Exploring and Presenting Enterprise Ideas — Gateway Qualifications Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This element focuses on learners at Entry 1 developing basic entrepreneurial skills by discussing simple enterprise ideas, selecting a feasible idea based

    Topic Synopsis

    This element focuses on learners at Entry 1 developing basic entrepreneurial skills by discussing simple enterprise ideas, selecting a feasible idea based on personal preference and basic criteria, and presenting it to others. It provides a foundation for independent living by fostering communication, decision-making, and self-advocacy in a supported context, with practical applications such as planning a small sale or service.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Exploring and Presenting Enterprise Ideas

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This element develops learners' ability to generate, discuss, and refine simple enterprising ideas, then select and present a chosen concept to peers. It builds fundamental skills in communication, decision-making, and public speaking within a supported vocational context, preparing learners for project work or community enterprise activities.

    13
    Learning Outcomes
    48
    Assessment Guidance
    47
    Key Skills
    13
    Key Terms
    49
    Assessment Criteria

    Assessment criteria

    Gateway Qualifications Entry Level Award In Progression (Entry 3)
    Gateway Qualifications Level 1 Award In Progression
    Gateway Qualifications Level 2 Certificate In Progression
    Gateway Qualifications Level 2 Award In Progression
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 3)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 2)
    Gateway Qualifications Entry Level Diploma in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 1)
    Gateway Qualifications Entry Level Certificate in Skills for Independent Living (Entry 2)
    Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 2)

    Topic Overview

    The Gateway Qualifications Entry Level Extended Certificate in Skills for Independent Living (Entry 1) is designed to help learners develop the essential skills needed to live more independently. This qualification covers a range of practical areas, including personal care, home management, community participation, and basic money management. It is ideal for students who are beginning their journey towards independent living, providing a structured framework to build confidence and competence in everyday tasks.

    This qualification matters because it equips students with the foundational knowledge and skills required to navigate daily life safely and effectively. By focusing on real-world applications, such as preparing simple meals, using public transport, and managing personal hygiene, learners gain the ability to make informed choices and take greater responsibility for themselves. The course also emphasizes communication and social skills, which are vital for building relationships and accessing community resources.

    Within the broader context of life skills education, this Entry Level 1 certificate serves as a stepping stone to higher levels of independence and further learning. It aligns with the UK's personal, social, health and economic (PSHE) education framework and supports the development of employability skills. Students who complete this qualification are better prepared for more advanced study in independent living or for transitioning into supported employment or further education.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care routines: Understanding and practising daily hygiene tasks such as washing, dressing, and oral care to maintain health and wellbeing.
    • →Home safety: Identifying common hazards in the home (e.g., hot surfaces, sharp objects, electrical sockets) and knowing how to respond to emergencies like fires or accidents.
    • →Basic money management: Recognising coins and notes, understanding the concept of spending and saving, and making simple transactions in real or simulated settings.
    • →Community participation: Using local facilities such as shops, libraries, and public transport, and understanding how to ask for help or directions when needed.
    • →Communication skills: Expressing needs and preferences clearly, listening to others, and using appropriate social behaviours in different situations.

    Learning Objectives

    What you need to know and understand

    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for actively contributing at least one feasible idea during a group discussion.
    • Award credit for listening and responding appropriately to others' suggestions, demonstrating collaborative skills.
    • Award credit for clearly stating the chosen enterprise idea verbally or in writing.
    • Award credit for giving at least one simple reason for the selection, such as 'it is easy to do' or 'it will interest people'.
    • Award credit for presenting the idea to others in a structured manner, e.g., explaining what it is, why it was chosen, and how it might work.
    • Award credit for using basic visual aids or props to support the presentation, if appropriate.
    • Award credit for demonstrating a thorough discussion of multiple enterprise ideas, showing understanding of their strengths and weaknesses.
    • Credit should be given for providing a justified rationale for selecting one idea, referencing criteria such as feasibility, resources, and potential impact.
    • Marks should be allocated for identifying at least two realistic risks and outlining sensible mitigation strategies.
    • Award marks for delivering a clear, structured presentation that uses appropriate language and engages the audience.
    • Award credit for demonstrating effective brainstorming techniques to generate a diverse range of enterprise ideas, supported by notes or mind maps.
    • Assess for a clear rationale when selecting the final enterprise idea, referencing criteria such as personal skills, resource availability, target market and feasibility.
    • Expect a comprehensive risk assessment that identifies at least three distinct risks (financial, operational, reputational, etc.) and proposes realistic contingency plans.
    • Look for a well-structured presentation that includes an introduction, explanation of the idea, market need, implementation outline, risk summary, and a conclusion.
    • Credit should be given for engaging delivery, appropriate use of visual aids, and the ability to respond to audience questions with relevant, considered answers.
    • Award credit for demonstrating a structured discussion that includes at least two enterprise ideas, with clear comparison of their strengths and weaknesses.
    • Award credit for providing a reasoned justification for the selection of one enterprise idea, referencing factors such as resources, market demand, and personal skills.
    • Award credit for identifying a minimum of two specific risks (e.g., financial, operational, reputational) and outlining basic mitigation strategies.
    • Award credit for delivering a well-organised presentation that uses appropriate visual aids and engages the audience, with clear explanation of the enterprise idea and its potential impact.
    • Award credit for demonstrating active participation in group discussions, including listening and responding appropriately to others' ideas.
    • Credit the learner's ability to give at least one valid reason for their choice of enterprise idea, showing basic evaluative thinking.
    • Look for evidence of a clear and structured presentation, such as describing the product/service, target customers, and how it could be made or delivered.
    • Assessors should credit the use of simple visual aids or props to support the presentation, even if minimal.
    • Award credit for demonstrating the ability to contribute at least one relevant idea verbally or through alternative communication during a group discussion, even with significant support.
    • Award credit for showing evidence of a simple selection process, such as pointing to a preferred idea from a visual choice board and giving a basic reason (e.g., 'I like baking').
    • Award credit for presenting the chosen enterprise idea to others using any appropriate communication method (speech, signing, symbol) with minimal prompting, and indicating a basic understanding of what is involved.
    • Award credit for demonstrating active participation in group discussions, contributing at least one original enterprise idea and responding to others' suggestions.
    • Award credit for using a simple decision-making tool (e.g., a pros and cons list) to justify the selection of one idea over others.
    • Award credit for delivering a clear, structured presentation that outlines the enterprise idea, its purpose, and basic practical requirements (e.g., resources, target customers).
    • Award credit for demonstrating the ability to contribute at least one relevant enterprise idea during a group discussion, using clear verbal or alternative communication methods.
    • Look for evidence of comparing at least two ideas, including simple criteria such as cost, resources needed, or personal skills, to justify the chosen enterprise activity.
    • Expect a clear presentation of the selected idea, which may include a basic visual aid (e.g., poster, photos) and an explanation of what the enterprise does, who the customers are, and how it might make money or benefit the community.
    • Award credit for demonstrating the ability to contribute at least one feasible enterprise idea during the discussion, relevant to personal skills or community needs.
    • Award credit for providing a clear and simple justification for choosing the selected enterprise idea over other options, showing basic evaluation.
    • Award credit for presenting the chosen idea using appropriate communication methods (e.g., clear speech, eye contact, visual aids) to ensure understanding by others.
    • Award credit for demonstrating the ability to contribute at least one personal idea during a group discussion, using verbal or non-verbal communication appropriate to the learner's needs.
    • Award credit for showing a clear preference or making a simple choice between enterprise ideas, e.g., by pointing, using a symbol, or stating a preference with support.
    • Award credit for presenting a chosen enterprise idea to a familiar audience, including at least one feature such as what the product/service is or who might buy it, using pictures, objects, or simple words.
    • Award credit for contributing at least one relevant enterprise idea during a group or one-to-one discussion, using verbal or non-verbal communication methods (e.g., symbols, gestures, assistive technology).
    • Evidence should show the learner can make a clear choice between two or more enterprise ideas, and provide a simple reason for their selection (e.g., 'I chose a car wash because I like being outside').
    • For presenting, the learner must communicate the chosen idea to others in a way that is understandable, such as through speech, a poster, a role play, or a digital slide, matching the idea to a simple description or image.
    • Award credit for contributing at least one realistic enterprise idea during the discussion, with a simple explanation of what the enterprise would do.
    • Award credit for demonstrating active listening by responding to a peer’s idea with a relevant question or comment.
    • Award credit for selecting one idea from the options discussed and providing a straightforward reason for the choice (e.g., 'I chose this because it helps people in the park').
    • Award credit for presenting the chosen idea in a clear, structured format, covering the basic purpose and intended audience or beneficiaries.
    • Award credit for generating at least two distinct enterprise ideas that are realistically linked to personal interests or capabilities.
    • Credit evidence of selecting one idea with a simple justification, such as considering available resources, costs, or personal enjoyment.
    • Look for a structured presentation that includes a simple description of the idea, its purpose, and how it could be carried out, even with scaffolded support.
    • Accept non-verbal or supported communication as valid evidence of discussing and presenting, provided the learner’s intent is clear.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Prepare several simple enterprise ideas before the discussion, considering what resources you have and what might interest your group.
    • 💡Practice explaining why you chose an idea using a basic format: 'I chose [idea] because [reason], and it could work by [brief method]'.
    • 💡When presenting, use a clear structure: introduction (what your idea is), main points (why it's good), and conclusion (how to move forward).
    • 💡Use everyday language and short sentences; avoid complex terms unless you can explain them simply.
    • 💡If using visual aids, keep them simple and relevant - one powerful image or a key word can be more effective than a cluttered poster.
    • 💡Use a structured format when presenting ideas, such as: introduction, idea description, justification, risks, and conclusion.
    • 💡Practice your presentation to ensure clarity and timing, and prepare for potential questions from the audience.
    • 💡When discussing risks, show you have thought about how to minimize them, not just listing them.
    • 💡Engage your audience with visual aids or interactive elements to enhance your presentation.
    • 💡When discussing ideas, document the conversation with notes showing how each member contributed, highlighting creative disagreements and negotiated decisions.
    • 💡For idea selection, create a decision matrix that scores options against key factors like cost, skills match, and market demand; this provides explicit evidence of reasoned choice.
    • 💡In your risk assessment, always link each risk to a practical ‘what if’ scenario and a clear contingency action; this demonstrates deeper understanding.
    • 💡Practice your presentation multiple times with a peer audience to refine timing and clarity; ensure you can deliver confidently without reading from slides.
    • 💡After presenting, self-reflect on your performance and note how you addressed feedback or questions—this can be included as supplementary evidence of learning.
    • 💡Always structure your presentation with a clear introduction (outline the idea and purpose), main body (explain selection, risks, and benefits), and conclusion (summarise key points and invite questions).
    • 💡Use the risk identification as a chance to show critical thinking; go beyond generic risks like 'loss of money' and consider reputation, legal compliance, or supplier reliability.
    • 💡Practise your timing and delivery in advance; ensure you allocate roughly equal time to explaining the idea, justifying your choice, and addressing risks.
    • 💡If part of the assessment includes a Q&A, prepare by anticipating likely questions about your enterprise idea, such as 'What if the equipment fails?' or 'How will you attract customers?'
    • 💡Practice brainstorming in a group before the assessment to build confidence in sharing and building on ideas.
    • 💡When selecting an idea, use a simple pros-and-cons list to help justify your choice clearly to the assessor.
    • 💡Rehearse your presentation with a friend or family member, focusing on speaking clearly and using any visual aids effectively.
    • 💡During the presentation, maintain eye contact and refer to your notes sparingly to show you are well prepared.
    • 💡Use visual supports like pictures, symbols, or objects to scaffold discussion and selection, and record the process with annotated photographs or witness statements.
    • 💡For the presentation, encourage learners to use props, demonstrations, or role-play to convey their idea, ensuring the evidence captures their individual communication style.
    • 💡Provide a simple template or framework for presenting (e.g., 'My idea is…', 'I will need…', 'People will buy it because…') to help structure learner responses without over-directing.
    • 💡Regularly review progress against the learning objectives and ensure that evidence is clearly mapped to each outcome to meet awarding organisation moderation requirements.
    • 💡Encourage learners to brainstorm ideas in a structured way, such as using a mind map, to ensure a wide range of possibilities are considered.
    • 💡Before selecting an idea, remind learners to check if they have access to the needed resources and skills, to avoid disappointment later.
    • 💡When presenting, practice with a peer to get feedback on clarity and confidence, and use visual aids if allowed to support the explanation.
    • 💡Practice your presentation multiple times to ensure you can speak naturally about your enterprise idea and answer simple questions from assessors or peers.
    • 💡When discussing ideas, use a mind map or simple list to show all your thoughts; this provides evidence of your brainstorming process for your portfolio.
    • 💡Include a simple plan for your chosen enterprise, such as what you will need and what steps you will take, even if you don't carry it out, to demonstrate thorough consideration.
    • 💡During the discussion, listen to others' ideas and think about what might work best for you; practice giving simple reasons for your preferences.
    • 💡When presenting, use a simple format: start with the idea's name, describe what it is, how it could be done, and end with a reason why it's a good choice.
    • 💡Encourage learners to choose an enterprise idea that is already familiar or personally achievable, such as making greetings cards or washing cars, to boost confidence and authenticity of evidence.
    • 💡Remind learners to use visual aids, like props or a simple poster, during their presentation, as this supports communication and can demonstrate understanding even if verbal skills are limited.
    • 💡For evidence, ensure assessors capture the learner’s voice in decision-making, e.g., by recording the moment they select an idea from options, to meet the assessment criteria for active participation.
    • 💡Use visual aids, such as picture cards or a talking mat, to help learners generate and communicate ideas during the discussion phase.
    • 💡Encourage learners to select enterprise ideas that relate to their personal interests or existing skills, as this increases motivation and feasibility.
    • 💡Practise presenting in pairs before sharing with the whole group, and allow learners to use props, photos, or simple written sentences to support their presentation.
    • 💡Portfolio evidence for this unit should include a witness statement or video of the discussion and presentation, along with any resources the learner created.
    • 💡In discussions, ensure you speak clearly and contribute at least one idea; also show you are listening by asking a question or repeating what someone else said.
    • 💡When selecting your idea, always give a reason, no matter how simple—this proves you have thought about the options.
    • 💡For the presentation, use props, drawings, or key words as prompts, and start by stating the name of your enterprise and its main purpose to structure your talk.
    • 💡Use a simple brainstorming session to list ideas linked to everyday skills (e.g., making sandwiches, gardening, simple crafts) to meet the discussion criterion.
    • 💡When selecting an idea, ask the learner to compare two options using a simple pros and cons chart to demonstrate decision-making.
    • 💡For the presentation, encourage the use of basic visual aids like photos or drawings on a poster, and practice talking through a clear structure: what the idea is, why it was chosen, and a simple plan for doing it.
    • 💡Reassure learners that the assessment is about showing the process—discussing, choosing, presenting—not the success of the enterprise itself, so they can focus on clear communication.
    • 💡Tip 1: Use real-life examples in your assessments. For instance, when demonstrating money skills, show that you can identify coins and use them in a role-play shop scenario. This shows practical understanding.
    • 💡Tip 2: Practice verbalising your thought process. When completing a task like making a snack, explain each step aloud. This helps assessors see your reasoning and ensures you don't miss safety steps.
    • 💡Tip 3: Keep a simple diary or log of your daily activities. This can help you remember what you've done and provide evidence for your portfolio. Even a few sentences each day can be very useful.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may confuse an enterprise idea with a personal hobby, not considering its viability as a small project or business.
    • Failing to actively listen during discussion, leading to repetition of ideas or lack of constructive feedback.
    • Selecting an idea without giving a clear reason, often just because 'I like it' without further justification.
    • Presenting information in a disorganized way, jumping between points without a logical sequence.
    • Speaking too quietly, mumbling, or relying solely on written notes without engaging the audience.
    • Failing to consider the viability of ideas, focusing only on creative aspects.
    • Selecting an idea without adequate justification, or ignoring feedback from peers.
    • Overlooking key risks such as financial, health and safety, or reputational risks.
    • Reading a script verbatim during presentation without engaging the audience.
    • Learners often fail to provide a clear justification for their chosen enterprise idea, simply stating a preference rather than evaluating against objective criteria.
    • Risk assessments are frequently superficial, listing only generic threats without detailing specific impacts or tailored mitigation strategies.
    • Presentations commonly lack structure, missing a clear introduction or rushing the implementation details, leading to a disjointed delivery.
    • Some learners overlook the importance of audience awareness, using inappropriate language or failing to adapt their presentation style to the audience’s needs.
    • In discussions, candidates may dominate or disengage; evidence of effective group work and balanced participation is often underdeveloped.
    • Learners often choose an enterprise idea based solely on personal interest without considering practical constraints like cost, time, or market need.
    • Many students confuse risks with general challenges and fail to specify distinct risks or propose any form of contingency planning.
    • Presentations frequently lack a clear logical flow, jumping between description, justification, and risk analysis without linking them coherently.
    • Over-reliance on reading from notes or slides instead of speaking to the audience, resulting in poor engagement and lower marks for communication skills.
    • Learners often confuse a hobby with a viable enterprise idea without considering customer demand or practicalities.
    • Presentations may lack structure, with learners jumping between points or forgetting the core purpose of the enterprise.
    • Some learners dominate discussions while others remain passive; assessors need to ensure all candidates have opportunity to contribute.
    • Learners might select an enterprise idea based on personal preference only, without any reasoning linked to feasibility or resources.
    • Learners may suggest ideas that are unrealistic given available resources (e.g., buying expensive materials) without considering practical constraints.
    • When selecting an idea, learners often rely solely on personal liking without explaining any practical aspect, such as how easy it is to do or who might buy it.
    • During presentation, learners may require excessive prompting; assessors must differentiate between learner’s own contribution and adult support.
    • Selecting an overly complex idea that is not feasible with available resources, rather than a simple, achievable enterprise.
    • Failing to provide a clear reason for choosing one idea over another, instead relying on personal preference without evaluation.
    • When presenting, focusing too much on minor details and not covering the key elements such as what the enterprise is, who it is for, and how it will run.
    • Choosing an enterprise idea that is overly ambitious or unrealistic for their current skill level, such as an idea requiring advanced technical knowledge or significant start-up funds.
    • Failing to provide a clear reason for selecting one idea over another, merely stating a personal preference without considering practical factors like cost, time, or available support.
    • During presentations, reading directly from notes without engaging the audience or using visual aids, which limits communication effectiveness.
    • Selecting an enterprise idea that is unrealistic or beyond the learner's current resources and abilities, without considering practical constraints.
    • Presenting the idea without structure, leading to a confusing explanation that fails to convey the key points to the audience.
    • Learners often confuse a hobby or personal interest with a viable enterprise activity, failing to identify a potential customer or simple transaction.
    • Some learners may overlook the need to consider basic resources or support required, leading to ideas that are impractical for their current setting.
    • During presentations, learners might merely name the idea without describing any key details, missing the communication aim of the task.
    • Learners may confuse an enterprise activity with a hobby or leisure activity, failing to identify how it could involve selling a product or service.
    • Ideas are often unrealistic given available resources; for example, suggesting 'open a shop' without understanding the skills, money, or time required.
    • Some learners struggle to engage in group discussions due to communication difficulties and may need structured support to contribute.
    • When presenting, learners might simply name the idea without explaining what it involves or why they chose it.
    • Learners often select an idea solely based on personal preference without considering its practicality or whether it meets the needs of a target group.
    • Some learners either dominate the group discussion or withdraw entirely, failing to balance speaking and listening contributions.
    • When presenting, learners may omit essential details such as what the enterprise does or why it is needed, leaving the audience with an incomplete picture.
    • Choosing an enterprise idea that is too complex or beyond the learner’s current skill set without appropriate simplification or support.
    • Failing to consider the practical aspects of the idea, such as where materials would come from or who might buy the product/service.
    • Relying on a single, brief spoken statement without a visual aid or clear structure, which limits how effectively the idea is communicated.
    • Confusing an enterprise activity with a hobby or one-off task, missing the element of producing something to exchange with others.
    • Misconception: 'Independent living means doing everything alone.' Correction: Independence is about making choices and managing tasks, but it's okay to ask for help when needed. The course teaches when and how to seek support.
    • Misconception: 'Money management is just about spending.' Correction: It also involves recognising the value of money, budgeting for essentials, and understanding that some items cost more than others. Saving is a key skill.
    • Misconception: 'Personal care is only about appearance.' Correction: Good personal care is crucial for health, preventing infections, and feeling confident. It includes habits like handwashing and dental care.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Entry Level 1 qualification, as it is designed for beginners. However, learners should be able to communicate basic needs and follow simple instructions. Prior experience with everyday tasks at home or in a supported setting is helpful but not essential.

    Key Terminology

    Essential terms to know

    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Know the risks involved in implementing the enterprise activity.4. Be able to present an idea for an enterprise activity to an audience.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.
    • 1. Be able to discuss ideas for an enterprise activity.2. Be able to select an enterprise idea.3. Be able to present an idea for an enterprise activity to others.

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