— The entrepreneurship project | Secondary education
New ideas and solutions are constantly coming from all corners, leading to innovation. There is so much to learn from each other and combining the talents is the ultimate goal in this project. Working together with others from different fields of interest often produces the best results. For example, someone in healthcare sees a problem and has an idea for a product, after which someone with a business background can turn this into a running business.
Especially for students in secondary education, we have developed a super cool project in which, in groups, a complete business plan is worked out. From brainstorming ideas to market research and from finances to the prototype; a company is created with a visual approach. Nothing is too crazy and who knows, maybe the new Airbnb, Tesla or Netflix will be invented at your school!
The possibilities are endless and at the end of this project, the ideas are pitched with possibly a critical jury of teachers. Thinking out all possible scenarios is done in a visual and orderly way. An ultimate combination of visual communication, entrepreneurship and skills from different disciplines.
— The objectives
So with this project, the students are not only engaged in business but also in visual communication, skills of the future and various core educational objectives together.
The perfect opportunity to offer a new experience in a practical way.
The great thing about this project is that it consists of several days. This way, we can go in-depth with the teaching material. In between, there is time to work everything out. In the days that we are not present, we are always available for questions or coaching sessions.
In figuring out finances, students learn to do maths in an applied way.
We do provide this project also in Dutch. Ideal for developing speaking skills.
Applying the material in practice
Different topics are directly applied to understand them better.
Both oral and written skills are covered in this project.
Important concepts can be applied directly in practice.
Creativity, problem solving, cooperation and much more.
— Project programme
The whole programme will be worked out in a visual way.
The programme can be followed in 8 sessions of ±2,5 hours.
If the programme is followed in 3 days, the structure is as follows
Day 1: sessions 1 to 4
Day 2: sessions 5 & 6
Day 3: sessions 7 & 8
The students learn the basics of visual communication while engaging in creativity exercises and idea generation.
Who is the ideal customer for their business idea? And what are the characteristics of this target group?
Now that we know who the ideal customer is, the research can begin. Does the idea already exist? Who are the competitors? How can you best enter this market?
Time to dive into the Numbers. Topics such as margins, break-even analysis and future expectations are discussed. But it is also important to talk about financing the business itself.
In a visual way, the students get to work on making a prototype. Think of a business origami, app development (paper) or user flow charts.
Now that the business plan has been fully thought out and the investment has been determined, it is time to make your company visible. What is the feeling you want to give to your customers and how are you going to give it shape?
A good story is half the battle. In this time, the students will work on the preparations for the pitch. In between, we are available for any questions and coaching sessions.
Time for the real thing! Convince us (and any critical teachers) that your idea is the best. On the basis of feedback and votes, a top 3 will be determined. This is of course worth a prize!
— The power of combination
Core objectives VMBO - GL/TL (Dutch education system)
Learning to execute
2.1 Reading and listening to Dutch/English texts
2.2 Produce oral texts in correct Dutch/English
2.3 Search, select, collect and organise information in different databases
2.4 Applying the basic arithmetic skills, using arithmetic rules, measuring and estimating
3.2 Use strategies for acquiring new knowledge and skills, such as memorising, taking notes, making diagrams, making connections with existing knowledge
3.3 Using strategies for understanding oral and written information
3.4 Thoughtfully solving choice problems
3.5 Investigating a simple business or social issue in a planned way
learning to communicate
4.2 Consultation and cooperation in a team
4.3 Use appropriate interviewing techniques
4.7 Presenting oneself and one’s own work
NE/K/2 Basic skills: can apply basic skills related to communication, cooperation, and acquiring, processing and presenting information.
NE/K/5 Speaking and conversation skills: can: (1) collect and process relevant information for the speaking and conversation situation (2) use strategies for the speaking and conversation situation (3) express the speaking/listening purpose in the situation.
MVT/K/2 Basic skills: Can apply basic skills related to communication, cooperation, and acquiring, processing and presenting information.
MVT/K/6 Conversational competence: can (1) react adequately in common social contacts, such as greetings (2) give information and ask questions (3) ask for and give an opinion/judgment (4) express and ask about (personal) feelings (5) describe a person, object or event, also from the past and future.
WI/K/2 Basic skills: can apply basic skills related to communication, cooperation, and acquiring, processing and presenting information.
WI/k/4 Algebraic relationships: Be able to solve problems involving relationships between variables by: (1) use tables, graphs and formulas for different types of relationships (2) use appropriate mathematical models.
WI/K/5 Arithmetic, measurement and estimation: can calculate efficiently and evaluate numerical data critically, and in doing so can: (1) estimate and calculate with common measures and quantities (2) use the calculator wisely.
WI/K/7 Information processing, statistics: can collect, represent and analyse information by means of graphics, and in doing so can: (1) use statistical representation forms and a graph (2) formulate expectations and draw conclusions on the basis of the processed information.
WI/K/8 Integrated Mathematical Activities: can translate problems in everyday situations into mathematical problems, and in doing so: (1) use the above skills in an integrated way (2) draw conclusions relevant to the problem situation in question.
WI/V/2 Enrichment tasks: The student performs complex tasks, which involve the process of choosing the problem area, identifying and mathematising the problem situation, solving the problem, putting the solution back into the original situation and reflecting on the process.
EC/K/2 Basic skills: can apply basic skills related to communication, cooperation, and acquiring, processing and presenting information.
EC/K/4A Consumption: understands aspects of consumer behaviour, such as choices, needs, income and the functions of money, borrowing and saving, and can apply this understanding to a given case.
EC/K/4B Consumptie en consumentenorganisaties: heeft inzicht in bankieren, zoals het verkrijgen van vreemde valuta, vormen van sparen en lenen, en de motieven en kenmerken van verzekeringen, en kan informatie van consumentenorganisaties gebruiken.
EC/K/5A Labour and production: understands aspects of producer behaviour such as costs, revenues, profit, added value and is able to apply this understanding to a given case.
EC/K/5B Labour and business: understands the production of goods and services and the stages a product goes through from the producer of raw materials to the retailer.
Profile subject: Economics and Business
P/EO/1.1: Recognise and apply the retail formula and marketing tools with respect to the target group, the assortment and the market position.
Core objectives for HAVO/VWO substructure (Dutch education system)
- The student learns to express himself comprehensibly in writing and orally.
- The student learns to use strategies to acquire information from spoken and written texts.
- The student learns to search for information in written and digital sources, to organise it and to assess its value for himself and for others.
- The student learns to participate in consultation, planning, discussion in a group.
- The pupil learns to give an oral presentation.
- The student learns to use strategies to acquire information from spoken and written English language texts.
- The student learns to search for information in English-language written and digital sources, to organise it and to assess its value for himself and for others.
- The student learns to give others a picture of his daily life in spoken language.
- The student learns to make standard conversations to buy something, ask for information and ask for help.
Arithmetic and Mathematics
- The student learns, alone and in cooperation with others, to recognise and use mathematics in practical situations to solve problems.
- The student learns to recognise the structure and cohesion of positive and negative numbers, decimal numbers, fractions, percents and ratios, and learns to work with them in meaningful and practical situations.
- The student learns to calculate and reason precisely and estimatively, based on an understanding of accuracy, order of magnitude, and margins that are appropriate in a given situation.
- The student learns to systematically describe, organise and visualise data and learns to critically evaluate data, representations and conclusions.
Core objectives upper secondary school HAVO/VWO (Dutch education system)
Domain B: Listening comprehension
Domain C: Conversation skills
Domain B: Oral language skills
Domain A: Skills
Domain B: Algebra and counting
Domain C: Connections
Domain D: Changes
Domain E: Statistics
Domain A: Skills
Domain B: Functions and graphs
Domain A: Skills
Domain B: From person to legal entity
Domain D: Investing and financing
Domain E: Marketing
Domain F: Financial policy
There is an entrepreneur in everyone!
If you look around you, everyone knows several entrepreneurs, from a small hobbyist, to a gym owner, to an own law firm. These people all have passion for their profession and want to share this with the world.
So there is also an entrepreneur in your students. Who knows, maybe they will start their own hairdressing salon, a construction company or become an independent consultant in the future. Through this project, they discover at an early age what is involved in entrepreneurship and how they can use their unique strengths.
We see the world around us changing rapidly. It is therefore very important to keep developing the skills of the future.
With our project, we focus on the following skills:
– Problem solving ability
– Collaborative work
– Digital skills
Visual Communication is what we stand for. By looking, learning and communicating in a different way, pupils discover a way that suits them. In addition, visual stimulates a large part of the 21st century skills.
There will always be a combination with verbal communication, but by offering visual as an option, students can work to find a balance that suits them best.
— The investment
The entrepreneurship project1 Project
Duration: 8x 2.5 hours or 3 days (8 hours | 8 hours | 4 hours)
Maximum: 50 pupils
Use of materials
Workshop Visual Communication
Workshop Creativity and Idea Generation
Workshop Market Research
Workshop Ideal Customer
Workshop Accounting and Finance
Workshop Visual Storytelling and Pitching
Always available for questions in between sessions
* Above price is excluding 21% VAT
— No time for a whole course?
One day of business | Secondary education
In this project, we will work for one day on the company the students want to start. The elaborations will be more compact, but that does not mean that this experience is not a unique opportunity to discover entrepreneurship for pupils.
It will be an inspiring day for students and who knows, maybe this will inspire students to become entrepreneurs themselves in the future.