Syllabus: WJEC - GCSE Business
Module: 1. Business Activity
Lesson: 1.3 Business Enterprise

Introduction

This unit, “Business Enterprise”, is a core part of the WJEC GCSE Business specification under the first topic area, Business Activity. It explores what it means to be enterprising, introduces students to the role of entrepreneurs, and sets a foundation for understanding how new businesses are created and supported. Aligned with the WJEC curriculum, this topic helps learners grasp both the mindset and mechanics behind starting a business—while linking clearly to Welsh and UK business ecosystems.

Key Concepts

Students are expected to understand and apply the following:

• What business enterprise means, including taking initiative, innovation, identifying opportunities and organising resources.

• The characteristics of an entrepreneur (e.g. being a risk-taker, problem-solver, resilient and driven).

• Entrepreneurial motives: financial (profit), personal satisfaction, community focus (e.g. social enterprises).

• Common risks (e.g. financial loss, competition, uncertainty) and rewards (e.g. profits, independence, reputation).

• Sources of support for start-ups: Welsh Government schemes (e.g. Business Wales), The Prince’s Trust, commercial banks, and business advice websites.

• The impact of enterprise on the economy and communities.

These concepts are applied to various business types and scales, with students expected to transfer their understanding across different contexts—from sole traders to growing SMEs.

Real-World Relevance

Enterprise isn’t just theory—it’s the engine of everyday economic activity. In Wales alone, microbusinesses (0–9 employees) make up over 94% of all firms. Whether it’s a tech start-up in Cardiff or a local bakery in Carmarthen, enterprise plays a direct role in job creation and local regeneration.

Consider the rise of Oddbox, a UK-based food waste start-up, which began by tackling food surplus and has now scaled nationally. Or Tiny Rebel, a Welsh craft brewery that started with two friends and is now an award-winning business. These stories show enterprise in action—where innovation meets need.

Encouraging students to explore local businesses or interview entrepreneurs in their area can ground this unit in real experience.

How It’s Assessed

This topic features across both Unit 1 (Business World) and Unit 2 (Business Perceptions). Assessments include:

• Multiple-choice and structured questions testing definitions, features and examples.

• Scenario-based questions requiring application of enterprise knowledge to new business contexts.

• Short to extended response questions focusing on justification of decisions (e.g. “Explain one risk a new entrepreneur might face” or “Assess whether personal satisfaction is a strong enough motive to start a business”).

Command words such as identify, explain, analyse and evaluate are common, and students need to justify their answers with clear reasoning and use of context.

Enterprise Skills Integration

This topic is a natural fit for embedding enterprise skills. Key capabilities developed include:

• Problem-solving: Thinking creatively about how businesses can meet unmet needs.

• Decision-making: Weighing risks and rewards in uncertain conditions.

• Communication: Justifying decisions clearly in written form.

• Resilience and initiative: Understanding what it takes to keep going when plans don’t work first time.

Tools like business simulations or planning challenges (e.g. Dragon’s Den-style pitches) help students practise these skills in low-risk classroom settings. These can also be aligned with Enterprise Skills’ “learning by doing” approach.

Careers Links

Enterprise links directly to several Gatsby Benchmarks:

• Benchmark 4: Embedding careers in the curriculum, as this topic introduces roles like entrepreneur, business adviser, or start-up founder.

• Benchmark 5: Students engaging with real businesses or guest speakers can bring this learning to life.

• Benchmark 6: Business planning and simulation activities give hands-on experience.

Careers stemming from this unit include:

• Entrepreneur or business owner

• Marketing executive

• Financial adviser

• Social enterprise manager

• Small business support roles (e.g. in councils or banks)

It also lays the groundwork for Business Studies or Economics at A-level or vocational pathways like BTECs in Enterprise.

Teaching Notes

• Common pitfalls: Students often confuse risk with uncertainty, or think all entrepreneurs are motivated purely by money. Reinforce the range of motives.

• Practical strategies:

  • Use local examples wherever possible.

  • Invite entrepreneurs to speak or use video interviews to build relevance.

  • Group students into “start-up teams” and task them with designing a simple business idea. Use this for peer feedback and to introduce business planning basics.

• Extension activities:

  • Analyse a failed business and identify what went wrong.

  • Compare different start-up support schemes across the UK.

  • Run a mock funding pitch using real criteria (e.g. impact, innovation, feasibility).