Being BEING ENTREPRENEURIAL OCR LEVEL 2 AND 3 AWARDS IN BEING ENTREPRENEURIAL DELIVERY GUIDE

Transcription

1 Being ENTREPRENEURIAL BEING ENTREPRENEURIAL OCR LEVEL 2 AND 3 AWARDS IN BEING ENTREPRENEURIAL Unit 2 - Identifying viable opportunities Unit 3 - Evaluating viable opportunities Version 1

2 INTRODUCTION Introduction 3 Unit 2 - Identifying viable opportunities 4 Unit 3 - Evaluating viable opportunities 5 Unit Know what it takes to be entrepreneurial Unit Understand what it means to be entrepreneurial 7 Unit Be able to review own entrepreneurial mind and skill sets Unit Be able to assess own entrepreneurial mind and skill sets 11 Unit Be able to identify feasible opportunities through either Techniques or Approaches Unit Be able to apply Techniques and Approaches in the identification of feasible opportunities 14 Unit Be able to identify viable opportunities Unit Be able to evaluate the viability of opportunities 17 Unit Be able to hold a dialogue and seek support for viable opportunities 20 To give us feedback on, or ideas about the OCR resources you have used, resourcesfeedback@ocr.org.uk OCR Resources: the small print OCR s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. OCR This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work. 2

3 INTRODUCTION This Delivery Guide and Plan has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons. OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the specification. We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners creativity to deliver excellent learning opportunities. Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities. If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please resourcesfeedback@ocr.org.uk. PLEASE NOTE The activities suggested in this Delivery Guide and Lesson Elements MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit. LESSON ELEMENTS Throughout this Delivery Guide you will find references to Lesson Elements, the titles of these are detailed below for your reference: Lesson Element 1: What is an entrepreneur? Lesson Element 2: Entrepreneurial mind and skill sets Lesson Element 3: Using entrepreneurial skills Lesson Element 4: Entrepreneurial skills for life Lesson Element 5: Entrepreneurial opportunities Lesson Element 6: Evaluation of own entrepreneurial mind and skill sets Lesson Element 7: Identify and overcoming entrepreneurial weaknesses Lesson Element 8: Entrepreneurial techniques and approaches Lesson Element 9: Entrepreneurial techniques Lesson Element 10: Identification of entrepreneurial opportunities Lesson Element 11: Benefits, barriers and risks to entrepreneurial opportunities Lesson Element 12: Taking risks as an entrepreneur Lesson Element 13: Deciding on an entrepreneurial activity Lesson Element 14: Holding a dialogue and seeking support for an entrepreneurial activity guidance can be found within the Unit document available from The latest version of this Delivery Guide can be downloaded from the OCR website. 3

4 LEVEL 2 Guided learning hours : 60 Credit value: 10 PURPOSE OF THE UNIT The aim of this unit is for learners to know what it takes to be entrepreneurial and to find out if they have the entrepreneurial mind and skill sets that are valuable to individuals, teams and employers. This set of skills can be applied to all aspects of everyday life. They will be able to identify viable opportunities which could include solutions to a problem, to meet a need, or fill a gap in the market. By the end of the unit they will be able to communicate to others why the opportunity is viable. 1 Know what it takes to be entrepreneurial 1.1 Identify entrepreneurial mind sets 1.2 Identify entrepreneurial skill sets Teaching Content Text that follows ie is mandatory and must be taught. Text that follows an eg is optional and illustrative. ie Entrepreneurial mind sets: (eg self-belief, taking initiative, risk-taking, determination, resilience/attitude to failure, persistence, creativity/innovation, ethical responsibility, vision, passion/energy/spirit, willingness to seek advice and help) ie Entrepreneurial skill sets: (eg problem solving, planning/ organisation, risk management, people skills, communication, research, selling, negotiating, networking, customer service, financial awareness, leadership, ability to multi-task, coping with change) 2 Be able to review own entrepreneurial mind and skill sets 3 Be able to identify feasible opportunities for a specified scenario 4 Be able to identify viable opportunities 2.1 Carry out a personal audit of their own entrepreneurial mind and skill sets 3.1 Identify feasible opportunities through either Techniques or Approaches 4.1 Describe the potential benefits of opportunities 4.2 Identify potential barriers and risks for opportunities 4.3 Describe the potential impact of the barriers and risks on opportunities 4.4 Explain why an opportunity is viable ie Personal audit against the entrepreneurial mind and skill sets: (eg personality traits, skills audit, self-analysis, gain feedback from others, use feedback from others) ie Techniques: (eg deliberate creativity, lateral thinking, mind mapping, visualisation) ie Approaches: (eg problem solving: identifying an opportunity by finding a solution to a problem, accidental: identifying an opportunity by chance, imitation, innovation) ie Feasible: means that the proposal could be possible ie Benefits (eg financial rewards, non-financial rewards, benefits to others, social benefits, environmental benefits) ie Barriers (eg lack of resources, poor time management, poor planning, lack of support, lack of entrepreneurial mind and skill sets) ie Risks (eg what could go wrong, no demand, escalating costs, lack of resources, competitors) ie Is the opportunity viable? (eg practicality, resources, time, cost, is it capable of working successfully?) ie Explain why an opportunity is viable using the information from the benefits, barriers and risks to help select and justify a viable opportunity 4

5 LEVEL 3 Guided learning hours : 60 Credit value: 10 PURPOSE OF THE UNIT The aim of this unit is for learners to understand what it takes to be entrepreneurial and assess their own entrepreneurial mind and skill set which are valuable to individuals, teams and employers. This set of skills can be applied to all aspects of everyday life. They will be able to evaluate the feasibility of opportunities to identify a viable opportunity and understand how to overcome barriers and risks. Opportunities could include solutions to a problem, to meet a need, or fill a gap in the market. By the end of the unit they will be able to hold dialogue with others to seek support for their opportunity. 1 Understand what it means to be entrepreneurial 1.1 Analyse why entrepreneurial mind sets are important to entrepreneurial activities 1.2 Analyse why entrepreneurial skill sets are important to entrepreneurial activities Teaching Content Text that follows ie is mandatory and must be taught. Text that follows an eg is optional and illustrative. ie Entrepreneurial mind sets: (eg self-belief, taking initiative, risk-taking, determination, resilience/attitude to failure, persistence, creativity/innovation, ethical responsibility, vision, passion/energy/spirit, willingness to accept advice and/or help) ie Entrepreneurial skill sets: (eg problem solving, planning/ organisation, risk management, people skills, communication, research, selling, negotiating, networking, customer service, financial awareness, leadership, ability to multi-task, managing change) ie Why the entrepreneurial mind and skill sets are important: (eg application, impact, consequences, benefit to individuals, team and/or employers) ie Entrepreneurial activities - the mind and skill sets required of those involved in entrepreneurial activity (eg improve processes, enhance ideas, add value, create and innovate) 2 Be able to assess own entrepreneurial mind and skill sets 2.1 Assess the strengths and weaknesses of their own entrepreneurial mind and skill sets ie Self-assessment against the entrepreneurial mind and skill sets (eg gap analysis, on-line testing, personality traits, skills audit, gain feedback from others, use feedback from others, understanding strengths and weaknesses) ie of strengths and weaknesses (eg what they are good at, why they are good at them, why it is important to have these strengths. What they are not good at, why they feel they are not good at them, what impact this could have) 5

6 3 Be able to apply Techniques and Approaches in the identification of feasible opportunities 4 Be able to evaluate the viability of opportunities 5 Be able to hold a dialogue and seek support for viable opportunities 3.1 Explain how Techniques and Approaches are used to identify opportunities 3.2 Identify opportunities through Techniques and Approaches 4.1 Analyse the potential benefits of the opportunities 4.2 Analyse the potential barriers and risks to the opportunities viability 4.3 Evaluate how barriers and risks could be overcome or minimised 5.1 Justify to others why an opportunity is viable 5.2 Engage others in dialogue to seek support for their opportunity Teaching Content Text that follows ie is mandatory and must be taught. Text that follows an eg is optional and illustrative. ie Techniques: (eg deliberate creativity, lateral thinking, mind mapping, visualisation, SCAMPER [Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse]) ie Approaches: (eg problem solving: identifying an opportunity by finding a solution to a problem, accidental: identifying an opportunity by chance, imitation, innovation) ie Feasible: means that the proposal could be possible ie Benefits (eg non-financial rewards, benefits to others, financial rewards, social benefits, environmental benefits) ie Viability (eg evaluate the viability of the opportunity looking at practicality, benefits, barriers and risks, is it capable of working successfully?) ie Barriers (eg lack of resources, poor time management, poor planning, lack of support, lack of entrepreneurial mind and skill sets) ie Risks (eg what could go wrong, lack of demand, escalating costs, lack of resources, opposition, competitors, poor execution) ie Overcome barriers and minimise risks (eg planning, support, leadership, motivation, research, appropriate mind and skill sets) ie Engage in dialogue about their opportunity and justify its viability (eg select an appropriate method to communicate the opportunity conversation, written document/s, presentation, questions and answers) ie Seek support for the opportunity (eg persuasion, negotiation, dealing with questions, accepting and taking on board criticism) 6

7 UNIT 2 LEARNING OUTCOME 1 - KNOW WHAT IT TAKES TO BE ENTREPRENEURIAL 1 Know what it takes to be entrepreneurial 1.1 Identify entrepreneurial mind sets 1.2 Identify entrepreneurial skill sets UNIT 3 LEARNING OUTCOME 1 - UNDERSTAND WHAT IT MEANS TO BE ENTREPRENEURIAL 1 Understand what it means to be entrepreneurial 1.1 Analyse why entrepreneurial mind sets are important to entrepreneurial activities 1.2 Analyse why entrepreneurial skill sets are important to entrepreneurial activities Activity Title Suggested Activities Suggested timings What is an entrepreneur? Problem solved Ask learners to write down their definition of an entrepreneur. Share with the group and collate answers. Chances are that most (if not all) definitions define an entrepreneur as someone who invents/creates a product and sells it for vast sums of money! Create one agreed definition of an entrepreneur. Now ask learners to define the term 'social entrepreneur'. (This could be a homework task if you want to allow learners access to the internet to find a definition of this term.) Once learners have their definition, they can feedback to the whole group and again one agreed definition can be created. Discuss the difference between the 'traditional' perception of an entrepreneur and the 'new bread' of social entrepreneur. What are the similarities and what are the differences. Tasks 1 and 2 on Lesson Element 1 What is an entrepreneur? can be used to record results. Can an over arching definition of the term 'entrepreneur' be created? In order for learners to understand that being an entrepreneur is about solving problems (rather than just making money) and to help them to appreciate the wide range of types of entrepreneurship that exist, they can complete Task 3 on Lesson Element 1 What is an entrepreneur? Using the internet, ask learners to find three different problems that entrepreneurs have solved. One example must show social entrepreneurship, one can be more business (for profit) based and the third can be from any sector. 1 hour 1.1, hour 1.1, 1.2, 5.1 7

8 Suggested content Suggested Activities Suggested timings Skills, qualities and attributes Mind sets and skill sets Mind and skill sets defined Mind and skill sets for entrepreneurship Ask learners to mind map the skills, qualities and attributes they think an entrepreneur needs in order to be successful. Create a whole group list and facilitate a discussion surrounding any contentious words or phrases. Words can be recorded using Task 1 and 2 on Lesson Element 2 Entrepreneurial mind and skill sets. The teacher can explain to learners what is meant by a 'mind set' and what is meant by the term 'skill set'. Definitions of both of these terms can be recorded for Task 3 on Lesson Element 2 Entrepreneurial mind and skill sets. Using the list of words from Task 1 on Lesson Element 2 Entrepreneurial mind and skill sets, ask learners to decide if each is a 'mind set' or a 'skill set' and to put each word in the correct column on Task 4 Lesson Element 2 Entrepreneurial mind and skill sets. There may be some debate over certain words and it may be that arguments can be made for the same word(s) appearing in both columns in different scenarios. This is fine; it is the learning that will come from discussion that is the most important thing. Learners will gain a clearer understanding of these mind and skill sets if they can turn the words into pictures in their minds. Ensure that all learners have a clear understanding of what each word means in order to gain consistency of understanding across the group. Learners can choose (or be allocated) five words from the mind set list and five from the skill set list. For each word, ask learners to describe, for an entrepreneur, why this mind/skill set would be important and in what way the entrepreneur might use/be/do each of the words in order to be successful. Task 5 on Lesson Element 2 Entrepreneurial mind and skill sets can be used to record results. Another useful way to demonstrate the importance and effect of the words that have been chosen as entrepreneurial mind and skill sets, is for learners to take part in some teambuilding and problem solving activities, and to focus on the mind and skills sets that were demonstrated. In order for these activities to be valuable and relevant, learners must be given a chance to debrief afterwards, thinking about questions such as: - which mind and skill sets were used? - Which were the most successful/effective mind and skill sets? What did you learn about your own ability to... or to be...? How will you use this information as an entrepreneur? Lesson Element 3 Using entrepreneurial skills can be used to consolidate learning. 30 minutes 1.1, minutes 1.1, minutes 1.1, minutes 1.1, 1.2 8

9 Suggested content Suggested Activities Suggested timings Team building activity 1 - Pasta picture. Split the group into teams of three or four and ask each group to come up with a team name. Give each group a bag of dry pasta and five minutes to create a simple picture or logo that will be their team 'tag'. Some pasta lends itself to 'artwork' better than others, but the teacher can decide on what type and how much pasta each group is given, along with any other rules they might want to enforce. Team building activity 2 - Jumbo jigsaw. The teacher will need to find a picture (from a children's book is ideal) which has plenty of detail and cut it into the same number of squares as there are learners. Give each learner a square of the picture and tell them they have 10 minutes to copy their picture onto plain paper but that it must be five times the original size. Once the time is up, all learners must work together to compile a (five times the size) replica of the original picture. Mind and skill sets for entrepreneurship Team building activity 3 - Lego loco. Split learners into groups of three or four and give each group some lego. The teacher pre builds a lego 'sculpture' and stands at the front of the room, with their creation hidden from view behind a screen (a couple of propped up books works well) so that the learners can't see it. One learner from each team comes up to the front and can look at the lego sculpture for 10 seconds. They must then go back and describe it to their group so that they can build an exact replica. After one minute a different learner from each group can come to 'peek' at the sculpture, before going back to their group to help with the building work. The activity finishes when one team are confident that they have built an exact replica. Replica's must use bricks of the same colour and size as the original, so take this into account when allocating lego stores. The complexity of the original will affect the length of the activity and levels of success. Team building activity 4 - Walk this way. In groups of five or six (or less to make it easier, more to make it harder). As a group, they have to walk from line A to line B (about 10 meters apart - again further is more difficult) but each person must keep their feet stuck to the feet of the person on either side of them. The two end people will just have one foot stuck to the person beside them. 22 hours 1.1, 1.2 9

10 Suggested content Suggested Activities Suggested timings Paint a picture Mind and skill sets for life Give each learner a word (or words) from either of the lists (or maybe one from each list) and ask them to remember/ think of a scenario where they have seen/experienced the word(s) they have been allocated 'in action'. Tasks 1, 2 and 3 on Lesson Element 4 Entrepreneurial skills for life can be used to consolidate learning. Learners can embellish their stories using pictures, role play, drawing a flick book, creating a cartoon storyboard and so on, and share with the rest of the group. It is important that learners recognise the link between the mind and skill sets entrepreneurs need to succeed, and the mind and skill sets needed to be successful in education, work and life in general. Ask learners to look again at the mind and skill set lists on Lesson Element 2 Entrepreneurial mind and skill sets. Do they think that any of the words on either list would be useful in life? Which ones? How are the words they picked relevant to their life now, or in the future? How might being/doing each of the words they picked help them in later life and/or the world of work? Learners can complete Task 4 on Lesson Element 4 Entrepreneurial skills for life to focus their thoughts. 1 hour 30 minutes 1.1, minutes 1.1, 1.2 Entrepreneurial activities You will already have established with your learners that being 'entrepreneurial' is not just about inventing a product and selling it. However, it might be helpful at this stage for learners to understand the range and variety of 'entrepreneurial activity' that exists. Set (as homework or a research project as appropriate) learners the task of finding five different examples of entrepreneurial activity. You may wish to set some parameters, for example: one must be an invention (that has subsequently become a successful business) from the past five years, one must be an invention (that has subsequently become a successful business) from the past 50 years, one must be a problem that has been solved by the refining or creation of a more effective process (not necessarily generating income), one must be purely philanthropic and the fifth can be of the learners own choice. Encourage learners to find examples that they think others won't have. Results can be recorded on Lesson Element 5 Entrepreneurial opportunities and then shared and perhaps collated into a presentation, wall display or similar. 2 hours 1.1, 1.2,

11 UNIT 2 LEARNING OUTCOME 2 - BE ABLE TO REVIEW OWN ENTREPRENEURIAL MIND AND SKILL SETS 1 Be able to review own entrepreneurial mind and skill sets 2.1 Carry out a personal audit of their own entrepreneurial mind and skill sets UNIT 3 LEARNING OUTCOME 2 - BE ABLE TO ASSESS OWN ENTREPRENEURIAL MIND AND SKILL SETS 2 Be able to assess own entrepreneurial mind and skill sets 2.1 Assess the strengths and weaknesses of their own entrepreneurial mind and skill sets Activity Title Suggested Activities Suggested timings Self evaluation Peer evaluation Having already investigated and listed the mind and skill sets needed to take part in entrepreneurial activities, learners can now begin to evaluate their own skills and qualities against the ideal for an entrepreneur. Using the lists of mind and skill set words from previous activities, ask learners to score themselves from 1-4 for each trait. If they feel very strongly that they have/are the word then they will score a 1, if they feel they are not at all/never portray the word they will give themselves a 4. Ask learners to select and record their four strongest skills/qualities and describe how these will be of benefit to them as an entrepreneur. Lesson Element 6 Evaluation of own entrepreneurial mind and skill sets can be used to record scores. Learners can repeat the activity above, but this time a friend can complete the questionnaire for them. Compare the results - do they match? If not, why might this be? Were learners tougher on themselves that their friend was? Learners could ask a few more people to carry out the same activity to get 360 feedback. Is this a more reliable way to gain accurate results? Why might this be the case? Will the results differ depending on who completes the questionnaire (friend, teacher, parent, sibling etc) Again, Lesson Element 6 Evaluation of own entrepreneurial mind and skill sets can be used to record results. 30 minutes minutes

12 Suggested content Suggested Activities Suggested timings Personality profiling Analysis of mind and skill sets Strengths and weaknesses? Websites such as: offer quick and simple (and free!) personality tests and this might be something that you involve your learners in. Although they are a bit of fun, the questions that these tests ask will really make your learners think about their opinions and the results can be surprisingly accurate. Ask learners to identify the way in which aspects of their personality highlighted by the test(s) will be relevant to them as an entrepreneur. There is little value in learners identifying their strengths and weaknesses if they don't use this information to help them as an entrepreneur or make a plan to improve areas in need of development. From the self evaluation and peer review, along with any personality profiling, ask learners to highlight the main mind and skill sets they have which will help them as an entrepreneur. Now ask learners to highlight aspects of their personality that they may see as being a weakness for an entrepreneur. Learners can complete Task 1 on Lesson Element 7 Identify and overcoming entrepreneurial weaknesses in order to explore how their weaknesses may impact their success as an entrepreneur. Ask learners to think about and discuss scenarios when supposed strengths might in fact become a weakness and perceived weaknesses may become a strength. The scope of entrepreneurial activity and the range of personality types who have become successful entrepreneurs is such, that there are few weaknesses that can't be turned into strengths given the right scenario. Taking a snap shot of the main weaknesses that have been highlighted by the evaluation and personality profiling activities, learners can work in small groups to explore how and when each 'weakness' might actually be a strength. Conversely, can learners envisage situations when a supposed strength might become a weakness? Hopefully, by the end of the activity, learners will understand that 'strengths' and 'weaknesses' are not black and white. That instead there is a vast spectrum and the mind and skill sets that are needed will depend on the situation and nature of entrepreneurial activity. Learners can record their thoughts on Task 2 on Lesson Element 7 Identify and overcoming entrepreneurial weaknesses. 30 minutes minutes minutes

13 Suggested content Suggested Activities Suggested timings Mind the 'gap' Having established that 'strengths and weaknesses' are not cut and dried, there will still be aspects of a learners mind and skill set that they will be keen to improve and develop in order to become a more 'rounded' entrepreneur. A 'gap analysis' is a good way for learners to visualise the journey they must take to develop these aspects. Firstly, learners identify where they are currently (ie what are their main areas in need of development), then they look at where they would like to end up (ie what they would like those specific aspects of their personality to look like eventually) and an action plan is devised in order to bridge the resulting 'gap' between these two situations. Task 3 on Lesson Element 7 Identify and overcoming entrepreneurial weaknesses includes a template for a 'gap analysis' and will allow learners to create an action plan to bridge the gap. 30 minutes

14 UNIT 2 LEARNING OUTCOME 3 - BE ABLE TO IDENTIFY FEASIBLE OPPORTUNITIES FOR A SPECIFIED SCENARIO 3 Be able to identify feasible opportunities for a specified scenario 3.1 Identify feasible opportunities through either Techniques or Approaches UNIT 3 LEARNING OUTCOME 3 - BE ABLE TO APPLY TECHNIQUES AND APPROACHES IN THE IDENTIFICATION OF FEASIBLE OPPORTUNITIES 3 Be able to apply Techniques and Approaches in the identification of feasible opportunities 3.1 Explain how Techniques and Approaches are used to identify opportunities 3.2 Identify opportunities through Techniques and Approaches Activity Title Suggested Activities Suggested timings Techniques and approaches Learners should understand that there are two overarching processes they will use to create and manage their entrepreneurial opportunities. 'Approaches' refers to the general way of doing or solving something. 'Technique' refers to the procedure or skill used in a specific task. Learners can work in small groups to mind map the approaches and techniques that they think entrepreneurs use to create ideas and opportunities. Learners can record their thoughts on Tasks 1 and 2 on Lesson Element 8 Entrepreneurial techniques and approaches. Discuss as a whole group and ensure key terms are highlighted. 40 minutes 3.1,

15 Suggested content Suggested Activities Suggested timings Deliberate creativity Lateral thinking Deliberate creativity involves using patterns of thought to come up with great ideas. A good example to share with learners is to take a well known product or service, write down everything they know about that product or service and then change some/all elements in a small way to end up with a product or service that is different to the original, whilst hopefully retaining the bits that 'work'. Learners can use Task 1 on Lesson Element 9 Entrepreneurial techniques to try out this process. Lateral thinking is the ability to 'think outside the box', to approach an idea from a different point of view so that new and innovative solutions can be found. This website gives a good explanation and examples and also has a fun 'lateral thinking quiz' for learners to take. ac.uk/careers/sk/lateral.htm. Learners can try their lateral thinking skills by completing Task 2 on Lesson Element 9 Entrepreneurial techniques. 1 hour 3.1, hour 3.1, 3.2 SCAMPER Imitation or innovation? SCAMPER is a mnemonic that stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse. It is particularly useful when you want to improve or refine a product or service or when you have a situation that you think may make a good entrepreneurial opportunity. This website gives a good description and also offers suggested questions for each of the SCAMPER elements. article/newct_02.htm. Learners can use the SCAMPER method by completing Task 3 on Lesson Element 9 Entrepreneurial techniques. Learners can look at the inventions detailed at For each invention, ask learners to discuss whether they imitate or innovate. Learners can use Task 3 on Lesson Element 8 Entrepreneurial techniques and approaches to investigate the ways in which each product imitates or innovates and to suggest the process that may have led to each products invention. 1 hour 3.1, minutes 3.1,

16 Suggested content Suggested Activities Suggested timings Identification of opportunities Now that learners are familiar with a range of approaches and techniques, they can begin to identify for themselves some entrepreneurial opportunities. Working individually, in pairs or small groups, learners can identify as many opportunities as possible. It may help to recap with learners the different ways in which they could be entrepreneurial - the Teacher sheet to accompany Lesson Element 10 Identification of entrepreneurial opportunities suggests the different ways a learner could do this. If learners need more guidance they can identify opportunities from a specific area of entrepreneurial activity or can produce a proposal for one opportunity from each area. Learners can use Lesson Element 10 Identification of entrepreneurial opportunities for support. You may decide that this activity is best carried out over several weeks so that learners can be on the look out for opportunities at all times. Various

17 UNIT 2 LEARNING OUTCOME 4 - BE ABLE TO IDENTIFY VIABLE OPPORTUNITIES ocr level 2 AND 3 awards in being entrepreneurial 4.1 Describe the potential benefits of opportunities 4 Be able to identify viable opportunities 4.2 Identify potential barriers and risks for opportunities 4.3 Describe the potential impact of the barriers and risks on opportunities 4.4 Explain why an opportunity is viable UNIT 3 LEARNING OUTCOME 4 - BE ABLE TO EVALUATE THE VIABILITY OF OPPORTUNITIES 3 Be able to evaluate the viability of opportunities 4.1 Analyse the potential benefits of the opportunities 4.2 Analyse the potential barriers and risks to the opportunities viability 4.3 Evaluate how barriers and risks could be overcome or minimised Activity Title Suggested Activities Suggested timings Investigating benefits Investigating barriers and risk Ask learners to mind map the potential benefits for each of the entrepreneurial opportunities that they listed in the previous activity (and on Lesson Element 10 Identification of entrepreneurial opportunities). These could be benefits to themselves (as an entrepreneur), non financial rewards, benefits to others (the public/ customers etc), benefits to society (or a specific group in society), environmental benefits and so on. Learners can list the potential benefits on Task 1 on Lesson Element 11 Benefits, barriers and risks to entrepreneurial opportunities. Ask learners to repeat the previous activity, but this time investigating the potential barriers and/or risks to the viability of the opportunity. Learners can record their thoughts on Task 3 on Lesson Element 11 Benefits, barriers and risks to entrepreneurial opportunities. 45 minutes minutes 4.2,

18 Suggested content Suggested Activities Suggested timings Gadget flops On this website there is a list of gadgets that sounded great and 'on paper' should have been successes, but in reality 'flopped'. Give learners the list or (a) selected gadget(s) from the list and ask then to explore the reasons they think the item wasn't successful. Learners can record their thoughts on Task 2 on Lesson Element 11 Benefits, barriers and risks to entrepreneurial opportunities. Every entrepreneurial opportunity will involve risk of some sort. The risk may well be financial, but there can also be risks associated with stress, lack of social time, professional reputation and so on. All successful entrepreneurs must make decisions based on risk versus reward. Teachers may like to play some 'risk' based activities with learners to highlight these points. Lesson Element 12 Taking risks as an entrepreneur will help learners consider the risks versus the rewards involved in the activities below. 30 minutes 4.2, 4.3 Taking risks Activity 1 - It's a long shot. The aim of this game is for learners to score more points than their opponents. Teachers will find diagrams and an explanation of this activity on teacher resource hour 4.3 Activity 2 - The learning tower of pasta. Learners are split into groups of 3 or 4. Each group is given some dry spaghetti and marshmallows. Groups are given 10 minutes to build a tower with their pasta and marshmallows. The aim is to build the tallest tower, but it must stay standing for 2 minutes without anyone touching it. 45 minutes Risk taker or risk adverse? Learners will understand that all entrepreneurs take risks and that if they are to be successful they too will have to do so. However, some people are risk takers whilst others are more risk adverse. Below are some fun online quizzes which learners can take to see if they are a risk taker or risk adverse actiontrumpseverything/2012/04/12/are-you-riskadverse-you-could-be-the-perfect-entrepreneur/ Discuss with learners the outcome of their tests and what implications this might have for them as entrepreneurs. 45 minutes

19 Suggested content Suggested Activities Suggested timings Identifying viable opportunities Overcoming risks and barriers Ask learners to pick three opportunities from the previous benefits/barriers activity. These should be the three opportunities that learners feel have the most potential for further development. For each opportunity, learners can carry out a SWOT report. From the results of the SWOT report, learners should choose one opportunity that they feel is most viable and has the most potential. Learners can record their thoughts on Task 1 on Lesson Element 13 Deciding on an entrepreneurial activity. Focussing on the one opportunity as highlighted in the previous activity, learners should list every barrier and/ or risk they can think of and explore how these may be minimised or overcome. Learners can record their thoughts on Task 2 on Lesson Element 13 Deciding on an entrepreneurial activity. 1 hour 4.1, 4.2, minutes

20 UNIT 3 LEARNING OUTCOME 5 - BE ABLE TO HOLD A DIALOGUE AND SEEK SUPPORT FOR VIABLE OPPORTUNITIES 5 Be able to hold a dialogue and seek support for viable opportunities 5.1 Justify to others why an opportunity is viable 5.2 Engage others in dialogue to seek support for their opportunity Activity Title Suggested Activities Suggested timings Who to involve in the entrepreneurial process Methods of communication Getting people 'on board' Presentation skills Now that learners have selected their entrepreneurial opportunity and explored the benefits and risks, they can think about what they will do next and, in particular, who they will involve and in what capacity. Ask learners to list groups and/or specific people they will need to liaise with during the creation, development and roll out of their product/service. This may include people who have relevant background information (including statics, research etc), people who are familiar with/have expert knowledge in the relevant situation/environment/field, people who could help to create the product (if it's a physical item) and/or be involved in the process, potential customers/end users, backers, advertisers etc. Using Task 1 on Lesson Element 14 Holding a dialogue and seeking support for an entrepreneurial activity, learners can list those they need to involve and why their input will be necessary/useful. Once a list of stakeholders has been established, learners can mind map the different ways that they might communicate with these people. Using Task 2 on Lesson Element 14 Holding a dialogue and seeking support for an entrepreneurial activity learners can suggest the most appropriate way(s) to communicate with each stakeholder at different stages of the process. This is the learner's opportunity to put all of their theorising into practice by liaising directly with stakeholders in order to 'sell' their product or idea. Using Task 3 on Lesson Element 14 Holding a dialogue and seeking support for an entrepreneurial activity to help create an action plan, learners can use appropriate methods of communication to engage with stakeholders and (hopefully!) win their support. The OCR Guide to Presentation Skills will be a really useful tool for your learners to use. It can help them to plan well structured, clear presentations and covers a range of different types of presentation. 30 minutes minutes minutes 5.1 Various

21 Being ENTREPRENEURIAL linkedin.com/ company/ocr Contact us Staff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. Telephone: For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number OCR is an exempt charity. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number OCR is an exempt charity.