LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Enterprise Venture

Enterprise venture is a 20 hour Skills for Work unit, from Entry 1 to Level 2, in which learners generate ideas for a product or service, plan and present one, run it for real and evaluate it. It is one unit that learners combine with other 10 or 20 hour units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy runs through every outcome: discussing ideas, writing a plan, pitching, keeping a log and evaluating. Numeracy sits in setting and justifying a price, which the plan requires, and in budgets, sales records and simple market research data.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
High
Amount of numeracy work
Medium
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (share or discuss ideas for an enterprise activity, take part in planning and presenting the idea, take part in an enterprise activity, reflect on it), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Learners must take part in a real enterprise activity. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (generate and develop ideas for a product or service, plan and present an enterprise venture idea, carry out the venture, evaluate it), with separate assessment criteria at Level 1 and Level 2. Learners must take part in a real enterprise activity. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing ideas and explaining the reasons behind them

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

    Learners give an idea at Entry 1, describe at least two ideas and rank them at Entry 3, describe where ideas came from at Level 1, and at Level 2 explain the reasoning behind the ideas and the final choice, including benefits to customers. These are required by the assessment criteria.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context, Questioning

    Getting pupils ready

    Year 7
    Pupils suggest two ideas for something to sell at the school fair and say one reason why each could work.
    Year 8
    Pupils write a short paragraph describing where their product idea came from, such as a hobby or a problem they noticed.
    Year 9
    Pupils rank three venture ideas and write a short justification for their top choice, covering cost, time and what customers would gain.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1, 1.2 and 1.4, page 7

    “Explain the reasoning behind the ideas, including potential benefits to customers”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

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

    Progression step 4

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

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

  2. Discussing ideas in a group and using feedback

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

    At Level 1 learners discuss their ideas with others and select one, and at Level 2 they discuss the ideas and use the feedback to improve them. This collaborative talk is required by the assessment criteria and is usually evidenced by observation notes.

    Literacy: Listening as part of collaborative talk, Collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils share ideas for a class fundraiser in a group, each taking a role such as note-taker or timekeeper, and agree on one idea.
    Year 8
    Pupils give each other one strength and one question about their product ideas and note the comments they received.
    Year 9
    Pupils hold a structured group discussion on four venture ideas, respond to challenges and agree changes to improve the chosen idea.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criterion 1.3, page 7

    “Discuss the ideas with others, using feedback to improve them”
    Progression step 3

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

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

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

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

  3. Writing an enterprise plan

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

    Learners list what needs to happen at Entry 1, write an ordered list at Entry 2, and create a simple plan at Entry 3, a basic plan at Level 1 and a detailed plan with all key enterprise factors at Level 2. The plan is required by the assessment criteria; the amplification says a structured plan covers resources, realistic timelines, roles and the 5Ps.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils fill in a simple planning sheet for a class sale with what needs doing, who will do it and what they need.
    Year 8
    Pupils write a plan for a school event under headings for product, customers, price and promotion.
    Year 9
    Pupils write a detailed plan for a pop-up stall using the 5Ps as sections, with a timeline and roles, and redraft it after teacher feedback.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 7; Amplification of LO2, pages 10 and 11

    “Create a basic plan for an enterprise venture idea that includes some key enterprise factors”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    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 select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  4. Pitching the idea to an audience

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

    Learners show their idea to another person at Entry 1 and describe it at Entry 3; at Level 1 they present the idea and key enterprise factors using a planned method, and at Level 2 they do so clearly and effectively. The presentation is required; tailoring it to the audience and handling questions are suggested strategies in the amplification.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils hold up a poster or prop and tell the class in three sentences what their product is and who it is for.
    Year 8
    Pupils give a one minute pitch for a product idea from cue cards, including the price and why people would buy it.
    Year 9
    Pupils deliver a Dragons' Den style pitch to a panel, change their emphasis for that audience and answer the panel's questions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 7; Amplification of LO2, page 11

    “Present the enterprise venture idea and enterprise factors to others using a planned method”
    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 can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    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 can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  5. Keeping a log and evaluating the venture

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

    Learners describe tasks completed and what went well at Entry 3, describe and document their involvement at Level 1, and at Level 2 keep detailed logs, reflect on overall effectiveness, analyse challenges and suggest improvements. All of this is required by the assessment criteria, and reflections can be written, audio or video.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils use two stars and a wish to write what went well and one thing to improve after a class activity.
    Year 8
    Pupils keep a dated diary of their jobs during a week-long class project and write a short paragraph on a problem they faced.
    Year 9
    Pupils write an evaluation of a school event using headings for organisation, customers, promotion and money, explaining what affected the outcome and what they would change.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 3 and 4, page 6; Level 1 and Level 2, learning outcomes 3 and 4, assessment criteria 3.3 and 4.1 to 4.3, page 8

    “Explain and maintain detailed logs of own involvement in the enterprise venture”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

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

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  6. Setting and justifying a price

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

    The key enterprise factors include what the price will be and why it has been set; a Level 1 plan must include some key factors and a Level 2 plan all of them, so pricing is required at Level 2. The amplification adds cost calculation, pricing strategies and value for money, and a discount at the end of the day is one suggested adaptation.

    Numeracy: Financial literacy, Calculation, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils add up the cost of ingredients for a batch of 12 cakes and work out the cost of one cake.
    Year 8
    Pupils compare a price of 50p and 80p for a cake, work out the profit on 30 cakes at each price and say which they would choose.
    Year 9
    Pupils set a price for a product from the unit cost, a competitor's price and a target profit, then work out the effect of a 20% end of day discount and justify their choice.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, assessment criteria 2.1 and 2.2, page 7; Amplification of LO2, key enterprise factors and the 5Ps, pages 10 and 11; Amplification of LO3, page 12

    “Exploring basic financial concepts such as cost calculation, pricing strategies, and the relationship between price, quality, and value for money”
    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.

    • I can add and subtract numbers using whole numbers and decimals.

    Progression step 4

    • I can make informed decisions relating to discounts and special offers.

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

    • I can justify my procedures, predictions and conjectures.

  7. Budgeting and recording sales, stock and profit

    Assessed: Taught, but not assessed

    The Level 1 and Level 2 amplification lists recording sales accurately to balance finances and tracking and managing stock, and the evaluation looks at whether the venture made a profit or stayed within budget. The criteria require using resources and reflecting on effectiveness, but the money records are examples in the amplification, so they are taught, not assessed.

    Numeracy: Financial literacy, Calculation

    Getting pupils ready

    Year 7
    Pupils count the money in a pretend till after a role-play sale and check it against a tally of items sold.
    Year 8
    Pupils keep a sales record for a class stall, add up takings, subtract costs and say whether they made a profit.
    Year 9
    Pupils plan a budget for a school event, track spending and sales in a table and compare the final profit with what they planned.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification of LO3, page 12; Amplification of LO4, page 13

    “Money - whether the venture made a profit, stayed within budget, or offered good value”
    Progression step 3

    • I can realise that budgeting is important.

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

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

    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.

  8. Collecting and using simple market research data

    Assessed: Taught, but not assessed

    The suggested activities ask Level 1 and Level 2 learners to identify needs and test ideas with peers or community groups, and possible evidence includes simple surveys, tally charts and sales data. This supports the required discussion of ideas and the evaluation, but collecting and presenting the data is a suggestion, so it is taught, not assessed.

    Numeracy: Collecting data, Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils ask classmates which of three snacks they prefer, record the answers in a tally chart and draw a bar chart.
    Year 8
    Pupils write five survey questions about a product idea, collect 20 responses and present the results in a table and chart.
    Year 9
    Pupils design a questionnaire for a target age group, analyse the results and draw a conclusion about their idea, noting why the sample might mislead them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, Level 1 and 2, pages 13 and 14; Sources of evidence, page 14

    “Market research tasks: learners identify needs and test ideas with peers or community groups”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can represent data using:

      • lists, tally charts, tables, diagrams and frequency tables
      • bar charts, grouped data charts, line graphs and conversion graphs
      • pictograms where one symbol represents more than one unit using a key
      • Venn and Carroll diagrams.
    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

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

Good to know

Links with other qualifications

The pack names links with VCSE Retail and Customer Service, the Foundation qualification in Retail and Customer Service and GCSE Business, which share pricing, costs, profit, marketing and serving customers. Costing, profit and survey data link with GCSE Mathematics and Numeracy, and pitching and writing promotional material with GCSE English Language and Literature. Making a product to sell can draw on GCSE Food and Nutrition or GCSE Design and Technology. The pack names Business finance, Teamwork, Sustainable economic development, Community participation, Customer service, Working in Wales, Personal development planning, Using IT in the workplace, Work experience and Ethical choices as related Skills Suite units, with Business finance sharing budgeting and pricing.

Source: WJEC Enterprise venture unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).