Analysis of the suggested activities
(scheme of work, point 1.3)
No Suggested Activity Procedure/
Formative
assessment
Desribe: successful entrepreneur, business plan, government support to start ups
1 Ask a local entrepreneur (where
possible) to speak to the class
about setting up their business
Learners discuss the
characteristics the person has and
issues they might have had to deal
with in setting up the business
2 Show a video clip of a successful
entrepreneur from your country. Learners
explore other qualities that entrepreneurs
have by researching the career of a
successful entrepreneur from own
country and compare that with the career
of a successful entrepreneur from another
country
3 Extension activity: Ask learners to
consider what the essential qualities of a
successful entrepreneur are Learners
could give a presentation on their
findings to the whole class
.
4 Give learners a simple explanation of a
business plan. Show a video clip, for
example:
www.bbc.co.uk/bitesize/guides/z4br87h/v
ideo. Learners summarise the main
points about what a business plan is and
why it is important.
5 Give learners a copy of a simple business
plan for a start-up business. Learners
identify the main parts and discuss why
the information is necessary
6 In groups learners are given a scenario for
a possible business that they could
Works? Why
Yes During a similar activity (when a
representative of profession was invited
to career counseling session) the students
were very interested and asked him a lot
of questions. That is why I believe inviting
a real person entrepreneur would trigger
lots of thoughts with our students.
Yes I conducted this activity with a
modification: the students were asked to
explore and create a poster of an
entrepreneur of their choice, showing
what his/her business is about, how
he/she got involved in it, what its unique
selling point is, and a fun fact about
him/her.
This went very well, some amazing
posters were handed in.
Yes Again, I modified this one and sent the
following instruction: “Use this link 100
стартапов Казахстана (astanahub.com)
and try to summarize what unites these
people, with an example.
No I think my students would find it very
difficult to summarize the main points if
they don’t receive a printed version of the
text in the video.
Yes I ran this activity in the 1st quarter of this
year. The students raised their hand to
ask questions about different parts of the
business plan of Toma Pizzeria Ltd
Yes Year worked on this task in pairs.
As a result, 6 pairs produced 6 simplified
 operate from school such as a stationery
shop or cake stall. The groups either use
the simple business plan as a model for
their own plans, or they are given a blank
business plan template to fill in, with
some prompt questions to guide them.
Explain that there is no need to produce
full, detailed sections on marketing, HR,
finance, etc. (F)
7 In groups learners have five minutes to
discuss possible ways that governments
might help business start-ups and record
ideas on a large sheet of paper. Each
group then moves round to the next
group to add any ideas that they had not
thought of and continue until they are
back to their original place
8 Hold a class discussion on reasons why
governments might want to help such
businesses. Learners write brief notes
answering what, how and why questions
about the main methods
9 Extension activity: Learners explore what
methods are available to businesses in
your country and present their findings as
a poster, report or presentation to the
whole class. (I)
Apply knowledge and understanding of the methods and problems of measuring the size of business
10 Learners list possible ways to measure the
size of a business. Explain that profit is not
a reliable measure of size.
11 Provide data related to 3 businesses in the
same sector. Learners classify the 3
businesses based on its size (largest to
smallest). Each group record their
rankings on a sheet of paper. Each group
then moves round to the next table to
rank the same businesses on the next set
of data. Finish with a whole class
discussion of the results and problems of
measuring size
Learners should be able to explain reasons why some businesses grow and others remain small.
12 Learners work in pairs to mind map
business plans, 2 of which were gaming
clubs with differing unique selling points,
1 was healthy food shop, 1 bakery, 1 fish
food place, 1 language tutoring
organization.
No When I tried similar activity in another
topic, at some stations it was too crowdy
and at some point it became too noisy in
the class.
However, this might work if I set the strict
rotation timing and smoother moving of
the groups.
Yes I asked each group to take one method of
government support and compose a case
for which such method would be best
suited.
Yes So far, only 1 student in Year 9
demonstrates the ability to locate
relevant information and present a
summary as this task requires.
Yes This worked well. Among the ways that
businesses can be compared, my students
named “number of subscribers” and Q
score, which was fun.
Yes I think that through this activity the
students will “personally” come across
the limitations of each method and might
even be able to formulate these
limitations
No This class is not prepared to work with
 possible reasons why a business might
want to expand Follow this with a whole
class discussion.
13 Explain the different types of growth.
Provide learners with sort cards to match
the terms to the definitions, which can
then be added to the key word glossary.
14 Divide learners into five groups. Each
group research and note the main
features of the main type of growth. They
should also try to include local or national
examples of businesses that have used
each method. When completed, each
group give a short presentation to the
class so everyone has the same
information. Other learners could ask
questions to
check understanding. (F)
mind maps. I have scheduled a training
session to model how to build a mind
map
Yes With this class, we started creating our
own set of online flash cards on
https://www.cram.com/flashcards. After
each topic, every student adds 1-2 cards
so by the end of the course it will become
a big set.
No So far, it has been a challenge to ensure
that once they have presented their part,
the students listen to other groups’
presentations. They started chatting and
did not make notes about other types of
growth. Next time, for this type of
activity, I will announce that during this
part of the lesson I assess their ability to
listen, so low mark will be given to those
who talk when another group is
presenting.

15 Learners given several activities to Yes This might better be used as homework
complete using worksheets and case
studies to identify and explain the form of
business growth used by different
businesses.

16 Provide learners with access to the Yes I will use it as a homework exercise, with
internet or newspaper articles to explore discussion and feedback in class
the way that a range of actual businesses
has grown. Examples might include
McDonalds, Ellen Fisher, Facebook, Tata
Industries. Working in groups, learners
research the reasons why some
businesses have grown and others
remained small. Learners complete a
worksheet to
check understanding. For example
www.tutor2u.net/business/worksheets/B
usiness-Growth-Basics.pdf. When
complete, learners add key terms to their
glossary.

17 Learners research benefits and risks of Yes This is a great activity to organise the risks
growth. Half the class find out about and benefits in students’ mind maps.
possible benefits, and the other half Groupwork will allow them to build the
possible risks. Learners pair up with full picture in their notes.
someone who researched the opposite
set of points to explain to each other what
they discovered.
 Learners complete an activity to identify
the type and possible reasons for the
takeover.

18 Learners research and note-take possible No I think this be better understood by the
reasons why some businesses remain students through animated power point
small. (I) Link this to the objectives of with some photographs of real
the business and the type of business. entrepreneurs/businsesses

19 Learners complete a simple case study Yes The sharing and co-construction effect of
about the problems of growth. Learners, this activity will help the learners to feel
individually, are given time to read the themselves part of the process, see their
case study and identify potential contribution in the final group’s answer
problem(s). In pairs, learners share results
and then pair up with another group and
share their results, and update notes as
necessary, and suggest how they might
solve the problem identified. (F)