LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Enterprise Venture

Enterprise venture is a Skills for Work unit in which learners help choose an idea for a product or service, plan it, run it for real as a team and review how it went. It is one 20 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, achieved at one level from Entry 1 to Level 2. Literacy sits in discussing and choosing the idea, talking to customers, writing promotional material and explaining strengths and areas for development. Numeracy sits in the guidance examples: setting a price and sales target, a budget at Level 2, a timeline with dates, handling money, counting items sold and using sales figures to review the activity.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: contribute to developing, planning and carrying out an enterprise activity, from a limited contribution with support at Entry 1 to at least three ways each in planning and carrying out at Entry 3, and state, outline or identify its strengths (and at Entry 3 areas for development). Evidence is internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: contribute in at least four (Level 1) or five (Level 2) ways each to planning and carrying out an enterprise activity, and describe (Level 1) or explain (Level 2) its strengths and areas for development using different sources of feedback. Evidence is internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Discussing and choosing the enterprise idea

    Assessed: In coursework (non-examination assessment, NEA)

    Learners contribute to developing the idea, from suggesting one simple idea when prompted at Entry 1 to suggesting ideas and helping the team choose at Level 1, and helping to lead the discussion to a practical, appealing choice at Level 2. This is required by the assessment criteria.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils suggest ideas in groups for a class stall and each give one reason for their favourite.
    Year 8
    Pupils discuss three product ideas in a group, listen to each other's reasons and agree on one by the end of the lesson.
    Year 9
    Pupils take turns to chair a group discussion choosing a fundraising idea, making sure everyone speaks and summarising the decision.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Assessment criteria, page 67; Essential information for assessment decisions, Entry 1 to Entry 3, page 68, Level 1 and Level 2, page 69

    “helping to lead the discussion to choose the idea”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    Progression step 4

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

    Progression step 5

    • I can use a range of options and strategies to enable the group to progress and reach consensus.

  2. Talking to customers

    Assessed: In coursework (non-examination assessment, NEA)

    When carrying out the activity, learners greet customers, serve them and help sell, from greeting customers when told at Entry 1 to greeting politely and taking money at Entry 2 and serving customers at Level 1. These are examples of the contributions the criteria require.

    Literacy: Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils role play greeting a customer at a stall and explaining what is on sale.
    Year 8
    Pupils practise answering customer questions about a product's price and ingredients in pairs, speaking clearly and politely.
    Year 9
    Pupils serve real customers at a school event, adapting how they talk to staff, parents and younger pupils.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Entry 1 to Entry 3, page 68, Level 1, page 69

    “greeting customers politely and taking money”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I have experienced speaking with different people in a variety of authentic contexts.

  3. Writing promotional material

    Assessed: In coursework (non-examination assessment, NEA)

    Learners help promote the venture, for example creating a simple poster at Entry 3, a poster or short social media message at Level 1, and deciding on ways to promote it at Level 2. Writing must suit the customers the venture targets. These are examples of planning contributions rather than separate requirements.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils write a short poster for a class sale with a catchy heading and the key details of what, when and where.
    Year 8
    Pupils write a persuasive social media message for a school fundraiser using a question, an exclamation and a call to action.
    Year 9
    Pupils write two promotional messages for the same product, one for pupils and one for parents, and explain how their language differs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Entry 3, page 68, Level 1 and Level 2, page 69

    “deciding on a price, and creating a simple poster”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

  4. Explaining strengths and areas for development

    Assessed: In coursework (non-examination assessment, NEA)

    Learners review the activity, from stating one strength at Entry 1 to identifying strengths and an improvement at Entry 3, describing what went well and areas to develop with simple reasons at Level 1, and explaining them with clear reasons from at least three sources at Level 2. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Listening to understand

    Getting pupils ready

    Year 7
    Pupils write two sentences about a class activity: one thing that went well and one thing to do differently, each with because.
    Year 8
    Pupils ask three classmates what they thought of a group project and write a short review using their comments.
    Year 9
    Pupils write an evaluation of a school event using customer comments, teacher feedback and their own notes, with a clear reason for each point.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Assessment criteria, page 67; Essential information for assessment decisions, Entry 1 to Entry 3, page 68, Level 1 and Level 2, page 69

    “They give clear reasons for what worked well and what could be improved”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

  5. Setting a price and a sales target

    Assessed: In coursework (non-examination assessment, NEA)

    Learners help set a target, such as selling 20 cards at Entry 2, decide on a price at Entry 3, choose an appropriate price and a simple sales goal at Level 1, and set a clear sales target at Level 2. These are examples of planning contributions in the guidance.

    Numeracy: Financial literacy, Logical reasoning, Calculation

    Getting pupils ready

    Year 7
    Pupils compare the prices of similar items in three shops and suggest a fair price for their own version.
    Year 8
    Pupils work out the cost of making one item and set a selling price that makes a profit, then calculate how many they must sell to reach a target.
    Year 9
    Pupils test three possible prices for a product, calculate the profit at each for a sales target, and justify their final choice.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Entry 2 and Entry 3, page 68, Level 1 and Level 2, page 69

    “helping to set a simple sales goal, choosing an appropriate price”
    Progression step 3

    • I can make comparisons between prices and understand which is best value for money.

    • I can use profit and loss in buying and selling calculations.

    Progression step 4

    • I can justify my procedures, predictions and conjectures.

    • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

  6. Budgeting and handling money

    Assessed: In coursework (non-examination assessment, NEA)

    Learners take money and count items sold when carrying out the activity, and at Level 2 prepare a simple but realistic budget. Handling money appears from Entry 2. These are examples of the planning and delivery contributions the criteria require.

    Numeracy: Financial literacy, Calculation

    Getting pupils ready

    Year 7
    Pupils practise giving change from £5 and £10 notes using play money at a pretend stall.
    Year 8
    Pupils record sales and takings for a tuck shop session in a table and check the cash matches the total.
    Year 9
    Pupils plan a budget for a fundraiser listing costs and expected income, then compare it with the real takings afterwards.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Entry 2 and Entry 3, page 68, Level 1 and Level 2, page 69

    “serving customers, handling money, keeping count of items sold”
    Progression step 3

    • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

    • I can realise that budgeting is important.

    • I can plan and track money and savings by keeping accurate records.

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

  7. Planning a timeline with key dates

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 3 and Level 1 learners help make a basic timeline with key dates, and Level 2 learners create a short plan with tasks and dates and complete their planning on time. These are examples of planning contributions in the guidance.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a calendar to count how many school days are left before a class event and mark three key dates.
    Year 8
    Pupils put the tasks for a school event in order on a timeline and work out the latest date each must be finished.
    Year 9
    Pupils plan a four week timeline for an enterprise project, ordering tasks, allowing time for each and checking the deadlines fit the school calendar.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Entry 3, page 68, Level 1 and Level 2, page 69

    “making a basic timeline with key dates”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  8. Using sales figures and feedback to review

    Assessed: In coursework (non-examination assessment, NEA)

    Level 1 learners review the activity using sources such as the number of items sold and what customers liked, and Level 2 learners use at least three sources of information. Learners count and compare sales and simple feedback data to support their conclusions. This is required by the Level 1 and Level 2 guidance.

    Numeracy: Collecting data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils make a tally chart of which snack sold most at a class sale and say which to sell more of next time.
    Year 8
    Pupils draw a bar chart of sales by item and add three customer comments, then decide what the data shows.
    Year 9
    Pupils compare sales figures with customer survey ratings, draw a conclusion about the best product and note why the data might be misleading.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 13, Essential information for assessment decisions, Level 1 and Level 2, page 69

    “by looking at the number of items sold, asking a few customers what they liked”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can collect both quantitative and qualitative data.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

Pricing, budgets and profit link with GCSE Mathematics and Numeracy and GCSE Business, and the WJEC Skills Suite units Business Finance and Financial Literacy cover the same money skills in more depth. Discussing ideas, customer talk and evaluation link with GCSE English Language and Literature and the WJEC Customer Service and Teamwork units. The WJEC Enterprise venture unit is also 20 hours and also requires a real activity, but it requires a written plan that includes a justified price and a pitch to an audience, so it carries more formal writing and speaking; the Pearson unit lists pricing, budgets and promotion only as examples of planning contributions.

Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 13: Enterprise venture.