Chapter 7

You and your pupils have reached the final stage of the JEP journey!


Chapter 7, Showcase Day and Programme Evaluation, will provide an opportunity for pupils to learn about organising a School Showcase Day. Pupils will learn to calculate profit and loss, they will also evaluate the various stages of the programme and reflect upon the outcomes of their JEP project. Finally, pupils and teachers will reflect on lessons learned during the programme.


The School Showcase Day is a very exciting day for schools participating in JEP across the island of Ireland. It is the event which acts as the launch day for the product or service which the pupils have worked hard on for weeks. There is an invitation template for your Showcase event on page 68 of the Teacher’s Guide.


For Showcase Day the Sales Team will need to request permission from the school principal to use the school hall or another suitable space to hold the event. The pupils may need some assistance with setting up, perhaps they could ask the school caretaker or other members of staff for assistance with this. On the day of the Showcase, the Sales Team must get set up as early as possible ensuring that they have enough time to arrange and display all their products.

It’s important that all items are clearly labeled and priced in the event of a craft fair or product sale.


The Sales Team may also want to prepare a Programme for the day especially if the principal or class teacher would like to say a few words and if the Storytelling Team are going to present their PowerPoint presentation describing the work they have done on JEP.

Following the Showcase Day the Sales Team should consider sending a thank you letter to the principal, teachers, caretaker and any other individual who assisted them with the event.



Using Activity Sheet 8, ‘Actual Costings and Sales’, the Finance team will calculate the total costs and total income and will determine whether the JEP Class project generated a profit or loss. In consultation with the class teacher, the pupils decide how to use the profits generated by the JEP project.



Remember to include the following in your Class Folder for Chapter 7 –


  • Photographs/Video of School Showcase Day
  • Actual Costing and Sales (Activity Sheet 8)
  • Sample of Product/Detailed Description of Service
  • Pupil Evaluation of the Project (Activity Sheet 9)
  • Teacher Evaluation of the Project (Activity Sheet 10)


Adding the final requirements to the JEP Project Submission Folder and sending it to JEP HQ for evaluation is the final step of the Programme. The JEP Team will return your JEP folder by the end of the school term.


Congratulations on reaching the last stage of JEP, we are so grateful that you participated!

Chapter 6

Welcome to Chapter 6!


We hope that your pupils are getting excited about Making It All Happen! Chapter 6 is production stage, wherein the JEP Big Idea will be made into a reality.


In this chapter the pupils have to ‘make it all happen’, this can be broken down into five areas:


  1. Designing and creating the product or service
  2. Calculating costs and income
  3. Marketing
  4. Selling
  5. Recording and communicating the story of the project


Pupils will learn how to calculate costs, source funding, monitor the budget and keep a record of all financial income and expenditure throughout the project.

Pupils will design and produce marketing material and will also learn how to use video, audio and Microsoft Powerpoint to record the key stages of the project.


The Storytelling Team has an important role to play in capturing the story of the project from start to finish.

They can take photographs, record video or audio, conduct interviews and include pictures and samples of work in a video or PowerPoint presentation. They must compile the JEP Submission Folder to record the various stages of the project. The Storytelling Team can present the story of the JEP project at the Showcase Day.


The Design and Production Team work together to see if any improvements can be made to the Class JEP Big Idea. Any feedback that was gathered during the Market Research should be used to aid this process, the pupils should consider the preferences indicated by their target market for example the colours or designs that were the most popular and how to package and present their product.

They will also need to determine how many products they will need to make; they will need to collaborate with the Finance Team for this step.

It’s important to ensure that every pupil in the class is involved in making the product or service.


The Finance Team consults with the Sales and Marketing & Design and Production Teams to determine what materials will be needed to produce the product or service. The pupils will then calculate how much they need to spend on materials. The Finance Team encourages each pupil to invest in the JEP project, i.e €2 per pupil which will be returned from the sales income at the end of JEP. If additional funding is required they can seek a loan from the Parent’s Council or Board of Management to assist with the initial ‘set up’ costs, which will also be repaid upon completion of the programme.

The Finance Team records all the details of the Costs, Investments, Loans and Expenditure on the Estimated Costings and Projected Sales sheet.

Having calculated the total costs to produce all of the products, the Finance Team calculates how much it costs to produce one product. Taking into consideration the market research findings and considering the total production costs the Finance Team determines what price to charge and how many products to sell.


The Marketing Team should come up with a strategy to promote the product or service. They consider how best to generate interest in their product or service. They should consider putting up posters, circulating flyers around the school and local community, placing an advert in the community newsletter or even composing a rap or song and using social media (under the guidance of a teacher).


The Sales Team plans, organizes and manages sales of the product or service. They should be encouraged to be as creative as possible when thinking of ways to sell their product or service. They could ask local businesses to sell their product or set up a stall at a local market aswell as the school Showcase Day. They must ensure that the customer has a way to order and receive the goods or services; this may include setting up an ordering service so customers can pre-order.


Remember to include the following in your Class Folder for Chapter 6 –


  • Sample Flyers, Posters or other Marketing Items
  • Estimated Costings & Projected Sales (Activity Sheet 7)


Don’t forget to update us with your progress on the ‘Class Progress’ section of your JEP online account this is something that the Storytelling Team can take ownership of.



Chapter 5

You have reached Chapter 5 of The Junior Entrepreneur Programme!


This exciting stage incorporates Roles and Responsibilities and it is the stage wherein your pupils will be placed into teams, in order to make the project work.


In this Chapter children will learn about the key roles within business teams and how co-operation is key to success.


Chapter 5 presents an opportunity for pupils to identify their individual skills and talents in order to be assigned to the most appropriate business team and they will also learn that teamwork and co-operation is essential in order for the project to be a success.

The teams include the Design and Production Team, the Sales team, the Finance team, the Marketing team and the Storytelling team.


Ask the pupils to think about key areas of business such as:

Marketing, Design and Production, Sales and Public Relations and Storytelling and encourage them to brainstorm what they think each area of business would involve.


Working effectively as part of a team is really important in any project environment. Team players are able to negotiate with others, problem solve with their team, listen and share ideas and responsibilities.


‘My Treasure Trove of Talents’, Activity Sheet 5, allows pupils to identify their top skills or talents and you as the teacher can refer to these sheets when assigning pupils to the various project teams. It’s important to remember that group dynamics are a consideration here and the teacher is often best placed to know which pupils will work best together and in some cases those who would not.


Once the pupils have been assigned to a team, there are some team building exercises on pages 38 and 39 of the Teacher’s Guide to strengthen relationships within the groups and to allow the children to get to know one another better.


Remember to include the following in your Class Folder –

  • My Treasure Trove of Talents (Activity Sheet 5)
  • Roles Within Each Project Team (Activity Sheet 6)
  • Completed ‘JEP Project Teams’ Poster


Don’t forget to update the ‘Class Progress’ section of your JEP online account, we love to see Junior Entrepreneurs at work!







Chapter 4

We hope you are progressing through the programme well.


At this stage your pupils should be doing market research on The Big Idea and researching what type of product or service the target audience want to buy.


Chapter 4, ‘Will the Idea Work’, is an opportunity for pupils to test whether or not the idea they have chosen will be profitable and whether changes are necessary before production begins. It’s also a chance for the pupils to work out the most suitable price to sell the product or service for.


Pupils should have a look at the sample Market Research survey on page 30 of the Teacher’s Guide, and then create a survey with questions for their target market, in relation to the product or service that they are creating. Analysis of the surveys can be presented any number of ways, for example pie charts or bar charts and so forth. Pupils should be as creative as they like here, and both the survey and the presentation of the research findings should be included in the JEP Submission Folder.


Top Tips for a great survey –


Keep the questions simple.

Be clear about the purpose of your survey.

Sequence the questions in a way that makes sense.


If you have any questions, please don’t hesitate to get in contact with us, we are here to help!



Chapter 3

Welcome to Chapter 3!

At this stage, the Big Idea has been chosen and it is time for ‘A Business Visitor to the Classroom’. Pupils love this business visit. It makes entrepreneurship come alive for them, and the business visitor usually gives them the kick-start they need to believe that they too can be entrepreneurs.

Pupils have the opportunity to ask a local business person various questions, from how they became entrepreneurs, to asking for business advice with regards to their own Big Idea.

If you are struggling with sourcing a local business person, do keep in mind that there are entrepreneurs dotted around your entire community, from the local hairdresser to the nearby shopkeeper. We have included a Business Visitor Template Letter (Resource Sheet 2) which you can send to a potential business visitor when inviting them to the classroom.

Don’t forget to complete the ‘Business Visitor Poster’ and the Pupil and Teacher Reflection on Business Visit (Activity Sheets 3 & 4), once the Business person has visited.

We hope the pupils gain valuable insights and inspiration that may influence  them as they continue along their educational journey into secondary school.




Chapter 2

We hope that your pupils’ minds are becoming familiar with the concept of ‘entrepreneurship’ after Chapter 1, and that they are realising how one person with a great idea can change the lives of many.

Chapter 2 is all about Exploring New Ideas. This stage incorporates ‘Meet the Dragons’. At the beginning of this Chapter, each pupil should generate at least one potential Junior Entrepreneur project idea. This is the Individual Ideas stage. The next stage involves the pupils getting into groups and agreeing on one idea per group to present to the Dragons. The next step is to do some research on the project idea, before presenting it.

When developing the group idea, the pupils will need to consider further details about the product or service. For example, with the idea of personalised printed T-shirts, the pupils could choose a theme for their T-shirts that they love, for example, a family theme, pets theme. They will then need to design a variety of layouts. They will need to calculate how much it will cost to produce each T-shirt and how much they will charge per T-shirt. They will need to discuss who might buy the T-shirts and how they will advertise the product. The pupils will need to design a visual chart or account describing their group project idea. This might include a sample of the proposed product, if appropriate. Finally each group will write a short description of their proposed project idea which will be presented to the Dragons.

Many teachers last year reflected on ‘Meet the Dragons’ as their most memorable moment of the Junior Entrepreneur Programme. It’s one stage of the programme where quieter pupils get a chance to make their voices heard, and the creative ideas that pupils generate are often a source of wonder to teachers and Dragons alike!

The panel of Dragons should consist of at least three dragons and must include at least one person from the business community. Other members can include the school principal, a learning support teacher or other member of staff. It is not recommended that a parent of any participating pupil take part in this process.

Through the ‘Meet the Dragons’ process, and consultation with their class teacher, the pupils will eventually reach agreement of a ‘Big Idea’ for their class Junior Entrepreneur project.

Once the Big Idea is chosen, the next step is Chapter 3, wherein pupils will get a have a business visitor to the classroom, which will provide inspiration and a business perspective for the whole class as they progress on their entrepreneurship journey.