Syllabus: Pearson - A Level Business
Module: 1.5 Entrepreneurs and Leaders
Lesson: 1.5.1 Role of an Entrepreneur

Introduction

The “Role of an Entrepreneur” sits within Theme 1 of the Pearson Edexcel A Level Business specification, under Topic 1.5: Entrepreneurs and Leaders. This foundational unit introduces students to the key functions of entrepreneurs in business contexts, from spotting opportunities to taking calculated risks. It’s a highly practical part of the syllabus, offering ample scope for active learning and classroom debate.

This topic not only builds commercial awareness but also sets the tone for many subsequent themes in the course. For teachers, it’s a powerful early unit to bring real-world business into the classroom, while preparing students for both Paper 1 and Paper 3.

Key Concepts

Students need to understand and apply the following, as per the Pearson Edexcel A Level Business specification:

• The different roles of an entrepreneur:

  • Creating and setting up a business

  • Running and expanding/developing a business

  • Innovation within a business

  • Anticipating risk and uncertainty in business environments

• Motivations of entrepreneurs:

  • Profit maximisation vs. non-financial motives (e.g. ethical stance, social enterprise)

• Barriers to entrepreneurship and how they are overcome

• The impact of entrepreneurs on the economy:

  • Job creation

  • Innovation and competitiveness

  • Contributions to national income and tax revenues

• Support for entrepreneurs (e.g. enterprise programmes, grants, incubators)

This content aligns directly with the broader economic themes of resource allocation, opportunity cost, and the importance of enterprise in economic growth.

Real-World Relevance

Entrepreneurship is no longer just the realm of Silicon Valley tech giants. From small-scale side hustles to fast-scaling start-ups, the UK business ecosystem is full of relevant case studies.

Case example: Grace Beverley (TALA and Shreddy)
Grace transitioned from social media influencer to CEO, building two businesses rooted in sustainability and digital engagement. She embodies the modern entrepreneur: socially conscious, tech-savvy, and brand-aware.

Local relevance: Many students or their families know someone running a business, from catering to cleaning. These examples bring the topic closer to home. You can also reference local business start-up hubs, such as Hatch Enterprise in London or The Prince’s Trust for young entrepreneurs.

How It’s Assessed

This content appears across all three exam papers, particularly in Paper 1 (Marketing and People) and Paper 3 (Investigating Business in a Competitive Environment).

Question styles to expect:

• Short-answer (e.g. “State two roles of an entrepreneur”)

• Application-based (e.g. “Explain how a local entrepreneur you studied contributes to economic growth”)

• Data response and case study analysis

• Extended evaluative responses using command words like “assess”, “evaluate”, “to what extent”

Exam tip: Students often lose marks by not applying knowledge to context. Encourage them to use real examples (from their own community or case studies) to secure AO2 marks.

Enterprise Skills Integration

This topic is a natural fit for active learning. It fosters:

• Risk analysis: Students weigh up real or hypothetical business risks

• Decision-making: Simulating choices around funding, marketing, or operations

• Problem-solving: Considering how to overcome barriers to start-up success

• Leadership awareness: Reflecting on the qualities and trade-offs of entrepreneurial leadership

Using Enterprise Skills’ Business Simulations can deepen these experiences. For example, the simulation modules allow students to step into the shoes of an entrepreneur—choosing markets, managing teams, and adjusting strategy on the fly. These plug-and-play tools bring the unit to life without adding planning workload.

Careers Links

This lesson supports Gatsby Benchmarks 4, 5 and 6:

• Benchmark 4: Explicit curriculum link between business theory and entrepreneurial careers

• Benchmark 5: Encounters with entrepreneurs (e.g. guest speakers or virtual sessions)

• Benchmark 6: Simulated workplace experiences through digital business games or competitions

Relevant career paths include:

• Small business owner

• Startup founder

• Product manager

• Social enterprise leader

• Innovation officer within established firms

It also prepares students for enterprise-focused degrees or BTEC business qualifications with a vocational element.

Teaching Notes

Common pitfalls:

• Students confuse “entrepreneur” with “manager” – clear this up early.

• Overfocus on financial motives – ensure students explore non-financial drivers.

• Weak application – use case studies and student-led inquiry to build context.

Suggested activities:

• Mini-case study debates: Should an entrepreneur take out a bank loan or crowdfund?

• Idea pitch challenge: Students design a micro-business and present to a “panel” (can be peers or external guests)

• Enterprise walkabout: Ask students to identify and research small businesses in their area.

Extension opportunities:

• Link with economics topics like opportunity cost and government intervention in markets.

• Invite a local entrepreneur for Q&A.

• Run a Skills Hub simulation focusing on opportunity spotting and resource allocation.

Teacher tip: This unit is ideal for early term as it boosts engagement and allows diagnostic insight into student strengths (e.g. verbal confidence, writing structure, analytical ability).