Being
ENTREPRENEURIAL
BEING
ENTREPRENEURIAL
OCR LEVEL 2 AND 3 AWARDS
IN BEING ENTREPRENEURIAL
Unit 2 - Identifying viable opportunities
Unit 3 - Evaluating viable opportunities
DELIVERY GUIDE
Version 1
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
INTRODUCTION
Introduction
3
Unit 2 - Identifying viable opportunities
4
Unit 3 - Evaluating viable opportunities
5
Unit 2 Learning Outcome 1 - Know what it takes to be entrepreneurial
Unit 3 Learning Outcome 1 - Understand what it means to be entrepreneurial
7
Unit 2 Learning Outcome 2 - Be able to review own entrepreneurial mind and skill sets
Unit 3 Learning Outcome 2 - Be able to assess own entrepreneurial mind and skill sets
11
Unit 2 Learning Outcome 3 - Be able to 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
Unit 2 Learning Outcome 4 - Be able to identify viable opportunities
Unit 3 Learning Outcome 4 - Be able to evaluate the viability of opportunities
Unit 3 Learning Outcome 5 - Be able to hold a dialogue and seek support for viable
opportunities
14
17
20
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DELIVERY GUIDE
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UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
INTRODUCTION
LESSON ELEMENTS
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.
Throughout this Delivery Guide you will find references to
Lesson Elements, the titles of these are detailed below for your
reference:
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.
•
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
•
If you have any feedback on this Delivery Guide or suggestions
for other resources you would like OCR to develop, please email
[email protected].
Lesson Element 8: Entrepreneurial techniques and
approaches
•
Lesson Element 9: Entrepreneurial techniques
•
Lesson Element 10: Identification of entrepreneurial
opportunities
PLEASE NOTE
•
Lesson Element 11: Benefits, barriers and risks to
entrepreneurial opportunities
The activities suggested in this Delivery Guide and Lesson
Elements MUST NOT be used for assessment purposes.
•
Lesson Element 12: Taking risks as an entrepreneur
•
Lesson Element 13: Deciding on an entrepreneurial activity
The timings for the suggested activities in this Delivery Guide
DO NOT relate to the Guided Learning Hours (GLHs) for each
unit.
•
Lesson Element 14: Holding a dialogue and seeking support
for an entrepreneurial activity
Assessment guidance can be found within the Unit document
available from www.ocr.org.uk.
The latest version of this Delivery Guide can be downloaded
from the OCR website.
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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DELIVERY GUIDE
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
LEVEL 2 UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
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.
Learning Outcome
The learner will:
Teaching Content
Text that follows ie is mandatory and must be taught.
Text that follows an eg is optional and illustrative.
Assessment Criteria
The learner can:
• 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)
1.1 Identify entrepreneurial mind sets
1 Know what it takes to
be entrepreneurial
1.2 Identify entrepreneurial skill sets
• 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)
2 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
3 Be able to identify
feasible opportunities
for a specified scenario
• ie Techniques: (eg deliberate creativity, lateral thinking, mind
mapping, visualisation)
• ie Approaches: (eg problem solving: identifying an
3.1 Identify feasible opportunities
through either Techniques or Approaches 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
4.2 Identify potential barriers and risks
and skill sets)
for opportunities
• ie Risks (eg what could go wrong, no demand, escalating
costs, lack of resources, competitors)
4.3 Describe the potential impact of the • ie Is the opportunity viable? (eg practicality, resources, time,
barriers and risks on opportunities
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
4.4 Explain why an opportunity is viable
and justify a viable opportunity
4.1 Describe the potential benefits of
opportunities
4 Be able to identify
viable opportunities
DELIVERY GUIDE
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UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
LEVEL 3 UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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.
Learning Outcome
The learner will:
Teaching Content
Text that follows ie is mandatory and must be taught.
Text that follows an eg is optional and illustrative.
Assessment Criteria
The learner can:
• 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)
1.1 Analyse why entrepreneurial mind
sets are important to entrepreneurial
activities
1 Understand what
it means to be
entrepreneurial
1.2 Analyse why entrepreneurial skill
sets are important to entrepreneurial
activities
2 Be able to assess
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 Assessment 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)
2.1 Assess the strengths and
weaknesses of their own
entrepreneurial mind and skill sets
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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Learning Outcome
The learner will:
3 Be able to apply
Techniques and
Approaches in the
identification of
feasible opportunities
Teaching Content
Text that follows ie is mandatory and must be taught.
Text that follows an eg is optional and illustrative.
Assessment Criteria
The learner can:
3.1 Explain how Techniques and
Approaches are used to identify
opportunities
• 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
3.2 Identify opportunities through
Techniques and Approaches
• 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)
4.1 Analyse the potential benefits
of the opportunities
4 Be able to evaluate
the viability of
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 Be able to hold a
dialogue and seek
support for viable
opportunities
DELIVERY GUIDE
• ie Engage in dialogue about their opportunity and justify its
5.1 Justify to others why an opportunity
viability (eg select an appropriate method to communicate
is viable
the opportunity – conversation, written document/s,
presentation, questions and answers)
• ie Seek support for the opportunity (eg persuasion,
5.2 Engage others in dialogue to seek
negotiation, dealing with questions, accepting and taking on
support for their opportunity
board criticism)
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UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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UNIT 2 LEARNING OUTCOME 1 KNOW WHAT IT TAKES TO BE ENTREPRENEURIAL
Learning Outcome
The learner will:
1 Know what it takes to
be entrepreneurial
Assessment Criteria
The learner can:
1.1 Identify entrepreneurial mind sets
1.2 Identify entrepreneurial skill sets
UNIT 3 LEARNING OUTCOME 1 UNDERSTAND WHAT IT MEANS TO BE ENTREPRENEURIAL
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Links to
Assessment
Criteria
What is an
entrepreneur?
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?
1 hour
1.1, 1.2
Problem… solved
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
1 hour
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.
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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1.1, 1.2, 5.1
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ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested Activities
Skills, qualities and
attributes
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
30 minutes
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.
1.1, 1.2
Mind sets 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.
30 minutes
1.1, 1.2
Mind and skill sets
defined
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.
10 minutes
1.1, 1.2
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.
30 minutes
1.1, 1.2
Mind and skill sets for
entrepreneurship
DELIVERY GUIDE
Suggested timings
Links to
Assessment
Criteria
Suggested content
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.
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UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
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ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested content
Suggested Activities
Suggested timings
Links to
Assessment
Criteria
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
22 hours
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.
1.1, 1.2
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.
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
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DELIVERY GUIDE
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Suggested content
Suggested Activities
Suggested timings
Paint a picture
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
1 hour 30 minutes
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.
Links to
Assessment
Criteria
1.1, 1.2
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
Mind and skill sets for life
30 minutes
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.
1.1, 1.2
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
Entrepreneurial activities
2 hours
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.
1.1, 1.2, 5.1
DELIVERY GUIDE
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UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
UNIT 2 LEARNING OUTCOME 2 BE ABLE TO REVIEW OWN ENTREPRENEURIAL MIND AND
SKILL SETS
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Links to
Assessment
Criteria
Self 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.
30 minutes
2.1
Peer evaluation
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 15 minutes
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.
2.1
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
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Suggested content
Suggested Activities
Suggested timings
Links to
Assessment
Criteria
Personality profiling
Websites such as: http://www.outofservice.com/bigfive/
www.teamtechnology.co.uk/mmdi/questionnaire https://
www.learnmyself.com 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.
30 minutes
2.1
Analysis of mind and
skill sets
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.
15 minutes
2.1
Strengths and
weaknesses?
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
30 minutes
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.
2.1
DELIVERY GUIDE
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Suggested content
Suggested Activities
Suggested timings
Links to
Assessment
Criteria
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
2.1
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
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DELIVERY GUIDE
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
UNIT 2 LEARNING OUTCOME 3 BE ABLE TO IDENTIFY FEASIBLE OPPORTUNITIES FOR A
SPECIFIED SCENARIO
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
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
40 minutes
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.
DELIVERY GUIDE
Suggested timings
14
Links to
Assessment
Criteria
3.1, 3.2
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested content
Suggested Activities
Suggested timings
Links to
Assessment
Criteria
Deliberate creativity
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.
1 hour
3.1, 3.2
Lateral thinking
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
1 hour
'lateral thinking quiz' for learners to take. http://www.kent.
ac.uk/careers/sk/lateral.htm. Learners can try their lateral
thinking skills by completing Task 2 on Lesson Element 9
Entrepreneurial techniques.
3.1, 3.2
SCAMPER
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
1 hour
and also offers suggested questions for each of the
SCAMPER elements. http://www.mindtools.com/pages/
article/newCT_02.htm. Learners can use the SCAMPER
method by completing Task 3 on Lesson Element 9
Entrepreneurial techniques.
3.1, 3.2
Imitation or innovation?
Learners can look at the inventions detailed at http://
www.technewsdaily.com/1229-7-quirky-gadgets-for-thehome.html. 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.
3.1, 3.2
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
15
30 minutes
DELIVERY GUIDE
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested content
Suggested Activities
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 Various
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.
DELIVERY GUIDE
Suggested timings
16
Links to
Assessment
Criteria
3.2
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
UNIT 2 LEARNING OUTCOME 4 BE ABLE TO IDENTIFY VIABLE OPPORTUNITIES
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Learning Outcome
The learner will:
3 Be able to evaluate
the viability of
opportunities
Assessment Criteria
The learner can:
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
Links to
Assessment
Criteria
Investigating benefits
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.
45 minutes
4.1
Investigating barriers
and risk
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
4.2, 4.3
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
17
DELIVERY GUIDE
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested content
Suggested Activities
Suggested timings
Links to
Assessment
Criteria
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'. http://www.technewsdaily.com/34987-gadget-flops-2011.html. 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.
30 minutes
4.2, 4.3
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.
Taking risks
Risk taker or risk
adverse?
DELIVERY GUIDE
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 12.
1 hour
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
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
http://www.forbes.com/sites
actiontrumpseverything/2012/04/12/are-you-riskadverse-you-could-be-the-perfect-entrepreneur/
http://testyourself.psychtests.com/testid/2122
http://www.blogthings.com/areyouarisktakerquiz/
Discuss with learners the outcome of their tests and what
implications this might have for them as entrepreneurs.
45 minutes
18
4.3
2.1
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
Suggested Activities
Identifying viable
opportunities
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 1 hour
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.
4.1, 4.2, 4.3
Overcoming risks and
barriers
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.
4.3
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
Suggested timings
Links to
Assessment
Criteria
Suggested content
19
45 minutes
DELIVERY GUIDE
ocr lEVEL 2 AND 3 awardS in being entrepreneurial
UNIT 3 LEARNING OUTCOME 5 BE ABLE TO HOLD A DIALOGUE AND SEEK SUPPORT FOR
VIABLE OPPORTUNITIES
Learning Outcome
The learner will:
Assessment Criteria
The learner can:
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
Suggested Activities
Who to involve in the
entrepreneurial process
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
30 minutes
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.
5.2
Methods of
communication
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.
30 minutes
5.2
Getting people 'on
board'
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.
45 minutes
5.1
Presentation skills
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.
Various
5.1
DELIVERY GUIDE
Suggested timings
Links to
Assessment
Criteria
Activity Title
20
UNIT 2 - IDENTIFYING VIABLE OPPORTUNITIES
UNIT 3 - EVALUATING VIABLE OPPORTUNITIES
Being
ENTREPRENEURIAL
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