Education for Enterprise (E4E) is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning. In this section, find out more about why an enterprising approach to learning could benefit your students, and how to develop an E4E approach in your school.
These resources have been developed as part of the BEST Project (Building Enterprising Students Today) to support the application of Education for Enterprise in classrooms. The lessons and units are starting points for teachers in the classroom. Teachers are encouraged to adapt the ideas to meet the needs of their students, school, and community. The resources consist of units of work and "tasters and starters" – a series of short activities and challenges that have been written to support teachers and students to observe or experience enterprising attributes.
| Tasters and starters |
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Students read Weslandia and explore how the main character puts enterprising attributes into action. |
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Students read The Christmas Caravan and discuss how the main characters in the story (Simon and his mother) apply a range of enterprising attributes. |
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Students view the movie Chicken Run and discuss the enterprising attributes demonstrated by some of the characters. |
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Students read the picture books Rapu I A Nemo, Aladdin, and Ho Lilo Rāua ko Stitch and explore how the characters applied a range of enterprising attributes. |
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Students practice a range of enterprising attributes as they complete a group treasure hunt race around the school. |
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Students learn how to complete a decision-making grid. The purpose of this activity is for students to learn how to make informed decisions by collecting and analysing information that is important to the decision. |
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Students practice a range of enterprising attributes as they work in teams to construct a movable vehicle out of vegetables and fruit. |
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Students practice a range of enterprising attributes as they construct a model boat, using a range of recycled resources. The boats will be used in a class ‘sailing regatta'. |
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Students practice a range of enterprising attributes as they design, make, and model a wedding outfit made out of paper and other resources that are readily available at school. |
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Students donate pre-loved toys or games to a class shop. They learn about financial capability as they earn income and purchase from the class shop. |
| Unit plans | Suggested learning areas |
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In this level 3 unit, students investigate the facilities that their community currently offers, and identify possible community developments for the future. | Social sciences |
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In this level 4 unit, students explore electricity as they design and construct a simple electronic game or toy to exhibit at a "toy expo". |
Science Technology |
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In this level 2 unit, students organise an arts expo auction and invite people in the community to attend. |
The arts English |
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In this level 3 unit, students organise and hold a school disco to raise money for a designated purpose. |
Mathematics and statistics English The arts |
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In this level 4 unit, students "buy" a car for themselves, presenting their learning using a range of data displays. | Mathematics and statistics |
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In this level 2 unit, students undertake the challenge of redesigning their bedrooms. | Mathematics and statistics |
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In this level 3-4 unit, students plan, prepare, and serve a meal to a group of visitors to the school. | Mathematics and statistics |
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In this level 3 unit, students establish the necessary hygiene and waste requirements to accommodate the gathering of a large number of people in one place. |
Science Health and physical education |
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In this level 2 unit, students explore how human actions can affect the natural environment, and take an active role in becoming "eco-friendly". | Science |
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In this level 2 unit, students produce a school newspaper describing recent school events and achievements, to be sold or distributed to parents and community. | English |
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In this level 4 unit, students investigate the rights and responsibilities of consumers and businesses in New Zealand. | Social sciences |
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In this level 2 unit, students work cooperatively to make a bath bomb and package it as a gift to a person in need of recognition. |
Science Technology English |
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In this level 1 unit, students create artworks from recycled “junk” for a wearable arts performance to be presented to an audience. | The arts |
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In this level 4 unit, students investigate the lunches eaten within their school and make and sell healthy lunches for one day. |
Health and physical education Mathematics and statistics |
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In this level 4 unit, students design and make a non-motorised go-kart that can be raced in a "Formula One" event. |
Mathematics and statistics Technology Science |
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In this level 3 unit, students set up an Asian "holiday destination" in their classroom/school hall and invite others to visit. |
Social sciences Languages English |
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In this level 4 unit, students identify and explore a local community organisation and undertake a project that would bring benefits to people using that facility. | Technology |
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In this level 3 unit, students design and develop a garden to improve an area of the school. | Science |
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In this level 1 unit, students create and present a simple play using the story of The Three Little Pigs. | English |
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In this level 4 unit, students organise and take part in a school busking festival. | The arts |
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In this level 3 unit, students invent a new team game using PE equipment, and teach the whole school how to play it. | Health and physical education |
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In this level 1 unit, students use play money to earn income and purchase goods from a classroom shop, | Mathematics and statistics |
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In this level 4 unit, students plan and produce a promotional video about their school for community members, prospective parents, or new students. |
English Mathematics and statistics Technology |
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In this level 2 unit, students learn about local people who make important contributions to the community, and think of ways to acknowledge and thank them. | Social sciences |
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In this level 3 unit, students set up and run their own market fair for caregivers and selected students in their school. |
Social sciences Technology English |
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In this level 1 unit, students create and present a simple play using the legend of Maui and the Sun. |
English The arts |
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In this level 3 unit, students organise a Top Town type competition for other classes in the school. | Health and physical education |
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In this level 4 unit, students investigate social and economic risks experienced by young people and create a "Savvy Safety" action plan. |
Health and physical education Social sciences |
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In this level 3 unit, students practise writing a CV and a letter of application in response to job opportunities. | English |
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In this level 4 unit, students identify a tāngata rongonui and find out about the contributions this person has made to their iwi and community. | Social sciences |
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In this level 1-2 unit, students investigate the properties of corn and corn products, and make popcorn for the marketplace using a range of flavours. |
Mathematics and statistics Science Social sciences |
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In this level 1 unit, students explore the properties of milk, then make ice-cream and host an ice-cream party for family members to enjoy. | Science |
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In this level 3 unit, students investigate natural disasters and help people be better prepared to deal with them. |
English Science Social sciences |
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In this level 1 unit, students are given the opportunity to design new systems to solve an everyday problem at school, such as an untidy classroom, lost property, or rubbish in the playground. | Health and physical education |
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In this level 2-3 unit, students discover ways to promote a healthy food message to the school community. | Health and physical education |
These resources have been developed by classroom teachers to support the application of Education for Enterprise in classrooms. The resources consist of fully developed units of work, and 'learning ideas' – starting points for teachers to use to develop teaching and learning experiences that are relevant and authentic for their own students. The resources are not designed as exemplars, but to be used as stimulus for teachers to develop units of work to meet the needs of students in their own classes.
| Unit plans | Suggested learning areas |
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In this level 4-6 unit, students plan a subdivision of the school playing fields. | Mathematics and statistics |
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In this level 4-6 unit, students take on the role of ‘band manager’ – designing and marketing a band of their own. | English |
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In this level 5 unit, students produce a self-funding newspaper in groups to be distributed to the school or wider community. |
English The arts Health and physical education Mathematics and statistics |
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In this level 5-7 unit, students work with a local club or organisation to develop financial management plans. | Social sciences |
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In this level 4-7 unit, students explore the economic decision-making processes used in undertaking major and minor purchases. | Social sciences |
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In this level 5-7 unit, students learn about democracy, government, and political systems through creating their own political party. | Social sciences |
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In this level 6-8 unit, students work with local businesses to design advertising or product packaging. | English |
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In this level 4-6 unit, students investigate and design a food product for a recreational activity such as sailing. | Technology |
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In this level 5-7 unit, students investigate electricity usage in the school. | Science |
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In this level 5-7 unit, students design and develop prototype electronic signs. | Science |
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In this level 4-7 unit, students do energy audits of their own home, identifying potential areas of efficiency concerns. | Science |
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In this level 4 unit, students organise, lead, and mentor younger students through a thinking and cooperative learning activity. |
Health and physical education Technology |
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In this level 7 unit, students find their own authentic voice through experience of their surroundings. | English |
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In this level 6 unit, students investigate the skills needed for flatting, including choice of flatmates, implications, and financial commitments. |
Social sciences Technology |
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In this level 4-6 unit, students pitch a product or concept to a Dragon’s Den-type panel. | English |
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In this level 7 unit, students form a small ‘business group’, based on providing a sustainable future through a horticultural enterprise of their choosing. | Science |
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In this level 7 unit, students identify a health issue in the community, and plan and implement an overall health promotion strategy. | Health and physical education |
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In this level 7 unit, students investigate international trade, with a focus on a particular product. | Social sciences |
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In this multi-level unit, students create a wiki or website to share New Zealand life with students in countries where the target language is spoken. | Languages |
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In this level 4-6 unit, students identify a local area in the community in need of redevelopment, and develop and implement plans to make changes. | Social sciences |
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In this level 4-7 unit, students interview older people in their community about their life histories. | English |
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In this level 7 unit, students link their learning to an outside client, in a context related to solving design problems. | Technology |
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In this level 5 unit, students undertake a commercially sensitive count of pedestrians (shoppers) and analyse the collected data using statistical calculations and displays. | Mathematics and statistics |
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In this level 6-8 unit, students research agencies that have been set up to raise money, provide services, or offer opportunities for people/groups/nations that are in some way underprivileged. | Social sciences |
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In this level 5-7 unit, students investigate New Zealand's population patterns, processes, and issues. | Social sciences |
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In this level 5-7 unit, students investigate and prepare plans for redecorating a room. | Mathematics and statistics |
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In this level 4-6 unit, students interview refugees living in their local area, and then design a resource kit for teenage refugees. | Social sciences |
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In this level 6-8 unit, students work with a local vineyard or orchard to undertake a sample analysis process. | Mathematics and statistics |
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In this level 4-6 unit, students investigate local sports facilities, and design a perfect recreational facility for young people in their area. | Health and physical education |
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In this level 4-5 unit, students investigate how statistics are used in performance tracking in sport. | Mathematics and statistics |
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In this level 5 unit, students work collaboratively towards producing a 'Wearable Arts'-type dance/movement and drama performance. | The arts |
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In this level 4-6 unit, students research and design a welcome sign for an entranceway into town. | Social sciences |
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In this level 3-4 unit, students identify, interview, and thank volunteers in our community. |
English Health and physical education Social sciences |
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In this level 4-6 unit, students learn about waste in New Zealand and take action in their own community. | Social sciences |
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In this level 2-5 unit, students find out what an ideal food would be for a student in 2030. | Mathematics and statistics |
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In this level 4-6 unit, students investigate a school issue in relation to human rights. | Social sciences |
As part of the ongoing work programme to support senior secondary schools with The New Zealand Curriculum, Te Marautanga o Aotearoa, and NCEA developments, the Ministry is developing senior subject teaching and learning guidelines in business studies and NCEA business studies achievement standards.
These case studies and entrepreneur profiles support teaching and learning in business studies at levels 6–8.
Level 6: Understand how, as a result of internal and external factors, small business owners make operational decisions that have consequences for the success of their business.
Level 7: Explore how and why large businesses in New Zealand make operational decisions in response to internal and external factors – is explored within the context of medium and large businesses with a regional or national significance and connected to students' lives.
Level 8: Analyse how and why businesses in New Zealand, operating in the national and global markets, make operational and strategic decisions in response to interacting internal and external factors (achievement objective one). This objective is to be explored within the context of New Zealand businesses with global reach (exporters, New Zealand owned multinationals) connected to students' lives.
Senior secondary teaching and learning guidelines are now available to support level 6, 7, and 8 curriculum teaching and learning of business studies. Level 1, 2, and 3 achievement standards for business studies have been registered on the National Qualifications Framework.
Level 1, 2, and 3 achievement standards for business studies have been published on the NZQA website.
Assessment resources and exemplars for all level 1, 2 and 3 externally assessed standards have been published on the NZQA website.
The Business Studies Matrix is available in the 'related resources' box on the Business studies page on TKI.
Assessment resources for level 1, 2 and 3 internally assessed standards are available from the Business Studies page on TKI. The conditions of assessment for each level are found in the 'related resources' box of each level page.
Exemplars of student work will be developed for these achievement standards and will be published on the NZQA subject specific resources pages on the NZQA website when suitable student work becomes available.
These templates, tools, and resources have been developed to support principals and curriculum leaders in establishing a school-wide enterprising approach to teaching and learning.
Education for Enterprise Regional Cluster Initiative (Word, 310 KB)
Education for Enterprise Regional Cluster Initiative (PDF, 99 KB)
Characteristics of an E4E teacher (RTF, 54 KB)
Characteristics of an E4E teacher (PDF, 30 KB)
Characteristics of an E4E school (RTF, 48 KB)
Characteristics of an E4E school (PDF, 27 KB)
Developing an E4E school (RTF, 39 KB)
Developing an E4E school (PDF, 25 KB)
Developing Effective E4E Learning Partnerships with the Community (RTF, 75 KB)
Developing Effective E4E Learning Partnerships with the Community (PDF, 43 KB)
Implementing E4E in the school curriculum (RTF, 32 KB)
Implementing E4E in the school curriculum (PDF, 14 KB)
Leading E4E Change in Your School (RTF, 217 KB)
Leading E4E Change in Your School (PDF, 171 KB)
NZC and E4E Key actions for change (RTF, 24 KB)
NZC and E4E Key actions for change (PDF, 18 KB)
Pedgogical Scan of school (RTF, 32 KB)
Pedgogical Scan of school (PDF, 13 KB)
Where are we now and where do we want to be with E4E? (RTF, 42 KB)
Where are we now and where do we want to be with E4E (PDF, 20 KB)
These websites and online resources have been selected to support school leaders and teachers in embedding Education for Enterprise into the school curriculum.
Ministry of Education
The website of the New Zealand Ministry of Education contains information about early childhood, primary, secondary, and tertiary education in New Zealand. It includes publications, research, job vacancies, and information on Māori and Pacific education.
New Zealand Trade and Enterprise
This website has been developed to provide practical resources and tools to help those who wish to tell the story of New Zealand to the world.
New Zealand Curriculum
The new curriculum was launched on 6 November 2007, following one of the most comprehensive consultation processes undertaken by the Ministry of Education. The challenge now is to build on this framework, offering our young people the most effective and engaging teaching possible and supporting them to achieve to the highest of standards.
Growth and Innovation: Benchmark Indicators Report 2003
This is a progress report for 2003 from the Ministry of Economic Development, relating to industry and regional development.
Education Counts
The Ministry of Education's online space for you to access statistical data, quantitative information, and research about the education sector.
Enterprise Northland
The Education for Enterprise project community partner for the Northland cluster of schools. The website contains information about the E4E activities in the region and teacher resources.
Nelson Regional Economic Development Agency
The Education for Enterprise project community partner for the Nelson cluster of schools. It contains information about the E4E activities in the region and teacher resources.
Development West Coast
The Education for Enterprise project community partner for the West Coast cluster of schools. It contains information about the E4E activities in the region.
City of Manukau Education Trust
The Education for Enterprise project community partner for the Manukau cluster of schools. The website contains information about the E4E activities in the region.
Future Problem Solving (FPS)
This programme and associated competition encourages an enterprising approach to future problem solving based on a six-step problem-solving process. This can also be applied to building community relationships using the Community Partnerships Scheme (CmPS).
Futureintech
This New Zealand website has been designed to encourage secondary and tertiary students to study for future careers in technology, engineering, and science. It includes career and study options, awards, scholarships, grants, and links to education sites.
Young Enterprise Trust
Young Enterprise Trust is a charitable trust sponsored by several government agencies and the private sector, which provides programmes to build school students' economic literacy. This website gives details of four programmes for different age groups – Young Enterprise Scheme (YES), Financial Education programme (FED), Enterprise Student Programme (ESP), and Primary Enterprise Programme (PrEP).
Business New Zealand
Business New Zealand is New Zealand's largest advocacy group for enterprise. It works to promote sustainable growth through free enterprise.
Employers and Manufacturers Association (EMA)
EMA is a membership organisation that promotes the success of business, and supports member organisations in their regions to grow and develop their business.
Canterbury Employers’ Chamber of Commerce
Otago Southland Employers’ Association
Excelerator
This section of the New Zealand Leadership Institute website provides information about the Excelerator programme, intended to enhance the understanding of leadership in New Zealand and to ensure the country has talented and skilled leaders who will develop, guide, and advance organisations and communities.
Te Kaihau Education Trust
The Te Kaihau Education Trust houses current and future social enterprise projects undertaken by the directors of Te Kaihau Ltd. Currently, this includes the Global Enterprise Experience (GEE).
TED: ideas worth spreading
Inspirational thinking and presentations for teachers about "how we learn".
The Small Business Company
The Small Business Company is developing online resources and learning opportunities that are associated with Education for Enterprise and 21st century learning.
Published on: 16 Feb 2015
