20dollar Boss Instructions PDF

TEACHER TOOLKIT
2016
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CONTENTS
Section 1
Introduction
Section 2
Learning modules
Section 3
Guidance for competitions
65
Appendix A
How $20 Boss relates to the National Curriculum
68
Appendix B
Sample in-school implementation plan
72
Appendix C
How the bank works
75
Appendix D
$20 Boss guidelines
77
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SECTION
INTRODUCTION
This section of the $20 Boss Teacher Toolkit
provides an overview of the program and
outlines how you can use this toolkit to help
you run $20 Boss at your school.
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WELCOME TO THE
$20 BOSS CHALLENGE!
Thank you for signing your students up to take part.
This program is brought to you by the Foundation for Young Australians (FYA) and National
Australia Bank (NAB). Last year, $20 Boss was rolled out across Australia to 6,376 students in
151 participant schools. This year, $20 Boss will go even bigger, delivering at scale to more
schools across all states and territories, making it Australias largest enterprise education
initiative for high school students.
HOW TO USE THIS TOOLKIT

This toolkit is a step-by-step guide to how to run the $20 Boss challenge. The learning
modules and associated resources have been designed to provide a high level of flexibility
so that you can tailor the program to fit your school context. You have been provided with
the following:
Detailed guidance on how to deliver each of the learning modules,
with included worksheets (Section 2)
Detailed guidance on how to run optional weekly competitions (Section 3)
An overview of how the program relates to the proposed National Curriculum
(Appendix A)
A sample in-school implementation plan (Appendix B)
An explanation of how the bank works (Appendix C)
$20 Boss challenge guidelines (Appendix D)
Additional resources available for use alongside this toolkit include:

Videos to engage students at the beginning of each learning module
Terms and conditions for participating schools
We hope the $20 Boss program will provide a simple, fun and practical way to engage your
students in enterprise education.
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WHAT IS $20 BOSS?
to be more
entrepreneurial
while creating
businesses that
make the world a
Developed by the Foundation for Young Australians (FYA) in

partnership with NAB, $20 Boss is an in-school challenge,
run in cooperation with teachers and schools, that lends
students $20 of start-up capital to create their own business.
The program offers the resources required for an immersive
learning experience that builds financial literacy and
enterprise skills. Students are then able to put these skills into
practice in a real world challenge.
Students are given the opportunity to plan, budget and market their business idea, and then
one month to run their business. The program enables students to unleash their creativity,
show that they can develop a product or service that someone might buy, and develop their
financial literacy, while incorporating purpose into their business at the same time.
Over an intensive one-month challenge, students run their businesses while competing for
a spot at the awards and celebration event that showcases the most successful, innovative
and high-impact businesses.
Inspired by the Tenner program in the UK, $20 Boss is designed to unleash the potential of
the next generation of entrepreneurs, including those who are passionate about creating
businesses with social or environmental purpose.
WHY TAKE PART?

This is a unique and exciting opportunity for students that enables them to:
Participate in an immersive leaning experience where they create a real-world business
Build skills that make them enterprising, including:
- motivation, confidence and resilience
- financial and business literacy
- creativity and courage to experiment
- teamwork and communication
Understand that businesses can have a social or environmental purpose, and that
business is a powerful tool for making the world a better place
Be inspired to consider self-employment and other entrepreneurial career choices
We hope that $20 Boss will highlight the importance of business and enterprise skills for the
Australian economy and for building a resilient society, not only to students, but to their
parents or guardians as well.
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BUSINESS COACH SUPPORT

Business coaches are available to support the delivery of the program and to provide
mentoring to student teams. We will work with you to determine the best way to use
coaches in your school.
ONLINE RESOURCES
$20 Boss teachers and students will have access to a suite of online resources including:
Video content for every module
An e-learning platform for students to complete the program and teachers to track
student progress
Online submission forms for the national competition
TIPS ON RUNNING THE CHALLENGE

Below is a list of tips to help your students make the most of the $20 Boss challenge.
1. Introduce students to the challenge before they receive their $20 (which will occur
approximately two weeks before they launch their businesses).
2. Ensure students get your permission before they run their enterprise (see the $20 Boss
guidelines, Appendix D).
3. Ensure students are working with people they trust and can communicate with.
4. Ensure students working in teams meet regularly to keep everyone focused, with
everyone having a chance to lead aspects of the business appointing roles within a
team can help this.
5. Advise students to plan carefully it is important to have clear deadlines.
6. Ensure students marketing and advertising is appropriate and effective.
7. Encourage students not to be discouraged if they come across business problems.
Challenges and failures are a normal part of the entrepreneurs journey.
8. Arrange to speak to students regularly to follow what is happening and to give advice.
9. Encourage students to enter the weekly competitions (optional).
10. Ask other members of staff to get involved, such as by judging the weekly competitions.
11. Finally, prepare to be amazed!
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KEY DATES
The $20 Boss challenge will run simultaneously in schools across Australia. Table 1 shows
the key dates you will need to keep in mind while running the program.
Table 1: Key dates for $20 Boss in 2016

Please note that the following timelines represent either a term 2 or term 3 delivery of $20
Boss. Please refer to the timeline that applies to your schools delivery window.
2016 TIMELINE (TERM 2 DELIVERY)

Now
Register online via 20boss.fya.org.au
February
Speak to the $20 Boss team and sign up

your school
March
Complete registration forms and return them

to 20boss@fya.org.au
April
Access your $20 Boss online content and

commence delivery
May 16th June 17th
Commence the running of the challenge

Month
November
Repayments, awards and celebration.
2016 TIMELINE (TERM 3 DELIVERY)

Now
Registrations open via

20boss.fya.org.au
February
Speak to the $20 Boss team and sign up

your school
March
Complete registration forms and return

them to 20boss@fya.org.au
July
Access your $20 Boss online content and

commence delivery
August 15th September 16th
Commence the running of the challenge

Month
November
Repayments, awards and celebration.
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CELEBRATION
In November there will be a national awards event to celebrate the successes of young
entrepreneurs and the schools that support them across the country. Further details
regarding the celebrations and applications for awards will be communicated with
participating schools on our website and via email.
FURTHER INFORMATION AND SUPPORT

If you require further information or support please do not hesitate to contact
the $20 Boss Project Manager on the following details:
Georgie Swan
Foundation for Young Australians
GPO Box 239 Melbourne VICTORIA 3001
Phone: 03 9604 6222
Email: georgie.swan@fya.org.au
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SECTION
LEARNING MODULES
This section of the $20 Boss Teacher Toolkit
outlines each learning module in detail, and how
they can be structured to create an immersive
learning experience for your students.
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OVERVIEW
There are seven learning modules that make up
the $20 Boss challenge.
They can be applied at any year level in high school. Figure 1 (overleaf) shows one
option for the sequence and timing of delivery. The program has been designed to
enable flexibility in delivery, hence:
The modules can be grouped together and delivered concurrently, or as
standalone modules. For example, three modules could be delivered over one
double period.
The duration of each module can also be adjusted (from 30 to 50 minutes) to fit
with students availability.
Ideally the modules should be delivered sequentially (i.e. starting with Module 1 and
concluding with Module 7). Students should receive their $20 start-up capital two weeks
prior to launching their businesses. The content within each module is not intended to
be prescriptive. It can be reordered, modified and added to, based on your preferences.
If the full program is too time intensive for your class, there is also the option of
reducing the number of modules delivered, and not running weekly competitions.
This option is depicted in Figure 2.
As noted in Section 1, there are business coaches available to provide support to student
teams. If possible, it would be preferable to run two or three modules on the day that
coaches are assigned to be at your school. This will allow them to spend more time with
the student teams and ensure that students maximise the value of the support.
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Figure 1: Suggested delivery of learning modules (full version)
INSPIRATION
Week 1
Module 1
Introduction to $20 Boss
Module 2
Whats your big idea?
LEARNING
Week 2 Students receive $20 start-up capital
Module 4
Designing products
and services that sell
Module 3
Using business to make
the world a better place
Week 3
Module 5
Figuring out financials
Module 6
Marketing like a purple cow
BUSINESS TRADING PHASE

Weeks 4 7
Students run their businesses
Weekly competitions
WRAP-UP
Weeks 8 11
Module 7
Reflecting on the challenge
Celebration and awards
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Figure 2 Suggested delivery of learning modules (reduced version)
INSPIRATION
Week 1
Module 1
Introduction to $20 Boss
Module 2
Whats your big idea?
LEARNING
Week 2 Students receive $20 start-up capital
Module 5
Figuring out financials
Week 3
Module 6
BUSINESS TRADING PHASE

Weeks 4 7
Students run their businesses
Weekly competitions
WRAP-UP
Weeks 8 11
Module 7
Reflecting on the challenge
Celebration and awards
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GLOSSARY OF TERMS
As you progress through the $20 Boss Challenge, you will be introduced to the main
module components and key terms that will come up regularly throughout this toolkit.
These have been listed below in the order that you are most likely to encounter them:
TERM
DEFINITION
Lesson intention
The key concepts of each module
Expected learning
The core outcomes of the module and the building blocks

that enable student understanding of how each activity
connects with the lesson intention
Learning sequence
The suggested order for delivering the content of each

module. While only one is provided, these flexible
sequences can be tailored to suit the needs of your
students.
Learning activity
The individual or group-based experiences that enable

student understanding of the key learning objectives and
lesson intention.
Optional learning
activity
An extra activity that can be included, if desired, to

deepen student understanding of the content
Additional notes
The body of content provided for you to deliver with each

module. These additional notes can also be re-ordered,
modified and added to, based on your preferences.
Student inquiry
options
Additional activities that encourage further student

investigation of concepts and key learning objectives,
outside of allocated class times. These optional
resources direct students to find answers, build further
understanding and enhance their learning through selfdirected research.
Reflect
The time allocated for students to look back on their

actions after each module. These reflection activities
encourage continuous learning by challenging students to
think about and analyse their progress at each stage of the
challenge.
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MODULE 1
GETTING STARTED
MODULE OVERVIEW
Lesson
intention
Orienting students to what business and being an entrepreneur is

all about and inspiring them to participate in $20 Boss
Expected
learning
Understand how they can participate in $20 Boss

Understand what an entrepreneur is
Understand what a business is
Understand the difference between a product and a service
Key word
Entrepreneur
Video
Video 1: Introduction to $20 Boss
Worksheets
Worksheet 1: What is a business?

Worksheet 2: How much of an entrepreneur are you?
Duration
3050 minutes
LEARNING SEQUENCE
1. Overview: Getting started
2. Learning activity: What is an entrepreneur?
3. Team formation
4. Optional learning activity: What is a business?
5. Reflect
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LESSON PLAN
1. Overview: Getting started
Explain that todays session is all about beginning to understand what a business is and what being an entrepreneur is all about.
Provide your students with the details of how $20 Boss will work, including the following points:
Remind your students that:

They can start to think about potential business ideas
They should also give some thought to whether they would like to do this challenge individually or in a team
Teams will be finalised during Module 2.
It is very important that they document their entire experience by recording key moments throughout the challenge. This can be done
by taking photos or shooting videos. If they do not have access to proper equipment, smart phones will be fine.
Any pictures or footage will be used during the final stage of the program, where they will be asked to deliver a presentation to the group
about their experience.
2. Learning activity: What is an entrepreneur?

If the video is not accessible, share some examples of some well-known entrepreneurs. Try to include relatable examples of young
Australian social entrepreneurs. Invite your students to share examples of their own with the class.
After watching the video or sharing stories about entrepreneurs, pose the following questions:
What is an entrepreneur?
Expand on their answers by adding the following points:
An entrepreneur is someone who sees an opportunity and
then creates a new business.
Marita Chen, 2012 Young Australian of the Year, has a simple

definition of entrepreneurship: Make or do something
that people will want and that people will pay for. If you
have enough money, great, do it. If you do not, go and raise
some. Thats all entrepreneurship is.
They take on responsibility for its success, and make all the
decisions about the products made or services offered.
How did the entrepreneurs in the video come up with their business ideas?
What skills are they using to be successful in business?
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LESSON PLAN
MORE ON THE DEFINITION OF ENTREPRENEURSHIP

Entrepreneurship is the capacity and willingness to develop, organise and manage a business venture along with
its risks in order to make a profit. Entrepreneurs create new businesses. Some believe entrepreneurs businesses
must have some degree of novelty, rather than duplicating businesses that already exist.
In economics, entrepreneurship combined with land, labour, natural resources and capital can produce profit.
Entrepreneurial spirit is characterised by innovation and risk-taking, and is an essential part of a nations ability
to succeed in an ever-changing and increasingly competitive global marketplace.
Example 1: Sir Richard Branson
Example 2: Josh Gare
Example 4: Janine Allis
Sir Richard Branson is an English

businessman and investor. Suffering
from dyslexia, a learning disability
affecting reading and comprehension,
Branson quickly learnt the art of
delegation and the importance of
trusting others to do tasks on his
behalf.
English-born Josh Gare discovered

a passion for writing apps at the age
of 16. These days, over 2.5 million
people around the world have bought
his various creations, including the
emoticons app Emoji. The 20-year-old
says he can now make up to 2,000 per
day developing apps.
Janine Allis is the founder of Boost

Juice, a very successful juice bar chain
with a passion for providing Australians
with healthy juices and smoothies.
Branson turned his negatives into

positives by embracing the different
Example 3: Daniel Flynn
ways in which he viewed challenges

and thought about life. He now has a
net worth of US$4.9 billion and is best
known as the founder Virgin Group,
which comprises more than 400
companies.
Daniel Flynn is the founder of

Thankyou Water, a brand of bottled
water that redirects 50% of it profits to
clean water projects overseas.
After discovering that Australia spends
over $600 million on bottled water
every year, he set out to turn this
enormous figure into the solution for
providing clean drinking water to the
900 million people who currently go
without.
To date, Daniel and his team have
helped 78,000 people and counting.
In 1999, Janine, a surburban mum and

self-confessed health nut, identified
a huge gap in the Australian market for
healthy juices and smoothie options,
something that appeared to be
booming in other parts of the world.
As someone who had been keen to
start her own business for some time,
she sprouted an idea that would
eventually turn into an Australian
success story.
It didnt take long for Janine to
develop her unique business concept
and vision based on her love life
philosophy. In just a matter of months,
Boost Juice was born.
Today, Boost Juice has over $2 billion
in sales globally, and can be found in 17
countries.
3. Team formation
Tell your students that the next part of the session is dedicated to the formation of their teams. Remind them that they should ideally work
in teams of three to five. You can determine whether it is appropriate for students to form their own teams, or if it is necessary to assign
teams. Please note that students are able to work individually if they want to.
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LESSON PLAN
4. Optional learning activity: What is a business?
Refer to Module 1 on the online portal or hand out a copy of Worksheet 1 (at the end of Section 2) to students and instruct them to fill out
the answers as you work through the following discussion questions as a class:
What is a business?
- A person or organisation that manufactures items, purchases products or provides a service in order to sell them in exchange for money.
Look at the business sectors. What do they do?
Name some businesses that you know about through your parents, relatives or friends.
Where do they fit? What else can you think of?
What kinds of products and services do these businesses sell?
What is the difference between a product and a service?
- All businesses provide either a product or a service to their consumers, and some businesses provide both.
- A product is a tangible item produced or sold by a business. Examples include meals sold by a restaurant, books sold by a bookshop,
and clothes sold by a retailer.
- A service is an intangible benefit provided to consumers. Examples include haircuts provided by a hairdresser, and medical
consultations provided by a doctor.
5. Reflect
Congratulate students on finishing the first module of $20 Boss. Remind them that they are about to become entrepreneurs and that this
might be the first time they have taken on a challenge like this.
Emphasise to students that they are now the ones responsible for what happens next, not you. Remind them that your role will be to run
the sessions and offer support, but the responsibility is now with them.
Ask your students to reflect on the following questions:
How might an entrepreneur be feeling at this stage of building a business?
- Think back to some of the examples mentioned earlier. How might some of these people have felt when starting out?
How do you feel knowing that you are about build your own business?
- Ask them to write down any thoughts or feelings they currently have about turning their business ideas into a reality. When finished,
ask individuals to share their thoughts with the class.
Wrap-up and homework

Let students know that the next session involves selecting their business idea. Encourage them to reflect on what their enterprise talents,
skills and interests are, and how these could be turned into a business.
Ask students to complete the quiz titled How much of an entrepreneur are you? found in Worksheet 2.
In addition to the quiz, set up following reflection task:
Each student, between now and the next session, needs to take a photo that best captures their idea of success.
Expand on this by mentioning that success can look different to everyone and so their photos can be as unusual or out of the
box as they like.
Reiterate that the photo can be of anything, as long as they are able to explain its meaning.
Explain that you will use this picture again towards the end of the program, as a way of reflecting on the program and
measuring their success.
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LESSON PLAN
ideamensch.com/9-unusual-business-ideas-we-love
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MODULE 2
WHATS YOUR BIG IDEA?
MODULE OVERVIEW
Lesson
Intention
Enabling students to practise creative thinking and select a

business idea for the challenge as a team.
Expected
Learning
Understand that everyone can be creative

Practise creative thinking
Understand how to generate and select ideas as a team
Key word
Mind map
Worksheets
Worksheet 3: Generating business ideas

Worksheet 4: Rethinking business ideas
Worksheet 5: Generating business ideas
Worksheet 6: Envisage your idea!
Duration
3050 minutes
LEARNING SEQUENCE
1. Recap
2. Overview: Whats your big idea?
3. Learning activity: The plastic bag challenge
4. Learning activity: Mind mapping potential business ideas
5. Learning activity: Rethinking your idea
6. Learning activity: Finalising your idea
7. Reflect
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LESSON PLAN
1. Recap
What unusual businesses did you find?
Invite students who took photos capturing their idea of success to share their photos. Remind them to save their photos as you will
revisit them later in the program.
2. Overview: Whats your big idea?

Explain to students that today they will select a business idea for the challenge. They will practise creative thinking, and will be given tools
to effectively generate and select the best ideas for their team.
3. Learning activity: The plastic bag challenge

Start off by explaining that everyone has the ability to be creative, if they are willing to practise it. Tell your students that the following
learning activity is designed to unleash everyones creativity.
Once your students have completed the first part of the plastic
bag challenge, ask them to move onto the next part by giving the
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LESSON PLAN
4. Learning activity: Mind mapping potential business ideas
Explain that as entrepreneurs who will need to build a business that makes a profit very quickly, a useful way to begin is to use their current
interests and talents to create something new for their immediate community, family and friends. If possible, provide student s with
colourful post-it notes, markers, paper, scissors and glue.
Ask students to spend five minutes individually thinking about the following question:
What problems can you observe in your environment?
Let students know that a good starting point for business ideas is identifying problems. Ask them to think about any issues or problems
that they recall others complaining about. These might include problems that leave them feeling angry or frustrated.
Get them to consider the fact that someone elses problem could be their opportunity to create a business.
What are your skills or strengths?
What are your interests or passions?
Get them to record their answers on Worksheet 3.
Ask your students to now build a mind map of potential business ideas using the following instructions:
If you are in a team, get together with your team members to work through the following questions. If not, continue to do this by
yourself, but perhaps find other students to bounce ideas off.
Grab a large sheet of paper and write down the subject you are exploring at the centre of the page. You might write down business
ideas, and then draw a big circle around it, as shown below:
Skills/strengths
Interests/passions
ideas!
Problems
Now spend 10 to 15 minutes drawing simple pictures on post-it notes to represent each of the things you wrote down on your individual
list. It can be hard to represent your ideas visually, but just do your best. If you would like to, you can label each picture with one word
or a short phrase.
Take turns adding to the mind map and explaining each item to your team mates as you go. Add new ideas as they come to you.
Feel free to use different coloured post-it notes or markers to help group different parts of the map.
Take a photo of your mind map for the presentation in Module 7.
Once each team has put down all their ideas, skills/strengths and interests/passions, ask them to connect different parts of their mind
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LESSON PLAN
map to come up with new business ideas. For example:
ideas!
Video making/
Making coffee
Music
Food
Music
Food
School violence
ideas!
Video making/
Making coffee
School violence
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LESSON PLAN
Remind them that ideally, every business idea should have an issue it aims to resolve or a problem that it is connected to. Challenge them to
come up with at least five different business ideas. Encourage everyone to focus on real opportunities that they could start on immediately.
If time permits, show your students the following short video about Pulse Caf. Provide context for the video by mentioning that this is a
brilliant example of a student-run business:
Pulse Caf www.youtube.com/watch?v=IrUU367ATbY
If your students are still having difficulty coming up with ideas, you can mention that the most common businesses run by
students in similar programs involve selling:
food often connected to health (e.g. natural/raw food, smoothies)
customised items often connected to awareness raising (e.g. bracelets, bookmarks)
5. Optional learning activity: Rethinking your idea

The following optional learning activity is particularly valuable when helping students understand how to creatively generate and select
ideas as a team.
Prior to this activity print off Worksheet 4 and cut up the sheet along the lines. You will need one copy per two groups. Scrunch up each
piece of paper and put into a big bowl.
Provide your students with the following instructions:
Every group needs to pick their best three ideas.
In three or four sentences, write down each concept on a piece of paper with a bit more detail.
Fish three scrunched-up pieces of paper out of the bowl.
Taking each idea in turn, unravel the pieces of paper and refer to the questions listed to rethink your business ideas.
This is a chance to have fun and play with your idea, so dont take the instructions too literally or seriously.
Record any insights or changes to your ideas.
6. Learning activity: Finalising your idea

Ask each team to pick their best three ideas, use Worksheet 5 to shortlist, and compare ideas. Check in with each team to make sure their
ideas are appropriate and in line with the $20 Boss guidelines (Appendix D) .
Once you have checked their ideas, ask each group to discuss which one of their ideas they wish to go forward with for the challenge.
Remind students that they dont have to stick to the idea that they decide on now, and that normally entrepreneurs have to experiment
with lots of different ideas until they find one that works.
7. Reflect
Mention that the following questions will help them to reflect on their idea, and so help with its success. Ask students to reflect on the
following question in their teams:
What did you enjoy about the activities you did today?
How did you work together as team?
Facilitate a class discussion where each team is encouraged to ask questions while hearing each others business ideas.
This can be modified to be done in either partners or teams, as long as everyone gets the opportunity to hear and give feedba ck.
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LESSON PLAN
Optional reflection activity: Envisage your idea!
This activity aims to empower students through a visualisation exercise. It allows students to individually envisage success, develop a
deeper connection to their cause, and form a vision for the success of their business ideas.
Allow 10 to 15 minutes for its delivery and debrief.
This activity will most likely be different from anything else that your students have done up until this point in this program. It is highly
recommended that it only be delivered in a safe and supportive learning environment.
Refer to Worksheet 6 for instructions on how to deliver this activity.

Ask your students to write up a one-page overview of their idea as a team, incorporating images to illustrate what it is. Encourage
students to provide as much detail as possible, while being succinct.
Make sure that they create descriptions that can be understood by an audience who knows nothing about the product or service they are
proposing.
Student inquiry option

Explain that the following enquiry option will encourage them to dig a little deeper and uncover more about their idea.
Ask your students to consider the following question: Has your idea been done before?
Challenge the class to search for any information or variations they can find on their current ideas.
Remind them of the importance of recording their findings so that these can be shared with their group during the next module .
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MODULE 3
USING BUSINESS TO MAKE THE
WORLD A BETTER PLACE
MODULE OVERVIEW
Lesson
Intention
Demonstrating to students that every business has the power to

make the world a better place in different ways.
Expected
Learning
Understand the different ways that businesses can make the

world a better place
Understand that responsible businesses try to balance the 3Ps
(People, Planet and Profit)
Create an impact statement for their business idea, outlining
how they will be responsible
Key words
Impact statement
The 3Ps
Worksheets
Worksheet 7: Assess your impact!
Duration
3050 minutes
Business
Coaches
You have the option of including business coaches in this module

to support students by providing guidance and building an
understanding of purpose-driven business.
LEARNING SEQUENCE
1. Recap: Idea generation
2. Overview: Using business to make the world a better place
3. Learning activity: How will your business create a better world?
4. Learning activity: Write your 3P impact statement
5. Reflect
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LESSON PLAN
1. Recap
- How did you come up with your business idea?
- How might this help your group to be successful?
2. Overview: Using business to make the world a better place

Start by explaining that all businesses have certain responsibilities and that todays session will be about exploring the di fferent ways in
which businesses can make the world a better place. Additionally, students will be asked to explore how their own business ideas can make
the world a better place.
3. Optional learning activity: Understanding our responsibility

Note: This activity requires your students to throw paper in the classroom. If you feel that this might be too disruptive or pose a risk, you
might wish to skip this activity.
Setup
Mention to your students that this exercise will help them further understand the privilege of growing up in Australia and the
responsibilities we have when it comes to building businesses that make the world a better place.
Instructions
- Give each student a scrap piece of paper and ask them to crumple it up.
- Meanwhile, move the class recycling bin to the front of the room.
- Explain that the class now represents society, and that individuals within the class represents the different groups within society (e.g the
rich, the poor and everyone in between).
- Ask your class if its fair to say that, Typically, in society, people want to achieve great things, have a good job, live in a nice place,
provide for their families and make lots of money.
- Explain that everyone in this country (class) has a chance to become wealthy and move into the upper class.
- To move into the upper class, all they must do is throw their piece of paper, one at a time, into the bin while sitting in their seat.
Note: Without telling the students, you are trying to set up a situation where most of the students in the front get their piece of paper in the
bin while only a few students in the back of the room make the shot.
Begin activity
Watch for any significant student responses to use during the debrief, for example:
- People yelling This is unfair! or People up the front have a better chance!
- Anyone unhappy/happy about the position they started in
Keep track of those who managed to get their paper in the bin.
You can do this simply by writing the results on the whiteboard.
Debrief
Start by asking the following questions:
- How did you find the game?
(You could repeat some of the things you observed during the game.)
- Was is fair? Unfair? Why? Why not?
- Did you notice how the only ones who complained about fairness were
in the back of the room? Why was this the case?
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LESSON PLAN
Conclude by mentioning that the closer they were to the recycling bin, the better their odds. The students at the front were just lucky
enough to have started closer to the goal this is what privilege looks like.
You might wish to unpack this idea of privilege further by asking your students to brainstorm others areas in life where people can be
privileged, and to expand on their answers. Revisiting the game, point out that the students in the front of the room were less likely to be
aware of the privilege they were born into. All they might see is the short distance between them and their goal.
As students about to start their very own business, their responsibility is to be aware of this privilege, and use this awareness to do their
best to achieve great things, while advocating for those in the rows behind them. We can do this by ensuring that the businesses we make are
not just about making money, but also make the world a better place for others.
3. Learning activity: Using business to make the world a better place

Provide your students with more detail by explaining the following points:
Most people think businesses solely focus on making a lot of money, but this is not always true.
While making money is one very important component in ensuring that a business can continue to operate, some
entrepreneurs choose to create businesses that are also good for people and for the planet.
Entrepreneurs can measure their success in three areas, known as the 3Ps: Profit, People and the Planet.
Balancing these different elements is a constant challenge, but both businesspeople and their customers understand that it
is everyones responsibility to play their part.
There are many different ways of making a positive impact on people and planet through business.
Explain that we will first explore some real examples of young entrepreneurs from the $20 Boss 2015 program, that set out to do good for
people and the planet:
Example 1: Daniel Flynn
Example 2: Sam Prince
Example 3: Reese Fernandez
Daniel Flynn, who featured in the video

from Module 1, founded Thankyou Water
and chooses to donate a percentage of
the profits from his business to a cause he
is passionate about. When Daniel Flynn
was a university student, he learnt that
Australia spends an incredible $600 million
on bottled water every year, while much
of the developing world still does not have
access to clean water.
Sam Prince is a young entrepreneur who,

by the age of 21, was already a medical
doctor and philanthropist. In 2005, Sam
founded Zambreros, a quick service
restaurant franchise that sells healthy
Mexican food to support humanitarian
projects in Africa, Asia and America.
Reese Fernandez co-founded

Rags2Riches; a business that creates
luxury handbags from recycled materials
and gives women of lower socio
economic backgrounds the opportunity
to earn a fairer income.
He decided to start a bottled water

company that redirected 50% of its
profits to clean water projects overseas.
Three years later Daniels water and other
products are stocked in more than 2,000
outlets across Australia, including Coles,
Woolworths, 7/11 and Australia Post. To
date Thankyou Water has helped over
78,000 people gain access to clean water.
This unique burrito chain ensures that

for every meal sold in one of their
restaurants, another is given away in
a developing country. Through this
Plate4Plate initiative, Zambreros has
provided over 3 million meals for people
in need.
Rags2Riches Inc. is a for-profit social

enterprise based in Manila, Philippines,
creating eco-ethical fashion and home
accessories out of upcycled scrap cloth,
organic materials and indigenous fabrics
by working with skilled workers living
in the poorer communities across the
country.
More information
www.zambrero.com/#plate4plate
More information
rags2riches.ph/pages/about-us
More information
thankyou.co
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LESSON PLAN
Ask your class to reflect on these examples through the following questions:
Which of these examples do you think has the biggest people impact? Why?
Which of these examples do you think has the biggest planet impact? Why?
Which one do you find the most appealing? Why?
Do these examples give you any ideas for how you could make your business have a positive social or environmental impact?
Give some extra examples of the different ways that businesses can do good for people and the planet,
including the following examples:
People
Create a product or service that improves the lives of customers (e.g. Red Balloon: www.redballoon.com.au )
Donate some of the profit to a charity (e.g. Thankyou Water - thankyou.co)
Help unemployed people to earn a living by turning their skills into a viable business (e.g. Streat: www.streat.com.au )
Create employment opportunities for a local community (e.g. Rags to Riches: rags2riches.ph)
Use healthy produce (e.g. Joshs Rainbow Eggs: joshsrainboweggs.com.au)
Planet
Use recycled materials to create a product (e.g Sanuks Yoga Mat Flip Flops: www.sanuk.com/women-sandals-yoga-mat)
Use biodegradable products (e.g. Ethical Coffee capsules: www.ecocaffe.com.au)
Reduce the amount of electricity, gas or water used by the business (e.g. Carbon Neutral Energy: www.powershop.com.au)
Minimise the amount of waste created through making your product or delivering your service (e.g sustainable packaging: www.biopak.com.au)
Reduce travel miles required to make or deliver your product, thus reducing transport emissions
(e.g. Qantas: Fly Carbon Neutral program)
Repair or revitalise the land you are using (e.g. mining companies: rehabilitating the land)
Explain that last year, students from all over the country came up with some innovative ways to do good for people and the planet.
Here are a few business ideas that some of our 2015 student winners came up with:
Example 1: Skills Pay the Bills
Example 2: JJJ Bootcamp
Example 3: Candella
Skills Pay the Bills was created by

Jasmine, Joshua, Jordan, Jesse, Hayley
and Deanne from Victoria.
JJJ Bootcamp is a before-school fitness

program for teachers at a high school in
Alice Springs.
Candella was created by students Abbie

and Hope from Tasmania.
The group worked together to create

garden art from items they found or
purchased second hand at op shops and
garage sales.
Jethro, Jett and Jake developed the

program to promote a healthy lifestyle in
the local community and also to develop
better relationships between teachers
and students.
The group created a range of items

including planters from recycled pallets,
mosaic wall art, cement garden orbs and
decorative mirrors.
The students raised over $300 through

their enterprise and are working to expand
the program to the wider community.
With a focus on the environment, they

create candles with repurposed and
recycled products, including old glass jars
and wax from old candles.
The group are looking to grow their
business in the future with digital
marketing.
For more information see: www.fya.org.au/20-boss-awards
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LESSON PLAN
3. Learning activity: How will your business idea create a better world?
Ask your students to consider the following question:
Why could a business that considers People and Planet as well as Profit potentially be more successful
than a business that thinks of profit only?
Answers might include:
- Customers may pay a higher price for that product or service
- Customers will be attracted to it
- Business owners feel proud and passionate about what they do and are likely to work harder
- It is a good selling point
- Communities may be more likely to support, volunteer or donate to the business
Ask each team to put their business idea and 3Ps down on a piece of paper under the following headings:
PROFIT
(BUSINESS IDEA)
PEOPLE
PLANET
Get each team to brainstorm their ideas under each heading. You may like to get business coaches, or others teams, to then give
further ideas or feedback as per the below optional activity.
To ensure that their ideas are progressing, instruct them to ask questions that encourage iteration. By adding to each others ideas with
responses such as Yes, and how can that idea improve the planet? or Yes, and how will that idea help people?, individuals will feel like
their ideas are being heard, while allowing group to move forward and make better choices for their 3Ps
Ask each team to make the best choice for each P, considering also how passionate and how achievable they think their choice
will be. Emphasise that teams should pick the one that makes most sense, reminding them that they only need to focus on either
people or planet.
If they would like, groups can also draw their ideas in a format like this:
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LESSON PLAN
Optional business coach activity
With business coaches, encourage a discussion about students business ideas based on the following example discussion points:
1. Discuss your idea with someone who doesnt know about it.
2. Discuss ideas to make this business stronger based on the 3Ps.
3. Discuss small business, why people do it and what are the rewards/challenges.
4. Learning activity: Write your 3P impact statement

Explain that socially and/or environmentally responsible companies, like Thankyou Water, can communicate their social and
environmental impact in a simple and quick statement. They are able to clearly identify how they help rather than hinder people and the
planet. Remind teams of how this can be a great promotional tool and selling point.
Ask your students to guess what Thankyou Waters 3Ps Impact statement might say.
Now ask each team to write a statement that in no more than three sentences explains their business and highlights how it is socially and
environmentally responsible by using their 3Ps. Business coaches will be able to support students with this.
5. Reflect
Get each team to now share their strategy for making the world a better place by talking about their own 3Ps. Ensure that their responses
clearly include how their business idea will be socially or environmentally responsible.

Ask students to take a look at the questionnaire in Worksheet 7.
Explain that while their idea may not be developed enough to complete the entire questionnaire, they can begin by simply reflecting on each
question. Stress the importance of this worksheet and explain that they will need to have it completed before the trading period commences.

Mention that this particular student inquiry option
will be about testing whether their business idea has a
powerful selling point.
Explain that when offering products and services, the
difference between a powerful selling point and a weak
one depends on the way you include, communicate
and market the goodness of your business.
Challenge your students to test their selling points by
talking to others about the social or environmental
impacts of their business. Remind them to observe
responses and record feedback as it can be used to
further refine their idea.
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MODULE 4
DESIGNING PRODUCTS
AND SERVICES THAT SELL
MODULE OVERVIEW
Lesson
Intention
Students learn techniques to create products and services that are

aligned with customer needs
Expected
Learning
Understand why the customer needs to be at the centre of

product/service design
Understand the product/service design process and importance
of prototyping
Key words
Design thinking
Target customer
Prototype
Worksheets
Worksheet 8: Target market profile

Worksheet 9: Analysing market research responses
Duration
3050 minutes
LEARNING SEQUENCE
1. Recap: The 3Ps
2. Overview: Designing products and services that sell
3. Learning activity: Your target customer
4. Learning activity: Product design and prototyping
5. Reflect
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LESSON PLAN
1. Recap
- What are the 3Ps?
- Give an example of one of your own Ps.
2. Overview: Designing products and services that sell

Explain that todays session is all about exploring the key ingredients that could determine the successful sale of their product or service.
The practices of design thinking and prototyping will help to ensure that their business is aligned with their customer/user needs.
Provide your students with an overview of design thinking by explaining the following points:
Design thinking is a method of creating new products and services, where customers are engaged at the beginning, middle and end of
the design process.
The point is to work in ways that people can easily understand and learn.
A key part of design thinking is talking to users through interviews and workshops.
Information gathered can be used to generate a prototype, which is basically a first or preliminary version of a product from which
future versions are developed.
Some core principles of design thinking are:
- Customers/users are involved throughout design and development of the business.
- The design is based on empathy and understanding of the customer/user.
- The design is driven and refined by user/customer-centered testing and prototyping.
- The process is repeated until a specific result is achieved.
Simplify the idea of the design thinking process by illustrating the phases of prototyping, getting feedback and refining. Draw
the following diagram on a whiteboard as it is shown in below:
GET
FEEDBACK
Explain that some entrepreneurs repeat this process several times to make sure a product or service is really aligned to what the customer
wants. Tell them that since they are working to a tight deadline, they may only be able to prototype once or twice.
For further information visit the following website:
www.designkit.org/human-centered-design
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LESSON PLAN
3. Learning activity: Your target customer/market
Introduce your students to the concept of a target customer/market by mentioning the following points:
A target customer/market is those who are most likely to buy a product or service.
Successful product or service design relies on finding as much information as you can about who your target customer is and what
they want, and then tailoring your design accordingly.
Explain that this next activity involves learning the different techniques they can use to gather information about their potential target
customer. The first step is to identify their target customer.
Hand out Worksheet 8 to each team and ask them to create a profile of their target customer based on what they currently know
about their business idea.
Ask each team to identify the parts of their product or service that could change in order to attract more customers. Mention
that a few examples could be size, shape, colour, flavour, price, materials and products used or delivery mode. Clarify that these
changeable parts are known as variables.
Based on their list of variables, ask your students to design a questionnaire to see what appeals to their customers. Explain that it is
best to give people choices of answers, rather than open-ended questions, and mention that every team needs to include a question
about price.
Notify your students that they will be conducting questionnaires as part of their homework, so ask them to plan as a group who
they will approach and how many people they will aim to survey. Ideally, each team member should aim to survey no less than three
people each.
4. Learning activity: Product design and prototyping
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LESSON PLAN
Clearly deliver the following instructions to your students:
The goal is to build the tallest freestanding structure. The winning team is the one that has the tallest structure measured from
the tabletop surface to the top of the marshmallow. The structure cannot be suspended from a higher structure, like a chair,
ceiling or light fitting.
The entire marshmallow must be on top. Do not cut or eat any of the marshmallow.
Use as much or as little of the materials as you wish. Do not use the bag as part of your structure.
You are allowed to break the spaghetti, cut up the tape and string to create new structures.
The challenge lasts 18 minutes. Teams cannot hold on to the structure when the time runs out. Any team members touching or
supporting the structure at the end of the challenge will forfeit their teams chance of winning .
Once the challenge is underway, regularly remind teams of how much time is left by calling out at 12 minutes, 9 minutes, 7 minutes,
5 minutes, 3 minutes, 2 minutes, 1 minute, 30 seconds and then finish with a 10-second count down.
Once the time is up, measure all qualifying freestanding structures. Give a round of applause to the winning team and provide them
with a prize if one is available. Make sure they take photos before moving on to the next section of the activity.
Tell students that you now want to reflect on the challenge and get them to think about how their team performed
during the activity.
Debrief the marshmallow challenge using the following points:
This game has been used as a tool to teach collaboration, innovation and creativity around the world and a large number of
people from different professions have undertaken the challenge.
Some remarkable findings about different groups include:
- Children in kindergarten often outperform graduates of business schools. The main reason for this is that kids spend more
time playing and prototyping. They naturally start with the marshmallow and insert the sticks.
- Business school students spend a vast amount of time planning, then execute the plan, with almost no time to fix the design
once they put the marshmallow on top.
For more information on the marshmallow challenge, take a look at the following TED talk:
marshmallowchallenge.com/TED_Talk.html
This challenge demonstrates the importance of prototyping, testing and refining your product or service design as you go.
Remind students that a prototype is a first or preliminary version of a product from which other forms are developed.
5. Learning activity: Prototyping your product or service

Ask your students to share some ways that they could prototype their product or service. Expand on their answers by
including that a prototype can take the form of:
a diagram
a mock-up
a model
an interaction
a role play.
Remind students that the first prototypes should only be very basic. Explain that they shouldnt spend too much time creating their
first version because there may be considerable changes based on any feedback they receive from potential customers.
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LESSON PLAN
6. Reflect
Ask students to answer the following questions:
Why is it important to learn as much as you can about your target customer?
- It helps you align your product or service to what your customer wants.
How can you find out what your target customer wants?
- From research that can be undertaken through conducting interviews with potential customers. Once you establish who your
target customer is and what they want, then you can start designing it.
What is a prototype?
- A prototype is a first or preliminary version of a product from which other forms are developed.

Ask each student to administer their teams questionnaire to at least three people each. After that they should gather and analyse their results.
Remind them to refer back to the one-page overview of their business idea that they created after Module 2.
Mention that this could be useful when explaining what the product or service is to anyone being interviewed.
Tell them that Worksheet 9 will also provide some questions to assist with analysing the market research responses.

Explain that this particular student
inquiry option will be about
beginning to prototype their own
business idea.
Instruct them to design a mockup of their product or service
and test it out on some potential
customers. Remind them to record
what happens and listen to any
feedback so that future changes
can be made.
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MODULE 5
FIGURING OUT FINANCIALS
MODULE OVERVIEW
Lesson
Intention
Students learn the skills to track the income, expenditure and

profitability of their business
Expected
Learning
Understand how to budget for their business

Understand the concepts of income, cost and profit
Ability to project and assess the financial success of their
business
Key words
Budget
Income
Costs
Profit
Worksheets
Worksheet 10: Budget template

Worksheet 11: World Cafe
Worksheet 12: Contract
Duration
3050 minutes
Business
Coaches
You have the option of including business coaches in this module

to support the delivery of the optional learning activity World Caf.
LEARNING SEQUENCE
1. Recap: Design thinking, target customer and prototyping
2. Overview: Figuring out financials
3. Learning activity: What went wrong?
4. Learning activity: Tracking your business finances
5. Learning activity: How will you invest your profits?
6. Reflect
7. Optional learning activity: World Caf
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LESSON PLAN
1. Recap
- What is design thinking?
- What is a target customer?
- What is a prototype?
2. Overview: Figuring out financials

Explain that todays session will be about developing an understanding of some key concepts that will help their businesses generate profit. By
understanding things like income, cost and profit, they can learn to track their budgets and assess the financial success of their business.
3. Learning activity: What went wrong?

Ask your students to get into four groups and do some rapid research on one of the following companies, to establish what the companies
have in common:
- Apple
- Quiksilver
- Dick Smith Electronics
- Pie Face
If your students have access to tablets/laptops give them about five minutes to research the companies.
If not, ask them to discuss whether they know what the businesses are, whether they still exist, and if they have heard any news about these
companies.
Discussion:
All of these companies were at one point bankrupt (or very close to it) because they mismanaged their finances.
How did it happen?
- Quiksilver, renowned surf brand that invented boardshorts, was unable to keep up with competitor brand Billabong and trend brands
including H&M, with their sales projections being so far off they posted a loss (where a business spends more than it earns) of $309m in
2015.
- Dick Smith Electronics had too much stock, and didnt monitor their market closely, so were unable to sell all the products they had.
- Pie Face had mounting debt, tried to expand too soon and had too many stores in central locations.
- Apple (use this as an extended example of how this happened see below).
What happened to Apple?
Apple started in the garage of friends Steve Jobs and Steve Wozniak in 1976. For over 30 years, Apple was a manufacturer of personal
computers, but a series of decisions and deviations from the companys vision to Think differently contributed to slow sales and a loss of
customers in the 1990s.
Later in the 1990s, Apple, having suffered and come very close to bankruptcy, refocused on innovation and their mission of producing
recognisable products and simple design and re-emerged in the personal computer market with the iMac.
The following advertisement was part of the re-emergence of Apple, encouraging both the company itself and its consumers to think
differently about what they were trying to achieve and what they were seeking in a consumer electronic device:
www.youtube.com/watch?v=TM8GiNGcXuM&feature=youtu.be
With the launch of the iPod in 2001, Apple once again became a global leader in consumer electronics.
As of 30 June 2015, Apple was the largest publicly traded corporation in the world by market capitalisation (its share price multiplied by the
number of shares that are trading; for example, if the share price was $10 and there were 10 shares available to trade, then $10 x 10 = $100
which is equal to its market capitalisation), with an estimated value of US$530 billion as of February 2016.
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LESSON PLAN
Discussion points
Ask your students if they were the bosses of these companies, knowing what they know now, what would they do differently?
Ask you students to then have a discussion of what their own businesses will think about when it comes to managing their money.
- This should encourage then to think about the concepts of income, costs and profits.
- Ask your students to commit to one thing regarding financial management throughout their trading period, that they learnt from the
failure of the above businesses.
Activity outcomes
Students awareness of money management is increased.
Students are interested to learn about how not to let this happen to them.
Students are inspired by Apple, to understand that they are able to rebuild if their business doesnt go to plan.
Students recognise that financial management is vital to business success and that finance is connected to all parts of the business.
4. Learning activity: Tracking your business finances

Tell your students that this activity is about the dollars and cents of their own businesses. Explain that today they will be learning how to
budget, which will help them track how much money they spend, how much they make and their profit.
Explain the following concepts:
Costs/expenditure
Everything they can think of that they may need to spend
money on to start and continue to run their business, e.g.:
Raw materials for products or services (e.g. beads for

making bracelets)
Marketing materials (e.g. posters, Facebook ads)
Rent (e.g. for a market stall)
Loans and interest
Profit
A financial gain, especially the difference between
the amount earned and the amount spent in
buying, operating or producing something
Profit = Income Costs
If the income made is less than the expenditure

of the company, it will make a loss
Income
The money you make from selling your product or
service. This is also know as earnings. Examples include:
Money from a loan
Money from sales
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LESSON PLAN
To create a budget for their businesses, ask your students to do the following, starting with expenditure, and record this in the budget
template (Worksheet 10).
1. Costs
List all of their costs in the budget template.
Assign an estimated dollar value to each item.
Remind each group to add a line item called Repayment of start-up capital. This will cost $21, which includes $1 interest .
Add them all up.
2. Projected sales and income
Decide on how much they would like to sell their product or service for per unit, e.g. one candle or one bootcamp session.
Estimate how many sales they think they will make for each week of trading.
Calculate their income using the following formula:
INCOME
Mention that their sales may vary each week. If so, they can calculate income separately for each week.
Discuss their price points of their products or services with other teams and redo the exercise at a different sale price.
3. Profit
Ask students to calculate their projected profit according to the following formula:
INCOME
Repeat this process by changing the price of a number of products they have bought or sold to ensure an understanding of how that
affects the profit. Consider the following questions to achieve this:
- How can they lower the costs of the business?
- Can they source any items for a lower price?
- Can they borrow items for free?
- Are all the costs listed necessary?
- Is there any way to increase income?
- Could they charge more? What did their market research tell them about this?
Remind them that they will be able to control how their profit is invested once the challenge is complete.
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LESSON PLAN
Example from 2015 of a budget template
Budget: JJJ Bootcamp

JJJ Boot Camp is a before school fitness program for teachers at a school in Alice Springs. Jethro, Jett and Jake developed t he
program to promote a healthy lifestyle in the local community and also to develop better relationships between teachers and
students. They marketed the program through the school newsletter, daily notices and before-school teacher briefings. The students
raised over $300 through their enterprise and are working to expand the program to the wider community.
Below is their budget:
ITEM DESCRIPTION
QTY
UNIT COST
TOTAL ($)
$20 Boss loan
$20.00
$60. 00
$20 Boss interest
$1.00
$3.00
Whiteboard
$10.00
$10.00
Marker cones
$5.00
$5.00
Whiteboard markers
$2.50
$5.00
Total costs
$83.00
INCOME
ITEM DESCRIPTION
QTY
UNIT COST
TOTAL ($)
$20 Boss Bank
Start-up capital
$20. 00
$60. 00
Week 1
Bootcamp sessions for 5 participants delivered twice in

Week 1 (at $5 per participant per session)
10
$5.00
$50.00
Week 2

Week 2
20
$5.00
$100.00
Week 3

Week 3
20
$5.00
$100.00
Week 4

Week 4
20
$5.00
$100.00
Week 4
Bootcamp session tip
$3.00
$3.00
Total income
TOTAL INCOME
$413.00
$413.00
Minus
TOTAL COSTS
$83.00
Equals
TOTAL PROFIT
$330.00
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LESSON PLAN
5. Learning activity: How will you invest your profit?
Ask everyone to now have a discussion in their teams about how they will invest their profit. Remind them to consider their business
purpose, and how investing their profits could also impact on the planet, or on people, based on the previous module.
Write the following questions on the whiteboard and ask teams to consider each one:
Will you donate the profits to charity? If so, which charity and why?
Will you keep some of the profits to split among your team?
Will you keep the profit as start-up capital for another business?
Will you do a combination of these?
6. Reflect
Ask each team to check the decisions they have made against their previous market research. If anything does not match up, they can make
adjustments if required.
7. Optional learning activity: World Caf

Depending on who you feel could have the biggest impact, World Caf is a great opportunity to include business coaches, extra staff,
parents and local community members in the program.
Refer to Worksheet 11 for a detailed breakdown of how to run World Caf.
Note that World Caf can be run at any time throughout the challenge with external people. It is invaluable to students to share their ideas
and get feedback throughout the process, regardless of how far along the journey they are. If possible, you could run a World Caf style
session more then once throughout the process, for students to gain insights from different people along the way.

Tell your students that they need to make a decision as a team about how to invest their business profit. They should document the
decision in a contract (Worksheet 12) and then have each member of the team sign it.
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MODULE 6
MARKETING LIKE A PURPLE COW
MODULE OVERVIEW
Lesson
Intention
Enabling students to explore different approaches to marketing

and how to maximise the reach of their marketing activities.
Expected
Learning
Understand what constitutes effective marketing
Key words
Marketing
Create marketing materials (e.g. advertising, sales pitch etc.)
Campaign
Advertising
Sales pitch
Video
Worksheets
Worksheet 13: Marketing plan

Worksheet 14: Weekly business tracking
Duration
3050 minutes
LEARNING SEQUENCE
1. Recap: Profit
2. Overview: Marketing like a purple cow
3. Learning activity: Purple cow marketing
4. Learning activity: Designing your marketing campaign
5. Reflect
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LESSON PLAN
1. Recap
- What did your group decide to do with your profit?
- What factors influenced this decision?
- What is a target customer/user?
2. Overview: Marketing like a purple cow

Explain that todays session will be about exploring different approaches to effective marketing. By understanding key terms such as
advertising and sales pitch students can maximise their reach as they go on to create their own materials for their marketing activities.
3. Learning activity: Purple cow marketing

Show Video #2 - https://www.youtube.com/watch?v=LB8dD9c5AgA
If the video is not accessible, explain the concept of purple cow marketing using the following points:
Purple cow marketing is a concept developed by marketer and entrepreneur Seth Godin.
The concept is about creating products or services that are remarkable. For example, no one would comment on a brown cow,
as brown cows are common, and hence boring. But a purple cow is unique and worth talking about.
Godin claims that mass marketing is no longer working, no matter how well cra fted the advertising campaign is, because
customers are tuning out. With people skipping ads on television and having more control over what they watch and when they
watch it, Godin argues that now, more than ever, it is importance to create remarkable products.
For more information on purple cow marketing watch this TED talk by Seth Godin:
www.ted.com/talks/seth_godin_on_sliced_bread?language=en
After watching the video or explaining the concept of purple cow marketing, pose the following questions to the class:
What does marketing mean to you?
What have you purchased recently or what do you wish to purchase?
How did you hear about this (e.g. ads, social media, word of mouth, someone you know has one)?
Have you purchased something that has been mass marketed?
Did you buy it because you liked how they marketed it? If so, what appealed to you?
As your students share their answers, challenge them to list which of these
more
common
mass marketing
techniques.
answers
uses something
like purple
cow marketing, and which uses the
Ask each team to now write down the question What makes our business
idea unique, different and exciting? or What makes our business remarkable?
Instruct each team to take some time to work out their unique talking or
selling point for their product or service. Add that a good starting point
will be for everyone to consider the question What will get people
talking about our idea?
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LESSON PLAN
4. Learning activity: Designing your marketing campaign
Ask students if they can recall the concept of a target customer from Module 4. Based on their understanding of their target customer,
inform them that they can design a marketing campaign tailored to what their customer is looking for.
Expand on this idea by asking them to consider to the following questions:
What is the key selling message for your product or service?
How will you get your selling messages to the right people?
Where and when will you market your product or service?
Ask each team to plan their marketing activities or events and assign responsibility for completing them. This plan can be re corded using
Worksheet 13.
Encourage students to take photos of their designs for marketing purposes. Advise them that doing this will help to inspire their advertising
and presentation ideas in the lead-up to the trade period.
5. Reflect
Ask each team to share an aspect of their marketing plans with another team and ask for f eedback.

Remind your students that they should now complete their marketing plan and start creating some of their marketing materials. Explain
that some of these materials might include a sales pitch or posters.
Let your students know that there will be weekly competitions during the challenge and that many of the competitions are focused on
marketing, including best logo, best sales pitch and best advertisement.
Encourage your students to start thinking about their marketing ideas now so that their teams can win prizes along the way. Remind them
to track how their business is progressing each week using Worksheet 14.

Explain that this particular student inquiry option will be about expanding on the concept of purple cow marketing.
The challenge is to find as many businesses in their local area that use purple cow marketing.
Encourage your students to check out the following article about businesses that use the purple cow marketing strategy:
jephmaystruck.com/whats-your-purple-cow
Remind them to record and share findings with their group to strengthen their business idea.
OPEN FOR BUSINESS

OK, now its time for the trading period. Teams now action their marketing plan,
job list, support team, resources and trading period.
Devise a weekly meeting or daily 10-minute check-in time with teams whatever
works for you and your fellow staff to support the groups to achieve their best
results in the business operating period.
BEGIN and ENJOY!!

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MODULE 7
CELEBRATING THE CHALLENGE
MODULE OVERVIEW
Lesson
Intention
Students are able to identify and present what they have achieved
and learnt.
Expected
Learning
Celebrate and recognise effort, achievement and learnings

Analyse business results
Make recommendations for the future i.e. What next?
Present and discuss learnings with others
Key words
Celebration
Reflection
Worksheets
None
Duration
3050 minutes
LEARNING SEQUENCE
1. Recap: Trading period
2. Overview: Reflecting on the challenge
3. Learning activity: Reflect
4. Learning activity: Making sense of the challenge
5. Learning activity: What next?
6. Optional learning activity: Our story
7. Evaluation survey
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LESSON PLAN
1. Recap
- How was your trading period?
2. Overview: Reflecting on the challenge

Explain that this session will be about celebrating their achievements, presenting their results back to the group, and reflecting on what
they have learnt about being entrepreneurs.
In order to help celebrate your students achievements, this final module is a great opportunity to involve any business coaches, staff,
parents or local community members who were involved with the program.
3. Learning activity: Celebrate

Ask each team to take a photo of what they see as success at the end of the challenge.
Ask them to compare this photo with the photo they took at the beginning of the challenge.
Then ask them to tell their story of the $20 Boss journey using these images and using the following prompt questions:
What worked?
What are you most proud of?
What would you do differently next time?
Whats next for your business?
Ask your students to document this on butchers paper and present it to the class.
4. Learning activity: What next?

Ask each team to discuss the following questions:
Is running a business something you would like to do again in the future?
Does anyone have any specific ideas of what their next entrepreneurial endeavour might be?
5. Optional learning activity: Our story

Ask each team to use the notes they made on the butchers paper to create a four-minute presentation. Remind students to use any photos
or videos they captured throughout the program.
If you have additional time, you may be able to encourage students to create their presentations using digital tools available at your school
(e.g. Prezi or PowerPoint).
They must present for one minute each on:
Why we developed our business our business purpose
Milestones/steps we took in creating and running our business
What we achieved
What we learnt about being an entrepreneur
What we would do differently next time
If possible, film any presentations given by your students. This will give students the opportunity to watch themselves presenting, providing
the valuable feedback to understand their strengths in presenting.
If these presentations are filmed, it would be great if you could also send them to FYA for profiling of the program. If not, FYA will provide a
form for students to complete outlining their businesses.
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LESSON PLAN
5. Evaluation survey
Ask all of your participating students and teachers to complete the evaluation survey. This should take no more than 10 minut es.
This will be completed online FYA will provide a link for both a teacher and a student survey. If your school is unable to complete the
survey online, FYA will provide a PDF copy of the survey for students and teachers to complete.
Evaluation of the program is an important part of reviewing the concept and materials as well as assessing the skills gained by students.
Please ensure this is completed by all participants.
6. Recognition
Present each student with a certificate recognising their efforts and achievements.
If possible, encourage a student to volunteer to present on the achievements of the group to the school assembly or through the school
intranet or newsletter to gain public recognition.
Certificate template is available on the e-learning portal.

Ask students to redo the How much of an entreprene ur are you? quiz (Worksheet 2) and see how their answers have changed.
Application for awards: further information will be provided via email.
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WORKSHEETS
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WORKSHEET 1 (MODULE 1)
What is a business?
BUSINESS
SECTORS
BUSINESSES WE KNOW
PRODUCTS AND SERVICES
Finance
Manufacturing
Services
Tourism and
hospitality
Education
Health and
wellbeing
Other
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How much of an entrepreneur are you?
This survey is a great way to assess your progress over the challenge. Read each of the qualities and explanations listed below, and rate the
degree to which you believe you possess that quality by circling a number from 1 to 10. After the challenge is over, you can complete the
survey again, using a different colour pen, to see how youve grown.
QUALITY
EXPLANATION
RANGE
DRIVE
Highly motivated
10
PERSEVERANCE
Able to stick to tasks/goals
10
RISK TAKING
Willing to take chances
10
ORGANISATION
Life and work in order
10
CONFIDENCE
Sure of yourself
10
PERSUASIVENESS
Able to convince others
10
HONESTY
Open/truthful
10
COMPETITIVENESS
Eager to win
10
ADAPTABILITY
Able to cope with new situations
10
UNDERSTANDING
Empathy with others
10
DISCIPLINE
Able to stick to a schedule
10
VISION
Able to think of long-term goals
10
Date of first self-rating
Total score
Date of second self-rating
Total score
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Generating business ideas
WHO IS YOUR
TARGET MARKET?
(BE SPECIFIC)
WHAT ARE YOUR

INTERESTS
OR PASSIONS?
WHAT ARE YOUR

SKILLS OR STRENGTHS?
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Rethinking business ideas
SIMPLIFY
EXPAND
How can you simplify it?
Can you make it bigger?
Can you make it smaller?
What can you add to it?
What parts of it can you get rid of?
SOUND AND COLOUR
HUMOUR
How does your idea relate to your senses?
Can your idea be funny?
What sounds are involved?
Make a humorous cartoon drawing about it.
What colours are involved?
MATERIAL
COMBINE
Can you change the shape of your idea?
How are your ideas similar?
Can you make it longer,

wider, fatter or narrower?
Can you combine elements of them?

What would you get if you
crossed idea #1 with idea #2?
Can you reuse materials you

have access to (e.g. old furniture)?
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Generating business ideas
Business idea
1.
2.
3.
Good points
Bad points
Is the idea
suitable for the
target market?
Does the idea

meet the $20 Boss
requirements?
Does it have
a social or
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Envisage your idea!
The purpose of this worksheet is to act as a guide for teachers delivery of the optional learning activity as part of the reflection stage in
Module 2.
You can use the following questions either as a script or as a support document, depending on whether you are tailoring the activity to suit
the needs of your students. Whats most important is that is helps students to envisage success, form a clearer vision and develop a deeper
connection to their reasons for creating their business idea.
However you choose to run this activity, the line of questioning should ideally take your students on an imaginary journey to a future where
their business has been a huge success. Your students will be asked to think about their personal connection to the idea, identify their
core motives, consider the change they hope achieve and visualise the path that might get them there. It might also be beneficial to briefly
discuss the purpose of visualising success when setting out to achieve a goal.
Instructions
With your students sitting in a place by themselves, instruct them to close their eyes and wait for the activity to start. It is very important
that you give clear instructions, ensure that there are no distractions, check that everyone is comfortable and set a clear expectation that
the room remains silent. Allow plenty of time for the students to imagine the following things:
Start off by thinking about your interests and passions:
Take yourself to a moment in your life when you are doing something that you absolutely love.
What is something that makes you feel alive, a special place, spending time with a certain person, reading your favourite book or
listening to a song that you connect to?
What is this passion of yours? How would you describe the way that it makes you feel?
Now think about your skills and strengths:
What are some things that you do really well?
It could be talking to people, problem solving, drawing, designing or building things.
It might even be personal traits like demonstrating confidence, caring for others, working hard or thinking creatively.
What is one thing that you are really good at doing?
Now think about the problem that you have decided to work on:
What is this problem that you have identified?
Is it an issue that you see at school? Bullying, rubbish, a lack of acceptance or inequality?
Is it an issue that you see in your community? Racism, discrimination, alcohol?
Why is this a problem? What impact does it have on the people around you?
Why is it important to come up with a solution to this problem?
Why is it important to you?
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Finally, take yourself to a time in the future when your business has been a huge success:
Where are you? When is it? Who is there?
What does this success mean to you?
When you picture it, what does it look like?
Does success mean making a profit?
Is it selling lots of products?
Is it improving the life of people around you?
Are people talking about your business? If so, what are they saying?
Is it empowering others to also create change?
How has your business flourished? Is it a lot bigger or smaller than you originally imagined?
How has it inspired people?
How has it changed your school?
What kind of impact has it had on the people around you?
What problem has it solved?
How do you feel about the change you have created?
How does it feel knowing you are able to combine your passions and strengths to create change?
What does the success of your business mean to you?
Before wrapping up, ask your students to answer the following questions with a partner or the group:
How did you find that activity?
What did you take from this experience?
Did you discover anything new about your idea?
What does the success of your business mean to you?
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Assess your impact!
How do you know if you are making the world a better place through your business? Use the simple questionnaire below to find out.
1: Your businesss purpose or mission

Q1. Does your business have a purpose or a mission statement? If so, write it below:
Q2. Which of the following do you think best describes your mission statement?
We have no mission statement.
We have a positive impact on people.
We are all about protecting the planet.
Q3. Do you promote your businesss social or environmental purpose?
No we dont have a social or environmental purpose.
We communicate our social or environmental purpose through our mission statement.
We use marketing materials (e.g. posters) to share our social/environmental purpose.
Other (please describe below).
2: Your team = your business success

Q4. Which of the following describes how your business team works together? Tick all that apply.
We struggle to work together as a team.
We are all about innovation and creativity, so we listen to each others ideas.
We respect each other.
We provide an open, supportive and fun environment.
Other (please describe).
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3: Being customer focused
Q5. Can the people who buy your product/service provide feedback on your business?
No we dont provide a way to receive feedback or questions
Yes we have face-to-face conversations with our customers to understand what they think of our product/services
Yes we provide customers with a feedback questionnaire
4: Giving back to the community

Q6. Does your business donate to a charity or community group?
Yes
No
5: All about the environment

Q7. How does your product or service help to conserve the environment?
We use recycled materials in our products
We manage the rubbish from our business in a way that helps the environment
We try to minimise our water and energy use
None of the above
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Target market profile
Who are they?
How will they

hear about your
business?
How old are they?

Where do they live?
Where will you

physically contact
them? Where will
your business be?
Are they male

or female?
What do they do?
What media do they

Can they afford
your product or
service?
How is it best to
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Analysing market research responses
How many people responded to your questionnaire?
Which answers were surprising?
Which answers were as expected?
Did you disagree with any of their answers? Why?
What price did they suggest for your product or service? Do you agree?
Knowing what you now know, what will you change about your business idea?
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Budget template
Note: Feel free to use an Excel spreadsheet version if you prefer.
ITEM DESCRIPTION
QTY
UNIT COST
TOTAL ($)
ITEM DESCRIPTION
QTY
UNIT COST
TOTAL ($)
$20 . 00
$20 . 00
Total costs
INCOME
$20 Boss Bank
Start-up capital
Week 1
Week 2
Week 3
Week 4
Week 5
Total income
TOTAL INCOME
Minus
TOTAL COSTS
Equals
TOTAL PROFIT
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World Caf
The purpose of this worksheet is to act as a guide for your delivery of the optional learning activity as part of Module 5.
World Caf is a meeting environment where your students are able to interact with a range of different guests that they otherwise wouldnt
normally be exposed to. Potential guests can include business coaches, school staff, parents or local community members. All guests will
need to be organised in advance and should be invited based on their experience in related fields.
Firstly, transform the room into a model caf by forming lots of small groups around the class using tables and chairs. You may even wish to
include tablecloths, butchers paper and coloured pens.
Welcome the guests and explain that their role is to support each team and provide new information that will ultimately strengthen their
business idea.
Explain World Caf using the following instructions:
Introduce all the students and guests to the World Caf.
Set the context by explaining that they are about to step into a caf where they will pitch their business ideas to the guests in order to
receive valuable feedback.
The activity will be broken down into three rounds.
During each 20-minute round they will engage in conversations taking place at different tables around the room.
At the end of the 20 minutes, individuals are invited to share what they have taken from their conversations.
Each member of the group will then move to a different table for the following round.
To guide the conversation, they will be given a different question to answer each round:
1. What is the business idea and why will it make the world a better place?
2. Describe your prototype. Whats missing?
3. What are the business challenges and what are your next steps?
Ask everyone to find a seat somewhere around the room, preferably away from members of their own team. To ensure that they have the
greatest impact, ask all guest to also spread themselves out.
For more information, visit: www.theworldcafe.com/method.html
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Contract
Team business name:
How we will invest our profits:
Will we repay the $20 start-up capital (plus $1 interest) if we make a profit?
Yes
Team member names and signatures:
1.
2.
3.
4.
5.
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Marketing plan
ACTION
WHEN?
WHO?
Example: Write a Facebook post letting people know our stall will be
operating next Thursday
Friday 7th
October 2016
Dylan
1.
2.
3.
4.
5.
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Weekly business tracking
Complete a copy of this worksheet each week of trading.
1.
How many weeks has your business been running?

1 week
2 weeks
3 weeks
4 weeks
2.
What did you spend your $20 on?
3.
Have you assigned team roles (e.g. Marketing Manager, Finance Manager, Strategy Leader)?
4.
How many products/services have you sold?
5.
How many customers have you served?
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6.
Who is your target customer?
7.
How much profit have you made so far?
8.
What are the main activities you have to complete this week? When do they need to be done?
9.
Has your business idea changed? If yes, how?
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SECTION
GUIDANCE FOR COMPETITIONS

During the one-month challenge periods, weekly
competitions can be run within your school.
Competitions have been found to keep students
engaged and focused with the program.
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WEEKLY COMPETITIONS
Note: these competitions are an optional engagement tool.
SUGGESTED TIMELINE
Week
Competition theme
What students submit
Best logo
Image
Best sales pitch
Video
Best advertisement
Video / Image
Best trade stand
Image
HOW TO INTRODUCE THE WEEKLY COMPETITIONS

Spend 1520 minutes at the beginning of each week during the challenge explaining the
weekly competition. Outline the key criteria upon which winners will be selected.
CRITERIA FOR WEEKLY COMPETITIONS

Best logo
Take a photo of your company logo and share it. Some points to consider:
Be creative is it unique?
Is it specific or non-specific?
Does it stand out?
Best sales pitch

If you were to meet a potential investor (e.g. Sir Richard Branson, a NAB banker) in a lift,
how would you persuade them to invest in your business in the time it takes to get from
one floor to the next? Prepare a one-minute (maximum) sales pitch to explain what your
business does and why it deserves to be invested in. Record the pitch on your phone or
video camera and share it.
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Best advertisement
Promotion for your product or service can be produced in a variety of di fferent ways.
Advertisements can be seen everywhere through a range of media. Produce an
advertisement of your choice (e.g. a poster, flyer, radio or TV ad) and share it to enter. A TV
or radio ad should be no longer than 1 minute.
Best trade stand

Where will you sell your products or display your services? How will you exhibit them in a
pleasing and attractive way? Think about how you can draw attention to your stand. What
do customers want to see? How can you make the stall look professional? Once you have
your perfect stand, take a photo and submit it to the competition. It would be good to see
the team working proudly together at the stand too!
HOW ENTRIES WILL BE JUDGED

The weekly entries will be sent to a panel of internal judges (made up of teachers and local
volunteers) who will decide on a winner. Successful teams will be notified and winners will
be announced the following week.
PRIZES FOR WINNING WEEKLY COMPETITIONS

Prizes can be sourced from local business owners.
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APPENDIX
HOW $20 BOSS RELATES

TO THE NATIONAL CURRICULUM
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English
OUTCOMES RELEVANT TO YEAR 7
ACHIEVEMENT STANDARD
HOW $20 BOSS PROGRAM

ADDRESSES OUTCOMES
Students understand how the selection of a variety of language features

can influence an audience.
Students create structured and coherent texts for a range of purposes

and audiences.
What is market research? Why is the framing of questions important?
What is a social entrepreneur?
Students use a variety of more specialised vocabulary.
What are the basic financial terms and concepts students need to
understand to run a business?
Students understand how to draw on personal knowledge, textual

analysis and other sources to express or challenge a point of view.
What is marketing?
What is a target market? What type of words and strategies appeal to
different target markets?
How can you make a product or service stand out?
What emotions did you experience over the life of your project? Did
these change?


ADDRESSES OUTCOMES
Students understand how the selection of language features can be

used for particular purposes and effects.
Students can explain the effectiveness of language choices they use to

influence the audience.

When creating and editing texts to create specific effects, they take into
account intended purposes and the needs and interests of audiences.
What is marketing?
these change?


ADDRESSES OUTCOMES
Students analyse the ways that text structures can be manipulated for
effect.
Students create texts that respond to issues.
Students make presentations and contribute actively to class and group

discussions.
Students edit for effect, selecting vocabulary and grammar that

contribute to the precision and persuasiveness of texts.
What is marketing?
these change?
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Economics and business


ADDRESSES OUTCOMES
Students describe the interdependence of consumers and producers in

the market.
What is a market?
What are consumers and producers?
Students explain the importance of short and long-term planning to

individual and business success and identify different strategies that
may be used.
What are the key planning processes involved in business? (Students

will develop a basic business and marketing plan with support from
industry expert volunteers.)
Students describe the characteristics of successful businesses and

explain how entrepreneurial capabilities contribute to this success.
When researching, students develop questions and gather data and

information from different sources to investigate an economic or
business issue.
Students apply economics and business knowledge, skills and concepts

to familiar problems.
Students develop and present conclusions using appropriate texts,
terms and concepts.


ADDRESSES OUTCOMES
Students explain the rights and responsibilities of consumers and

businesses.
What is an entrepreneur? How can students become one?

What is a social entrepreneur? How can students become one?
Students describe influences on the way people work, and factors that
may affect work in the future.

When researching, students develop questions and gather relevant data

and information from different sources to investigate an economic or
business issue. They interpret data to identify trends and relationships.
What are the key planning and decision-making processes involved

in establishing and running a business? (Students will develop a
basic business and marketing plan with support from industry expert
volunteers.)
Students identify the effects of an economic or business decision and

the potential consequences of alternative actions.


ADDRESSES OUTCOMES
Students explain why businesses seek to create a competitive

advantage and evaluate the strategies that may be used.
What is a competitive advantage?

What are the different methods of researching a business or economic
issue?
When researching, students develop questions and simple hypotheses

to frame an investigation of an economic or business issue.

Students apply economics and business knowledge, skills and concepts

to familiar, unfamiliar and hypothetical problems.
Students develop and present evidence-based conclusions and

reasoned arguments using appropriate texts, subject-specific language
and concepts.

They analyse the effects of economic and business decisions and the
potential consequences of alternative actions.
What are the financial terms and concepts students need to understand
to run their own business?
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Mathematics

ADDRESSES OUTCOMES
Students identify issues involving the collection of continuous data.
What data needs to be collected when researching a potential business

and on an ongoing basis once the business is established? What is the
best way to do this?
Students use fractions, decimals and percentages, and their

equivalences. They express one quantity as a fraction or percentage of
another.



ADDRESSES OUTCOMES
Students solve everyday problems involving rates, ratios and

percentages.

Students solve problems involving profit and loss.
What is profit?
What is loss?


ADDRESSES OUTCOMES
Students solve problems involving simple interest.
What is interest?
Students compare techniques for collecting data in primary and

secondary sources.
What data needs to be collected when researching a potential business

and on an ongoing basis once the business is established? What is the
best way to do this?
Students make sense of the position of the mean and median in skewed,
symmetric and bi-modal displays to describe and interpret data.

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APPENDIX
SAMPLE IN-SCHOOL
IMPLEMENTATION PLAN
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AIMS
$20 Boss is an immersive learning experience for students, where they are lent $20 to create and run their own business. The program aims
to build financial literacy and enterprising skills for young people, equipping them with the skills and confidence to become the innovators
of the future.
We aim to make $20 Boss simple, functional and fun for schools to implement within existing structures/subjects.
TIME EXPECTATION OF STUDENTS AND TEACHERS AND SUGGESTED MODES OF DELIVERY

We offer schools flexibility in how the content is delivered, so the suggested mode of delivery below is by no means prescriptive but just a
suggested approach.
Preparation time for students (3 weeks)

The content can be delivered within school across a four -week period. The preparatory modules can be delivered in four to six hours.
They can be delivered in any way that fits into the time available e.g. one four-hour session or eight 30-minute sessions. During this time
students should be supported to ensure that they are prepared to trade.
Depending on how your school wishes to include business coaches in this process, we suggest this would be up to four hours worth of time
during the preparatory modules.
We suggest you have a weekly check-in with students to ensure progress against tasks.
Running the businesses

Following the module content delivery, students can complete the challenge of trading their actual business for up to four weeks.
Throughout this time they should be encouraged to iterate and change their business according to what they see working and what isnt as
successful. The time commitment should be up to students, dependent on how they choose to run their business.
Your school may choose to support a market day for students to all trade their goods or services. This could be a kickstart to the trading
month, or a final push for students to experience a competitive market, while testing their sales skills. We encourage students to manage
the planning and execution of the market day.
Reflection
We will provide a learning consolidation/reflection/celebration module following the conclusion of the trading month. This is a
6090-minute module (depending on teacher preference). Through this time students are also able to disperse their profits, according to
the plan they devise during planning.
In total, we provide schools with:

Seven modules of content for teachers to deliver, with supporting guidance on method of delivery
An online learning platform for students to work through the program and teachers to support them
Access to expert business coaches from NAB to support your students:
- We suggest one coach per two groups of students ie. If you have 20 students participating you will have 5 groups of 4 so we would
suggest 2-3 volunteer business coaches . We will leave this up to your school to decide whether this is appropriate.
- We will work together with your school to determine how best you would like to include coaches throughout the program.
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Sample implementation timeline: Term 3, 2016
WHAT
WHEN
1 July 12 August
15 August
16 September
2024 September
October
November
Modules 16
Preparation for
challenge
Challenge, or
trading period
Module 7
Reflection and
celebration in
schools
Money
collection
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APPENDIX
HOW THE BANK WORKS
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THE CHALLENGE BANK WHAT IS IT?

$20 Boss is designed to give every participating student $20 to plan, budget for and create a business. The expectation is that all loans
will be repaid by students, with a $1 interest/legacy payment to the program. This interest is charged for two reasons. Firstly, in order to
give students a realistic view of loans and increase their financial literacy, they need to understand that loans incur interest. Secondly, the
legacy payments support the growth of the program and its delivery to a greater number of students across Australia.
PAYMENTS: PROCESS AND RESPONSIBILITIES
1. School
schools
When
Who
3. Schools
disperse
money to
students
4. Students
trade
5. Schools
collect loan
payments and
legacy
payment
6. Schools
loans and
submit
summary
of student
MarchMay
June
July
AugustSeptember
October
NovemberDecember
Schools
FYA
Schools
Students
Schools
Schools
Note that this timing refers to term 3 delivery

1. School registration: Each school will be asked to complete a registration form, which we will provide. This will include:
General school information name, contact details, year level of participating students, number of participating students
School bank account details
Terms and conditions of participation
2. FYA pays schools: FYA will deposit a lump sum amount of money into the schools bank account according to the number of students
participating as per the registration form. For example, if there are 50 students participating FYA will deposit (50 x $20) $1,000 to the school.
3. Schools disperse money to students: It will be the responsibility of the school to withdraw the deposited funds and disperse these
funds to students in the lead-up to trading.
4. Students trade: Students will have created a budget and spent their loan creating their businesses. Throughout the trading month, it
will be the responsibility of the students to manage the money they make through their business venture.
5. Schools collect loan payments and $1 interest/legacy payment: Schools will be responsible for recollecting the loans from
students and the additional $1 interest/legacy payment. We recognise that not all participating students will be able to repay this loan,
as their business ventures may not have been profitable throughout the month. Research tells us, however, that 97% of students are
able to repay the loans an amazing repayment rate!
6. Schools repay the loans to FYA and submit summary of student businesses: Depending on the repayment option you select on
your registration form, FYA will set up either a direct debit facility or an invoice. This will mean that in early November, FYA will send out
an invoice or debit the loan money and interest/legacy payment from schools. For example, if you have 50 students participating, FYA
will debit (50 x $20) + (50 x $1) = $1,050. As mentioned in the terms and conditions, should there be any problems with this we are happy
to discuss this on a school-by-school basis, as we understand that not all students may repay their loans.
a. The summary of student businesses should include:
i. Number of teams (number of students)
ii. Business names and a short summary of each business (the students will have prepared this)
iii. How much profit/loss was made by each team
iv. The video recording of the final presentations by students
v. Any additional feedback for FYA.
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APPENDIX
$20 BOSS GUIDELINES
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$20 Boss provides a unique opportunity for students to unleash their creativity. The business
opportunities students can explore are endless! However, there are a few things students need
to keep in mind.
HERE ARE SOME HELPFUL GUIDELINES FOR A COUPLE OF BUSINESS IDEAS

1.
Food and drink

a. Participants can buy and sell on branded foodstuffs (except those requiring refrigeration or other special storage arrangements)
as long as the product has an ingredients list and a best before date that is more than three months from the date of sale by the
participant.
b. Manufacturers multiple packets can be broken down as long as the wrapping on individual items is marked with best before dates
and the manufacturer has not restricted the breaking down of a multiple pack product for resale (this is printed on the packaging).
c. If participants are planning any catering activity the school will need to ensure that all relevant occupational health and safety
legislation is complied with in the preparation, storage and selling of the food.
2.
Cosmetics and beauty products:

a. As with food, branded products can be resold as long as they are still in the manufacturers packaging.
b. If participants are planning anything that involves reconditioning or use of these products (e.g. making soap or face painting) the
school will need to ensure that all relevant legislation is complied with in the preparation, storage and selling of the products.
3.
Car washing
Care should be taken to make sure cars are not damaged during cleaning. For example, damage can be caused when a sponge is
dropped on the floor, picking up grit, which then scratches the paint.
4.
Travel
If the business idea involves travel in any form of transport, the school will need to ensure their insura nce extends to this.
5.
Raffles
Raffles are the only form of gambling activity allowed and this should only involve the selling of tickets exclusively within the school.
HERE ARE THE ACTIVITIES STUDENTS MUST NOT PARTICIPATE IN DURING THE CHALLENGE.
TEACHERS MUST MONITOR STRICT COMPLIANCE:
6.
Selling alcohol or tobacco
7.
Gambling (except in-school raffles, which are permitted as outlined above)
8.
Fraudulent activities or misleading and deceptive conduct (being dishonest)
9.
Illegal activities (stealing, drugs, discriminating, unauthorised internet downloads including photos, videos, music, infringing
copyright, invasion of privacy either online or in person, pornography, etc.)
10. Using, selling or repairing mechanically propelled vehicles

11. Using or selling acids, gases, explosives, fireworks, chemicals or pharmaceutical products
12. Making, changing or selling products that need to be plugged into the mains electricity supply
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20dollar Boss Instructions PDF

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TEACHER TOOLKIT

Guidance for competitions

How $20 Boss relates to the National Curriculum

Sample in-school implementation plan

How the bank works

$20 Boss guidelines

HOW TO USE THIS TOOLKIT

Additional resources available for use alongside this toolkit include:

WHAT IS $20 BOSS?

Developed by the Foundation for Young Australians (FYA) in

WHY TAKE PART?

BUSINESS COACH SUPPORT

TIPS ON RUNNING THE CHALLENGE

Table 1: Key dates for $20 Boss in 2016

2016 TIMELINE (TERM 2 DELIVERY)

Register online via 20boss.fya.org.au

Speak to the $20 Boss team and sign up

Complete registration forms and return them

Access your $20 Boss online content and

May 16th June 17th

Commence the running of the challenge

Repayments, awards and celebration.

2016 TIMELINE (TERM 3 DELIVERY)

Registrations open via

Speak to the $20 Boss team and sign up

Complete registration forms and return

Access your $20 Boss online content and

August 15th September 16th

Commence the running of the challenge

Repayments, awards and celebration.

FURTHER INFORMATION AND SUPPORT

Figure 1: Suggested delivery of learning modules (full version)

BUSINESS TRADING PHASE

Celebration and awards

Figure 2 Suggested delivery of learning modules (reduced version)

BUSINESS TRADING PHASE

Celebration and awards

The key concepts of each module

The core outcomes of the module and the building blocks

The suggested order for delivering the content of each

The individual or group-based experiences that enable

An extra activity that can be included, if desired, to

The body of content provided for you to deliver with each

Additional activities that encourage further student

The time allocated for students to look back on their

Orienting students to what business and being an entrepreneur is

Understand how they can participate in $20 Boss

Video 1: Introduction to $20 Boss

Worksheet 1: What is a business?

Remind your students that:

2. Learning activity: What is an entrepreneur?

Marita Chen, 2012 Young Australian of the Year, has a simple

MORE ON THE DEFINITION OF ENTREPRENEURSHIP

Example 2: Josh Gare

Example 4: Janine Allis

Sir Richard Branson is an English

English-born Josh Gare discovered

Janine Allis is the founder of Boost

Branson turned his negatives into

Example 3: Daniel Flynn

ways in which he viewed challenges

Daniel Flynn is the founder of

In 1999, Janine, a surburban mum and