.
LOAN SHARK A person or an organisation that easily offers informal, and sometimes
illegal loans at high interest rates to individuals, often enforcing repay-
LENDING TERMS
L E A R N : B O R R OW I N G A ND
ment through threats.
MICROFINANCE A small financial institution that provides basic savings services to its
INSTITUTION customers, who usually have little money.
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4.5.3 | LEARN: BORROWING WISELY
Estimated time
15 minutes
Learning goal
To differentiate different types of loans and the implications of borrowing money.
Exercise 1
Next, you are going to read some True/False Statements below. For each statement, indicate whether you
think it is true or false and why you chose this answer.
STATEMENT TRUE OR FALSE? REASON WHY

The money from a loan belongs
to the person who borrows it.
(Answer: False) (Example answer: The money
from a loan belongs to the per-
son or entity that loans it, until
4.5.3 |
it is paid off.)
A loan can help you start a
business when you don’t have
L E A R N : B O R R OW I N G W I S E LY
enough of your own money. (Answer: True) (Example answer: A loan can
provide the funds to help you
start a business.)
If you borrow money from a
friend, you do not have to repay
it. (Answer: False) (Example answer: A loan should
always be repaid, no matter
from whom it is borrowed.)
If you miss a loan payment, you
won’t face any consequences
as long as you eventually pay (Answer: False) (Example answer: Missing a
up. loan payment usually comes
with consequences, such as
late fees or penalties.)
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STATEMENT TRUE OR FALSE? REASON WHY
Using borrowed money is usu-
ally more expensive than using
your own money. (Answer: True) (Example answer: Using bor-
rowed money is more expensive
because of the interest.)
Only banks charge interest on
loans.
(Example answer: Any financial
(Answer: False) institution or person loaning
money may charge interest.)
Credit can mean both money
available to spend, and some-
one else’s money you have to (Answer: True) (Example answer: Credit means
pay back. both money available to spend,
and money already spent and
owed.)
Borrowing from a loan shark is
a cheap option.
(Answer: False) (Example answer: Borrowing
from a loan shark is often an
expensive option, due to high
interest rates.)
Voiceover:
“Well done! You have a good idea about some of the implications of borrowing money.”
Activity quiz
4.5.3 |
I understand the different types of loans. 1 2 3 4 5
L E A R N : B O R R OW I N G W I S E LY
I understand the implications of borrowing money. 1 2 3 4 5
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4.5.4 | LEARN: GOOD AND BAD LOANS
Estimated time
15 minutes
Learning goal
To differentiate between a good and a bad loan, and to learn what responsible borrowing means.
Exercise 1
Voiceover:
“Think about all the ways that borrowing money can be a positive experience. It can, for example, help
people to start or expand a business; it can help them to respond to an emergency in their family; or it
can help them to improve their living conditions sooner rather than later. When a loan helps people in
these ways, it is usually a good loan. But taking a loan always carries a risk of not being able to repay. So,
when the loan ends up costing someone money, or forcing them to go deeper into debt or default, it is a
‘bad loan’.”
SCENE 1
Listen to the following situations in which someone takes a loan, and decide for each one if it is a good
4.5.4 |
loan or a bad loan. Mark your answers in the table below and explain your reasons.
LOA N S
L E A R N : G O O D A ND B A D
1. Voiceover: “Mary borrows $20 to buy veg- 1. A young woman, Mary, is pictured selling
etables to sell in her village.” vegetables in her village.
2. Voiceover: “By the end of the week, she has 2. Mary sells out of her vegetables and has
sold all of her vegetables for a total of $30.” earned some money.
3. Voiceover: “Now, she has $20 to buy more 3. Mary is pictured standing with an empty
vegetables, $5 for her loan payment and $5 vegetable crate and a pile of money.
for her expenses and savings.”
SITUATION GOOD OR BAD LOAN? REASON WHY

1 - Mary
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SCENE 2 SCENE 3
1. Voiceover: “Magdalena has applied for a 1. A young woman, Magdalena, is pictured 1. Voiceover: “Alicia borrowed $200 for a refrig- 1. A young woman, Alicia, is pictured at her
loan to make souvenir t-shirts to sell at the buying blank t-shirts. She is imagining the erator for her snack stand.” snack stand, with cold drinks and other
school carnival.” souvenir t-shirts she plans to make. 2. Voiceover: “She is able to stock more items, items stocked in a refrigerator.
2. Voiceover: “She has waited for a long time 2. Magdalena is waiting a long time for her loan especially cold drinks, and is now earning 2. Alicia is busy selling items, and business is
for the loan to be approved. But by the time to be approved. $20 more each month.” going well.
the loan is finally approved, …” 3. She finally receives her loan, but the school 3. Voiceover: “Most of that income is used to 3. Alicia takes some money to the bank to repay
3. Voiceover: “…she doesn’t have enough time carnival is already starting. Magdalena is repay the loan, but a year from now, when her loan.
to silk screen the t-shirts before the festival.” standing outside the carnival with her blank she has finished paying the loan, she will still
t-shirts. have the refrigerator.”
SITUATION GOOD OR BAD LOAN? REASON WHY SITUATION GOOD OR BAD LOAN? REASON WHY
2 - Magdalena 3 - Alicia
SCENE 4
1. Voiceover: “Sara borrowed $50 to purchase 1. A young woman, Sara, is pictured purchasing
hats in bulk at a lower price.” hats in bulk.
2. Voiceover: “But after she sold all the hats to 2. Sara is selling hats to students at her school.
students at her school, …” 3. Sara sells out of hats but doesn’t have
3. Voiceover: “…she still owed $10 on the loan.” enough money to repay her loan.

4 - Sara
S n a c k SCENE 5
4.5.4 |
1. Voiceover: “John the baker borrowed money 1. A young man, John, is pictured mixing dough
for a used mixing machine that allowed him with a used mixing machine. His bakery has
to increase his bread production.” many loaves of fresh bread.
LOA N S
2. Voiceover: “But by the time he paid off the 2. John is counting money to repay his loan,
loan, the machine had broken down.” while his mixing machine is broken down.

5 - John
Voiceover:
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Exercise 2
Now, considering the five situations we just watched, think about this question: To make sure that your
loan will be a good loan that really helps you, what should you know before deciding to borrow? Write
down your ideas in the table below.
What to know before deciding to borrow:
Voiceover:
“Well done! Let’s review some of the key points we’ve learned so far.”
What to know before borrowing money:
• The amount of the loan payment, including interest.

• How you will be able to repay the loan, e.g. the sources of income or savings you have to make the loan
repayments.
• When you will actually get the loan money. Will you receive the money before you need it or after-
wards?
• If you are using the loan money to buy a tool or piece of equipment, will the object outlive the loan and
continue to earn you money?
• Can you charge a price for the goods you have financed that is high enough to both repay the loan and
have some money left over?
Activity quiz
4.5.4 |
I understand the difference between a good and a bad loan. 1 2 3 4 5
LOA N S
I understand what responsible borrowing means. 1 2 3 4 5
| 356 357 |
4.5.5 | REFLECT: CUBING EXERCISE: CREDIT, LOAN
SHARK AND MICROFINANCE INSTITUTION
Estimated time
15 minutes
Learning goal
To reflect on the basic borrowing and lending concepts.
ANIT Interactive game

CO AL
MP YS Visuals:
IT ARE
E
1. Show a large six-sided die
APPLY 2. Each of the six sides has a short prompt writ-
IT
ten on it, as follows:
• Describe it
• Compare it
• Associate it
• Analyse it
• Apply it
4.5.5 |
• Argue for or against it
3. Display the ‘Cubing Prompts’ table.
4. Allow participants to roll the die.
SHARK AND MICROFINANCE INSTITUTION

R E F L EC T : C U B I N G E X E R C I S E : C R E D I T, LOA N
CUBING PROMPTS
Describe it: Look at the subject closely, or focus on it in your imagination, and de-
scribe what you see.
Compare it: What is it similar to? What is it different from?
Associate it: What does it make you think of? What comes into your mind? These can
be similar or different things, places, or people. Just let your mind go and
see what associations you have for this subject.
Analyse it: Explain how it is made. You don’t have to know; you can make it up.
| 358 359 |
CUBING PROMPTS
Review
Apply it: How can it be used?
• People borrow money for many different reasons.
Argue for or against Go ahead and take a stand. Use any kind of reason you want: logical, silly • Borrowing money can be a positive experience. It can, for example, help people to start or expand a
it: or anywhere in between. business; it can help them to respond to an emergency in their family; or it can help them to improve
their living conditions sooner rather than later.
• When a loan helps people in these ways, it is usually a good loan. But taking a loan always carries a
Voiceover:
risk of not being able to repay. So, when the loan ends up costing someone money, or forcing them to
“Now, let’s play a dice game. Are you ready? Have fun!”
go deeper into debt or default, it is a ‘bad loan’.
• Responsible borrowing means that you understand the implications of borrowing money before you
Each turn in the game has a subject. When you roll the die, consider the subject and answer the prompt
make the decision to borrow.
depending on which one is written on the side of the die facing upwards. The ‘Cubing Prompts’ table
elaborates on each prompt, suggesting the sorts of follow-up questions you might ask yourself. Write your
answers to the prompts in the table below.
Here’s an example of how the game works: With ‘bank’ as the subject, roll the die. The die says, ‘Compare
it.’ Then, you’ll need to come up with answers to the questions, ‘What is it similar to? What is it different
from?’
SUBJECT PROMPT ANSWERS

Loan Sharks
Microfinance Institution
Credit
Voiceover:
“Well done! You have a great understanding of the basic borrowing and lending concepts! If possible, try
to share your lessons learned with someone you can trust.”
4.5.4 |
Activity quiz
LOA N S
I understand the basic concepts of borrowing and lending. 1 2 3 4 5
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4.6.0 | MONEY STREAMS
Overall outcome
Participants will become more aware of their various income-generating activities, and be able to catego-
rise and analyse them for their value. They will also be made aware of social aspects that could impact
their ability to save or provide, and consider what is(are) the best type(s) of work for them.
Lesson objective
A. Identify different income streams: entrepreneurial, agricultural, and wage (informal or formal), and
consider the frequency of this work: full time, as needed, when necessary, seasonal, etc.
B. Classify their different sources of income as part of their budgeting and time management.
C. Understand the social aspects of their financial resources: for example, what they barter for, favours,
different forms of payment, demands or support from family, etc.

A. Formal employment
Any wage work that you do which earns you a set amount of money (wages) from a business or another
person, but is not agricultural. Formal means a mostly full-time, wage job in a formal business industry.
4.6.0 |
B. Informal employment
Any wage work that you do which earns you a set amount of money (wages) from a business or another
M O NE Y S T R E A M S
person, but is not agricultural. Informal means temporary jobs for usually small businesses.
C. Self-employment
Any work you do for yourself or on behalf of your immediate family, such as selling baked goods, selling at
a market stall, taking care of children at your home, cutting hair out of your own home, etc.
D. Income sources
Income sources are ways in which you can earn money. For example, entrepreneurial, agricultural, and
wage (informal or formal) work.
E. Seasonal work
Temporary or short-term work that happens at certain times of the year. For example, work in the agricul-
ture or tourism industries.
F. Agricultural work
Any jobs you do for yourself or others that is related to crops, flowers, working the land, or animals. This
| 362 363 |
can be seasonal, temporary or regular.
It is assumed that many are already engaged in various work activities, but in case most of your partici-
G. Favours or bartering pants are still attending school and just helping at home, you will have to focus on people they know or
Anything you do where instead of receiving money, you receive another resource or benefit for providing have observed who are a few years older.
work, help or resources to someone else. For example, you trade vegetables from your garden for milk
from your neighbour, or you do small jobs for your aunt who in turn helps pay some school fees, etc.
Quizzes
This lesson gives participants insight into their current understanding of the concept of income streams.
Essential lessons The statements of the entry quiz will help to determine the participants’ level of self-awareness regarding
Participants need to understand that: sources of income and the social aspects of their financial resources. If participants can answer all of
Young people have many options for income-generating activities. It is important to be able to categorise these statements with a ‘5’, they can skip this lesson.
and analyse these options for their different values and consider what is(are) the best type(s) of work for The outcome quiz summarizes the most important learning take-aways for participants. Because these
you. Many youth undertake a mix of informal sector employment, self-employment, and agriculture-relat- are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
ed activities to sustain their livelihoods. ticipants are encouraged to share and discuss their answers with someone that knows them well.
Most likely, you also participate in a wide variety of income- or resource-generating activities. These are
valuable experiences. Or you may not be doing any work yet, if you are still in school or helping at home. A. Entry quiz
This lesson will help you think about your options for how to earn income. This quiz includes 7 questions. The purpose of this quiz is to determine your existing knowledge of the
concept of income streams so that the lesson can be tailored to your level of understanding.
Various social aspects of your financial resources can also impact your ability to save or provide. For
example, what you barter for, favours, different forms of payment, demands or support from family, etc. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
I can name three different ways that people can make money or get 1 2 3 4 5
items that they need.
Extra take-aways I understand different income source options. 1 2 3 4 5
Research in Ghana and Uganda has found that for millions of youth, livelihoods are ‘assembled through a
multitude of jobs, home-based work, agricultural production, and entrepreneurial activity. Understanding I can name three reasons why people do several types of jobs or get 1 2 3 4 5
income from different sources.
young people’s daily lives is key to designing realistic, timely and effective interventions that are sustain-
able and help to improve their livelihoods. Young people have diverse livelihoods.’ In short, many youth I understand what time management means. 1 2 3 4 5
undertake a mix of informal sector employment, self-employment, and agriculture-related activities to I understand how different income-generating activities affect my budget. 1 2 3 4 5
4.6.0 |
sustain their livelihoods.
I understand how to adjust my household budget to reflect new income 1 2 3 4 5
sources.
The same research states ‘that mixed livelihoods allow for risk mitigation and help to maximise young
I can name three ways to reduce expenditures in my household budget by 1 2 3 4 5
people’s economic opportunities within vulnerable geographic areas. Mixed livelihoods are therefore a
logical choice and may be the most economically viable course of action for many disadvantaged rural adding potential sources of income.
young people in Africa.1
The point of this lesson is to build a bridge for youth by combining their previous lessons on budgeting 1. Entry quiz feedback
and saving into the lessons focusing on their career path by recognising that they already, most likely, Feedback for all answers ‘5’:
participate in a wide variety of income or resource-generating activities. It is important to highlight these Great, it seems you have a good idea of the concept of income streams. If you want, you can skip this
as valuable experiences, even though most youth are aware of the benefits of stable informal sector wage lesson – but if you are curious, feel free to join us.
jobs or formal work and would prefer that. This lesson will help them explore what they already do, how
much of their time it takes, how profitable it is for them, and how their social network either positively or Feedback for at least one answer of ‘4’ or lower:
negatively impacts these work choices (or necessities). Great, it seems there is still some learning in this lesson for you. Let’s get started.
––––––––––––––––––––––––––––––––––––––––
1
The Mastercard Foundation (2017). Invisible Lives: Understanding Youth Livelihoods in Ghana and
Uganda. http://www.mastercardfdn.org/wp-content/uploads/2017/02/Report_YouthLivelihoods_
Feb2017.pdf
| 364 365 |
B. Outcome Quiz
1 Explain what some different income source options are.
2 Describe some different ways that people can make money or get items that they need.
3 Explain how different income-generating activities affect your budget.
4 Describe your ideal kind of work.
5 List one or two important people in your life with whom you can share your lessons learned
about income sources.

you need to remind yourself of the concept of income streams.

4.6.0 |
| 366 367 |
4.6.1 | START: INTERVIEW YOURSELF
Estimated time
25 minutes
Learning goal
To differentiate some different ways that people can make money or get items that they need.
Exercise 1
Voiceover:
“This lesson is all about ‘Different ways to make money or get items that we need’. You’ll start by ‘inter-
viewing’ yourself to brainstorm all of the ways you receive income or necessary resources. Are you ready?
Good luck!”
In the table below, write down five questions you want to ask yourself. These should cover all of the differ-
ent kinds of work you do; the help you give; or the things you trade for money or other valuable resources.
Think of your own five unique questions.
Consider how big each ‘job’ is in terms of the time it takes, the amount you earn, or the help that it gives
you. You can also think about family obligations, and if you do certain work out of necessity, because you
4.6.1 |
want to, or because you see it as a good opportunity.
SELF/PEER INTERVIEW ON INCOME SOURCES
YO U R S E L F
S TA RT : I N T E RV I E W
Question Answer
Voiceover:
“Well done! We encourage you to try this interview with a peer. You might be amazed at what you
discover!”
| 368 369 |
Exercise 2
Now, share one interesting fact you learned from your interview. The interesting facts could be for
example that you do up to 10 jobs per year, or that you prefer the work where you are self-employed the
most, or maybe you have a really interesting and unique small job.
One interesting fact I learned from my interview:
Activity quiz
I can name three different ways that people can make money or get 1 2 3 4 5
items that they need.
4.6.1 |
YO U R S E L F
S TA RT : I N T E RV I E W
| 370 371 |
4.6.2 | LEARN: DISCOVERING INCOME
SOURCE OPTIONS
Estimated time
30 minutes
Learning goal
To breakdown the different income source options, and examine the reasons why people do several types
of jobs or get income from different sources.
Script
SCENE 1
Voiceover:
“Let’s look at the stories of Mary, Magdalena, Alicia, Sara & John, and how their loans helped or hurt
their businesses.”
Visuals:
1. Alongside their stories, show the corresponding character (from Borrowing Money).
4.6.2 |
GOOD AND BAD LOANS
Mary borrows $20 to buy vegetables to sell in her village. By the end of the week, she has sold all of
I N C O ME S O U R C E O P T I O N S
L E A R N : D I S C OV E R I N G
her vegetables for a total of $30. Now, she has $20 to buy more vegetables, $5 for her loan payment
and $5 for her expenses and savings.
Magdalena has applied for a loan to make souvenir t-shirts to sell at the school carnival. But when the
loan is finally approved, she doesn’t have enough time to silk screen the t-shirts before the festival.
Alicia borrowed $200 for a refrigerator for her snack stand. She is able to stock more items, especially
cold drinks, and is now earning $20 more each month. Most of that income is used to repay the loan,
but a year from now, when she has finished paying the loan, she will still have the refrigerator.
Sara borrowed $50 to purchase hats in bulk at a lower price. But after she sold all the hats to stu-
dents at her school, she still owed $10 on the loan.
John the baker borrowed money for a used mixing machine that allowed him to increase his bread
production. But by the time he paid off the loan, the machine had broken down.
| 372 373 |
SCENE 1 AGRICULTURAL WORK
Voiceover: (Any jobs you do for yourself or others that is related to crops, flowers, working the land, or animals.
“Now, let’s see what they’re up to today. As they talk, pay attention to what kinds of work they each do.” This can be seasonal, temporary or regular.)

1. Mary, Magdalena, Alicia, Sara & John are
talking together after class.
2. “What are you all doing this afternoon?” 2. Mary says, “…”
SELF-EMPLOYMENT
3. “I’m working at my snack stand after school. 3. Alicia says, “…” (Any work you do for yourself or on behalf of your immediate family, such as selling baked goods, sell-
I really like being self-employed!” ing at a market stall, taking care of children at your home, cutting hair out of your own home, etc.)
4. ”I’m going to see my cousin today. My t-shirt 4. Magdalena says, “…”
design business didn’t work out, so instead
she’s going to use the t-shirts for her stu-
dents’ football team, and in exchange she’ll
help me set up another business.”
5. “What a great idea to trade with your cousin, 5. Sara says, “…” FAVOURS OR BARTERING
Magdalena! I ended up with a bad loan for (Anything you do where instead of receiving money, you receive another resource or benefit for
my hat business, so I decided to try some- providing work, help or resources to someone else. For example, you trade vegetables from your
garden for milk from your neighbour, or you do small jobs for your aunt who in turn helps pay some
thing else that I’m more interested in. I’m school fees, etc.)
going to grow and sell flowers! I’m excited to
make some bouquets this afternoon.”
6. “That’s great, Sara! What about you, John?” 6. Mary says, “…”
7. “I’m working in a bakery after school. I got 7. John says, “…”
a job so I can save up money to buy a new
mixing machine – then I can start baking my
own bread again!” Voiceover:
8. “Fantastic! I still have my vegetable stand 8. Mary says, “…” “Well done! Now, consider these follow-up questions and write your answers in the table below.”
and was thinking about how to grow my busi-
ness. Maybe we could team up and sell your Choose the one type of work you prefer the
bread there too!” most:
Had you thought about all of these different
options before?
4.6.2 |
Is there a category that was new to you?
Which type of income source would you most
Exercise 1 prefer? Why?
In this exercise, write down as many different ideas or types of work that fit into each category as pos-
Which type of income source best represents
sible. It will be easier if you start with writing down all of the things you do personally or already know
your situation?
about that match each category, and then see if you can think of other ideas to add to it. Also think about
the characters we just saw and their stories. Why would you do several types of jobs or get
income from these different categories?
WAGE WORK (Reasons could include schedule and availabili-

(Any formal or informal work that you do which earns you a set amount of money from a business or ty; the season; contacts, skills and abilities; the
another person, but is not agricultural. Formal means a mostly full-time, wage job in a formal business amount of money to be made; who you work for;
industry, and informal means temporary jobs for usually small businesses.)
your current needs; personal interest; location of
work; etc.)
Voiceover:
“Well done! If possible, keep a copy of your lessons learned and share it with someone you trust. Sharing
it will keep it fresh in your mind!”
| 374 375 |
Activity quiz
I understand different income source options. 1 2 3 4 5

I can name three reasons why people do several types of jobs or get 1 2 3 4 5
income from different sources.
4.6.2 |
| 376 377 |
4.6.3 | LEARN: BUDGETING AND TIME MANAGE-
MENT OF MULTIPLE INCOME SOURCES
Estimated time
15 minutes
Learning goal
To learn about your time management and how different income-generating activities affect your budget.
Exercise 1
Visuals:
1. Show the example pie chart.
2. Allow participants to create their own pie
chart on the screen by entering their income
sources and percent of time spent on each
one.
4.6.3 |
M E N T O F M ULT I P L E I N C O ME S O U R C E S
L E A R N : B U D G E T I N G A ND T I M E M A N A G E-
Voiceover:
“Do you know how much time you spend on each of the different kinds of work you do? And if you’re
spending more time on the types of work that earn you the most money?”
| 378 379 |
In this exercise, you are going to make a pie chart. Below you’ll find an example. To make your pie chart,
enter your income sources and the percent of time spent on each one. The pie pieces represent how
much time you spend doing work or tasks that fall into the categories already discussed: wage work,
agricultural work, self-employment, and favours or bartering.
This is not a math exercise and it does not have to be exact, but you should think about a regular month
or year and consider the following questions:
• Which work or tasks do you spend the most time on?

• The second most?
• Third most?
• And fourth most?
It may be that some sections don’t apply at all, in which case you would have 0%.
If you are not yet doing any work, then think about your weekly and yearly routines and make a pie chart
based on what takes up your time. This could include going to school, participating in social or communi-
ty activities, helping at home, babysitting for family, helping family with work, etc.
Next, you should think about what gives you the best income. You can do this by ranking each part of the
chart. For example, if you receive the best income from wage work, you would rank that part of your chart
as #1.
If you did the alternate version of this activity, then you should adjust your chart to include more in-
come-generating activities. You will have heard several ideas in this lesson about things you could start
doing now, and you may want to create a pie chart that represents how you would want your future
income source chart to look.
Now, look at your chart and consider the following questions:
Is the type of job you spend the most time on

making the most income for you?
How does that affect your budget?
4.6.3 |
How could you improve on your time manage-
ment and savings with this information?
M E N T O F M ULT I P L E I N C O ME S O U R C E S
L E A R N : B U D G E T I N G A ND T I M E M A N A G E-
Voiceover:
“Well done! Do you see how different income-generating activities affect your budget?”
Activity quiz
I understand what time management means. 1 2 3 4 5

I understand how different income-generating activities affect my budget. 1 2 3 4 5
| 380 381 |
4.6.4 | REFLECT: MY INCOME SOURCES
Estimated time
15 minutes
Learning goal
To reflect on how different income sources affect my household budget.
Exercise 1
Think about your household budget, or the monthly sources of income and expenditures in your house-
$ NOV hold. Decide whether you need to add any additional income sources that you learned about in this
$
$ lesson. Consider the following questions and write in your answers below.
IN MY HOUSEHOLD BUDGET
Did you think of all of these sources of income

as a possibility in your household budget? If not,
which ones would you add?
Does your household budget list some costs that
4.6.4 |
are actually unnecessary because of potential
favours or bartering you could do in exchange? If
so, what changes would you make to your house-
hold budget?
SOURCES
REFLECT: MY INCOME
Voiceover:
“Well done! If you have your household budget with you, take time to update it now, or take notes about
how to change your budget later when you are home.”
| 382 383 |
Exercise 2 Review
Now, start to think about careers, which fall into the wage work/formal employment category. Consider Let’s review what we learned in this lesson:
the following questions and write in your answers below. • Young people have many options for income-generating activities. It is important to be able to catego-
rise and analyse these options for their different values and consider what is (are) the best type(s) of
CAREERS work for you.
• Many youth undertake a mix of informal sector employment, self-employment, and agriculture-related
Do you think it is hard to find wage work? activities to sustain their livelihoods. Most likely, you also participate in a wide variety of income- or
resource-generating activities. These are valuable experiences.
• Various social aspects of your financial resources can also impact your ability to save or provide. For
Do you think it can be harder for girls than for example, what you barter for, favours, different forms of payment, demands or support from family, etc.
boys? Why?
Who is part of your support network?
Who can help you in finding jobs? Who can help

to give you jobs?
Who could help you with school fees, training
courses, and financial help for starting your own
business?
Who could give you other kinds of resources
in exchange, such as food, services, books, or
household services?
Voiceover:
“Well done! Now you have some ideas about possible options for wage work and resources to help you
find jobs. Good luck!”
Activity quiz
4.6.4 |
SOURCES
REFLECT: MY INCOME
I understand how to adjust my household budget to reflect new income 1 2 3 4 5
sources.
I can name three ways to reduce expenditures in my household budget by 1 2 3 4 5
adding potential sources of income.
| 384 385 |
4.7.0 | PICTURING MY FUTURE
Overall outcome
This lesson helps to guide participants to think about their different options for seeking work. They will
consolidate what they have learned about themselves, think about their dream jobs, and identify steps to
reach their goals.
Lesson objective
A. Identify available job opportunities in their community, as well as methods to find jobs in the future.
B. Analyse how their experience, skills, and interests can help them find a satisfying job.
C. Explain that international labour laws and institutions exist to ensure that they have access to decent
work where their rights are respected.

A. Job
A job could be a paid position which earns you a set amount of money (wages) from a business or anoth-
er person, or an informal position doing a task or project for which you get paid.
4.7.0 |
B. Employee
An employee is a person who works for someone else and earns wages or a salary. An employee has less
responsibility but also less stress, and usually does not have to manage others.
PICTURING MY FUTURE
C. Manager
A manager is a person who works for someone else and earns wages or a salary. A manager has respon-
sibility for managing a particular area of work, including the employees that work in that area. A manager
has more responsibility but also more stress.
D. Entrepreneur
An entrepreneur is a person who creates and runs an entire business. The business may or may not have
employees. An entrepreneur has control over the idea and the business, but also has to take risks and is
not guaranteed a wage.
| 386 387 |
If participants can answer all of these statements with a ‘5’, they can skip this lesson.
Essential lessons
Participants need to understand that: are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
Young people have an important and exciting task – to picture your future and think about your different
options for seeking work. Think about what you know and have learned about yourself and what your
dream jobs may be. Then you can identify steps to reach your goals.
A. Entry quiz
In thinking about the kinds of work you want to do, you should also consider the roles you want to play
and what’s best for you. Being an employee, manager or entrepreneur are some different options for
concept of picturing your future and exploring different options for seeking work so that the lesson can be
types of jobs you can do. Each type of job has its own benefits and challenges. For example, entrepre-
neurship might open opportunities for young people to pursue jobs that don’t yet exist in their community.
As you’re picturing your future and thinking about potential jobs, you should also be aware that there are
international and local labour laws designed to protect workers from harmful or unfair working conditions
and to ensure that you have access to decent work where your rights are respected.
I can name three jobs that are common among young people in my 1 2 3 4 5
All employees, managers and entrepreneurs have rights and responsibilities to protect the rights of
community.
co-workers and employees. One way for young people to claim these rights is through group action, such
as workers’ unions. For example, employees have the right to collectively bargain with their co-workers for I have two ideas for what my potential dream jobs may be. 1 2 3 4 5
higher wages, while employers and entrepreneurs have the responsibility to ensure that their workplaces
I can describe at least two challenges involved in getting my dream jobs. 1 2 3 4 5
are safe for their employees.
I can explain the advantages and disadvantages of my dream jobs. 1 2 3 4 5
I can describe at least two potential solutions to the challenges in getting 1 2 3 4 5
my dream jobs.
I know at least two steps I can take to overcome the challenges in getting 1 2 3 4 5
Extra take-aways my dream job.
If possible, prepare for the lesson by reading up on the International Labour Standards1,2, and learning I can describe two examples of international labour laws that ensure 1 2 3 4 5
the local labour laws in your country so you can share that knowledge with participants. people have access to decent work where their rights are respected.
I can define “employee”. 1 2 3 4 5
For young people between the ages of 15 and 18, it is particularly useful to learn which jobs are on your
country’s Hazardous Child Labour List. These are jobs that are illegal for young people under 18 who are I can define “manager”. 1 2 3 4 5
otherwise legally allowed to work. Most countries have their own labour laws. I can define “entrepreneur”. 1 2 3 4 5
4.7.0 |
I know what my ideal type of job is. 1 2 3 4 5
The International Trade Union Confederation is a good place to find more information on unions:
http://www.ituc- csi.org/
PICTURING MY FUTURE
Great, it seems you have a good idea of the concept of picturing your future and exploring different op-
Quizzes tions for seeking work. If you want, you can skip this lesson - but if you are curious, feel free to join us.
This lesson gives participants insight into their current understanding of the concept of picturing their Feedback for at least one answer of ‘4’ or lower:
future and exploring different options for seeking work. The statements of the entry quiz will help to Great, it seems there is still some learning in this lesson for you. Let’s get started.
determine the participants’ level of self-awareness regarding picturing their future and exploring different
options for seeking work.
––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––– 2
The following conventions have been identified by ILO’s Governing Body as fundamental principles and
1
The international labour standards are maintained and developed by the International Labour Organiza- rights at work: “freedom of association and the effective recognition of the right to collective bargaining;
tion (ILO), and establish the basic principles and rights of workers. This system aims to promote “opportu- the elimination of all forms of forced or compulsory labour; the effective abolition of child labour; and the
nities for women and men to obtain decent and productive work, in conditions of freedom, equity, security elimination of discrimination in respect of employment and occupation.” https://www.ilo.org/global/stan-
and dignity.” https://www.ilo.org/global/standards/introduction-to-international-labour-standards/lang-- dards/introduction-to-international-labour-standards/conventions-and-recommendations/lang--en/index.
en/index.htm htm
| 388 389 |
B. Outcome Quiz
1 Describe one of your potential dream jobs.
2 What are some challenges that could affect you in getting your dream job?
3 Explain three ways that a common job could help you to prepare and gain the skills to be able to
get your dream job.
4 Name two examples of international labour laws that protect the rights and safety of workers.
5 List one or two important people in your life with whom you can share your dream job and your
plans to reach your goals.

you need to remind yourself of the concept of picturing your future and exploring different options for
seeking work.

4.7.0 |
PICTURING MY FUTURE
| 390 391 |
4.7.1 | START: CAREER BALL
Estimated time
15 minutes
Learning goal
To explore some ideas about jobs that are common among young people in your community and your
potential dream jobs.
Script
SCENE 1
Voiceover:
“Have you ever thought about what kind of job you may want to do? Or what may be your dream job?”

1. A series of 6-8 young people appear one by
one and stand in a circle. The characters
4.7.1 |
have different physical attributes, dress
codes and gender.
2. The person carrying the ball says, “Hey guys, 2. Another young person walks in carrying a
let’s play a game!” ball.
S TA RT : C A R E E R B A L L
3. The person who catches the ball asks, 3. The person with the ball tosses it to another
“Yeah! What kind of game?” person across from him or her, who says,
“…”.
4. The person receiving the ball tosses it to
another person, and so on.
| 392 393 |
SCENE 2 DREAM JOB COMMON JOB
“Let’s play a game to explore some ideas about dream jobs and jobs that are common among young peo-
ple in your community. The person with the ball will throw it to someone else and shout out an example
of one of their dream jobs, or a job that is common among young people in their community. The person
who catches the ball will then shout out if they think the example is a ‘dream job’ or ‘common job’. Then,
the person with the ball will throw it to somebody else in the circle, and shout out an example of a dream
job or common job. Whoever catches the ball next has to provide their own answer: ‘dream job’ or ‘com-
mon job’. And so on.”
Voiceover: “Well done! Do you see any jobs that appear on both sides of the table?”
1. “Call center agent.” 1. The person with the ball says, “…” and
2. “Common job!” throws the ball to another person.
3. “Professional football player.” 2. The person who catches the ball says, “…”
4. “Dream job!” and then throws it to another person.
5. “Business owner.” 3. The person who catches the ball says, “…”
and then throws it to another person.
4. The person who catches the ball says, “…”
5. The person who catches the ball says, “…”
SCENE 3
Voiceover:
“Join us! Throw the ball and write down your examples of some of your dream jobs and jobs that are
common among young people in your community. Are you ready?”

1. The circle expands to include the participant
as a member.
2. The perspective of the scene shifts as the
participant is part of the circle, looking out
toward the other members, and holding the
4.7.1 |
ball.
3. “Now it’s your turn!” 3. Another person in the circle says, “…”
4. A field appears on the screen where the par-
ticipant can type in his or her answers.
Voiceover:
Voiceover:
“Young people have an important and exciting task, to think about their different options for seeking
“Now it’s your turn to write down your ideas. You can list as many as you want. Good luck!”
work. You can start by thinking about what you know and have learned about yourself and what your
dream jobs may be. Then you can identify steps to reach your goals.”
| 394 395 |
Now that you have brainstormed about your dream jobs and some common jobs in your community, take
a look at the following questions and write in your answers in the table below.
What are the differences between your dream

jobs and the common jobs in your community?
What are the similarities between your dream
jobs and the common jobs in your community?
Which of the common jobs available in your
community could provide a first step to reaching
the dream jobs?
In what ways could the common jobs be harmful
to your health or happiness?
In what ways could the dream jobs be harmful to
your health or happiness?
Voiceover:
“Well done! Now you have some ideas about your potential dream jobs and jobs that are common among
young people in your community.”
Activity quiz
I can name three jobs that are common among young people in my com- 1 2 3 4 5
munity.
I have two ideas for what my potential dream jobs may be. 1 2 3 4 5
4.7.1 |
| 396 397 |
4.7.2 | LEARN: MY DREAM JOB
Estimated time
30 minutes
Learning goal
To identify the challenges involved in getting your dream jobs, the advantages and disadvantages of
these jobs, and potential solutions.
Exercise 1
Voiceover:
“Now you have an idea about what your dream jobs are. Have you thought about what it would take to get
these jobs? What about any advantages or disadvantages of these jobs, and how to address them?”
In the table below, list your dream jobs. Then write down any challenges you can think of that you may
experience in getting each particular job, and the advantages and disadvantages of these jobs.
Here are some examples of advantages and disadvantages you may want to consider:
4.7.2 |
• Whether or not the job is physically active
• Amount of time needed at the workplace
• Ease of maintaining relationships while working at the job
LEARN: MY DREAM J OB
• Qualifications needed
• Availability of this kind of job
• Salary
• Working conditions
• Ethics
• Distance from home
• Flexibility around hours or days
• Enjoyability
• Chances for career development
• Pension plan
| 398 399 |
DREAM JOB CHALLENGES IN GET- ADVANTAGES OF THE DISADVANTAGES OF
TING THE JOB JOB THE JOB Hours of Work (Indus- 1919 Establishes the 8-hour working day or 48-hours
try) Convention, No. week.
C001
Night Work Convention, 1990 Requires protection of night workers (working

No. 171 from midnight to 5 a.m.) and requires alterna-
tives to night work to be offered to women for
specified periods during and after pregnancy.
Voiceover:
“Well done! You are off to a great start in exploring your dream jobs and what it might take to get there.” Voiceover:
“Now, let’s think some more about the challenges, advantages and disadvantages you listed. Consider
“Now, take a look at the table again. Are there any other challenges, advantages or disadvantages miss- the following questions and write down your answers below.”
ing that you’d like to add?”
What are some potential solutions to the chal-

lenges of getting your dream jobs?
How are the disadvantages related to workers’
Exercise 2 rights? (Consider International Labour Standards
on Safety C155 and C167.)
Voiceover:
When or how long are work shifts? (Consider
“Did you know that there are international and local labour laws designed to protect workers from harm- International Labour Standards on Safety C001
ful or unfair working conditions? As you’re picturing your future and thinking about potential jobs, you and C171.)
should be aware of these laws and protections.”
Voiceover:
Here are some examples from the International Labour Standards on Occupational Safety and Health “Well done! You are on your way to having a plan for getting your dream job.”
covered by the International Labour Organization (ILO) Constitution, which aims to protect workers from
sickness, disease and injury related to their employment.
INTERNATIONAL
LABOUR STANDARD
YEAR
ESTABLISHED
DESCRIPTION
Exercise 3
Voiceover:
“With all the ideas you’ve written so far about your dream job, are you ready to think about how to get
Occupational Safety 1981 Covers a coherent national occupational safety
4.7.2 |
there?”
and Health Convention, and health policy, as well as action to be taken
No. 155 by governments and within enterprises to
In the table below, list five steps you can take in the next 12 months to overcome some of the challenges
promote occupational safety and health and to
in eventually getting your dream job.
improve working conditions.
How to overcome the challenges in getting my dream job:

Protocol of 2002; part 2002 Calls for recording and notification of occu-
of Occupational Safety pational accidents and diseases, and for the 1.
and Health Convention, publication of related annual statistics. 2.
No. 155
3.
Safety and Health in 1988 Covers technical preventive and protective 4.
Construction Conven- measures related to safety of workplaces,
5.
tion, No. 167 machines and equipment used, work at heights
and work executed in compressed air.
Voiceover:
“Well done! If possible, keep a copy of your plan and share it with someone you trust. Sharing it will keep
| 400 401 |
Activity quiz
I can describe at least two challenges involved in getting my dream jobs. 1 2 3 4 5

I can explain the advantages and disadvantages of my dream jobs. 1 2 3 4 5
I can describe at least two potential solutions to the challenges in getting 1 2 3 4 5
my dream jobs.
I know at least two steps I can take to overcome the challenges in getting 1 2 3 4 5
my dream job.
I can describe two examples of international labour laws that ensure 1 2 3 4 5
people have access to decent work where their rights are respected.
4.7.2 |
| 402 403 |
4.7.3 | REFLECT: MY ROLE AT WORK
Estimated time
15 minutes
Learning goal
To differentiate between the types of jobs and identify which type is best for you.
Exercise 1
Voiceover:
“In thinking about the kinds of work you want to do, you should also consider the roles you want to play
and what’s best for you!”
Here are some different options for types of jobs you can do:
TYPE OF JOB ROLE
Employee An employee is a person who works for someone else and earns
4.7.3 |
wages or a salary. An employee has less responsibility but also less
stress, and usually does not have to manage others.
R E F L E C T : M Y R O L E AT WO R K
Manager A manager is a person who works for someone else and earns wages
or a salary. A manager has responsibility for managing a particular
area of work, including the employees that work in that area. A man-
ager has more responsibility but also more stress.
Entrepreneur An entrepreneur is a person who creates and runs an entire busi-

ness. The business may or may not have employees. An entrepre-
neur has control over the idea and the business, but also has to take
risks and is not guaranteed a wage.
Voiceover:
“Which of these options is ideal for you?”
| 404 405 |
Think about your ideal type of job and take a look at the three different roles below. Choose which role for young people to claim these rights is through group action, such as workers’ unions. For example,
you think is best for you and fill in your reason why. employees have the right to collectively bargain with their co-workers for higher wages, while employers
and entrepreneurs have the responsibility to ensure that their workplaces are safe for their employees.
MY IDEAL TYPE OF JOB REASON WHY
� Employee
� Manager
Activity quiz
� Entrepreneur
Voiceover:
“Well done! It’s great that you know what kind of job would suit you best. Next, let’s look more closely at
I can define “employee”. 1 2 3 4 5
these options.”
I can define “manager”. 1 2 3 4 5
Now, think about each type of job and consider what some of the benefits and challenges of each sort I can define “entrepreneur”. 1 2 3 4 5
of employment might be. For example, entrepreneurship might open opportunities for young people to
I know what my ideal type of job is. 1 2 3 4 5
pursue jobs that don’t yet exist in their community. Write your ideas in the table below.
TYPE OF JOB BENEFITS CHALLENGES

Employee
Review
Manager
Entrepreneur • As a young person, you have an important and exciting task – to picture your future and think about
your different options for seeking work. Think about what you know and have learned about yourself
and what your dream jobs may be. Then you can identify steps to reach your goals.
Voiceover:
• In thinking about the kinds of work you want to do, you should also consider the roles you want to play
“Well done! In the next exercise, let’s tie this into the dream jobs you identified in the beginning of the
and what’s best for you. Being an employee, manager or entrepreneur are some different options for
lesson.”
types of jobs you can do. Each type of job has its own benefits and challenges. For example, entrepre-
neurship might open opportunities for young people to pursue jobs that don’t yet exist in their commu-
nity.
• As you’re picturing your future and thinking about potential jobs, you should also be aware that there
Exercise 2 are international and local labour laws designed to protect workers from harmful or unfair working con-
4.7.3 |
ditions and to ensure that you have access to decent work where your rights are respected.
Voiceover: • All employees, managers and entrepreneurs have rights and responsibilities to protect the rights of co-
“Remember the dream jobs you identified in the beginning of the lesson? How do your dream jobs fit into workers and employees. One way for young people to claim these rights is through group action, such
these three categories of work?” as workers’ unions. For example, employees have the right to collectively bargain with their co-workers
R E F L E C T : M Y R O L E AT WO R K
for higher wages, while employers and entrepreneurs have the responsibility to ensure that their work-
Write each of your dream jobs underneath the category that you think fits best. places are safe for their employees.
EMPLOYEE MANAGER ENTREPRENEUR
Voiceover:
“Well done! As you can see, there are a lot of different options for what you can do in your future!”
As you’re thinking about opportunities for your future, remember that employees, managers and entre-
preneurs all have rights and responsibilities to protect the rights of co-workers and employees. One way
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5.1.0 | PLANNING OUR ENTERPRISES
Overall outcome
In this lesson, we prepare participants for planning an enterprise. In order for subsequent lessons to feed
into actual enterprise plans, participants now need to decide what sort of enterprise they will undertake
and whether or not they will work alone or as part of a group. This lesson focuses on what resources are
available in the local community and which topics, sources of start-up capital, and examples/scenarios
are most practical and easy to relate to for the participants.
Lesson objective
A. Examine whether they wish to work individually or as part of a bigger group on their enterprise
planning.
B. Analyze a business idea against different criteria so as to make well-informed judgements when it
comes to choosing a business idea to pursue.

A. Start-up
In this lesson, start-up means the process of beginning to form an enterprise.
B. Capital
Capital is money or other assets you can use to start an enterprise.
C. Alone
In this lesson, alone means working by yourself on an enterprise project. When you work alone, you have
the freedom to make all the business decisions, can make decisions quickly, and you have no interrup-
tions from other people so it may be easier to focus. While you have less savings to start the business
with, you can keep all the profits for yourself.
D. Group
5.1.0 |
In this lesson, group means working with other people on an enterprise project. In a group, you benefit by
having lots of skills within the team, and by sharing risks and workload. Because groups involve a number
of people with different ideas and opinions, there may be arguments. Working in a group allows you to
ENTERPRISES
P L A NN I N G O U R
use more savings to start the business with, but you have to share the profits with your partners.
E. Strength
As part of the SWOT Test you will be doing in this lesson, strength means skills, talents and abilities,
resources you have to help you set up an enterprise and run it successfully, and existing knowledge or
| 408 409 |
experience that you have in this area. Weaknesses, Opportunities and Threats. This is called a SWOT Test.
F. Weakness Think carefully about from whom and where you might get the money needed to start your enterprise
As part of the SWOT Test, weakness means things you need but don’t have yet, such as skills, talents and project. There are many different sources of funding, and advantages and disadvantages of each source.
abilities, resources, and any knowledge or experience related to your enterprise. You need to decide what works best for your project.
G. Opportunity
In the SWOT Test, opportunities mean skills, talents and abilities you can develop, who you can ask for
help and support, and who you know with expertise with this type of enterprise.
Extra take-aways
H. Threat This is a very long lesson. The fact that participants might want extra time to decide if they will work alone
In the SWOT Test, threats mean things that could go wrong with your plan or any obstacles to your suc-
or in groups might add to the time needed. Really focus on what resources are available in your local
cess.
community and which topics, sources of start-up capital, and examples/scenarios are most practical
and easy to relate to for the participants. The most important part of this lesson is for participants to feel
I. Microfinance Institutions comfortable enough to share their thoughts and ideas.
Microcredit institutions provide small sums to a number of people (depending on their target number).
They must pay back the loans in small payments by a stated time. Microfinance loans are different from
bank loans because the criteria for receiving a loan are not as strict, and they have money to give specifi-
cally to small enterprises.
Quizzes
J. Village Bank Loans
A mix of savings groups, microfinance and traditional bank loans, these loans come from a village bank. This lesson gives participants insight into their current understanding of the concept of planning an
Members are community entrepreneurs who pool their resources and assets, and then apply for a large enterprise. The statements of the entry quiz will help to determine participants’ level of self-awareness
sum of money from a microfinance institution or bank. The village bank then distributes smaller sums of regarding planning an enterprise. If participants can answer all of these statements with a ‘5’, they can
money with reasonable interest rates to members and others in the community who apply. This helps the skip this lesson.
whole community to borrow safely and build credit. Just like other bank loans, there is an interest rate, a The outcome quiz summarizes the most important learning take-aways for participants. Because these
stated repayment plan and a final repayment date. are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
K. NGO Grants
A set amount of money that is given to you by an NGO to support you with your business costs. Often the
grant recipient will have to fulfil some criteria set by the organisation, such as for example being a specific A. Entry quiz
age, or wanting to develop a business in line with the work the organisation delivers. This quiz includes 7 questions. The purpose of this quiz is to determine your existing knowledge of the
concept of planning an enterprise so that the lesson can be tailored to your level of understanding.
L. Angel Investors
An angel investor is someone with money who provides start-up capital to a business, usually in exchange Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
for shares. A small but increasing number of angel investors invest online through crowdfunding websites. to 5 - Strongly Agree.
I understand the advantages and disadvantages of working on a busi- 1 2 3 4 5

ness enterprise alone and in a group.
I understand how to assess proposed enterprise project ideas in terms of 1 2 3 4 5
Essential lessons whether or not they might succeed.
Participants need to understand that: I understand potential negative impacts of enterprise projects on the 1 2 3 4 5
There are a number of steps you can take to plan an enterprise. In this lesson, you will explore some environment or community.
ideas for what sort of income-generating project you will undertake and whether or not you prefer to work I understand how to evaluate enterprise project ideas by thinking of their 1 2 3 4 5
5.1.0 |
alone or as part of a group. Young entrepreneurs have many options available in the local community to Strengths, Weaknesses, Opportunities and Threats (SWOT Test).
consider as potential sources of start-up capital for an enterprise.
I understand the different sources of start-up capital available for starting 1 2 3 4 5
an enterprise.
Some of us like to work alone. Others like to work in a group. Both ways of working have strengths and
ENTERPRISES
I understand the different sources of information to ask for advice about 1 2 3 4 5
weaknesses. You have to decide which way is best for you.
starting an enterprise, and some sources that I would not ask.
Once you think of a business idea you want to work on, you need to ask yourself a range of questions to I understand the differences among the funding options available to help 1 2 3 4 5
help you decide if it is really a good idea. We can assess our business ideas by thinking of their Strengths, young entrepreneurs with business costs.
| 410 411 |
Great, it seems you have a good idea of the concept of planning an enterprise. If you want, you can skip
this lesson – but if you are curious, feel free to join us.

B. Outcome quiz
1 State what you feel is best for you - working with a group or working alone - and why?
2 Describe how this lesson helped you explore some ideas for an enterprise project.
3 Explain where you might get the money needed to start your enterprise project.
4 List one or two important people in your life with whom you can share your proposed enterprise
project idea.

you need to remind yourself of the concept of planning an enterprise.

5.1.0 |
ENTERPRISES
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5.1.1 | START: TEAMWORK OR
ROWING YOUR OWN BOAT?
Estimated time
30 minutes
Learning goal
To examine the advantages and disadvantages of working on a business enterprise alone and in a group.
Exercise 1
Voiceover:
“Have you ever thought about what it would be like to start an enterprise on your own? What about start-
ing an enterprise with other people?”
It is now time for you to start creating your own enterprise. This means that you will choose an idea, cre-
ate a business plan, and hopefully start implementing your income-generating project.
The first decision you need to make is whether you want to work on your enterprise project alone or as
part of a group. You are free to choose what suits you best, but keep in mind that it might first be wise to
think of some of the pros and cons of each approach.
In the table below, fill in your ideas about some of the advantages of working in a group or alone, along
with your reasons for each one:
WORKING IN A GROUP
Advantage Reason why
5.1.1 |
R O W I N G YO U R OW N B OAT ?
S TA RT : T E A M W O R K O R
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WORKING ALONE WORKING ALONE
Advantage Reason why Advantage Disadvantage Reason why
Voiceover:
“Well done! Now you have an idea of some of the advantages of working alone and in a group.”
WORKING ALONE WORKING IN A GROUP

Voiceover:
“Well done! Are you starting to get a sense of whether you might prefer to work alone or in a group?”
Freedom Make decisions quickly Less savings to start
business with
Share any profits Share the workload Share the risk

Activity quiz
Easier to focus, Keep all the profits Lots of different skills Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
no interruptions for yourself within the team to 5 - Strongly Agree.
More savings to start Arguments I understand the advantages and disadvantages of working on a busi- 1 2 3 4 5
business with ness enterprise alone and in a group.
Voiceover:
“Well done! By the next lesson, you will need to decide how you want to work – alone or as part of a
group.”
Exercise 3
Using your answers from Exercise 1, place each item underneath the subcategories for Advantage or
Disadvantage, and then explain the reason why you chose which category:
WORKING IN A GROUP
Advantage Disadvantage Reason why
5.1.1 |
R O W I N G YO U R OW N B OAT ?
S TA RT : T E A M W O R K O R
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5.1.2 | LEARN: GOOD OR BAD IDEA?
Estimated time
30 minutes
Learning goal
To analyze proposed enterprise project ideas in terms of whether or not they might succeed.
Exercise 1
Voiceover:
“It may be relatively easy to think of ideas for possible enterprises, but it might be difficult to decide
whether or not the ideas are actually any good!”
This next exercise will help you think about how you can assess your proposed enterprises in terms of
whether or not they might succeed.
In this exercise, you will come up with ideas for making a business enterprise. The purpose of this exer-
cise is just to show one way to help you test if an idea is good or not. It is just for practicing, and you will
not be tied to any business idea you explore as part of this activity.
IDEAS FOR BUSINESS ENTERPRISE PROJECTS
Voiceover:
5.1.2 |
“Well done! It looks like you have a lot of ideas already. Let’s keep going!”
L E A R N : G O O D O R B A D I D E A?
Exercise 2
Next, you will brainstorm some criteria for deciding if your ideas for an enterprise are good or not. In other
words, what questions will you ask yourself in order to test your ideas? Here are some examples:
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• Would it be profitable?
• Would it make a profit quickly or would you have to wait a long time?
• Would it involve a lot of people to help?
• Might it create jobs for others if it succeeded?
• How much fun would it be? Is it something you would enjoy? Voiceover:
• Is it something you could probably do well? “Well done! It’s important to think about these potential negative impacts as we’re assessing our project
• How much money would it take to start up? ides.”
• Would it require a lot of time to start up?
• Would it be welcome in the community?
• Would it help the community in some way? Does it fill a need?
• Is there much competition?
• Is it sustainable?
Now, brainstorm and write down some ideas for the criteria you would choose to help you decide what
makes an enterprise idea great:
CRITERIA ON WHAT MAKES AN ENTERPRISE IDEA GREAT
Voiceover:
“Well done! Next, we’ll look at some additional ways you can assess your project ideas.”
Exercise 3
Now, you also need to decide on criteria to help you assess the proposed enterprise in social terms. You
ought to consider any potential negative impacts, such as for example if the proposed enterprise would in
any way damage the environment or community. Here are some examples:
• Would the enterprise harm the environment?

• Would it involve child labour? Script
• Would it result in gender discrimination?
• Would it respect the rights of others?
SCENE 1
Now, brainstorm and write down a second list of criteria:
Voiceover:
5.1.2 |
“Some friends are planning a business project to raise hens and sell eggs and chickens. They are dis-
CRITERIA ON POTENTIAL NEGATIVE IMPACTS OF ENTERPRISE IDEA cussing how the business would work, and excited about getting started. Here is their story!”
(E.G. DAMAGE TO ENVIRONMENT OR COMMUNITY)
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SCENE 4
1. A group of 3-4 characters are sitting together. Character voices: Visuals:
2. The characters have different physical at- 1. Voiceover: “The friends continue scoring 1. The characters discuss the second item
tributes, dress codes and gender. their criteria. Unfortunately, they would need (‘Would it be cheap to start up?’) and then
3. The characters are enthusiastic and having a to buy hens as well as raw material for mak- Character 2 writes a score of ‘1’ on the flip-
discussion about a business idea. ing a wire fence and a chicken coop before chart in the second column.
4. “Thanks everyone for getting together to 4. Character 1 says, “…” they could even start. So, in answer to the
start planning our business project! Are we question, ‘Would it be cheap to start up?’,
all on board with the idea to raise hens and they could only give their project the lowest
sell eggs and chickens?” score, a ‘1’.”
5. “Yes, absolutely!” 5. Character 2 says, “…” 2. Voiceover: “Chickens need time to grow 2. The characters discuss the third item (‘Would
6. “I think it’s a great idea!” 6. Character 3 says, “…” before they start laying eggs, so it would take it take a long time before it made a profit?’)
7. “Definitely! I can’t wait to get this going!” 7. Character 4 says, “…” quite a long time before they made a profit. and then Character 2 writes a score of ‘2’ on
For that reason, they only scored ‘2’ on that the flipchart in the second column.
criteria.”
3. Voiceover: “The friends already knew a lot 3. The characters discuss the fourth item
SCENE 2
and had direct experience raising hens, so (‘Would it be easy to start up?’) and then Char-
Character voices: Visuals: it would be easy for them to start up. They acter 2 writes a score of ‘4’ on the flipchart in
1. The characters are sitting around a table with gave themselves a ‘4’ on this criterion. And the second column.
a flipchart in front of them. so forth.”
2. The flipchart shows a table with two columns.
3. “The first thing we need to do is test if our 3. Character 1 says, “…”
idea is a good one or not.”
EXAMPLE OF A RATING FOR A PROPOSED BUSINESS ENTERPRISE RAISING CHICKENS
4. “How about we rate each of the criteria we 4. Character 2 says, “…”
agreed upon with a score between 1 and 5? Criteria Score
with 1 being the lowest score, and 5 being Would it be profitable? 3
the highest”
Would it be cheap to start up? 1
5. “Yes, I like that idea!”, “Sounds good!” 5. The other characters say, “…”
Would it take a long time before it made a profit? 2
6. “Great! I’ll start writing out the criteria and 6. Character 1 stands and says,” …” and begins Would it be easy to start up? 4
then we can score each one.” writing the first criterion in the first column.
Would it avoid harming the natural environment? 2
Would it avoid gender discrimination? 3
SCENE 3 Total 15

1. The flipchart table shows a complete first
column of criteria, with the second column
2. “Alright, let’s start with a score for the first

empty for scoring.
2. Character 2 stands by the flipchart and says,
Exercise 4
one, ‘Would it be profitable?’” “…” Now, using each of the criteria you listed in Exercises 2 and 3, choose two of your proposed business
3. “I think we’d make a modest profit – nothing 3. The characters discuss the first item and enterprises and rate each project from 1 to 5 (with 1 being the lowest score, and 5 being the highest).
too big or too small.” then Character 3 says, “…”
4. “I agree. Shall we give this one a ‘3’?” 4. Character 4 says, “…” ENTERPRISE IDEA A ENTERPRISE IDEA B
5.1.2 |
5. The characters agree, and Character 2 writes
Criteria Score Criteria Score
a score of ‘3’ on the flipchart in the second
column. (List of criteria from Exercises 2 (List of criteria from Exercises 2
& 3 here) & 3 here)
ENTERPRISE IDEA A ENTERPRISE IDEA B
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Exercise 7
Now, choose one of your project ideas, write it in the table below, and describe the suggested project.
Again, remember that this is only an exercise, and that you will not be tied to any business idea you
explore as part of this activity.
CHOSEN BUSINESS ENTERPRISE PROJECT
DESCRIPTION OF BUSINESS ENTERPRISE PROJECT

Exercise 4
Now, using each of the criteria you listed in Exercises 2 and 3, choose two of your proposed business
enterprises and rate each project from 1 to 5 (with 1 being the lowest score, and 5 being the highest).
Voiceover:
“Well done! Are you satisfied with your results?” Voiceover:
“Well done! You have a great idea for an enterprise project, and we’ll be using this idea in the next
activity.“
Exercise 6
If you’re not satisfied with the results, discuss whether the criteria you established were indeed the best
criteria. Consider the following questions: Activity quiz
Which other criteria should we include? Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
Are some criteria worth more than other criteria? to 5 - Strongly Agree.
LIST OF ADDITIONAL CRITERIA I understand how to assess proposed enterprise project ideas in terms of 1 2 3 4 5
whether or not they might succeed.
I understand potential negative impacts of enterprise projects on the 1 2 3 4 5
environment or community.
Voiceover:
“Well done!”
5.1.2 |
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5.1.3 | LEARN: SWOT TESTING OUR
ENTERPRISE IDEAS
Estimated time
30 minutes
Learning goal
To examine strengths, weaknesses, opportunities and threats relating to the proposed enterprise project
ideas.
Exercise 1
Voiceover:
“Now that you have chosen one idea for an enterprise, let’s think hard about the proposed enterprise
from a different perspective!”
In this exercise, you’ll reflect on four sets of questions relating to Strengths, Weaknesses, Opportunities
and Threats (SWOT).
Reflect on the first set of questions, relating to strengths, and fill in some ideas for each question:
STRENGTHS
What are my skills, talents and abilities?
What resources do I have to help me set up this enterprise and run it successfully?
5.1.3 |
Do I have any knowledge or experience in this area?
ENTERPRISE IDEAS
L E A R N : S W OT T E S T I N G O U R
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Voiceover:
What skills, talents and abilities can I develop?
“Well done! Off to a great start!”
Exercise 2
Voiceover:
Now, reflect on the second set of questions, relating to weaknesses, and fill in some ideas for each “Well done! Let’s keep going to the last category.”
question:
WEAKNESSES
What skills, talents and abilities do I need that I don’t have yet?
Exercise 4
Now, reflect on the fourth set of questions, relating to weaknesses, and fill in some ideas for each
question:
What resources do I need that I currently lack? THREATS

What are three things that could go wrong with my plan?
1
Do I lack any knowledge or experience? 3
Voiceover:
“Well done! It’s important to think about what could get in the way of your success so you can plan to
address any potential threats.”
Voiceover:
“Well done! Now you have a good sense of some strengths and weaknesses relating to your project.”
Exercise 5
Finally, consider the following questions and write in your answers below.
Exercise 3 What did this exercise reveal to you about your proposed enterprise?
Now, reflect on the third set of questions, relating to opportunities, and fill in some ideas for each
question:
OPPORTUNITIES How confident are you about your enterprise plans now that you have done this exercise?
Who can I ask for help and support? Who do I know with expertise in this type of enterprise?
5.1.3 |
Voiceover:
“Great job on the SWOT Test!”
What strengths can I turn into opportunities?
ENTERPRISE IDEAS
| 428 429 |
You have now carried out two activities:
• The first required you to think about the questions to ask about your business ideas to decide whether
or not they are good.
• The second helped you to think about the Strengths, Weaknesses, Opportunities and Threats that you
might encounter.
We hope that this has helped you clarify your thinking.
Now, do you want to change your business plan based on anything you have learned from the SWOT
Test? It is important to reassess your plan whenever you have the opportunity to do so. It is all part of the
learning process.
Activity quiz
I understand how to evaluate strengths, weaknesses, opportunities and 1 2 3 4 5

threats relating to proposed enterprise project ideas.
5.1.3 |
ENTERPRISE IDEAS
| 430 431 |
5.1.4 | LEARN: START-UP CAPITAL:
PLACE YOUR BETS
Estimated time
20 minutes
Learning goal
To analyze and examine the different sources of start-up capital available for starting an enterprise.
Exercise 1
Let’s start by looking at the eight categories listed below. You have 4 ‘coins’ to use to select an answer for
each question. Place one coin in the box underneath each question, corresponding to the category that
best captures your answer.
There are no right or wrong answers; only different opinions.
Family & Savings Micro- Village Personal NGO Angel Not Sure
Friends Groups finance Bank Savings Grants Investors
Institu- Loans
tions
1. Who would you most likely ask for advice about starting a business?
2. Who would you most likely not ask for advice about starting a business?
3. Who would you approach to ask for money to fund your business?
4. Who would you not approach to ask for money to fund your business?
5.1.4 |
Voiceover:
P L A C E YO U R B E T S
L E A R N : S TA RT- U P C A P I TA L :
| 432 433 |
Exercise 2
Next, justify your choices for Exercise 1 by writing in an explanation for each answer.
1. Who would you most likely ask for advice about starting a business?
Why?
2. Who would you most likely not ask for advice about starting a business?
Why?
3. Who would you approach to ask for money to fund your business?
Why?
4. Who would you not approach to ask for money to fund your business?
Why?
Voiceover:
“Well done! Now you know about the many different kinds of support available to help you start an enter-
prise, whether it is money, advice or other support.”
Activity quiz
I understand the different sources of start-up capital available for starting 1 2 3 4 5

an enterprise.
I understand the different sources of information to ask for advice about 1 2 3 4 5
starting an enterprise, and some sources that I would not ask.
5.1.4 |
P L A C E YO U R B E T S
L E A R N : S TA RT- U P C A P I TA L :
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5.1.5 | REFLECT: START-UP CAPITAL
MEMORY
Estimated time
15 minutes
$
$ $ Learning goal
To reflect on different funding options to help young entrepreneurs with business costs.
$
$
$ Exercise 1
Voiceover:
“Let’s play a card game! Are you ready?”
$
$ Although you may feel at this stage that you do not have many people or organisations to approach for
$
help with funding a business, there are a number of different funding options to help young entrepre-
$ $
$
neurs with business costs.
$ $ $ $
SOURCE CARDS EXPLANATION CARDS
$ $ $ $ $ $
$ FAMILY & FRIENDS Family and friends might be willing to help you out. But if they do of-
fer to lend you money, rather than give it to you, make sure you have
a clear understanding of when they want it back. You don’t want to
fall out with your nearest and dearest!
A A
SAVINGS GROUPS These have 15-25 people who meet regularly and frequently to save.
Groups then pool the savings to make loans to one member at a
time. Groups generally operate on 9-12 month cycles.
5.1.5 |
B B
C A P I TA L ME M O RY
R E F L EC T : S TA RT- U P
| 436 437 |
position of each card. It ends when all the cards have been paired up.
SOURCE CARDS EXPLANATION CARDS
Voiceover:
MICROFINANCE INSTI- A mix of savings groups, microfinance and traditional bank loans, “Well done! We hope this game helped you think about the different funding options to help you with the
TUTIONS these loans come from a village bank. Members are community en- costs of starting your business.”
trepreneurs who pool their resources and assets, and then apply for
a large sum of money from a Microfinance institution or bank. The
village bank then distributes smaller sums of money with reasonable
interest rates to members and others in the community who apply.
This helps the whole community to borrow safely and build credit. Exercise 2
Just like other bank loans, there is an interest rate, a stated repay- After the activity, think about what you learned in this lesson. Write down some ideas below:
ment plan and a final repayment date.
C D
VILLAGE BANK LOANS A mix of savings groups, microfinance and traditional bank loans,
these loans come from a village bank. Members are community en-
trepreneurs who pool their resources and assets, and then apply for Voiceover:
a large sum of money from a Microfinance institution or bank. The “Well done! If possible, try to share your plans for starting an enterprise with someone you can trust.”
village bank then distributes smaller sums of money with reasonable
interest rates to members and others in the community who apply.
This helps the whole community to borrow safely and build credit.
Just like other bank loans, there is an interest rate, a stated repay-
ment plan and a final repayment date.
Activity quiz
D D Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
PERSONAL SAVINGS Think long and hard about this. If your business doesn’t succeed,
you could lose your personal savings. If you are working as part of a I understand the differences among the funding options available to help 1 2 3 4 5
group, try and ensure that each person commits the same amount young entrepreneurs with business costs.
of personal savings to the enterprise.
E E
NGO GRANTS A set amount of money that is given to you by an NGO to support you Review
with your business costs. Often the grant recipient will have to fulfil
some criteria set by the organisation, such as for example being a
• There are a number of steps you can take to plan an enterprise. In this lesson, you explored some ideas
specific age, or wanting to develop a business in line with the work
for what sort of income-generating project you will undertake and whether or not you prefer to work
the organisation delivers.
alone or as part of a group. Young entrepreneurs have many options available in the local community to
consider as potential sources of start-up capital for an enterprise.
F F
• Some of us like to work alone. Others like to work in a group. Both ways of working have strengths and
weaknesses. You have to decide which way is best for you.
How to play: • Once you think of a business idea you want to work on, you need to ask yourself a range of questions
5.1.5 |
1. Select a card and turn it over. to help you decide if it is really a good idea. We can assess our business ideas by thinking of their
2. Then, select a second card and turn it over. If the two make a matching pair, you can set them aside Strengths, Weaknesses, Opportunities and Threats. This is called a SWOT Test.
and keep them. If the two cards do not make a pair, you must turn them back face down, and leave • Think carefully about from whom and where you might get the money needed to start your enterprise
them where they were found. project. There are many different sources of funding, and advantages and disadvantages of each
C A P I TA L ME M O RY
R E F L EC T : S TA RT- U P
3. Then you continue with the next set of cards. And so on. source. You need to decide what works best for your project.
You can tell if you have a matching pair by checking the printed letters at the bottom of each card.
So, source card (A) will match with explanation card (A). The game requires you to try to remember the
| 438 439 |
5.2.0 | OUTLINING A BUSINESS PLAN
Overall outcome
So far, participants have learned how to use a SWOT Test to assist with their planning. Now it is time for
them to learn how to set SMART goals and begin organising their ideas into the format of a business plan.
Participants will learn that a well-written business plan will not only help to clarify their own thinking and
planning, but it will provide them with a document that can be used when promoting their businesses,
seeking investment or applying for loans.
Lesson objective
A. Describe the six components of a business plan.
B. Use SMART goal-setting to begin making their own business plan, completing the Introduction and
Aims and Objectives sections.
C. Periodically revise and modify their business plans to ensure that their enterprises are on track and
progressing.

A. Business plan
A business plan gives a clear explanation of what a business does. It tells the reader what the business
is expected to generate in terms of profits, and also explains the role that different people will play in the
business. A business plan is made up of six components: Introduction, Aims & Objectives, People, Mar-
keting, Finance and Production.
B. Aims
This is an outline of what the business is aiming to achieve in both the short and long term.
C. Objectives
Objectives are similar to aims, but can be measured. (For example, to make 80,000XAF profit in the first
5.2.0 |
year of business). Objectives are SMART: Specific, Measurable, Achievable, Relevant and Time-bound.
D. Slogan
A slogan tries to set out the aims of a business and also make it sound good to customers.
PLAN
O U T L I N I N G A B U S I NE S S
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I understand what the Introduction and Aims and Objectives sections of 1 2 3 4 5
my business plan will include.
Essential lessons I feel ready to write my own business plan. 1 2 3 4 5
Participants need to understand that: Lorem ipsum 1 2 3 4 5
Setting SMART goals and organising your ideas into the format of a business plan is an important part of
starting an enterprise. A well-written business plan will not only help clarify your own thinking and plan-
ning, but it will provide you with a document that can be used when promoting your business, seeking
investment or applying for loans.
Great, it seems you have a good idea of the concept of outlining a business plan. If you want, you can skip
A business plan is made up of six components: Introduction, Aims & Objectives, People, Marketing, Fi-
this lesson – but if you are curious, feel free to join us.
nance and Production. It is important to periodically revise and modify your business plans to ensure that
your enterprise is on track and progressing.
B. Outcome Quiz
Extra take-aways This test includes 6 open-ended questions. The answers are very personal and there is no right or wrong.
In the Learn session, the table should be displayed with the names of the six components in the first However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
column visible, but with the definitions in the second column removed.
1 Describe what a business plan is and why it is important to have one when starting an enter-
In the Learn session, the Yoko Youth Group’s Yovo Doko Shop case study tells the story of some young prise.
friends in Benin, and the snacks they make and sell. You may have to adapt this case study to fit your
local context. 2 Write down the six different parts that make up a business plan.
3 Explain how to use SMART goal-setting to begin making your own business plan.
4 Explain how this lesson helped you to get started on writing your business plan.
5 Explain why it is important to periodically revise and modify your business plan.
Quizzes 6 List one or two important people in your life with whom you can share your business plan.
This lesson gives participants insight into their current understanding of the concept of outlining a busi-
ness plan. The statements of the entry quiz will help to determine the participants’ level of self-awareness
regarding outlining a business plan. If participants can answer all of these statements with a ‘5’, they can 1. Outcome quiz feedback
skip this lesson. Well done! Your answers are personal, but we encourage you to share them with someone you trust. If
The outcome quiz summarizes the most important learning take-aways for participants. Because these you need to remind yourself of the concept of outlining a business plan.
A. Entry quiz Responses and worksheets

This quiz includes 5 questions. The purpose of this quiz is to determine your existing knowledge of outlin- At the end of the course, consider offering participants the choice to enter their email address if they
ing a business plan so that the lesson can be tailored to your level of understanding. would like their entries and worksheets sent to them for their future reference. Let them know that none
5.2.0 |
I have some ideas about what a business plan is and what it includes. 1 2 3 4 5
PLAN
O U T L I N I N G A B U S I NE S S
I understand the six different parts that make up a business plan. 1 2 3 4 5
I understand how to use SMART goal-setting to begin making my own 1 2 3 4 5

business plan.
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5.2.1 | START: KWL – KNOW, WANT,
LEARN
Estimated time
15 minutes
Learning goal
To explore my own ideas about what a business plan is and what it includes.
Exercise 1
Voiceover:
“What are your thoughts about what a business plan is? And what a business plan includes? Let’s ex-
plore these questions in this activity.”
In this exercise, first think about what you already know about business plans, and write your answers
down in the first column. This is brainstorming, it is not a test, and you should feel free to suggest any-
thing you think you know on the subject.
Next, what do you want to learn about business plans? Write your answers down in the second column.
We will ask you to fill in the third column at the end of the lesson.
WHAT DO WE KNOW ABOUT WHAT DO WE WANT TO KNOW WHAT DID WE LEARN ABOUT
BUSINESS PLANS?? ABOUT BUSINESS PLANS?? BUSINESS PLANS??
Voiceover:
“Well done! Off to a great start. Let’s keep going.”
5.2.1 |
Exercise 2
WA N T, L E A R N
S TA RT : K W L – K N OW,
Now let’s look at how a business plan works. A business plan gives a clear explanation of what a business
does. It tells the reader what the business is expected to generate in terms of profits, and also explains
the role that different people will play in the business.
| 444 445 |
Here are the six components of a business plan. What do you think each term means? Write in your ideas
for each term in the righthand column. We will look at the definitions in the next activity.
SIX COMPONENTS OF A BUSINESS PLAN
Introduction
Aims and Objectives
People
Marketing
Finance
Production
Activity quiz
I have some ideas about what a business plan is and what it includes. 1 2 3 4 5
5.2.1 |
WA N T, L E A R N
S TA RT : K W L – K N OW,
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5.2.2 | LEARN: BUSINESS PLAN TERMS
Estimated time
30 minutes
Learning goal
To distinguish the six components of a business plan.
Exercise 1
Take a look at the six terms listed below – Introduction, Aims and Objectives, People, Marketing, Finance,
Production. In this exercise, your challenge is to correctly match all six definitions against the title words.
Introduction This should show how the goods or services will be created; the materi-
als, time and skills needed; and the expected levels of production.
Aims and Objec- This section shows the gap in the market that the business intends to
tives fill, details of the market research that has been conducted, and the
market research results. It also describes the potential customers of the
business (e.g. their age, gender, location, and the price they are prepared
to pay). The __________ plan should also include information about
what makes this product or service unique, and details of promotion and
selling techniques that will be used.
People This section describes the source and amount of money required to run
the business, and predictions about sales and generated income.
Marketing This section provides information about the key people running the busi-
ness, their qualifications, business skills and experience.
5.2.2 |
Finance This is an outline of what the business plans to achieve in both the short
and long term. The business __________ must be described in a measur-
able way.
TERMS
LEARN: BUSINESS PLAN
Production This section gives the name of the business, its location, a description of
its products or services, and a slogan about what the business offers.
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Voiceover:
“Well done! We hope this game helped you think about the different parts that make up a business plan.
Let’s check the answer key below before moving on.”
BUSINESS PLAN TERMS
Introduction This section gives the name of the business, its location, a description of
its products or services, and a slogan about what the business offers.
Aims and This is an outline of what the business is aiming to achieve in both the
Objectives short and long term. The business objectives must be described in a
measurable way.
People This section provides information about the key people running the busi-
ness, their qualifications, business skills and experience.
Marketing This section shows the gap in the market that the business intends to
fill, details of the market research that has been conducted, and the
market research results. It also describes the potential customers of the
business (e.g. their age, gender, location, and the price they are prepared
to pay). The marketing plan should also include information about what
makes this product or service unique, and details of promotion and sell-
ing techniques that will be used.
Finance This section describes the source and amount of money required to run
the business, and predictions about sales and generated income.
Production This should show how the goods or services will be created; the materi-
als, time and skills needed; and the expected levels of production.
Activity quiz
I understand the six different parts that make up a business plan. 1 2 3 4 5
5.2.2 |
TERMS
LEARN: BUSINESS PLAN
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5.2.3 | LEARN: YOKO YOUTH GROUP’S
PLAN
Estimated time
30 minutes
Learning goal
To apply SMART goal-setting to begin making your own business plan, completing the Introduction and
Aims and Objectives sections.
Script
SCENE 1
In this exercise, we’re going to look at a case study on Yoko Youth Group’s Yovo Doko Shop. Watch the
animation to learn about their business idea.

1. Voiceover: “Candide, Ulrich, Nadia and Thi- 1. Four friends, Candide, Ulrich, Nadia and
erry were four friends in a youth club in Yoko, Thierry, are in a youth club in Yoko, Benin.
Benin. The four came up with an enterprise
idea based on an assessment of their own
skills.”
2. “Ulrich and I are both keen cooks and bak- 2. Candide says, “…”
ers. I think if we worked hard as a team, we
could make a small profit selling yovo doko,
massa, akkara, plantain cake and other
snacks.”
3. “I love this idea! Thierry and I both have pre- 3. Nadia says, “…”
vious experience in running an enterprise, so
5.2.3 |
we can contribute some financial skills.”
4. “Let’s start a business together!” 4. The four friends are enthusiastic about the
“This is exciting!” idea and say, one by one, “…”
“I’m in!”
GROUP’S PLAN
L E A R N : YO KO YO U T H
“What do we do next?”
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SCENE 2 SCENE 5
1. Voiceover: “Over the course of a year, they 1. Over time, the four friends save money. 1. Voiceover: “In order to help them organise 1. The four friends agree to create a business
had saved up enough to get them started.” their thoughts and explain their enterprise plan.
2. Voiceover: “But the four friends would still 2. They continue meeting to plan their idea to other people, they agreed to create a
need to face and overcome considerable business. business plan.”
challenges.” 2. Voiceover: “So, the four friends went home 2. They each go home and start to think on
3. “This is really exciting! But I’m also afraid of 3. The four friends are excited but frightened and started to think.” their own.
getting started. How do we know what to do about the prospect of starting a business. 3. Voiceover: “They weren’t sure exactly how 3. Candide remembers his cousin, Charlene,
next?” Ulrich says “…” to write a proper business plan, so they has a business raising and selling chick-
decided to email Candide’s cousin, Charlene, ens (Note: Use characters from lesson 5.3:
4. “I feel the same way! Is there anyone we can 4. Thierry says, “…” for advice. Charlene and some friends had Planning Our Enterprises). Candide emails
ask for help?” already started their own business raising Charlene.
and selling chickens.”
4. Voiceover: “Charlene and her friends had 4. Charlene is shown starting a business with
used their own savings, along with a loan her friends. They go to a local microfinance
SCENE 3
from a local microfinance institute, to start institute with their loan application. The man-
Character voices: Visuals: their business. They had written a business ager is impressed and authorizes their loan.
1. “First, let’s figure out what we need to get 1. The four friends are brainstorming together. plan for the microfinance institute as part of
our business started.” Nadia says, “…” the loan application. The manager had been
2. “For starters, we’ll need to rent a small 2. Thierry says, “…” very impressed and had authorised their
shop.” loan.”
3. “Yes, and there will be other start-up expens- 3. Candide says, “…” 5. Voiceover: “So, the Yoko Youth Group knew 5. The four friends are talking excitedly and
es too, such as an oven and other cooking Charlene could help them.” imagining starting their own business, with
equipment.” Charlene’s help.
4. “This is a great start! I’ve also been thinking 4. Nadia says, “…”
that we don’t want our shop to be like any
other in town. We want it to especially draw
young people in Yoko.”
5. “Good idea! We could decorate it, maybe by 5. Thierry says, “…”
painting murals of popular actors and musi-
Exercise 1
cians? After seeing this story of the four friends, think about the questions below and write in your ideas.
6. “And play great music too!” 6. Ulrich says, “…”
Describe the Yoko Youth Group’s plan.
SCENE 4
What do you think are some of the strengths of
the Yoko Youth Group’s business idea?
1. “What else do we need to buy to get 1. The four friends continue brainstorming
started?” together. Candide says, “…”
2. “We definitely need to buy stocks of ingredi- 2. Ulrich says, “…” In what ways might the business plan help them?
ents and other materials.”
3. “Let’s not forget the financial side of it too – 3. Nadia says, “…” (Suggested answers: “To organise their
we also have to do some market research, thoughts”, and “To use as a tool when borrowing
5.2.3 |
prepare a proper budget, work out how much money”.)
to charge for our products, decide who would
do which jobs, and then advertise.”
4. Voiceover: “There seemed to be so many 4. The four friends start to get overwhelmed.
GROUP’S PLAN
tasks ahead of them. How will they pro-
ceed?”
5. “I think we need a plan!” 5. Thierry says, “…”
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RELEVANT Are the objectives worthwhile, and will they meet needs in the
Exercise 2 market?
Now, spend a few minutes thinking about how you would fill in the Introduction section of the Yoko Youth Our market research demonstrates that chicken raising is increas-
Group’s business plan. Use the Business Plan table below to fill in some ideas, and don’t worry about ingly being done in factories. Our market research also indicates
creating a slogan yet. that many people in the area are concerned about the health risks
associated with factory-farmed chicken. Our company will there-
Next, look at the Aims and Objectives section of the business plan more closely. Aims are what the busi- fore ensure that local people have a healthier option, and one that
ness would like to achieve. Can you give some examples for what the aims of the Yoko Youth Group’s rewards local, not foreign, investors.
enterprise might be? Fill in your ideas in the Business Plan table.
TIME BOUND The objectives should be designed to have a target date for
Objectives are similar to aims, but can be measured. Objectives are SMART: Specific, Measurable, Achiev-
achievement.
able, Relevant and Time-bound. Take a look at the examples of SMART targets for Charlene’s Champion
Chicken Raisers.
Within 12 months, our processes will be efficient enough to raise
300 chickens per year. We will maintain that target for the next
Visuals: five years.
1. Show the table, ‘SMART targets for
Charlene’s Champion Chicken Raisers.’
Now, can you think of some measurable objectives for the Yoko Youth Group’s business? Write these up
in the table under the Aims and Objectives section, using the SMART approach.
SMART TARGETS FOR CHARLENE’S CHAMPION CHICKEN RAISERS Next, let’s talk about slogans. Slogans try to set out the aims of a business and also make it sound good
Here’s how Charlene and friends made sure that the Aims and Objectives for their business plan to customers. For example, the global sportswear company Nike has the slogan: ‘Just Do It’. Can you
were SMART. suggest some slogans for Charlene’s Champion Chicken Raisers? (For example: ‘People crave our eggs’
or ‘The taste of home’) and for Yoko Youth Group’s Yovo Doko Shop (For example: ‘Fancy a treat? Come
here to eat!’). Add your ideas for a slogan for the Yoko Youth Group’s business to the Introduction section
SPECIFIC The objective should be specific, clear, well-defined and focused. It
on the table.
lets everyone know exactly what is expected, why it is important, who
is involved, and where it will happen.
YOKO YOUTH GROUP’S BUSINESS PLAN
Charlene’s Champion Chicken Raisers aims to demonstrate that Introduction
with proper organisation and planning, chicken-raising can generate (Example: “Yoko Youth Group’s Yovo Doko Shop, Main Street, Yoko. Providing
significant profits through the sale of eggs and hatched chicks. The popular snacks in a youth-friendly environment.”)
company will raise large numbers of high-quality organic, free-range
Aims and Objectives
chickens, and will sell eggs to ensure that local people have afforda-
(Example aim: “Yoko Youth Group’s Yovo Doko Shop aims to become Yoko’s
ble sources of protein in their diets. The company will employ five
snack bar of choice, offering high-quality, home-cooked yovo doko, massa,
young local people, and will be based in Yoko town.
akkara and plantain cake in a cool environment and at affordable prices.”)
MEASURABLE Objectives should have measurable progress so we can see change (Example objective: To make 80,000XAF profit in the first year of business).
as it happens. This section should answer questions such as How
much? How many? How will we know when we have accomplished
Voiceover:
our goal?
“Well done! You’ve done a really great job starting a business plan for the Yoko Youth Group! Are you
ready to write one for your own enterprise?”
The company will raise 300 chickens each year, of which it will sell
5.2.3 |
100 as hatchlings and 100 as fully grown in the market, and keep
100 for egg laying.
GROUP’S PLAN
ACHIEVABLE Your goal should be challenging but within your ability to reach.
We have already managed to raise 30 healthy chickens, and are

confident that we have the systems in place to enable scale up.
| 456 457 |
Exercise 3
Now, take a few minutes to think of a slogan for your own enterprise. Then, start making a business plan
for your enterprise. First, fill in the Introduction section for your own enterprise, remembering to include a
slogan. Then, use SMART targets to help you fill in the Aims and Objectives section.
MY ENTERPRISE BUSINESS PLAN

Introduction
Aims and Objectives
Voiceover:
“Well done! You’re off to a great start on writing your own business plan!”
Activity quiz
I understand how to use SMART goal-setting to begin making my own 1 2 3 4 5

business plan.
I understand what the Introduction and Aims and Objectives sections of 1 2 3 4 5
my business plan will include.
5.2.3 |
GROUP’S PLAN
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5.2.4 | REFLECT: KWL – TAKE TWO
Estimated time
15 minutes
Learning goal
To reflect on what you learned about business plans.
Exercise 1
Let’s return to the KWL Chart that we started filling out in the Start activity. The first column is for what
you already know about business plans. The second column is what you want to learn about business
plans. Now, let’s look at the third column. What did you learn about business plans in this lesson? Write
your answers in the third column.
WHAT DO WE KNOW ABOUT WHAT DO WE WANT TO KNOW WHAT DID WE LEARN ABOUT
BUSINESS PLANS?? ABOUT BUSINESS PLANS?? BUSINESS PLANS??
Voiceover:
“Well done! If possible, try to share your business plan with someone you can trust. Sharing it will keep it
fresh in your mind and can help you put it into action!”
Activity quiz
5.2.4 |
I feel ready to write my own business plan. 1 2 3 4 5
R E F L EC T : K W L – TA K E T WO
| 460 461 |
Review
• Setting SMART goals and organising your ideas into the format of a business plan is an important part
of starting an enterprise.
• A well-written business plan will not only help clarify your own thinking and planning, but it will provide
you with a document that can be used when promoting your business, seeking investment or applying
for loans.
• A business plan is made up of six components: Introduction, Aims & Objectives, People, Marketing,
Finance and Production.
• It is important to periodically revise and modify your business plans to ensure that your enterprise is on
track and progressing.
5.2.4 |
R E F L EC T : K W L – TA K E T WO
| 462 463 |
5.3.0 | ASSIGNING ROLES AND
RESPONSIBILITIES
Overall outcome
The participants have already outlined their group or individual business enterprise plans and filled in
several sections: Introduction and Aims and Objectives. They will now focus on the People section. This
will entail setting a specific date for when their goal will be accomplished, outlining the steps needed to
reach it, and identifying the roles to be given to each enterprise group member so that progress can be
made and monitored. Participants working on the project independently will be the sole member of their
enterprise and will have to learn how to undertake several positions within their business. How enter-
prises effectively manage their time is an important factor in achieving their goal by a specific date. In
this lesson, participants will also learn good time management by making a project schedule to prioritise
objectives, delegate tasks and monitor performance.
Lesson objective
A. Manage their time effectively by making a project schedule.
B. Achieve greater productivity.
C. Complete the People section of their business plan.

A. Prioritise
To prioritise means to arrange or deal with issues in order of importance.
B. Schedule
A project schedule is also called a To Do List. It contains a list of prioritised activities, with a start and end
date. The schedule also identifies the roles to be given to each enterprise group member so that progress
can be made and monitored. The schedule is a useful planning and communication tool for monitoring
and reporting enterprise progress. It also allows for a clear picture on how the project is progressing.
C. Timeline
5.3.0 |
A project timeline means a list of project tasks with intended start and finish dates. The timeline outlines
the steps needed to reach the project goal.
RESPONSIBILITIES
AS S I G N I N G R O L E S A N D
D. Deadline
The project deadline is a specific date set for when the project goal will be accomplished.
| 464 465 |
help to determine the participants’ level of self-awareness regarding time management, productivity and
roles and responsibilities. If participants can answer all of these statements with a ‘5’, they can skip this
Essential lessons lesson.
Participants need to understand that: The outcome quiz summarizes the most important learning take-aways for participants. Because these
In the People section of your business enterprise plan, you will set a specific date for when your goal will are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par-
be accomplished, outline the steps needed to reach it, and identify the roles to be given to each enter- ticipants are encouraged to share and discuss their answers with someone that knows them well.
prise group member so that progress can be made and monitored. If you are working on the project in-
dependently, you will be the sole member of your enterprise and will have to undertake several positions
within your business.
A. Entry quiz
How enterprises effectively manage their time is an important factor in achieving their goal by a specific
date. In order for you to be truly productive, you need to have a structured time schedule of listed tasks
concept of time management, productivity and roles and responsibilities so that the lesson can be tai-
with intended start and finish dates assigned to each group member, or scheduled for yourself if working
lored to your level of understanding.
alone. In this lesson, you will also learn good time management by making a project schedule to prioritise
objectives, delegate tasks and monitor performance.
I understand what project deadlines and timelines are. 1 2 3 4 5
Extra take-aways I understand how to prioritise tasks. 1 2 3 4 5
In the Learn session, the Yoko Youth Group’s Yovo Doko Shop case study tells the story of some young I understand the four steps of a Project Schedule. 1 2 3 4 5
I understand how to think critically about the tasks needed for my enter- 1 2 3 4 5
local context.
prise project.
In the Start activity, here is the example with the items shown as prioritised: I understand how to prioritise the tasks needed for my enterprise project. 1 2 3 4 5
I understand how to determine how long each task should take to com- 1 2 3 4 5
plete.
PRIORITISING TASKS
I understand how to identify potential threats to my Project Schedule. 1 2 3 4 5
There is a small fire in a school, and the fire is very close to some flammable cleaning chemicals. I understand what to do if a task in my Project Schedule is not completed 1 2 3 4 5
Prioritise the following actions that could be taken by placing them in order from most important (1) as scheduled.
to least important (4).
Evacuate people (1) 1. Entry quiz feedback

Move the chemicals away from the fire (2) Great, it seems you have a good idea of the concept of time management, productivity and roles and
responsibilities. If you want, you can skip this lesson – but if you are curious, feel free to join us.
Find water to extinguish the fire (3)

Call for help (4)
In the Learn activity, emphasise the importance of effective time management skills when compiling an
5.3.0 |
enterprise’s Project Schedule and the overall business objectives.
RESPONSIBILITIES
Quizzes
This lesson gives participants insight into their current understanding of the concept of time manage-
ment and assigning roles and responsibilities in a business plan. The statements of the entry quiz will
| 466 467 |
B. Outcome Quiz
1 Describe what project deadlines and timelines are.
2 Explain how to prioritise tasks.

3 Describe the four steps of a Project Schedule.
4 Explain how to identify potential threats to your Project Schedule.
5 List one or two important people in your life with whom you can share your Project Schedule and
business plan.

you need to remind yourself of the concept of time management, productivity and roles and responsibili-
ties.

5.3.0 |
RESPONSIBILITIES
| 468 469 |
5.3.1 | START: STEPS TO SUCCESS
Estimated time
30 minutes
Learning goal
To determine project deadlines and timelines, how to prioritise tasks, and the four steps of a project
schedule.
Exercise 1
Voiceover:
“Have you ever thought about how you could organize your project deadlines, timelines and tasks?”
In order for you to be truly productive, you need to have a structured time schedule of listed tasks with in-
tended start and finish dates assigned to each group member, or scheduled for yourself if working alone.
We’ll start this lesson by reviewing the words Deadline, Timeline and Schedule. In the table below, write
down your ideas for what each term means.
Term Definition
Deadline
Timeline
Schedule
Voiceover:
Well done! Now, answer the additional questions below.”
What is the purpose of having a schedule?
5.3.1 |
How does having a timeline help you?
What is the best way to manage your time?
S TA RT : S T E P S TO S U C C E S S
What are some deadlines you have had to meet
in the past?
What effect does having a deadline have on your
work?
| 470 471 |
Voiceover:
“Well done! Let’s keep going.” PROJECT SCHEDULE
How I prioritise the tasks I have to perform in a day or over a week: 1) Brainstorm and • Try to match group members with tasks that take advantage of
organise their strengths.
2) Prioritise • Decide how long each task will take to complete.
3) Time • Give each task a realistic start and finish date.

Voiceover:
“Well done! In the example below, prioritise the following actions that could be taken by placing them in 4) Task • Assess how the tasks will be prioritized. If working in groups, as-
order from most important (1) to least important (4).” sign each member a task.
PRIORITISING TASKS • Write a list of all activities and tasks that need to be done for your
enterprise. If working in groups, brainstorm together first.
There is a small fire in a school, and the fire is very close to some flammable cleaning chemicals.
Prioritise the following actions that could be taken by placing them in order from most important • Use a number or letter to represent level of importance.
(1) to least important (4).
• If a group leader has been selected, this person can help with
Actions Priority from most important (1) assigning tasks to members.
Call for help • Arrange the list from most important to least important.
Evacuate people • Break large tasks into specific action steps.
Find water to extinguish the fire

Voiceover:
“Well done! Here is the answer key of the terms with their correct definitions.”
Move the chemicals away from the fire
PROJECT SCHEDULE
Voiceover:
“Well done! Next, we’ll explore the project schedule.”
1) Brainstorm and • Write a list of all activities and tasks that need to be done for your
organise enterprise. If working in groups, brainstorm together first.
2) Prioritise • Arrange the list from most important to least important.

Exercise 3 • Use a number or letter to represent level of importance.
This is a Project Schedule (also called a To Do List). A Project Schedule has the following functions: • Break large tasks into specific action steps.
• Lists prioritised activities, with a start and end date. 3) Time • Decide how long each task will take to complete.
• Serves as a useful planning and communication tool for monitoring and reporting enterprise progress. • Give each task a realistic start and finish date.
• Allows for a clear picture on how the project is progressing.
5.3.1 |
4) Task • Assess how the tasks will be prioritized. If working in groups, as-
Below, you’ll see the four steps to making a Project Schedule. You’ll also see nine bullet points with defini- sign each member a task.
tions. Your challenge is to match up the definitions with the correct term. Some terms will have multiple • If a group leader has been selected, this person can help with
bullet points in the definition. assigning tasks to members.
• Try to match group members with tasks that take advantage of
their strengths.
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Activity quiz
I understand what project deadlines and timelines are. 1 2 3 4 5

I understand how to prioritise tasks. 1 2 3 4 5
I understand the four steps of a Project Schedule. 1 2 3 4 5
5.3.1 |
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5.3.2 | LEARN: YOKO YOUTH GROUP’S
PROJ ECT SCHEDULE
Estimated time
30 minutes
Learning goal
To create a Project Schedule for a business plan.
Exercise 1
In this activity, you will begin to think critically about the tasks needed for your enterprise project. Then,
you will prioritise these tasks and determine how long each task should take to complete. And finally,
you will create and revise a Project Schedule, and assign tasks to each group member (or to yourself if
working alone) for your enterprise.
Let’s start by practicing with creating a Project Schedule for a group of friends in Yoko, Benin. First, let’s
review the case study about them and their business idea.
CASE STUDY: YOKO YOUTH GROUP’S YOVO DOKO SHOP
Candide, Ulrich, Nadia and Thierry were four friends in a youth club in Yoko, Benin. The four came
up with an enterprise idea based on an assessment of their own skills. Candide and Ulrich were
both keen cooks and bakers, and decided that if they worked hard as a team they could make a
small profit selling yovo doko, massa, akkara, plantain cake and other snacks. Nadia and Thierry
both had previous experience in running an enterprise, and felt they had some useful financial
skills. Over the course of a year, they had saved up enough to get them started. But the four friends
would still need to face and overcome considerable challenges. They found the idea of starting
their own enterprise both frightening and exciting at the same time.
They knew they would need to rent a small shop, and that there would be other start-up expenses,
5.3.2 |
such as an oven and other cooking equipment. And they didn’t want their shop to be like any other
in town. They wanted it to be particularly attractive to young people in Yoko. That would mean dec-
orating it – maybe by painting murals of popular actors and musicians – and playing great music.
Of course, they would need to buy stocks of ingredients and other materials. They knew they would
G R O U P ’ S P R OJ EC T S C H E D UL E
have to do some market research, prepare a proper budget, work out how much to charge for their
products, decide who would do which jobs, and then advertise.
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CASE STUDY: YOKO YOUTH GROUP’S YOVO DOKO SHOP
There seemed to be so many tasks ahead of them. In order to help them organise their thoughts
and explain their enterprise idea to other people, they agreed to create a business plan. They wer- Script
en’t sure exactly how to write a proper business plan, so they decided to email Candide’s cousin, I. Learning experience
Charlene, for advice. Charlene and some friends had already started their own business raising
and selling chickens. They had used their own savings, along with a loan from a local microfinance SCENE 1
institute, to start their business. They had written a business plan for the microfinance institute as
part of the loan application. The manager had been very impressed and had authorised their loan.
1. Voiceover: “Candide, Ulrich, Nadia and Thi- 1. Show four friends, Candide, Ulrich, Nadia and
So, the Yoko Youth Group knew Charlene could help them.
erry are four friends in a youth club in Yoko, Thierry (characters from the previous lesson,
Benin. The four had come up with an enter- 5.4 Outlining a Business Plan).
Voiceover: prise idea to sell yovo doko, massa, akkara,
After reviewing the case study about the Yoko Youth Group, answer the questions below. plantain cake and other snacks.”
2. Voiceover: ”They found the idea of starting 2. The friends are excitedly discussing their
their own enterprise both frightening and plans to start their enterprise.
What issue had the Yoko Youth Group decided to
address by their enterprise project? exciting at the same time.”
3. Voiceover: “They knew they had a lot of tasks 3. The friends are beginning to write down
How were they going to address this issue?
ahead of them, and expenses too. They some ideas on a flipchart.
How were they hoping to fund this work? knew they would have to do some market
research, prepare a budget, work out how
much to charge for their products, decide
who would do which jobs, and then adver-
tise. They decide to create a Project
Schedule.”
Exercise 2
The Yoko Youth Group sat down at a table with pen and paper and brainstormed a list of all the activities
and tasks that needed to be done for their enterprise, from start to finish. When they sat back and looked
at their list, the four friends felt better. But there still seemed to be a lot of things to do. Ulrich suggested
that as a next step, they should prioritise each task from most important to least important, giving the
most important tasks the number 1, the least the number 3 and those in the middle the number 2.
In this exercise, you will help the Yoko Youth Group by prioritising their list of activities and tasks. Remem-
ber, there are no right or wrong answers – how you choose to prioritise the tasks is up to you – but you
will need to explain your thinking. In the table below, prioritise the following actions that could be taken by
placing them in order from most important (1) to least important (3).
YOKO YOUTH GROUP – PRIORITISING TASKS
5.3.2 |
Prioritise the following actions that could be taken by placing them in order from most important (1) to
least important (3).
ACTIONS PRIORITY FROM MOST IMPORTANT (1)
to least important (3)
Create a budget
Design and draw posters to promote the shop
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YOKO YOUTH GROUP – PRIORITISING TASKS
Check that there is a local demand for the snacks Script
Print posters I. Learning experience
Find out how much people will pay for snacks
Put up posters
SCENE 1
Find out what equipment needs to be bought or Character voices: Visuals:

borrowed 1. The four friends are working on their list of
priorities.
Find out what ingredients need to be bought
2. “We’re making great progress! Now, let’s 2. Nadia says, “…”
Write questionnaires to use when interviewing decide how long each task would take to
people for market research complete, and give a realistic start and finish
Work out how many yovo doko, massa, akkara date for each task. Also, tasks should be
and plantain cake will need to be sold in order to assigned to each member based on their
make a profit individual strengths and weaknesses.”
3. “That’s a great idea, Nadia! As Candide and 3. Thierry says, “…”
Ask permission, gather phone numbers of com- Ulrich are good cooks, most of the tasks
munity members and send texts to advertise the related to the baking could be assigned to
shop them.”
Bake the yovo doko, massa, akkara and plantain 4. “Sure, that sounds good!” 4. Candide & Ulrich agree, and Candide says
cakes “…”
5. “Great! Then Thierry and I can concentrate 5. Nadia says, “…”
Start posting about the shop on social media
on finding a shop and promotion.”
Agree where the best location for the shop to sell 6. “Great plan!” 6. The four friends all agree and say one by
the yovo doko, massa, akkara and plantain cakes “This is going to work well!” one, “…”
should be “I feel much better having a plan!”
Decorate the walls of the shop “Can’t wait to get started!”
Put together some playlists and borrow a sound

system
Organise the opening day, and ask local journal-
ists to cover the event
Voiceover:
“Well done! Now, can you explain why you chose the items that you assigned with priority 1, 2 and 3?”
Reasons why I selected items assigned as Priority 1:
5.3.2 |
Voiceover:
“Well done! You are off to a great start on practicing how to prioritise items in a business plan. Next, let’s
look at how the Yoko Youth Group creates their Project Schedule.”
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Now, look at the Yovo Doko Shop Project Schedule and answer the following questions:
Exercise 3 How long will this project last?
The Yoko Youth Group decided that they would all meet up twice a week to check progress against the What is the last thing that will happen?
schedule. They all agreed that this approach seemed sensible. The four got together with a large sheet of What is the first thing that will happen?
paper and drew a table like this:
Why did the Yoko Youth Group assign different
tasks to different team members?
YOKO YOUTH GROUP’S YOVO DOKO SHOP PROJECT SCHEDULE
Why will it take so long before the baking and (Answer: Because the group needs time to earn
Task Team Week
selling happen? the money that will fund the opening day)
Member 1 2 3 4 5 6 7 8
What are the advantages of creating a schedule
Write questionnaires for Thierry (T) and like this?
market research Nadia (N)
Check local demand for the T&N Voiceover:
snacks “Well done! Next let’s work on creating your own project schedule!”
Find out how much people T&N
will pay for the snacks
Work out how many snacks T&N
must be sold in order to
make a profit
Find out what equipment Candide (C)
needs to be bought or bor- and Ulrich (U)
rowed
Find out what ingredients C&U
need to be bought
Create a budget T, N, U, C
Buy (borrow) all equipment T, N, U, C
and ingredients
Agree where to sell the T, N, U, C
snacks, and where to rent a
place
Decorate the shop U
Put together a playlist and N
get a sound system
Gather phone numbers for C
sending advertising texts
Design and draw posters to U
promote the shop
Print posters U&N
5.3.2 |
Put up posters T, N, U, C
Start posting about the shop U
on social media
Organise opening event and T&N
invite journalists
Bake the products C&U
Open the shop! T, N, U, C
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5.3.3 | LEARN: MAKING YOUR OWN
PROJ ECT SCHEDULE
Estimated time
30 minutes
Learning goal
To identify the tasks needed for your enterprise project; prioritise these tasks; and determine how long
each task should take to complete.
Exercise 1
Voiceover:
“In this exercise, you’re going to make your own project schedule. Are you ready? Good luck!”
Here are the steps you need to make your own project schedule:
First, brainstorm activities and tasks that need to be done for your enterprise.
Next, separate these tasks into two groups (fundraising and social work), prioritise them, assign tasks to
group members and create a Project Schedule, setting realistic start and end dates. If you are working
on the project alone, create a Project Schedule tailored to your solo project. Rather than dividing the task
among members, you will have to schedule a way for you to fulfil all the tasks yourself.
Use the template below to fill in your Project Schedule, adding additional rows as necessary.
MY PROJECT SCHEDULE
Task Team Week
Member 1 2 3 4 5 6 7 8
5.3.3 |
P R OJ EC T S C H E D UL E
L E A R N : M A K I N G YO U R OW N
Voiceover:
“Well done! You’re making great progress on your business plan!”
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Exercise 1
Next, add information on what each group member will do to the People section of your business plan.
Add a short biography for each person, stating their qualifications and why they have been chosen for this
role. Also keep your Project Schedule for future use as an attachment to your business plan. If you are
working on the project individually, you will only need to produce a short biography for yourself.
Finally, identify any potential issues (threats) that could prevent tasks on your Project Schedule from be-
ing completed.
You can use the templates below to enter this information.
MY BUSINESS PLAN: PEOPLE

Name Biography (include qualifications and why they
have been chosen for this role)
MY BUSINESS PLAN: POTENTIAL ISSUES OR THREATS
Voiceover:
“Well done! Your business plan is looking great so far!”
Activity quiz
I understand how to think critically about the tasks needed for my enter- 1 2 3 4 5
prise project.
5.3.3 |
I understand how to prioritise the tasks needed for my enterprise project. 1 2 3 4 5
I understand know how to determine how long each task should take to 1 2 3 4 5
complete.
P R OJ EC T S C H E D UL E
L E A R N : M A K I N G YO U R OW N
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5.3.4 | REFLECT: REALITY CHECK
Estimated time
30 minutes
Learning goal
To reflect on whether your Project Schedule is realistic, and what potential threats may get in the way of
success.
Exercise 1
Let’s review your Project Schedule. Consider the following questions and write in your answers below.
Was determining start and end dates for tasks

difficult?
What start and end dates were not realistic?
What is the likelihood of completing the tasks as

scheduled?
What will you do if a task is not completed as
scheduled?
What potential threats could prevent tasks from
being completed?
Voiceover:
“Well done! If possible, try to share your business plan with someone you can trust. Sharing it will keep it
fresh in your mind and can help you put it into action!”
5.3.4 |
R E F L EC T : R E A L I T Y C H EC K
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Activity quiz
I understand how to identify potential threats to my Project Schedule. 1 2 3 4 5

I understand what to do if a task in my Project Schedule is not completed 1 2 3 4 5
as scheduled.
Review
• In the People section of your business enterprise plan, you will set a specific date for when your goal
will be accomplished, outline the steps needed to reach it, and identify the roles to be given to each en-
terprise group member so that progress can be made and monitored. If you are working on the project
independently, you will be the sole member of your enterprise and will have to learn how to undertake
several positions within your business.
• How enterprises effectively manage their time is an important factor in achieving their goal by a specific
date. In order for you to be truly productive, you need to have a structured time schedule of listed
tasks with intended start and finish dates assigned to each group member, or scheduled for yourself if
working alone. In this lesson, you also learned good time management by making a project schedule to
prioritise objectives, delegate tasks and monitor performance.
5.3.4 |
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5.4.0 | ADDING VALUE
Overall outcome
Participants will learn that beyond manufacturing a product or delivering a service, an enterprise can
make a profit by taking an existing product or service and adding value.
Lesson objective
A. Describe inputs, outputs and value addition.
B. Explain adding value using the Intrepid Entrepreneurs Club Case Study.
C. Determine ways to enhance a business by adding value.

A. Input
In order to produce goods or services, a business uses resources or raw materials. These raw materials or
resources are often called inputs.
B. Output
A business transforms an input into a finished product, which is sometimes called an output.
C. Value-Add
Businesses add value by transforming inputs, whether by cooking, manufacturing, branding, designing, or
offering customer services. This process is called production or processing. With each stage of process-
ing, value is being added.
D. Enterprise
An enterprise is a business, or an activity that a person or people undertake for the purpose of earning
money.
5.4.0 |
Essential lessons
A D D I N G VA LU E
Beyond manufacturing a product or delivering a service, an enterprise can make a profit by taking an
existing product or service and adding value. To have success, a business needs to offer something that
other businesses don’t. A business can also offer a new version of an existing product or service by find-
| 492 493 |
ing a way to make it a bit more special. It may be challenging to think about your business idea and what
I understand how businesses add value by transforming inputs in produc- 1 2 3 4 5
you want to offer. Be patient and remember that good ideas sometimes take a long time to come. Take tion or processing.
your time, think hard, and chat with your friends about the idea as much as you can.
I can think of a few ideas for how to add value to the product or service in 1 2 3 4 5
my enterprise project.
Extra take-aways 1. Entry quiz feedback

In the Learn session, the Yoko Youth Group’s Yovo Doko Shop case study tells the story of some young
Great, it seems you have a good idea of the concept of enhancing a business by adding value. If you
want, you can skip this lesson - but if you are curious, feel free to join us.
local context.

Please ensure that the following key messages are conveyed by the end of the lesson:
• A good business offers something that other businesses don’t.

• Often businesses find a product or service that others are offering, but find a way to make it a bit more
B. Outcome Quiz
special.
• This may be challenging to think about, so take your time, think hard, and chat with your friends about
the idea as much as you can.
• Sometimes good ideas take a long time to come. Be patient!
1 Describe what inputs and outputs are in a business.
2 Write down a few examples of inputs and outputs.

3 Explain how items gain value as they are subject to more and more processing.
Quizzes 4 Write down a few of your ideas for how to add value to the product or service in your enterprise
project.
This lesson gives participants insight into their current understanding of the concept of enhancing a
business by adding value. The statements of the entry quiz will help to determine the participants’ level of 5 List one or two important people in your life with whom you can share your plans to enhance
self-awareness regarding adding value. If participants can answer all of these statements with a ‘5’, they your business by adding value.
can skip this lesson.
The outcome quiz summarizes the most important learning take-aways for participants. Because these 1. Outcome quiz feedback
are very personal, the outcome quiz contains open-ended questions. There is no right or wrong, but par- Well done! Your answers are personal, but we encourage you to share them with someone you trust. If
ticipants are encouraged to share and discuss their answers with someone that knows them well. you want to keep them for yourself, write them down somewhere now so that you can look back whenever
you need to remind yourself of the concept of enhancing a business by adding value.
A. Entry quiz
concept of enhancing a business by adding value so that the lesson can be tailored to your level of under- Responses and worksheets
standing.
5.3.4 |
I understand what inputs and outputs are in a business. 1 2 3 4 5
I understand some examples of inputs and outputs. 1 2 3 4 5
I understand how items gain value as they are subject to more and more 1 2 3 4 5
processing.
I understand what it means to add value in a business idea. 1 2 3 4 5
I understand some ways to enhance a business by adding value. 1 2 3 4 5
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5.4.1 | START: FROM BEAN TO CUP
Estimated time
20 minutes
Learning goal
To differentiate what inputs and outputs are in a business, and how businesses add value by transform-
ing inputs in production or processing.
Script
SCENE 1
1. Voiceover: “Let’s start this lesson by thinking 1. Show a coffee farmer picking coffee cherries.
about the topic of coffee. What do you know
about coffee production? Where is coffee
grown? And where is it sold?”
2. Voiceover: “Can you describe what happens 2. Alongside the coffee farmer, show a com-
to coffee in between someone picking a parison image of a person drinking a cup of
coffee bean off a bush and someone else coffee in the city.
drinking a cup of coffee in a café in the city?”
3. Show images of coffee beans being pack-
aged, shipped, roasted and ground.
Voiceover:
“Keep this example in the back of your mind. We will come back to this question at the end of the les-
son.”
5.4.1 |
Exercise 1
S TA RT : F R O M B E A N TO C U P
Voiceover:
“Have you ever thought about the raw materials that a business needs to make its products or services?”
| 496 497 |
In order to produce goods or services, a business uses resources or raw materials. What resources or raw look at the questions below and write down your answers in the table.
materials does a business need in order to make bread? Some examples are flour and yeast. These raw
materials or resources are often called inputs. Now, write down a few more examples of resources or raw Approximately how much would a handful of cof-
materials in the table below. fee beans cost if you bought them off a farmer
as soon as he/she picked them?
Resources/raw materials needed to make bread
How much does it cost to buy a cup of coffee in
a café in the city?
What has happened to make the coffee more
expensive as it turns from input into output?
Voiceover:
“Well done! Now, think about what sort of businesses might need the following inputs:” Voiceover:
“Well done! As you can see with this example, businesses add value by transforming inputs, whether
by cooking, manufacturing, branding, designing, or offering customer services. This process is called
Inputs (Resources Business
production or processing.”
or raw materials)
Wood
(Possible answers: paper producers, house builders, boat builders, etc.)

Water Activity quiz
(Possible answers: drink manufacturers, ice-cream makers, etc.)
Cotton
I understand what inputs and outputs are in a business. 1 2 3 4 5

(Possible answers: clothes makers, etc.)
I understand some examples of inputs and outputs. 1 2 3 4 5
Voiceover: I understand how businesses add value by transforming inputs in produc- 1 2 3 4 5
“Well done! Let’s keep going.” tion or processing.
Exercise 2
A business transforms an input into a finished product, which is sometimes called an output. Some
examples are coffee beans (the input) being made into a cup of coffee (the output), or trees being made
into paper. Write down in the table below some more examples of inputs being transformed into outputs.
Input Output
5.4.1 |
Voiceover:
“Well done! Off to a great start!”
Now, remember the coffee example from the beginning of this activity. We’ll use this example to explore
S TA RT : F R O M B E A N TO C U P
how the value of an item changes as it moves along the production or processing line.
Do you know how much a handful of coffee beans would cost if you bought them off a farmer as soon as
he/she picked them? They would be so cheap that the farmer would probably give them to you. Take a
| 498 499 |
5.4.2 | LEARN: HUMAN VALUE-
ADD CHAIN
Estimated time
60 minutes
Learning goal
To analyse how items gain value as they are subject to more and more processing, and how to enhance a
business by adding value.
Script
SCENE 1
1. “Why are we here?” 1. Show a group of nine young people standing
in a line, side by side. One of them, Character
2. “What are these numbers for?” 1, says, “…”
2. Each person has a card (see the Human Val-
ue-Add Chain Cards below) with a number on
3. “Maybe this is a game?” it and a word on the back with a correspond-
ing image or icon. The person with number
1 is on the left and number 9 is on the right.
Another person, Character 2, says, “…”
3. Another person, Character 3, says, “…”
HUMAN VALUE-ADD CHAIN CARDS
5.4.2 |
1. Harvesting: Someone picks the coffee cherries off a bush.
2. Soaking: The cherries are placed in water to remove the pulp and skin.
ADD CHAIN
L E A R N : H UM A N VA LUE-
3. Fermenting: The beans are left in water to ferment.
4. Drying: The beans are placed in the sun to dry.
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process them. At the earlier stages of processing, the coffee beans have very little value. The more you
HUMAN VALUE-ADD CHAIN CARDS process them, the more value they have. With each stage of processing, value is being added and the
coffee is getting nearer to the stage where it can be drunk. After all, the coffee must pass through each of
5. Roasting: The beans are roasted in ovens to improve the flavour. these stages. As the coffee beans/input are subject to more and more processing, their value rises.
Now, using the table below, write down what can be done with each item and what its value is.
6. Grounding: The roasted beans are ground into a fine powder.
7. Packaging: The coffee powder is placed in bags or jars. Visuals:

1. Show the image or icon corresponding with
each item in the table below.
8. Branding and marketing: Companies put attractive labels on jars or bags, and advertise them.
9. Retailing: A shop owner buys the beans, and puts them on shelves so that customers can buy COFFEE VALUE-ADD WHAT CAN BE DONE WHAT IS THE VALUE OF THIS ITEM?
them easily. CHAIN WITH THIS ITEM?
1. Harvested coffee Example: Can’t be eaten Example: Almost nothing. They have very little
cherries or drank. value at this stage.
SCENE 2 2. Soaked coffee cher- Example: Almost nothing. They have very little
Voiceover: ries value at this stage.
3. Fermented coffee
beans
4. Dried coffee beans Example: Can be sold to
Character voices: Visuals: coffee roasters.
1. “I’m Number 1 and my card says, ‘’Harvest- 1. One by one, each person reads their card
5. Roasted coffee beans Example: Moderate; beginning to gain value
ing’.” aloud in turn, and then holds it up in front of
at this stage.
him/her so everyone else can see it. Charac-
ter 1 says, “…” 6. Ground coffee beans
2. “I’m Number 2 and my card says, ‘Soaking’.” 2. Character 2 says, “…” 7. Packaged ground
3. “I’m Number 3 and my card says, ‘Ferment- 3. Character 3 says, “…” coffee
ing’.” 8. Branded and mar- Example: Can be sold to
4. “I’m Number 4 and my card says, ‘Drying’.” 4. Character 4 says, “…” keted jars or bags of coffee shops and restau-
5. “I’m Number 5 and my card says, ‘Roasting’.” 5. Character 5 says, “…” ground coffee rants.
6. “I’m Number 6 and my card says, ‘Ground- 6. Character 6 says, “…”
9. Retail packages of
ing’.”
ground coffee, ready to
7. “I’m Number 7 and my card says, ‘Packag- 7. Character 7 says, “…”
sell in a shop
ing’.”
8. “I’m Number 8 and my card says, ‘Branding 8. Character 8 says, “…”
Voiceover:
and marketing’.”
“Well done! You’re getting a great sense of how the value-add chain works!”
9. “I’m Number 9 and my card says, ‘Retailing’.” 9. Character 9 says, “…”
Script
5.4.2 |
Exercise 1 I. Learning experience
Voiceover:
“How do you think the value of the coffee changes at each point in the production line? For example, with In this exercise, we’re going to look at a case study about a group of friends in Yoko , Benin. Watch the
ADD CHAIN
number 1, ‘Harvesting’. What can be done with a small bag of harvested coffee cherries? Can you eat animation to learn about their business idea.
them? No. Can you drink them? No. How much are they worth? Almost nothing; they have very little value
at this stage.”
As you can see, in order to make the coffee cherries into something useful, you are going to have to
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SCENE 1 SCENE 3

1. Voiceover: “Candide, Ulrich, Nadia and Thi- 1. Four friends, Candide, Ulrich, Nadia and Thi- 1. “What else do we need to buy to get 1. The four friends continue brainstorming
erry were four friends in a youth club in Yoko, erry, are in a youth club in Yoko, Benin. started?” together. Candide says, “…”
Benin. The four came up with an enterprise 2. Ulrich says, “…”
idea based on an assessment of their own 2. “We definitely need to buy stocks of ingredi-
skills.” ents and other materials.” 3. Nadia says, “…”
2. “Ulrich and I are both keen cooks and bak- 2. Candide says, “…” 3. “Let’s not forget the financial side of it too –
ers. I think if we worked hard as a team, we we also have to do some market research,
could make a small profit selling yovo doko, prepare a proper budget, work out how much
massa, akkara, plantain cake and other to charge for our products, decide who would
snacks.” do which jobs, and then advertise.”
“I’m in!”
Exercise 2
“What do we do next?” After seeing this story of the four friends, use the table below to write down what are the raw materials in
this case study, and how they are being transformed into outputs.
YOKO YOUTH GROUP’S YOVO DOKO SHOP

SCENE 2
Inputs (resources/raw materials needed to make Outputs
Character voices: Visuals: & sell the Yovo Doko Shop snacks)
1. Voiceover: “Over the course of a year, they 1. Over time, the four friends save money. Example: Plantains Example: Plantain cake
had saved up enough to get them started.” 2. The four friends are brainstorming together.
2. “First, let’s figure out what we need to get Nadia says, “…”
our business started.” 3. Thierry says, “…”
4. Candide says, “…”
3. “For starters, we’ll need to rent a small
shop.” 5. Nadia says, “…”
4. “Yes, and there will be other start-up expens- Voiceover:
es too, such as an oven and other cooking 6. Thierry says, “…” “Well done! Next, use the table below to create a value-add chain to illustrate the value-added for plan-
equipment.” tain cake, starting with the harvesting of plantains and finishing up with customers buying them from the
5. “This is a great start! I’ve also been thinking 7. Ulrich says, “…” Yoko Youth Group. Fill in the rest of the processing chain and the answers to columns 2 and 3.”
that we don’t want our shop to be like any
other in town. We want it to especially draw PLANTAIN CAKE VALUE-ADD WHAT CAN BE DONE WITH THIS WHAT IS THE VALUE OF THIS
young people in Yoko.” CHAIN ITEM? ITEM?
6. “Good idea! We could decorate it, maybe by
1. Harvested plantains
painting murals of popular actors and musi-
cians?7. “And play great music too!”
Example: Can be sold in grocery
5.4.2 |
stores
Example: Minimal; cake batter
ADD CHAIN
cannot be sold as is
Example: Baked plantain cakes
| 504 505 |
Voiceover: SCENE 3
“Well done! You’re off to a good start in understanding how the value-add chain works.”
1. Voiceover: “The Intrepid Entrepreneurs 1. The club members are talking excitedly about
Take a look again at the Plantain Cake Value-Add Chain table. Have you considered whether decorating
Club had an idea for how to address this a business idea.
the Yovo Doko Shop in a way young people will find attractive, or playing music young people will identify
need while also making a small profit. Their
with, will further add value to the snacks? In other words, will young people be more prepared to buy their
enterprise would be based on the idea of
snacks from the Yoko Youth Group because of the atmosphere in their shop?
‘value-add’.”
2. Voiceover: “They found a way to buy sanitary 2. Two of the club members are pictured buying
If you would like to add anything to your table, you can do so now. Then we’ll look at another case study.
pads in bulk at a discount price.” feminine hygiene products in bulk.
3. Voiceover: “They then used recycled materi- 3. The other club members are creating kits out
als to create a Menstrual Hygiene Kit.” of recycled materials.
4. Voiceover: “Alongside the pads, they included 4. All the club members are working together to
Script an information sheet on menstrual hygiene

in general. The sheet was handwritten, to
assemble the kits. Each kit contains sanitary
pads, a handwritten information sheet, and a
I. Learning experience make it feel less intimidating and more like set of beads.
advice from a friend, and photocopied. The
Voiceover: boxes also contained menstrual cycle beads
“Let’s check out the story of a group of teenagers working on a sexual reproductive health project. They made from old magazine paper. These beads
found a clever way to help promote menstrual hygiene while also making enough of a profit to make their help girls track their cycle and identify fertile
enterprise sustainable.” days and non-fertile days.”
5. Voiceover: “All of these materials were 5. The club members place the materials for
SCENE 1 placed inside donated shoe boxes that the each kit in donated shoe boxes that they
Character voices: Visuals: Intrepid Entrepreneurs Club decorated.” have decorated.
1. Voiceover: “Seven friends from the Intrepid 1. Seven friends from the Intrepid Entrepre-
Entrepreneurs Club were interviewing local neurs Club are pictured.
teenagers in the hope of finding an issue of SCENE 4
concern to them that they might in turn ad-
dress through an enterprise project.” Character voices: Visuals:
2. Voiceover: “The friends spent a lot of time 2. The seven friends are conducting lots of 1. Voiceover: “In light of the fact that some girls 1. The club members are shown selling the kits
listening to local youth.” interviews with local teenagers. felt uncomfortable buying sanitary pads in from one of their homes.
3. Voiceover: “The more they listened, the more 3. They are getting lots of ideas from the inter- shops, the Intrepid Entrepreneurs Club sold
ideas they got.” views. the kits discretely from the home of one of
the girls.”
2. Voiceover: “They advertised word-of-mouth 2. Organisations in the local community help to
by asking the Girl Guides and other organisa- advertise the kits by word-of-mouth.
SCENE 2 tions to inform girls where they could buy the
Character voices: Visuals: kits.”
1. “I’ve heard quite a few girls saying that they 1. The club members are talking together about 3. Voiceover: “The kits were sold at just enough 3. The club earns enough profits to pay for all
wanted to buy sanitary pads, but were a little some of the ideas that came up in their inter- profit to ensure that the Intrepid Entrepre- the materials needed.
bit intimidated.” views. Character 1 says, “…” neurs Club could pay for all the materials
2. “I’ve heard this too! Some of them have said 2. Character 2 says, “…” needed.”
they would feel a bit more confident if they
knew a bit more about it.”
3. “Yes, and some of them also admitted to 3. Character 3 says, “…”
5.4.2 |
feeling a little bit embarrassed about buying
sanitary pads in local shops.”
4. “It sounds like this is a common issue among 4. Character 4 says, “…”
ADD CHAIN
the teens in our community. What can we do
about it?”
| 506 507 |
Exercise 3
Now, think about the Intrepid Entrepreneurs Club case study and answer the following questions:
What were the benefits of interviewing local

teenagers?
What issues did the Intrepid Entrepreneurs Club
learn about through listening to local youth?
How did the Intrepid Entrepreneurs Club address
this issue?
How did they add value to the sanitary pads that
they bought before selling them further?
(Answer: They added an information sheet and
menstrual cycle beads, and presented the kit in a
nicely decorated box.)
Which of the nine value-add steps were used by
the Intrepid Entrepreneurs Club to add value to
the sanitary pads? (Answer: Packaging, with the decorated shoe
boxes, the extra information and the menstrual
cycle beads; and retail, by selling the Menstrual
Hygiene Kits discretely from home.)
Voiceover:
“Well done! Can you see from these case studies that there are many ways to enhance a business by
adding value?”
Activity quiz
I understand how items gain value as they are subject to more and more 1 2 3 4 5
processing.
I understand what it means to add value in a business idea. 1 2 3 4 5
I understand some ways to enhance a business by adding value. 1 2 3 4 5
5.4.2 |
ADD CHAIN
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5.4.3 | REFLECT: ADDING VALUE TO MY
ENTERPRISE
Estimated time
20 minutes
Learning goal
To reflect on ways of adding value to raw materials or services in my enterprise project.
Exercise 1
Voiceover:
“Now it’s time for you to brainstorm ways of adding value to raw materials or services in your enterprise
project. Be creative and have fun. Don’t worry, you do not have to implement any of the brainstormed
ideas. This is just for practice. Are you ready? Good luck!”
Use the table below to brainstorm some ideas about how you might add value to the product or service
that you are working on.
IDEAS FOR ADDING VALUE TO MY PRODUCT OR SERVICE
Voiceover:
“Well done! If possible, share your ideas with someone you trust. Sharing it will keep it fresh in your mind
and can help you put it into action!”
5.4.3 |
MY ENTERPRISE
R E F L EC T : A D D I N G VA LUE TO
| 510 511 |
Activity quiz
I can think of a few ideas for how to add value to the product or service in 1 2 3 4 5
my enterprise project.
Review
• Beyond manufacturing a product or delivering a service, an enterprise can make a profit by taking an
existing product or service and adding value.
• A good business offers something that other businesses don’t.
• Often businesses find a product or service that others are offering, but find a way to make it a bit more
special.
• This may be challenging to think about, so take your time, think hard, and chat with your friends about
the idea as much as you can.
• Sometimes good ideas take a long time to come. Be patient!
5.4.3 |
MY ENTERPRISE
R E F L EC T : A D D I N G VA LUE TO
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5.5.0 | UNDERSTANDING THE CUSTOMER
Overall outcome
This lesson introduces the concept of market research. Participants will discover that the key to avoid-
ing the replication of existing services or products comes through understanding who their customer is
likely to be and what needs they have. Participants are given the opportunity to develop a basic market
research tool, to practice using it within the safety of the lesson, and then to apply it in the marketplace.
Lesson objective
A. Assess the key characteristics of their potential customers.
B. Analyse their needs by conducting some basic market research.

A. Customer
Customers are people who buy your products or services.
B. Market Research
Market research is a tool that allows you to learn more about who your customers are and what their
needs and wants are. By understanding what customers are looking for, you can offer something that
people are willing to pay (extra) for. If you are not clear about who your customers are, where they are lo-
cated, and what they want at the outset, you risk developing something that will not satisfy your intended
customers.
C. Market Gap
Gaps in the market are opportunities to enhance your business by providing a product or service that is
not currently available or adequate. To identify a market gap, you can either think of a product or service
that nobody else appears to be offering, or pick a product or service that is already out there and improve
it. One way to do this is to know your customers’ needs and wants.
5.5.0 |
D. Customer Service
Customer service means addressing customers’ needs to ensure they are satisfied with the product or
service. Customer service often takes place while a customer is making a purchase; requesting a repair,
C U S TO M E R
UN D E R S TA N D I N G T H E
return or exchange; or while using the product or service. Customer service may occur in person, over the
phone, on the business’ website, through live chat, or by self-service systems (online or phone).
E. Customer Satisfaction
Customer satisfaction means reaching or surpassing customers’ expectations about a product or service.
| 514 515 |
Businesses often use customer satisfaction as a measurement of success. Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
F. Customer Relationship Management
Customer relationship management means how a business interacts with its customers. The relation- I know why it is important to know my customers. 1 2 3 4 5
ship with the customer includes marketing efforts to reach new customers, engaging with prospective or
I can identify the customers of a specific popular product or service in my 1 2 3 4 5
existing customers, and customer service interactions with prospective or existing customers. Modern
community.
businesses often use social media to engage with customers, such as via Facebook, Instagram, Youtube
and Twitter. I can identify the potential customers are that I intend to target with my 1 2 3 4 5
business.
I can list the key characteristics of my potential customers. 1 2 3 4 5
I can conduct basic market research to understand my potential custom- 1 2 3 4 5
ers’ needs.
Essential lessons I know how to make a Tree Poem to express what I think is important 1 2 3 4 5
Participants need to understand that: about customers.
Knowing your customer will help to improve your business ideas. It is important to have a better under-
standing of who your customers will be, and what sort of people they are. You need to investigate the
problems, needs, goals and habits of your customers. In that way, you can provide them with exactly what 1. Entry quiz feedback
they are looking for. If you are not clear about who your customers are, where they are located, and what Feedback for all answers ‘5’:
they want at the outset, you risk developing something that will not satisfy your intended customers. Great, it seems you have a good idea of the concept of market research. If you want, you can skip this
lesson - but if you are curious, feel free to join us.

Extra take-aways
For the Start activity you will need to have thought about three popular products or services that are local-
ly available. If possible, include pictures of these products. B. Outcome Quiz
You will also be asking participants to imagine at least two potential customers interested in paying for However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
their products and services, and to write notes on the interests, needs and wants of these customers.
1 Write some reasons why it is important to know your customers.
This work needs to continue beyond the limits of this lesson. Participants should come to feel as if they
2 Describe the potential customers that you intend to target with your business.
know their potential customers well – their needs, desires, interests and preferences – and how to reach
them. 3 Describe some of the characteristics of your potential customers.
4 Explain how to conduct basic market research to understand your potential customers’ needs.
5 List one or two important people in your life with whom you can share your market research
plan.
Quizzes
This lesson gives participants insight into their current understanding of the concept of market research. 1. Outcome quiz feedback
The statements of the entry quiz will help to determine the participants’ level of self-awareness regarding Well done! Your answers are personal, but we encourage you to share them with someone you trust. If
market research. If participants can answer all of these statements with a ‘5’, they can skip this lesson. you want to keep them for yourself, write them down somewhere now so that you can look back whenever
you need to remind yourself of the concept of market research.
5.5.0 |
C U S TO M E R
UN D E R S TA N D I N G T H E
A. Entry quiz
This quiz includes 6 questions. The purpose of this quiz is to determine your existing knowledge of the At the end of the lesson, consider offering participants the choice to enter their email address if they
concept of market research so that the lesson can be tailored to your level of understanding. would like their entries and worksheets sent to them for their future reference. Let them know that none
| 516 517 |
5.5.1 | START: WORD ASSOCIATION: WHAT DO WE
ALREADY KNOW ABOUT CUSTOMERS?
Estimated time
30 minutes
Learning goal
To outline why it is important to know your customers.
Exercise 1
Voiceover:
“Let’s start out this lesson with a word association activity. I will say a word, then you will write down the
first word that comes into your head, using the space below. Are you ready? Let’s begin!”
Voiceover:
“Green”.
First word that comes to mind when I hear the word ‘Green’:
Voiceover:
“Well done! This was a practice run, and now I am going to give you another word. When you hear it,
again write down the first word that comes into your head.”
Voiceover:
“Customer”.
First word that comes to mind when I hear the word ‘Customer’:
5.5.1 |
Voiceover:
“Well done! You’re getting a sense of the main idea of this lesson: that knowing who your customer is will
W E A L R E A DY K N O W A B O U T C U S TO ME R S ?
S TA RT : W O R D A S S O C I AT I O N : W H AT D O
help you to improve your business ideas.”
| 518 519 |
Activity quiz
I know why it is important to know my customers. 1 2 3 4 5

I can identify the customers of a specific popular product or service in my 1 2 3 4 5
community.
Exercise 2
Voiceover:
“Here you’ll see examples of three popular products or services that are locally available.”
Take a look at the three products/services shown, and consider the questions in the table below. Choose
one of the products/services and answer the questions.
Visuals:
1. Display pictures of three popular products
or services that are locally available, either
drawn or from a magazine etc. The pictures
can be displayed one by one, then shown
side by side.
2. List the name of the each product/service
underneath the picture.
5.5.1 |
Product/service chosen: (Example: tooth whitening toothpaste)
Do you personally use or buy this product or

service? Why or why not?
W E A L R E A DY K N O W A B O U T C U S TO ME R S ?
S TA RT : W O R D A S S O C I AT I O N : W H AT D O
Do you know people who use or buy this product
or service? Why do you think they do or do not?
Do you think it is a useful and quality product/
service? Why or why not?
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5.5.2 | LEARN: LEARNING ABOUT YOUR
CUSTOMERS AND STARTING YOUR MARKET
Estimated time
60 minutes
Learning goal
To assess the potential customers that I intend to target with my business.
Exercise 1
Voiceover:
“This exercise is all about better understanding who your customers will be, and what sort of people
these customers are. You need to investigate the problems, needs, goals and habits of your customers. In
that way, you can provide them with exactly what they are looking for.”
Now, think about the sorts of potential customers you intend to target. Here are the kinds of questions
you might consider:
WHO IS MY POTENTIAL CUSTOMER?

Are your potential customers male or female, or possibly both?
Are your potential customers adults or children, or possibly both?
How much spending money are your customers likely to have?
What products or services are your customers currently buying or paying for?
Why will your customers like your product or service more than existing ones?
How is your product or service better than existing ones?
What needs do your customers have?
How will your product or service meet those needs better than existing products or services?
5.5.2 |
Where are your customers located?
Voiceover:
“Now, try to imagine your potential customer and what he or she might be like.”
C U S TO ME R S A ND S TA RT I N G YO U R M A R K E T
L E A R N : L E A R N I N G A B O U T YO U R
In the space below, add a name and short descriptions of your potential customer’s interests, skills and
motivations as well as what the customer is seeking to buy or pay for. Some examples are included below.
| 522 523 |
MY POTENTIAL CUSTOMER
My customer’s name: Example: Pauline
Script
Interests: Example: Football, gardening
Skills: Example: Writing, accounting
Motivations: Example: Wants to attend university SCENE 1
What is the customer seeking to buy or pay for? Example: A time management app for her phone Character voices: Visuals:
1. Voiceover: “Clarisse and Angelique are mem- 1. Two young women are pictured, Clarisse and
Voiceover: bers of a youth club.” Angelique, respectively 16 and 17 years old.
“Well done! It looks like you are starting to get to know your customer!” 2. Voiceover: “Clarisse lives with her older sister 2. Clarisse is pictured at home with her older
Chantal and their younger brother Hirwa. sister Chantal, Chantal’s baby girl, and their
Remember that while you have imagined one potential customer, your business might attract several oth- Chantal is 21 and has a baby girl.” younger brother Hirwa.
er types of customers. Try this exercise again, this time imagining another potential customer who might 3. Voiceover: “Angelique lives with her mother 3. Angelique is pictured at home with her
be interested in your product or service. and is saving to move out on her own.” mother.
MY POTENTIAL CUSTOMER
My customer’s name: SCENE 2
Interests: Character voices: Visuals:

1. Voiceover: “Clarisse and Angelique weave 1. Clarisse and Angelique are sitting together,
Skills: baskets, and use the money they make from weaving baskets.
the baskets to pay for personal items such
Motivations:
as soap.”
What is the customer seeking to buy or pay for? 2. Voiceover: “They are both very talented, and 2. Clarisse and Angelique are trying to sell their
like other girls they are finding it hard to sell baskets to tourists at the village market.
Voiceover: their baskets to the tourists.
“Well done! Now, try to come up with a single sentence description for each of the two customers you 3. “Everyone sells the same things. I wish there 3. In the market, they hear a person saying, “…”
imagined.” was something different.”
1. Example: Pauline is a young woman with talents in writing and accounting, and looking for a time
management app that will help her prepare for studying at university.
2.
Voiceover:
“Well done! Next, let’s explore our potential customers more by looking at the following case study.”
5.5.2 |
| 524 525 |
What would you suggest to other girls in the same
situation as Clarisse and Angelique?
Voiceover:
“Well done! As you saw in this case study, young people were making the same things and were compet-
ing with one another for customers. As a result, the number of people who wanted the exact same thing
was decreasing. In other words, the demand for the same product was low. When there was something
different that tourists wanted, the demand for that product went up.”
Exercise 3
Voiceover:
“Now, let’s work on trying to identify gaps in the market. The story of Clarisse and Angelique illustrates
the idea of starting an enterprise based on customers’ demands. By understanding what customers are
looking for, you can offer something that people are willing to pay (extra) for.”
In this exercise, you will either think of a product or service that nobody else appears to be offering, or you
will pick a product or service that is already out there and improve it. One way to do this is to know your
customers’ needs and wants. If you are not clear about who your customers are, where they are located,
and what they want at the outset, you risk developing something that will not satisfy your intended cus-
SCENE 3 tomers.
Character voices: Visuals: Many entrepreneurs think first about the product/service they want to create. For example: one might
1. Voiceover: “One day, Angelique is watching 1. In the village market, Angelique is watching immediately think about how to start a hair salon or a garage just like another hair salon or garage they
the tourists’ children play with their toys.” the children of the tourists play with their know. However, it is better to start by understanding what benefits your customers are really looking for
toys. so that you can offer something that people are willing to pay (extra) for.
2. Voiceover: “After thinking a bit, she decides 2. She makes a sample toy out of some cloth
to make a sample toy out of some of her scraps. Now, think about your potential customer and answer the questions below:
mother’s leftover cloth.”
3. Voiceover: “The next day, the tourists are all 3. Many tourists are asking around about how
What do you think are the needs, wants and de-
asking about the price of the toy and where much the toy costs and where they can find sires of your potential customer? In other words,
they can find more.” more. what are they looking to buy or pay for?
How is your potential customer currently satisfy-
ing these needs, wants and desires?
Is your potential customer buying products/ser-
vices somewhere else?
Exercise 2 How can you differentiate your product/service?
Now, thinking about the story of Clarisse and Angelique, answer the following questions:
Voiceover:
What kinds of challenges did Clarisse and Angeli- “Well done! Finally, remember the very important next step: getting outside to meet potential customers,
que face in their club? and gaining real insights from them.”
5.5.2 |
How can young people starting enterprise proj-
ects avoid making the same things as existing
products?
What did Clarisse and Angelique realize that the
tourists were looking for?
What did Angelique decide to do?
| 526 527 |
MY MARKET RESEARCH QUESTIONS
Exercise 4 1. Tell me about yourself and where you are from.

2. What is your profession?
Voiceover:
“Do you know why it is important for you to gather feedback from your potential customers? Why should 3. Where are you currently buying product/service x/y? (Note: This should be your product/service.)
you test your assumptions about what your customers want, need and are interested in?” 4. Why do you buy this product/use this service?
5. What are you satisfied and dissatisfied with?
Market research will help you get to know your potential customers. Remember, you should not aim to sell
your product or service at this stage. You should first simply aim to get to know your customers better. 6.
7.
Now, create a market research plan by answering the following questions:
8.
MY MARKET RESEARCH PLAN

Voiceover:
Where will you find your potential customers? Example: The local office park “Well done! Now you have a market research plan and a set of questions you can use to begin your
How will you recognise your potential custom- Example: They are looking for a place to get lunch. market research. If possible, practice these questions first with a friend by asking him/her some of the
ers? questions on your list.”
What are the three most important character- Example:

After this lesson, keep thinking about who your different customers might be. You should come to feel as
istics of your potential customers that you are
if you know these people well – their needs, desires, interests and preferences – and how to reach them.
looking for?
How can you best observe your potential cus- Example: I can observe their preferences and Interacting with customers is part of building a relationship with them, which in turn increases repeat
tomers? habits during lunch breaks from work. business and improves customer satisfaction over time. You can build this relationship through market-
How will you interact with them? Example: I will interact with them in person using ing efforts to reach new customers, customer service interactions and ongoing customer engagement
questionnaires, on social media using targeted through social media, such as via Facebook, Instagram, Youtube and Twitter.
advertisements (Facebook, Youtube), and by
email. Good luck!
Voiceover:
“Well done! Now you have a plan to get to know your potential customers!”
Activity quiz
Exercise 5
Next, write down the following questions on a sheet of paper or in your notebook so you can use it for I can identify the potential customers are that I intend to target with my 1 2 3 4 5
your market research. Also, add two or three more questions you want to ask your potential customer. You business.
should have seven to eight questions in total. I can list the key characteristics of my potential customers. 1 2 3 4 5
I can conduct basic market research to understand my potential custom- 1 2 3 4 5
ers’ needs.
5.5.2 |
| 528 529 |
5.5.3 | REFLECT: TREE POEM ON
CUSTOMERS
Estimated time
30 minutes
Learning goal
To make a Tree Poem to express some important qualities about customers.
Exercise 1
Voiceover:
“In this exercise, you will use the Tree Poem format to express what a customer is in your own words.”
Here is a reminder of the rules for writing a Tree Poem:
TREE POEM RULES

Voiceover:
5.5.3 |
C U S TO M E R S
R E F L EC T : T R E E P O E M O N
| 530 531 |
What goes on each of the

five lines?
Shape Example
Review
One word. __ Banana
• The key to avoiding the replication of existing services or products comes through understanding who
Two important features of this word.. __ __ Yellow, Tasty your customer is likely to be and what needs they have.
Three words describing actions or __ __ __ Changes, feeds, enjoys

• Knowing who your customer is will help you to improve your business ideas. It is important to have a
motions (what the topic does or what better understanding who your customers will be, and what sort of people these customers are. You
is done with it) using the third person need to investigate the problems, needs, goals and habits of your customers. In that way, you can pro-
and in the pre-sent tense. vide them with exactly what they are looking for.
Four-word sentence or expression. __ __ __ __ Four for one euro • If you are not clear about who your customers are, where they are located, and what they want at the
outset, you risk developing something that will not satisfy your intended customers.
One word summary (synonym, meta- __ Fruit • Keep thinking about who your different customers might be. You should come to feel as if you know
phor or image). your potential customers well – their needs, desires, interests and preferences – and how to reach
them.
Voiceover: • Interacting with customers is part of building a relationship with them, which in turn increases repeat
“Now it’s your turn to write a Tree Poem on customers. Are you ready? Good luck!” business and improves customer satisfaction over time. You can build this relationship through market-
Fill in the table provided to write your own Tree Poem about customers. This is a five-line summary or ing efforts to reach new customers, customer service interactions and ongoing customer engagement
description. through social media, such as via Facebook, Instagram, Youtube and Twitter.
TREE POEM ON CUSTOMERS
What goes on each of the Shape Example

five lines?
One word. __ Customers
Two important features of this word. __ __

and in the present tense.
phor or image).
Voiceover:
Activity quiz
5.5.3 |

about customers.
C U S TO M E R S
R E F L EC T : T R E E P O E M O N
| 532 533 |
5.6.0 | MARKETING
Overall outcome
Participants have already conducted some valuable market research into customers, investigating the
profiles of those who might be willing to pay for their products or services. In this lesson, they will see how
to conduct further market research that will help them decide how to price their products or services.
From there, participants will learn how to promote their products and where to sell them.
Lesson objective
A. Conduct their own market research into pricing, and analyse their findings.
B. Create a marketing mix for their enterprise products/services using the 5 Ps of Marketing framework.
C. Complete the Marketing section of their business plans.

A. Marketing
Market research is only the first stage of marketing. Market research tells you more about the sort of cus-
tomers who might use your business. The next step is to use that information to come up with a plan that
tries to meet the wants and needs of these customers. You need to find ways to make your product or
service more attractive to the customers in order to persuade them to pay for it. This is called marketing.
Another way of explaining marketing is ‘persuading people to buy your product or service’, or ‘promoting’
it. Good marketing includes five elements, so it is sometimes called the Marketing Mix or the 5 Ps of
Marketing: Product, Price, Place, Promotion and People.
B. Product
‘Product’ is what the business will be selling, and can be either a product or a service.
C. Price
The price is the amount that customers pay for the product. In your marketing plan, you need to consider
5.6.0 |
what price customers will pay for your product, and whether the price is considered low (‘bargain’), medi-
um (‘good value for money’), or high (‘premium’).
D. Place
MARKETING
‘Place’ refers to where your product will be sold. In your marketing plan, you need to consider how and
where the product or service will be sold, and whether the product is being sold at the right location.
E. Promotion
‘Promotion’ refers to the process of making customers aware of your product. In your marketing plan, you
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need to consider how customers will find out about the business and product. A. Entry quiz
F. People concept of marketing so that the lesson can be tailored to your level of understanding.
‘People’ refers to the customers of your business.
I can determine the criteria to profile a potential customer. 1 2 3 4 5

Essential lessons
I can determine what new or existing product or service my potential 1 2 3 4 5
Participants need to understand that: customer is likely to buy or pay for.
Marketing is important at this stage of your business planning. Good marketing includes five elements, so
I know why my potential customer will prefer the product or service I offer 1 2 3 4 5
it is sometimes called the Marketing Mix or the 5 Ps of Marketing. Marketing helps you find ways to make more than existing products or services.
your product or service more attractive to the customers in order to persuade them to pay for it. Another
way of explaining marketing is ‘persuading people to buy your product or service’, or ‘promoting’ it. I know how to use market research to set the price for my products or 1 2 3 4 5
services.
The first stage of marketing is conducting market research to learn more about the sort of customers I know what the five element of good marketing are, otherwise known as 1 2 3 4 5
who might use your business. The next step is to use your market research results to come up with a plan the Marketing Mix or the 5 Ps of Marketing.
that tries to meet the wants and needs of these customers. Market research needs to be tailored to your I know how to do market research to learn more about the sort of cus- 1 2 3 4 5
specific enterprise. tomers who might use my business.
I know how to use market research to come up with a plan to meet the 1 2 3 4 5
wants and needs of my customers.
I know how to market my product or service to make it more attractive to 1 2 3 4 5
Extra take-aways customers.

I know how to carry out a marketing plan for my enterprise. 1 2 3 4 5
Ensure that the participants understand the importance of marketing at this stage of their business plan-
ning, and that marketing research needs to be tailored to their specific enterprises. I know some of the advantages of doing market research. 1 2 3 4 5
In the Learn session, the Yoko Youth Group’s Yovo Doko Shop case study tells the story of some young
friends in Benin, and the snacks they make and sell. You may have to adapt this case study to fit your 1. Entry quiz feedback
local context. Also, be sure to adapt the currency in the case study to your local currency and ensure the Feedback for all answers ‘5’:
prices reflect reality. Great, it seems you have a good idea of the concept of marketing. If you want, you can skip this lesson –
but if you are curious, feel free to join us.
In the Learn activity, Marketing Mix exercise, the Yovo Doko Marketing Mix table contains suggested an-
swers in italics. Please keep this column blank for participants to fill in their own answers. Feedback for at least one answer of ‘4’ or lower:
B. Outcome Quiz
Quizzes This test includes 5 open-ended questions. The answers are very personal and there is no right or wrong.
This lesson gives participants insight into their current understanding of the concept of marketing. The However, they are here for you to test yourself on how much you got out of this lesson. Good luck!
statements of the entry quiz will help to determine the participants’ level of self-awareness regarding
marketing. If participants can answer all of these statements with a ‘5’, they can skip this lesson. 1 Write down the five element of good marketing, otherwise known as the Marketing Mix or the 5
Ps of Marketing.
5.6.0 |
ticipants are encouraged to share and discuss their answers with someone that knows them well. 2 Describe who your customer is likely to be.
MARKETING
3 Explain why your customer will prefer your product or service more than existing ones.
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4 Explain how you will use market research to come up with a plan to meet the wants and needs
of your customers.
5 List one or two important people in your life with whom you can share your marketing plan.

you need to remind yourself of the concept of marketing.

5.6.0 |
MARKETING
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5.6.1 | START: ANSWER THE BALL
Estimated time
15 minutes
Learning goal
To detect how market research helps to find out who a customer is likely to be.
Script
SCENE 1
Voiceover:
“Have you ever thought about the sort of customers who might use your business? What about how to
meet the wants and needs of these customers, or how to make your product or service more attractive to
them?”

1. The one who catches the ball asks, “What’s 1. A series of 6-8 young people appear one by
this for?” one and stand in a circle. The characters
have different physical attributes, dress
codes and gender.
2. The next person who catches the ball asks, 2. Another young person walks in carrying a
“Is this some kind of game?” ball.
3. The person with the ball tosses it to another
person across from him or her, who says,
“…”.
4. The person receiving the ball tosses it to
another person, who says, “…” and so on.
5.6.1 |
SCENE 2
The person who walked in carrying the ball speaks: “Now, let’s play a game to explore who our customers
are and how to meet their wants and needs. Before someone throws the ball, they will ask a question.
Whoever catches the ball must answer the question before repeating it and throwing it to somebody else
in the circle. Then that person asks a question and throws the ball to another person in the circle, who
then has to provide their own answer. And so on.”
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1. “Who is your customer likely to be?” 1. The person with the ball asks, “…” and
2. “My customers are likely to be local parents.” 2. The person who catches the ball says, “…” Exercise 1
3. “What existing product or service is your 3. The person with the ball asks, “…” and
customer likely to buy or pay for? throws the ball to another person. Voiceover: “Now it’s your turn to answer these questions. Good luck!”
4. “My customer is likely to pay for a cleaning 4. The person who catches the ball asks, “…”
service.” Who is your customer likely to be? How do you
5. “Why will your customer like your product or 5. The person with the ball says, “…” and know?
service more than the existing ones?” throws the ball to another person. What existing product or service is your customer
6. “My customer will like my service more 6. The person who catches the ball asks, “…” likely to buy or pay for? How do you know?
because it will be available at the times they Why will your customer like your product or ser-
need.” vice more than the existing ones?
In your own words, summarise the benefits of
doing this sort of market research.
SCENE 3
Voiceover:
Voiceover:
“Well done! Now you understand more about how market research helps us to find out who our customer
“Join us! When someone throws the ball to you, answer the questions and write down your answers on
is likely to be. The next step will be to do further market research into how much these customers would
the screen. Are you ready?”
be willing to pay for products or services.”

1. The circle expands to include the participant
as a member.
2. The perspective of the scene shifts as the Activity quiz
participant is part of the circle, looking out Please indicate your level of agreement with each of the following statements, from 1 - Strongly Disagree
toward the other members. to 5 - Strongly Agree.
3. “Who is your customer likely to be?” 3. The person holding the ball asks, “…” and
throws the ball toward the participant.
I can determine the criteria to profile a potential customer. 1 2 3 4 5
4. When the ball reaches the participant, a field
appears on the screen where the participant I can determine what new or existing product or service my potential 1 2 3 4 5
can type in his or her answer. customer is likely to buy or pay for.
I know why my potential customer will prefer the product or service I offer 1 2 3 4 5
more than existing products or services.
5.6.1 |
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5.6.2 | LEARN: CONDUCTING MARKET
RESEARCH
Estimated time
60 minutes
Learning goal
To assess how market research can help you to set the price for your products or services.
Script
SCENE 1
Voiceover:
“You are now going to think more about how market research can help you to set the price for your
products or services. We will start by looking at a case study on the Yoko Youth Group’s Yovo Doko Shop.
Watch the animation to learn about their business idea.”

1. Voiceover: “Candide, Ulrich, Nadia and Thier- 1. Four friends, Candide, Ulrich, Nadia and Thi-
ry were four friends in a youth club in Yoko, erry, are in a youth club in Yoko, Benin.
Benin. The four came up with an enterprise
idea based on an assessment of their own
skills.”
2. “Ulrich and I are both keen cooks and bak- 2. Candide says, “…”
ers. I think if we worked hard as a team, we
could make a small profit selling yovo doko,
massa, akkara, plantain cake and other
snacks.”
5.6.2 |
MARKET RESEARCH
L E A R N : C O ND U C T I N G
“I’m in!”
“What do we do next?”
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SCENE 2
1. Voiceover: “Over the course of a year, they 1. Over time, Candide, Ulrich, Nadia and
had saved up enough to get them started Thierry save money and start to plan their
and started a business plan.” business.
2. “What did we learn from our market research 2. The four friends are meeting to discuss mar-
about who our likely customers would be?” keting ideas. Nadia says, “…”
3. “We came up with three groups of people 3. Candide says ,”…”
who would possibly buy our product. First,
students on break from schools in the area.”
4. “Also, office workers in the neighbourhood.” 4. Ulrich says, ”…”
5. “Yes, and other workers within the market- 5. Thierry says, “…”
place too.”
6. “Great! Now, why will these customers buy 6. Nadia says, “…”
our snacks?”
7. “ For one thing, they can get them quickly.” 7. Ulrich says, “…”
8. “That’s right! And also because the snacks 8. Candide says, “…”
will be cheap!”
9. “They will also want to buy our snacks 9. Thierry says, “..”
because they are convenient – they can eat
them standing up or walking.”
SCENE 3 SCENE 4
1. Voiceover: “The Yoko Youth Group’s market 1. Candide, Ulrich, Nadia and Thierry find a 1. Voiceover: “Next, the Yoko Youth Group need- 1. Candide, Ulrich, Nadia and Thierry are dis-
research had also helped them decide where small shop to rent, located outside the gates ed to work out how much they could charge cussing what to charge for their snacks.
to best sell their product. They found a small of a large school right on the edge of the for the yovo doko, massa, akkara, plantain
shop that they could rent, located outside marketplace. cake and other snacks.
the gates of a large school right on the edge 2. Voiceover: “Before starting to bake and sell 2. Nadia and Thierry work together to come up
of the marketplace.” their snacks, Nadia and Thierry did some with a market research plan and a price list
2. Voiceover: “As well as being convenient for 2. The stall is located in a place where lots of further market research and came up with for their snacks:
pupils and teachers from the school and people pass by: pupils and teachers from prices for each of their snacks.” a. Yovo doko: 250XAF a bag.
for workers in the market, office workers the school, workers in the market, and office b. Masa: 180XAF a bag.
heading towards the cafés at the edge of the workers walking through the market. c. Akkara: 195XAF a bag.
market would have to pass this stall.”
d. A slice of plantain cake for 175XAF.

3. Voiceover: “In order to check whether people 3. Nadia & Thierry created a questionnaire with
would pay these prices, they created a their estimated prices and distribute it to
questionnaire and distributed it to 100 local 100 local people.
5.6.2 |
people.”
MARKET RESEARCH
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SCENE 5 3) How many bags of traditional snacks (either yovo doko, massa, akkara or plantain cake) do you
Character voices: Visuals: usually buy each week?
1. Voiceover: “Next, the Yoko Youth Group 1. Candide, Ulrich, Nadia and Thierry are work- None 15
decided that as soon as they got their pricing ing on a plan to promote their products.
1-5 45
worked out they would begin to advertise
their products. After all, nobody would come 6 or more 40
to their stall if they didn’t hear or read about 4) How much do you usually pay for your yovo doko?
it.”
2. “I’ll create some hand-drawn posters and ask 2. Ulrich says, “…” Less than 250XAF 35
the head teacher of the school if he could
display them in the corridors.” Between 250XAF and 300XAF 50
3. “Great! Now, everyone please send me your 3. Candide says, “…” More than 300XAF 10
mobile phone address books. Then I will
5) How much do you usually pay for a massa?
send out a series of texts announcing the
opening of the stall and ask recipients to Less than 180XAF 65
forward the message to all of their friends.” Between 180XAF and 240XAF 20
4. “Good idea! I’ll do the same with emails.” 4. Nadia says, “…”
More than 240XAF 15
5. “And I’ll start posting about the shop on 5. Ulrich says, “…”
Facebook!” 6) How much do you usually pay for akkara?
Less than 195XAF 10
Between 195XAF and 255XAF 75
More than 255XAF 15
Exercise 1 7) How much do you usually pay for a slice of plantain cake?
Here you can see the Yoko Youth Group Market Research Results table. Let’s review the questions and Less than 175XAF 50
results from their research. Between 175XAF and 225XAF 35
More than 225XAF 15
YOKO YOUTH GROUP MARKET RESEARCH RESULTS
1) Do you ever buy your yovo doko, massa, akkara and plantain cake ‘ready-made’ from shops rather Now, read the questions and results again, and write down a conclusion for each question. Here’s an
than making them at home? example conclusion for the first question.
Yes 75
YOKO YOUTH GROUP MARKET RESEARCH RESULTS
No 25
1) Do you ever buy your yovo doko, massa, akkara and plantain cake ‘ready-made’ from shops rather
2) How many times a week do you buy any of the following snacks: yovo doko, massa, akkara or
than making them at home?
plantain cake?
Yes 75
Never 10
No 25
1-3 times 60
Conclusion from Question 1: Most people often buy yovo doko, massam akkara or plantain cake from
4 or more times 30
a shop rather than make their own. Therefore, the Yoko Youth Group can tell that there is a market for
their products, and that these people might consider buying from them.
plantain cake?
5.6.2 |
Never 10
1-3 times 60
MARKET RESEARCH
4 or more times 30
Conclusion from Question 2:
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plantain cake?
Never 10
Exercise 1
1-3 times 60 Voiceover:
“Now it’s your turn to create a questionnaire that you will use to conduct your own market research into
4 or more times 30 pricing. Are you ready? Good luck!”
Conclusion from Question 2: Most people buy these snacks often throughout the week, some even
buy them very frequently. Therefore, the chances of people buying snacks from the Yoko Youth Group Use the Sample Questionnaire below for this exercise. This is only an example – in real life, you will need
are high. to design your own. You can use a questionnaire or other market research tools, such as surveys, inter-
views, and focus groups. The design will depend on the sort of enterprise that you are planning.
3) How many bags of traditional snacks (either yovo doko, massa, akkara or plantain cake) do you
usually buy each week?
None 15 SAMPLE QUESTIONNAIRE
1-5 45 Name of enterprise project:
6 or more 40
Questions Possible answers to choose from
Conclusion from Question 3: When they are buying these snacks, most people buy quite a lot.
1. How often do you…. a. Once a day
4) How much do you usually pay for your yovo doko?
b. Once a week
Less than 250XAF 35
c. Once a month
2. How much do you…. a. Less than….......
More than 300XAF 10
b. Between…....... and….......
Conclusion from Question 4: The Yoko Youth Group hoped to sell their yovo doko for 250XAF. Some
people are used to paying less than that. Others will pay more. Maybe the Yoko Youth Group should c. More than….......
think about lowering their price a bit. 3. What would you…. a.
5) How much do you usually pay for a massa? b.
Less than 180XAF 65 c.
Voiceover:
More than 240XAF 15
“Well done! Now you have a questionnaire you can use for your own market research.”
Conclusion from Question 5: The Yoko Youth Group wanted to sell their massa for 180XAF. According
to the results of the questionnaire, most people are used to paying less than that. The Yoko Youth
Group should consider lowering their prices.
6) How much do you usually pay for akkara?
Less than 195XAF 10
Activity quiz
More than 255XAF 15
Conclusion from Question 6: The Yoko Youth Group wanted to sell their akkara for 195XAF. Through I know how to use market research to set the price for my products or 1 2 3 4 5
the questionnaire results, the Yoko Youth Group discovered that most people pay around that much services.
for their akkara, which means they can sell it at the price they wanted to.
5.6.2 |
7) How much do you usually pay for a slice of plantain cake?
Less than 175XAF 50
MARKET RESEARCH
More than 225XAF 15
Conclusion from Question 7: The Yoko Youth Group hoped to sell their plantain cake for 175XAF. Again,
some people are used to paying less than that. Most others will pay more. Maybe the Yoko Youth
Group should think about lowering their price a bit.
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5.6.3 | THE MARKETING MIX
Estimated time
30 minutes
Learning goal
To define the five element of good marketing, otherwise known as the Marketing Mix or the 5 Ps of
Marketing.
Exercise 1
Voiceover:
“Do you know how to find ways to make your product or service more attractive to customers in order to
persuade them to pay for it? This is called marketing.”
Market research is only the first stage of marketing. Market research tells you more about the sort of cus-
tomers who might use your business. The next step is to use that information to come up with a plan that
tries to meet the wants and needs of these customers. You can do this through marketing. Another way of
explaining marketing is ‘persuading people to buy your product or service’, or ‘promoting’ it.
Good marketing includes five elements, so it is sometimes called the Marketing Mix or the 5 Ps of Market-
ing: Product, Price, Place, Promotion and People.
Take a look at the table on the 5 Ps of Marketing below, and the column of definition questions. The
definition questions are not in order. In this exercise, your challenge is to correctly match all five definition
questions with the title words.
5 PS OF MARKETING
5.6.3 |
Product Is the product being sold at the right location?
Price How will customers become aware of the product?
THE MARKETING MIX

Place Is this what the customers want?
Promotion Who are our customers?
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Price What prices will cus-
5 PS OF MARKETING
tomers pay? Are they
low (‘bargain’), medium Suggested answer: Initially we are trying to
People Is this the right amount of money to charge according to the information (‘good value for money’), ‘undercut’ other products, so we are pitching
collected? or high (‘premium’)? our product as ‘bargain’.
Place How and where will the
Voiceover: product or service be
“Well done! Let’s look at the answer key before moving on.” sold? Suggested answer: The product will be sold
from a shop chosen for its location close to
the three main groups of customers that we,
5 PS OF MARKETING the Yoko Youth Group, have identified in our
earlier market research. We will also try deliv-
Product Is this what the customers want? ering snacks by bicycle if orders are phoned
through. We hope to make the shop particu-
Price Is this the right price according to the information collected? larly attractive to local youth by decorating
the walls with portraits of popular sports, film
and music stars, and by playing music.
Place Is the product being sold at the right location?
Promotion How will customers find
out about the business
Promotion How will customers become aware of the product?
and products? Suggested answer: We will put up posters in
the school, and use mobile phone numbers
People Who are our customers? and social media to promote our shop.
People Who are our customers?
Voiceover:
“Well done! Next, let’s help the Yoko Youth Group fill in their Marketing Mix.” Suggested answer: We have identified three
groups of potential customers. First, there
are students on break from schools in the
area. Second, there are office workers in the
neighbourhood. Third, there are other work-
Exercise 2 ers within the market.
Voiceover:
“Now, let’s look at the Yoko Youth Group’s Marketing Mix and work through this with them. Are you ready? Voiceover:
Good luck!” “Well done! You’re getting great practice on how to write up a Marketing Mix.”
In the template below, fill in the answers to the questions for each of the 5 Ps.
MARKETING MIX WITH THE 5 PS FOR THE YOVO DOKO SHOP

Exercise 3
Company name: Yovo Doko Shop
Voiceover:
Product What will the business “Now, it’s your turn to create a Marketing Mix for your own enterprise that you can enter into your busi-
be selling? Is it a product ness plan. Good luck!”
or a service or both? Suggested answer: The business will be
selling yovo doko, plantain cake, massa,
5.6.3 |
Make sure that your Marketing Mix meets all of the criteria outlined in the example:
akkara, and other traditional snacks. These
are products, but we hope to also deliver • It should describe the gap in the market that the business intends to fill, details of the market research
snacks directly to offices if orders are phoned that has been conducted, and the market research results.
THE MARKETING MIX

through. If that part of the business takes off,
we’ll be selling products (snacks) as well as a • It should also describe the potential customers of the business, information about what makes this
service (delivery). product or service unique, and details of promotion and selling techniques that will be used.
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You can use the table below to fill in your information on the 5 Ps: Product, Price, Place, Promotion and
People.
MARKETING MIX WITH THE 5 PS FOR THE YOVO DOKO SHOP

Company name: Yovo Doko Shop
Product What will the business
be selling? Is it a product
or a service or both?
Price What prices will cus-

tomers pay? Are they
low (‘bargain’), medium
(‘good value for money’),
or high (‘premium’)?
Place How and where will the
product or service be
sold?
Promotion How will customers find

out about the business
and products?
People Who are our customers?
Voiceover:
“Well done! Now you have a Marketing Mix for your own enterprise!”
Activity quiz
5.6.3 |
I know what the five element of good marketing are, otherwise known as 1 2 3 4 5
the Marketing Mix or the 5 Ps of Marketing.
I know how to do market research to learn more about the sort of cus- 1 2 3 4 5
tomers who might use my business.
THE MARKETING MIX

I know how to use market research to come up with a plan to meet the 1 2 3 4 5
wants and needs of my customers.
I know how to market my product or service to make it more attractive to 1 2 3 4 5
customers.
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5.6.4 | REFLECT: MY MARKET RESEARCH
Estimated time
15 minutes
Learning goal
To reflect on the purpose and advantages of doing market research, and to assess how to carry out a
marketing plan for my enterprise.
Exercise 1
Voiceover:
“Now that you have a complete ‘Marketing’ section of your business plan, take a look at the following
questions and write your answers in the table below.”
What is the purpose of market research?
What might be some of the advantages of doing

market research?
How will you set about carrying out market re-
search for your enterprise?
What do you hope to learn from your market
research?
Why do you need to make a Marketing Mix?
Voiceover:
“Well done! If possible, try to share your marketing plan with someone you can trust. Sharing it will keep
5.6.4 |
RESEARCH
R E F L EC T : M Y M A R K E T
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Activity quiz
I know how to implement a marketing plan for my enterprise. 1 2 3 4 5

I know some of the advantages of doing market research. 1 2 3 4 5
Review
• Marketing is important at this stage of your business planning. Good marketing includes five elements,
so it is sometimes called the Marketing Mix or the 5 Ps of Marketing: Product, Price, Place, Promotion
and People.
• Marketing helps you find ways to make your product or service more attractive to the customers in
order to persuade them to pay for it. Another way of explaining marketing is ‘persuading people to buy
your product or service’, or ‘promoting’ it.
• The first stage of marketing is conducting market research to learn more about the sort of customers
who might use your business.
• The next step is to use your market research results to come up with a plan that tries to meet the wants
and needs of these customers. Market research needs to be tailored to your specific enterprise.
5.6.4 |
RESEARCH
R E F L EC T : M Y M A R K E T
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5.7.0 | MONEY MANAGEMENT TOOLS
Overall outcome
Participants and their enterprise projects will neither thrive nor survive if they do not adhere to good
money management. This lesson will build on what participants learned in a previous session, Creating
a Budget, about writing a budget for a business enterprise. Crucially, it introduces them to calculating
business profit, loss and breaking even.
Lesson objective
A. Analyze how good accounting can ensure the success of a business enterprise.
B. Identify their expenses.
C. Calculate profit, loss and the break-even point.
D. Break down the steps for making a budget plan..

A. Budget
A budget is a plan for making and spending money responsibly. A budget lists the income, expenses and
profits of a business over a period of time.
B. Profit
Profit is the money that a business owner earns over what they have to pay in expenses and taxes. Busi-
nesses will only make a profit if the income they make is more than the expenses they have to pay from
that income. Profit can be calculated by using the following formula: INCOME – EXPENSES = PROFIT.
C. Loss
Loss is a negative profit, or the amount of total expenses that exceed total income.
D. Income
5.7.0 |
Income is the money that a business receives from the product it sells or the service it offers.
E. Expenses
Expenses are all of the costs that a business has to pay for or that a business incurs during its opera-
M O N E Y M A N A G E ME N T TO O L S
tions.
Fixed expenses are a specific amount of money in your budget that you have to pay no matter what. Fixed
expenses do not change – for example, rent or utility costs for work space.
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Variable expenses change or are based on how much of your product (the amount of units) you are mak-
RAFA AND JULIEN’S BREAK-EVEN ANALYSIS CHART – ANSWER KEY
ing. For example, if your business is making necklaces, you spend a different amount of money on beads
and wire depending on the number of necklaces you want to make. It is a big difference if you want to No. of Bags Sales Income Fixed Variable Total Profit/Loss
make 10 necklaces or 100 necklaces. Your expenses for the supplies will be much higher if you want to (= No. of bags Expenses Expenses Expenses (sales in-
x $6 sales (= No. of bags (= fixed come – total
make 100 necklaces.
price) x $3 cost of
supplies) expenses expenses)
F. Surplus + variable
A budget surplus means you have a profit, or that you spent less money than what you earned as profit. expenses)
1 $6 $45 $3 $48 $-42
G. Deficit
A budget deficit means you have a loss, or that you spent more money than what you earned as profit. 5 $30 $45 $15 $60 $-30
15 $90 $45 $45 $90 $0

H. Break even
The break-even point of a business is also known as ‘budget zero’, or the point at which expenses equal 20 $120 $45 $60 $105 $15
income. If you have no surplus but also no deficit at the end of your budget calculation, then you have a
30 $180 $45 $90 $135 $45
budget zero.

Participants need to understand that: This lesson gives participants insight into their current understanding of the concept of money manage-
Your business will neither thrive nor survive if you do not follow good money management. One way of ment. The statements of the entry quiz will help to determine the participants’ level of self-awareness
ensuring that a business has recorded its income, expenses and profit accurately is to keep and maintain regarding money management. If participants can answer all of these statements with a ‘5’, they can skip
a budget. By creating a budget to list the income, expenses and profits of a business over time, you can this lesson.
make a plan for making and spending money responsibly. Businesses will only make a profit if the income
they make is more than the expenses they have to pay from that income. The outcome quiz summarizes the most important learning take-aways for participants. Because these
In this lesson, you will practice how to calculate business profit, loss and breaking even. These skills will ticipants are encouraged to share and discuss their answers with someone that knows them well.
help you in learning how to set up and use a budget to record the money that goes in and out of a busi-
ness.
A. Entry quiz
A budget deficit means you have a loss, or that you spent more money than what you earned as profit. A This quiz includes 11 questions. The purpose of this quiz is to determine your existing knowledge of the
budget surplus means you have a profit, or that you spent less money than what you earned as profit. The concept of money management so that the lesson can be tailored to your level of understanding.
budget zero is the break-even point of a business. If you have no surplus but also no deficit at the end of
your budget calculation, then you have a budget zero.
Extra take-aways
This is a slightly longer lesson. In the Learn activity, you will notice that the Break-even Analysis Chart
already has a variety of numbers of bags put in as well as the fixed expenses for each. Depending on the
participants’ skill level, you may need to add in the formulas below the title of each column as we have
5.7.0 |
provided you in the Answer Key (see below). You may also want to put in a few other numbers throughout
the chart to give them some extra help. However, it is critical that they understand the basic formula and
understand how to calculate for total income, total expenses, and to find their profit.
| 564 565 |
I understand that enterprise owners keep and maintain a budget to 1 2 3 4 5
record business income, expenses and profit accurately.
I understand what profit is. 1 2 3 4 5 of their information will be stored or saved.
I understand what a loss is. 1 2 3 4 5

I can explain how income is earned. 1 2 3 4 5
I understand what expenses are. 1 2 3 4 5
I can calculate profit in a business. 1 2 3 4 5
I can calculate loss in a business. 1 2 3 4 5
I can write a budget. 1 2 3 4 5
I can calculate the ‘budget zero’, or the break-even point of a business. 1 2 3 4 5
I know how to determine whether a budget plan is realistic. 1 2 3 4 5
I know some ways to increase a budget surplus. 1 2 3 4 5

Great, it seems you have a good idea of the concept of money management. If you want, you can skip this
lesson – but if you are curious, feel free to join us.

B. Outcome Quiz
1 Write down the definitions for profit, income and expenses.
2 Describe how to write a budget.

3 Explain how to calculate profit, loss and budget zero in a business.
4 Describe a few ways to increase a budget surplus.
5 List one or two important people in your life with whom you can share your budget plan and
lessons learned on money management.
5.7.0 |
you need to remind yourself of the concept of money management.
| 566 567 |
5.7.1 | START: COMPLETE THE SENTENCE
Estimated time
15 minutes
Learning goal
To define profit, loss, income and expenses.
Exercise 1
Voiceover:
“Did you know every enterprise has to keep records of all the money that goes in and out of the busi-
ness? This helps them to calculate how well the business is doing in terms of how much money they
make and spend on business activities. One way of ensuring that a business has recorded its income,
expenses and profit accurately is to keep and maintain a budget. Let’s begin this activity by playing a
game. Are you ready? Good luck!”
In the table below, there are six messages to do with ‘profit’, each with an empty space where you will
need to fill in the correct word. Select the word from the three profit messages cards below. Some of the
cards may be used more than once.
PROFIT MESSAGES CARDS
Profit Loss
Income Expenses
5.7.1 |
SENTENCE
S TA RT : C O M P L E T E T H E
| 568 569 |
CALCULATING PROFIT MESSAGES
1. _______ can be calculated by using the following calculation: INCOME – EXPENSES = _______
2. _______ is the money that a business receives from the product it sells or the service it offers.
3. _______ are all of the costs that a business has to pay for.
4. _______ is the money that a business owner keeps.
5. Businesses will only make a profit if the _______ they make is more than the _______ they have to
pay from that income.
6. A business will make a _______ if the _______ they have to pay are more than the _______ they
make.
Voiceover:
“Well done! Let’s review the answer key below.”
CALCULATING PROFIT MESSAGES

1. Profit can be calculated by using the following calculation: INCOME – EXPENSES = PROFIT
2. Income is the money that a business receives from the products it sells or the service it offers.
3. Expenses are all of the costs that a business has to pay for.
4. Profit is the money that a business owner keeps.
5. Businesses will only make a profit if the income they make is more than the expenses they have to
pay from that income.
6. A business will make a loss if the expenses they have to pay are more than the income they make.
Activity quiz
I understand that enterprise owners keep and maintain a budget to 1 2 3 4 5

record business income, expenses and profit accurately.
I understand what profit is. 1 2 3 4 5
I understand what a loss is. 1 2 3 4 5
I can explain how income is earned. 1 2 3 4 5
I understand what expenses are. 1 2 3 4 5
5.7.1 |
SENTENCE
S TA RT : C O M P L E T E T H E
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5.7.2 | LEARN: PROFIT/LOSS BINGO
Estimated time
15 minutes
Learning goal
To learn how to calculate profit and loss.
Exercise 1
Voiceover:
“Now that you know what profit, loss, income and expenses are, the next step is to try to calculate profit
and loss. Let’s play a Bingo game. Are you ready? Good luck!”
In this game, we will look through some examples of how to calculate profit and loss. It is important to
understand that you do not need to be a super mathematician to complete this task. All that is required
are good listening and concentration skills. If it is helpful to you, you can use a sheet of paper and pen to
help you make your calculations.
Remember, the formula for calculating profit/loss is:
INCOME – EXPENSES = PROFIT
Watch the next three stories, and then use the profit/loss calculation to help you find the answer to each
question. You have one Bingo card with three columns, one for each story. The numbers in the columns
represent profit and loss. You also have three ‘coins’ to use, one for each story. Use your coin to mark
your answer on your Bingo card.
5.7.2 |
L E A R N : P R O F I T/ LO S S B I N G O
| 572 573 |
Voiceover:
PROFIT/LOSS BINGO “Well done! Let’s review the numbers before looking at the next story.”
C J E Candide had $50 in income, $55 in expenses, and a profit (loss) of -$5:
I (50) – E (55) = P (-5)
-10 30 -30 Candide made a loss of $5.
Voiceover:
35 5 50
“Here is the second story. Remember, you will need to use the profit/loss calculation again to help you
find the answer.”
-5 10 10
Visuals:
50 -5 -10
1. A young man, Jean-Pierre, is pictured buying
pencils to re-sell. .
Voiceover:
“Well done! Now let’s review the numbers for Jean-Pierre.”
He had $30 in income, $25 in expenses, and a profit of $5:

I (30) – E (25) = P (5)
Jean-Pierre made a profit of $5.
Voiceover:
“Here is the third story. Remember, you will need to use the profit/loss calculation again to help you find
the answer.”
Visuals:
1. A young man, Emmanuel, is pictured working
as an office helper.
2. Emmanuel wants to use his profits to buy two
5kg bags of rice, one for each of his aunts.
EMMANUEL’S STORY
Emmanuel earned $100 this week from his What is the amount of Candide’s profit or loss that
part-time job as an office helper. He also spent week? Use your coin to mark your answer on your
$50 on food, transportation, education and Bingo card in the ‘C’ column.
medicine. This week, Emmanuel plans to buy
both of his aunts a 5kg bag of rice. Each bag will
Visuals: cost $40.
1. A young woman, Candide, is pictured with a
stack of school notebooks that she is selling.
Voiceover:
5.7.2 |
“Well done! Now let’s review the numbers for Emmanuel.”
CANDIDE’S STORY
Candide spent $40 buying school notebooks, What is the amount of Candide’s profit or loss that He had $100 in income, $130 in expenses, and a profit (loss) of -$30:
which she resold during the week. Her sales of week? Use your coin to mark your answer on your I (100) – E (130) = P (-30)
the notebooks came to $50 in total. She spent Bingo card in the ‘C’ column. Emmanuel made a loss of $30.
$10 on transport and $5 on lunches.
Now, let’s compare Candide, Jean-Pierre and Emmanuel. Whose sales were higher? Whose profit was
higher?
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Visuals:
1. Candide, Jean-Pierre and Emmanuel are
pictured side by side with their products and
profits.
Did Candide, Jean-Pierre or Emmanuel have

higher sales?
Did Candide, Jean-Pierre or Emmanuel have
higher profit?
Voiceover:
“Well done! In the next activity, we’ll look at how to write a budget plan.”
Activity quiz
I can calculate profit in a business. 1 2 3 4 5

I can calculate loss in a business. 1 2 3 4 5
5.7.2 |
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5.7.3 | LEARN: LOOKING AT BUDGETS
Estimated time
30 minutes
Learning goal
To calculate profit by looking at the income and the expenditures of a business, and to use this informa-
tion to write a budget plan.
Exercise 1
Voiceover:
“The stories of Candide, Jean-Pierre and Emmanuel helped you to practice calculating profit by looking at
the income and the expenditures of a business. Your next challenge is to use this information to help you
to write a budget plan. Are you ready? Good luck!”
First, let’s look at the definitions for budget terms. For each of the terms listed below, write down what you
think the word means.
Budget Suggested answers:
A budget lists the income, expenses and profits of a business over a period
of time.
A budget is a plan for making and spending money responsibly.

Budget deficit Suggested answer: Having a budget deficit means spending more money
than what you earned as profit.
Budget surplus Suggested answer: Having a budget surplus means spending less money
than what you earned as profit.
5.7.3 |
Voiceover:
“Well done! Let’s practice using these terms by making a budget plan. Let’s look at the steps you need to
know.”
B UD G E T S
L E A R N : LO O K I N G AT
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Here are the Four Steps to Making a Budget Sheet:
EMMANUEL’S STORY
Emmanuel earned $100 this week from his part-time job as an office helper, and saved $20 from
THE FOUR STEPS TO MAKING A BUDGET SHEET last week. He also spent $50 on food, transportation, education and medicine. This week, Emmanuel
plans to buy both of his aunts a 5kg bag of rice. Each bag will cost $40.
First Step: Income
Using the template below, write down a budget sheet for Emmanuel.
• First, think about what income you will receive from your enterprise project and other sources.
• Next, estimate and list your typical income over one week.
• Make sure you list money received from your enterprise project, from other work, from allowanc- BUDGET SHEET FOR EMMANUEL
es, and from gifts (from family and friends, for example).
Income
• Now calculate your total weekly income.
Total income =
Second Step: Expenses Expenses
• Think about what money you spend in one week on your enterprise project. Total expenses =
• Try to estimate what money you spend each week on the items you need (e.g. soap, water) and
Savings
on items you want (e.g. a chocolate bar).
• Next make sure you list all of your expected expenses over an average week. Total savings =
• Now calculate your total weekly expenses.
Total Surplus/Deficit
Third Step: Savings

Voiceover:
• Remember: savings means any money that has not been spent. It could also be money that you “Well done! Let’s review the answer key below.”
have already saved (from other work, or from family and friends).
• Now calculate your total savings (if any).
BUDGET SHEET FOR EMMANUEL
Income $100 (from work)
Fourth Step: Total Surplus/Deficit
Total income = $100
• Move on to the final part of the budget sheet, which will be to calculate if you have a budget Expenses $50 (for food, transportation, education and medicine)
surplus (profit) or a budget deficit (no profit). $80 (for two bags of rice)
• To do this, subtract the total income from the total expenses to get the total surplus or deficit.
Total expenses = $130
Total Income (including savings) MINUS Total Expenses = Total Surplus (profit) or Deficit (no profit) Savings $20
Total savings = $20
Total Surplus/Deficit $10 Deficit
Exercise 2
In this exercise, you’ll practice making a budget sheet using the story of Emmanuel. This time, Emmanuel
has savings to add to his budget for the week.
Exercise 3
Now, based on the information given about Emmanuel, answer the following questions:
Visuals:
1. A young man, Emmanuel, is pictured working Is Emmanuel able to pay for all of his expenses?
Why/why not?
as an office helper.
5.7.3 |
2. Emmanuel wants to use his profits to buy two What items from Emmanuel’s budget sheet
5kg bags of rice, one for each of his aunts. would you say he did not need to spend money
on? Why?
By creating a budget sheet, does Emmanuel have
B UD G E T S
control over where his money is spent?
How can Emmanuel avoid having a budget
deficit?
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Voiceover:
“Well done! You are now aware of how to calculate profit and loss in a business, and should understand
how to write a budget.”
Activity quiz
I can write a budget. 1 2 3 4 5
5.7.3 |
B UD G E T S
| 582 583 |
5.7.4 | BREAKING EVEN
Estimated time
35 minutes
Learning goal
To calculate the ‘budget zero’, or the break-even point of a business.
Exercise 1
Voiceover:
“We have talked about budget surplus and budget deficit, but what about the ‘budget zero’?”
The final key step and calculation is the break-even point of your business. If you have no surplus but also
no deficit at the end of your budget calculation, this is called the ‘break-even point’. Take a look at the
formulas below:
Total income – Total expenses = 0 profit

Total expenses = Total income (This result is ‘budget zero’ or break-even point)
Both formulas represent a break-even point. The break-even point is calculated by using a chart. We will
practice one scenario together in this exercise.
Before we begin, let’s review two more definitions:
Fixed expenses A specific amount of money in your budget that you have to pay
regularly, no matter what. The amount does not change. For exam-
ple: rent or utility costs for work space.
Variable expenses Expenses that change or that are based on how much of your
product (the amount of units) you are making. For example, if your
5.7.4 |
business is making necklaces, you spend a different amount of
money on beads and wire depending on the number of necklaces
you want to make. It is a big difference if you want to make 10
necklaces or 100 necklaces. Your expenses for the supplies will be
LEARN: BREAKING EVEN

much higher if you want to make 100 necklaces.
| 584 585 |
Visuals: Voiceover:
1. A young woman, Rafa, and young man, Ju- “Well done! Now you have a good sense of how to write a budget plan for your business.”
lien, are pictured making school bags to sell.
2. They are shown sewing the bags with a sew-
ing machine in a small workshop
3. Next, they are shown riding a bicycle with a
large box to deliver the bags. Activity quiz
RAFA AND JULIEN’S STORY to 5 - Strongly Agree.
Rafa and Julien want to make simple school bags to sell at their own school and at one other school in
their area. In total, there are about 100 students. They want to find out how many bags per month they I can calculate the ‘budget zero’, or the break-even point of a business. 1 2 3 4 5
would have to sell to break even.
Their fixed expenses are:
$40 per month to rent a sewing machine and a small workshop

$5 per month to rent a bicycle with a large box to deliver their bags
Their variable expenses are:

$3 per bag (cost of the supplies per bag)
Number of bags they want to make each month: 20
Selling price for each bag: $6
Now, using the story of Rafa and Julien, fill in their Break-even Analysis Chart below:
RAFA AND JULIEN’S BREAK-EVEN ANALYSIS CHART
No. of Bags Sales Income Fixed Variable Total Profit/Loss

Expenses Expenses Expenses
1 $45
5 $45
15 $45
20 $45
30 $45
Voiceover:
“Well done! Next, look at the chart and answer the questions below.”
What is the break-even point? How many bags do (Answer: They must sell 15 bags per month to
5.7.4 |
Rafa and Julien need to sell per month in order to break even.)
not lose money?
What was their goal for number of bags to sell? (Answer: Their goal is to sell 20 bags)
LEARN: BREAKING EVEN

Will they make a profit? (Answer: Yes, they will make a profit of $15)
| 586 587 |
5.7.5 | REFLECT: INCREASING YOUR
BUDGET SURPLUS
Estimated time
20 minutes
Learning goal
To assess whether a budget plan is realistic, and learn some ways to increase a budget surplus.
Exercise 1
Now, let’s look at each of the four stories covered in this session, and answer the questions about each
one.
Visuals:
1. Show the characters (Candide, Jean-Pierre,
Emmanuel, Rafa and Julien) side by side,
or in their respective columns in the table
below.
5.7.5 |
B UD G E T S U R P LU S
R E F L EC T : I N C R E AS I N G YO U R
| 588 589 |
Candide Jean-Pierre Emmanuel Rafa and Julien
Is it a good (For example, Review

budget, business, Rafa and Julien
or financial plan? are making a prof- Let’s review what we learned in this lesson:
Why or why not? it, but is it realis- • Your business will neither thrive nor survive if you do not follow good money management. One way of
tic that they will ensuring that a business has recorded its income, expenses and profit accurately is to keep and main-
actually sell more tain a budget. By creating a budget to list the income, expenses and profits of a business over time, you
than 15 bags per can make a plan for making and spending money responsibly. Businesses will only make a profit if the
month?) income they make is more than the expenses they have to pay from that income.
• It is important to know how to calculate business profit, loss and breaking even. These skills will help
How could the (For example, you in learning how to set up and use a budget to record the money that goes in and out of a business.
person/people could Rafa and • A budget deficit means you have a loss, or that you spent more money than what you earned as profit.
in each scenario Julien find a way A budget surplus means you have a profit, or that you spent less money than what you earned as profit.
increase their to reduce their The budget zero is the break-even point of a business. If you have no surplus but also no deficit at the
budget surplus? expenses, or find end of your budget calculation, then you have a budget zero.
more schools
to sell to, or
research if they
would be able to
sell their bags at
a higher price?)
Voiceover:
“Well done! You have some good ideas about how to increase a budget surplus.”
Now, think about this final question and write your answer below:
Why is it important to budget and to know your

break-even point?
Voiceover:
“Well done! If possible, try to share your lessons learned with someone you can trust.”
Remember, it is very important that we know how much money is coming into and going out of our busi-
ness. By always keeping the break-even point in mind, we have a goal for the week/month/year and can
easily see if we are losing money.
Activity quiz
5.7.5 |
I know how to assess whether a budget plan is realistic. 1 2 3 4 5
I know some ways to increase a budget surplus. 1 2 3 4 5
B UD G E T S U R P LU S
R E F L EC T : I N C R E AS I N G YO U R
| 590 591 |
5.8.0 | CALCULATING FOR YOUR BUSINESS
Overall outcome
Participants and their enterprise projects will neither thrive nor survive if they do not adhere to good mon-
ey management. This lesson will build on what participants learned in the previous lesson by applying
income and expense calculations to their own enterprise projects.
Lesson objective
A. Design and complete a budget record for their business enterprise projects.
B. Calculate business profit and loss for their business enterprise projects.
C. Explain the importance of keeping records for their business in order to recognise if it is a success.

A. Budget
A budget is a plan for making and spending money responsibly. A budget lists the income, expenses and
profits of a business over a period of time.
B. Profit
Profit is the money that a business owner earns over what they have to pay in expenses and taxes. Busi-
nesses will only make a profit if the income they make is more than the expenses they have to pay from
that income. Profit can be calculated by using the following calculation: INCOME – EXPENSES = PROFIT.
C. Loss
Loss is a negative profit, or the amount of total expenses that exceed total income.
D. Income
Income is the money that a business receives from the product it sells or the service it offers.
E. Expenses
5.8.0 |
Expenses are all of the costs that a business has to pay for or that a business incurs during its opera-
tions.
BUSINESS
C A LC UL AT I N G F O R YO U R
Fixed expenses are a specific amount of money in your budget that you have to pay no matter what. Fixed
expenses do not change – for example, rent or utility costs for work space.
Variable expenses change or are based on how much of your product (the amount of units) you are
making. For example, if your business is making necklaces, you spend a different amount of money on
| 592 593 |
beads and wire depending on the number of necklaces you want to make. It is a big difference if you want
to make 10 necklaces or 100 necklaces. Your expenses for the supplies will be much higher if you want
to make 100 necklaces. Quizzes
F. Surplus This lesson gives participants insight into their current understanding of the concept of calculating for
your business. The statements of the entry quiz will help to determine the participants’ level of self-aware-
A budget surplus means you have a profit, or that you spent less money than what you earned as profit.
ness regarding calculating for your business. If participants can answer all of these statements with a ‘5’,
they can skip this lesson.
G. Deficit
A budget deficit means you have a loss, or that you spent more money than what you earned as profit.
H. Break even
The break-even point of a business is also known as ‘budget zero’, or the point at which expenses equal
income. If you have no surplus but also no deficit at the end of your budget calculation, then you have a
budget zero. A. Entry quiz
concept of calculating for your business so that the lesson can be tailored to your level of understanding.
Essential lessons to 5 - Strongly Agree.

I can list three reasons why people go into business. 1 2 3 4 5
There are a number of reasons why people choose to start a business enterprise. For example, people
commonly want to make a living, to support their family, to send their children to school, and to have I can create a budget sheet for my business. 1 2 3 4 5
money for medicine when they are sick. Another reason is that people want to try to make a living out of
I can think of two ideas for how to make sure my business continues to 1 2 3 4 5
something they are very good at or enjoy immensely, such as baking. Ultimately, most people will go into make a profit.
business to make a profit.
I can think of two ideas for what to do if my business has a budget deficit 1 2 3 4 5
(loss).
In this lesson, you will learn to calculate the total income, total expenses, total savings, and budget sur-
plus and deficit for your business enterprise. You will also learn how to figure out your break-even point, or I can think of two ideas for how to further develop my business enter- 1 2 3 4 5
the point where your expenses equal your income. prise.
If your enterprise has a budget surplus (profit), you will need to decide what you want to do with the extra I can define a budget. 1 2 3 4 5
money. Do you want to invest it in the business? Save it? Invest it in the community to make an impact?
I can define budget surplus. 1 2 3 4 5
Or do you want to spend it? On what?
I can define budget deficit. 1 2 3 4 5
If your enterprise has a budget deficit (loss), you will need to think about how you can revise your expendi- I can define capital. 1 2 3 4 5
tures and income sources so that you have a budget surplus (profit).
I can define expenses. 1 2 3 4 5
Remember, you do not have to be a genius with numbers to work out a budget for your business. Howev- I can define fixed expenses. 1 2 3 4 5
er, understanding the basics will help you to know if your business is succeeding or not. Not all business- I can define variable expenses. 1 2 3 4 5
es will make profits, but it is important not to give up. You need to keep trying by looking for additional
resources, new customers, revisiting your business plan, etc. I can define income. 1 2 3 4 5
I can define profit. 1 2 3 4 5
I can define break-even point. 1 2 3 4 5
Extra take-aways
5.8.0 |
Remind participants that the costs they are calculating are not real but estimates, and do not have to be Feedback for all answers ‘5’:
accurate at this stage. What is most important is that participants are thinking about the different types Great, it seems you have a good idea of the concept of calculating for your business. If you want, you can
BUSINESS
of costs they need to budget for. skip this lesson – but if you are curious, feel free to join us.

| 594 595 |
B. Outcome Quiz
1 Describe three reasons why you want to start an enterprise.
2 Describe how to write a budget sheet for your business.
3 Explain two things you would do if your business has a budget deficit (loss).
4 Explain two things you would do to make sure that your business enterprise continues to make
profits.
5 List one or two important people in your life with whom you can share your ideas to further
develop your business enterprise.

you need to remind yourself of the concept of calculating for your business.

5.8.0 |
BUSINESS
| 596 597 |
5.8.1 | START: WHY START A BUSINESS?
Estimated time
15 minutes
Learning goal
To analyse why people go into business and what they hope to gain from it.
Exercise 1
Voiceover:
“Have you ever thought about why people go into business? And what they hope to gain from it?”
Let’s brainstorm some reasons why people go into business and what they hope to gain from it. Then, list
your reasons for wanting to start an enterprise. In the table below, write down your ideas for answers to
these questions. You can list as many answers as you want.
Why do most people go into business? What do they hope to gain from it?
For example: To make a living; to send their children to school; to do something they enjoy.
Why are you interested in starting an enterprise?
Voiceover:
“Well done! Now you understand there are a number of reasons why people choose to start a business
enterprise.”
5.8.1 |
People commonly start a business enterprise because they want to make a living, support their family,
send their children to school, and have money for medicine when they are sick. Another reason is that
people want to try to make a living out of something they are very good at or enjoy immensely, such as
BUSINESS?
S TA RT : W H Y S TA RT A
baking. Ultimately, most people will go into business to make a profit.
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Activity quiz
I can list three reasons why people go into business. 1 2 3 4 5
5.8.1 |
BUSINESS?
S TA RT : W H Y S TA RT A
| 600 601 |
5.8.2 | LEARN: BUDGET AND
CALCULATION APPLICATION
Estimated time
50 minutes
Learning goal
To plan and design a budget sheet for your business.
Exercise 1
Voiceover:
“Now it’s time to make some steps forward in planning for your business. You should be aware that the
costs you will be calculating are not real but estimates, and you do not have to be accurate at this stage.
What is most important is that you are thinking about the different types of costs you need to budget for.
Are you ready? Good luck!”
In this exercise, you will plan and design a budget sheet for your business. Use the Budget Sheet template
to calculate the income for your business enterprise. The righthand column has a guide with instructions
on how to fill in each step.
Your income may consist of funds from the following sources:
• Money to get your business enterprise started and running properly.

• Start-up capital (the initial funds used to start the business).
• Money from savings, allowances, gifts, part-time jobs, grants, loans, etc.
Your expenses should include money spent on the needs of the enterprise. You can also identify what is a
variable and what is a fixed expense. Some examples of expenses are:
• Purchasing resources, equipment, materials and supplies
5.8.2 |
• Manufacturing costs
• Transportation costs
• Marketing costs
• Labour costs
L AT I O N A P P L I C AT I O N
L E A R N : B U D G E T A N D C A LC U -
After you have calculated your expenses, you should write down any savings you have. If appropriate, this
could be money that you already have and want to invest in your business enterprise.
Finally, calculate the total income, total expenses, total savings and total surplus/deficit for your business
| 602 603 |
enterprise.
MY BUDGET SHEET
Income Step 1: Income
• First, think about what income you will receive from

your business and other sources.
• Next, estimate and list your typical income over one
week.
• Make sure you list money received from the business
enterprise, from other work, from allowances, and
from gifts (from family and friends, for example).
Total income = Calculate your total weekly income.
Expenses Step 2: Expenses
• Think about what money you spend in one week on

your business.
• Try to estimate what money you spend each week on
the items you need (e.g. soap, water) and on items
you want (e.g. a chocolate bar).
• Next make sure you list all of your expected expenses
over an average week.
Total expenses = Calculate your total weekly expenses.
Savings Step 3: Savings
• Remember: savings means any money that has not

Exercise 3
been spent. It could also be money that you have Voiceover:
already saved (from other work, or from family and “For the final calculation, you will use a chart to figure out the break-even point for your enterprise. The
friends). goal is to find the point where your expenses equal your income. Good luck!”
Total savings = Calculate your total savings (if any).

Use the template below to calculate your break-even point:
Total Surplus/ Step 4: Total Surplus/Deficit
Deficit MY BREAK-EVEN ANALYSIS CHART
• In the final part of the budget sheet, you will calculate
if you have a budget surplus (profit) or a budget deficit No. of Items Sales Income Fixed Variable Total Profit/Loss
Expenses Expenses Expenses
(no profit).
• To do this, subtract the total income from the total
expenses to get the total surplus or deficit.
Total Income (including savings) MINUS Total Expenses

= Total Surplus (profit) or Deficit (no profit)
5.8.2 |
Voiceover:
“Well done! Now you have a completed Budget Sheet for your own enterprise!”
Voiceover:
“Well done! Using your results, answer the questions below.”
| 604 605 |
If you had a budget surplus (profit)…
Decide what you want to do with the extra money.

Do you want to invest it in the business? Save it?
Invest it in the community to make an impact? Or
do you want to spend it? On what?
If you had a budget deficit (no profit)…
Think about how you can revise your expendi-

tures and income sources so that you have a
budget surplus (profit).
Exercise 4
Voiceover:
“Now, let’s think about the bigger picture! Have you thought about how to keep your business going?”
Take a look at the questions below and write your answers in the table:
How much will it cost to run the business enter-

prise as planned?
How will the business enterprise continue to
make profits?
How long will the business enterprise continue to
run?
Are there any additional resources needed to
further develop the business enterprise?
Voiceover:
“Well done! If possible, share your lessons learned with someone you trust. Sharing it will keep it fresh in
your mind!”
Activity quiz
I can create a budget sheet for my business. 1 2 3 4 5
5.8.2 |
I can think of two ideas for how to make sure my business continues to 1 2 3 4 5
make a profit.
I can think of two ideas for what to do if my business has a budget deficit 1 2 3 4 5
(loss).
I can think of two ideas for how to further develop my business enter- 1 2 3 4 5
prise.
| 606 607 |
5.8.3 | REFLECT: BUDGETING TERMS
Estimated time
30 minutes
Learning goal
To distinguish the definitions of nine budgeting terms.
Exercise 1
Voiceover:
“As you can see, you do not have to be a genius with numbers to work out a budget for your business. Un-
derstanding the basics will help you to know if your business is succeeding or not. Now, let’s play a game
to match up the definitions of key budget terms. Are you ready?”
Take a look at the nine terms listed below. In this exercise, your challenge is to correctly match all nine
definitions against the title words.
BUDGETING TERMS
Income _______ is a negative profit, or the amount of total expenses that exceed
total income.
Expenses A budget _______ means you have a loss, or that you spent more money
than what you earned as profit. _______ can be calculated by using the
following formula:
Total Income (including savings) MINUS Total Expenses = Total _______
Fixed expenses _______ are all of the costs that a business has to pay for or that a busi-
5.8.3 |
ness incurs during its operations.
Variable expenses The _______ of a business is also known as ‘budget zero’, or the point at
R E F L EC T : B UD G E T I N G T E R M S
which expenses equal income. If you have no surplus but also no deficit
at the end of your budget calculation, then you have a budget zero.
| 608 609 |
BUDGETING TERMS Variable expenses Variable expenses change or are based on how much of your product
(the amount of units) you are making. For example, if your business is
Profit _______ is the money that a business receives from the products it sells making necklaces, you spend a different amount of money on beads and
or the service it offers. wire depending on the number of necklaces you want to make. It is a
big difference if you want to make 10 necklaces or 100 necklaces. Your
expenses for the supplies will be much higher if you want to make 100
Loss _______ is the money that a business owner earns over what they have
necklaces.
to pay in expenses and taxes. Businesses will only make a _______ if the
income they make is more than the expenses they have to pay from that
income. _______ can be calculated by using the following formula: Profit Profit is the money that a business owner earns over what they have
to pay in expenses and taxes. Businesses will only make a profit if the
INCOME – EXPENSES = _______ income they make is more than the expenses they have to pay from that
income. Profit can be calculated by using the following formula:
Surplus _______ are a specific amount of money in your budget that you have to
INCOME – EXPENSES = PROFIT.
pay no matter what. _______ do not change – for example, rent or utility
costs for work space.
Loss Loss is a negative profit, or the amount of total expenses that exceed
total income.
Deficit A budget _______ means you have a profit, or that you spent less money
than what you earned as profit. _______ can be calculated by using the
following formula: Surplus A budget surplus means you have a profit, or that you spent less money
than what you earned as profit. Surplus/deficit can be calculated by
Total Income (including savings) MINUS Total Expenses = Total _______ using the following formula:
Total Income (including savings) MINUS Total Expenses = Total Surplus

Break even _______ change or are based on how much of your product (the amount
(profit) or Deficit (no profit)
of units) you are making. For example, if your business is making
necklaces, you spend a different amount of money on beads and wire de-
pending on the number of necklaces you want to make. It is a big differ- Deficit A budget deficit means you have a loss, or that you spent more money
ence if you want to make 10 necklaces or 100 necklaces. Your _______ than what you earned as profit. Surplus/deficit can be calculated by
for the supplies will be much higher if you want to make 100 necklaces. using the following formula:
Total Income (including savings) MINUS Total Expenses = Total Surplus

Voiceover: (profit) or Deficit (no profit)
“Well done! Let’s review the answer key before moving on.”
Break even The break-even point of a business is also known as ‘budget zero’, or the
point at which expenses equal income. If you have no surplus but also no
ANSWER KEY – BUDGETING TERMS
deficit at the end of your budget calculation, then you have a budget zero.
Income Income is the money that a business receives from the products it sells
or the service it offers. Voiceover:
“Remember, not all businesses will make profits, and it is important not to give up. You need to be crea-
Expenses Expenses are all of the costs that a business has to pay for or that a tive and keep trying by looking for additional resources, new customers, or revisiting your business plan
business incurs during its operations. – there are always ways to improve. Good luck!”
5.8.3 |
Fixed expenses Fixed expenses are a specific amount of money in your budget that you
have to pay no matter what. Fixed expenses do not change – for example,
rent or utility costs for work space.
| 610 611 |
Activity quiz
I can define a budget. 1 2 3 4 5

I can define budget surplus. 1 2 3 4 5
I can define budget deficit. 1 2 3 4 5
I can define capital. 1 2 3 4 5
I can define expenses. 1 2 3 4 5
I can define fixed expenses. 1 2 3 4 5
I can define variable expenses. 1 2 3 4 5
I can define income. 1 2 3 4 5
I can define profit. 1 2 3 4 5
I can define break-even point. 1 2 3 4 5
Review
• There are a number of reasons why people choose to start a business enterprise. For example, people
commonly want to make a living, to support their family, to send their children to school, and to have
money for medicine when they are sick. Another reason is that people want to try to make a living out
of something they are very good at or enjoy immensely, such as baking. Ultimately, most people will go
into business to make a profit.
• You learned how to calculate the total income, total expenses, total savings, and budget surplus and
deficit for your business enterprise. You also learned how to figure out your break-even point, or the
point where your expenses equal your income.
• If your enterprise has a budget surplus (profit), you will need decide what you want to do with the extra
money. Do you want to invest it in the business? Save it? Invest it in the community to make an impact?
Or do you want to spend it? On what?
• If your enterprise has a budget deficit (loss), you will need to think about how you can revise your expen-
ditures and income sources so that you have a budget surplus (profit).
• Remember, you do not have to be a genius with numbers to work out a budget for your business.
However, understanding the basics will help you to know if your business is succeeding or not. Not all
businesses will make profits, but it is important not to give up. You need to keep trying by looking for ad-
ditional resources, new customers, revisiting your business plan, etc.
5.8.3 |
| 612 613 |
Stichting Aflatoun International
Overschiestraat 184
1062 XK Amsterdam | The Netherlands
ph: +31 20 626 20 25 | fx: +31 20 626 21 18
info@aflatoun.org | www.aflatoun.org | www.aflateen.org

Aflatoun Digital Learning Curriculum

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AFLATEEN+ DIGITAL CURRICULUM

© 2019 Aflateen+ Financial Education and Life Skills Digital Curriculum

Head of Project: Maxwell Kyei Baffour (Digital Learning Manager)

Who are the Learners?

You, the Developer, Teacher, Trainer, Facilitator

Getting the Best out of this Curriculum

Lesson Structure and Format

The Lessons are structured in two different types of pages:

expected to know at the end of this

it can give you the strength to make it happen.

the end of the lesson.

1.1.2 | LEARN: TREE OF LIFE

LEARN: TREE OF LIFE

Feedback for at least one answer of ‘4’ or lower: Activity quiz

I know which factors inﬂuenced me to be the person I am today. 1 2 3 4 5

How does it feel to tell your story?

1. Outcome quiz feedback

Responses and worksheets To pay the rent on a house of

ANA’S SAVINGS CARDS

2.11 To buy a leaving gift for her

ANA’S SAVINGS CARDS

2.12 To buy a leaving gift for her

ANA’S SAVINGS CARDS

Key words and explanation

Participants need to understand that:

1. Outcome quiz feedback

Responses and worksheets

Character voices: Visuals:

Lessons learned from The Machine

Character voices: Visuals:

I understand that everyone has strengths, the positive qualities that 1 2 3 4 5

Do you ever tell stories about yourself?

When and why do you tell your story?

How does it feel to tell your story?

LEARN: TREE OF LIFE

Character voices: Visuals:

LEARN: TREE OF LIFE

I know how to tell my story by exploring and understanding my individual 1 2 3 4 5

Character voices: Visuals:

ME, FIVE YEARS AGO

Character voices: Visuals:

My best friend is…

My favorite music is…

Character voices: Visuals:

HOW TO GET TO MY “FIVE YEARS AHEAD” SELF

I know which factors influenced me to be the person I am today. 1 2 3 4 5

Key words and explanation

Participants need to understand that:

1. Entry quiz feedback

1. Outcome quiz feedback

Responses and worksheets

Character voices: Visuals:

What obstacles is he encountering? What obstacles is she encountering?

Something you act on Something you think about Requires action

Requires no effort Has a time limit or deadline Lasts forever

Produces results Imaginary Real

Specific Undefined Requires commitment

Inspires you Can be measured

GOALS VS. DREAMS

Character voices: Visuals:

GOAL MAPPING ACTION PLAN

How will you earn or save enough money to reach

Two important features of this word.. Yellow, Tasty

Two important features of this word..