ASDAN Studio · Community & Enterprise · Week 4 of 6

Money In, Money Out

GROW Pathway · ASDAN Studio · AQA UAS enterprise · PEQ core skills

Progress SoW · GROW ASDAN Aut 1 · 2026–27 · AQA UAS enterprise · PEQ core skills · Week 4🏅 Banks: AQA UAS enterprise · links FS Maths (real calculation)

Spark: The numbers decide whether the idea survives.

Success looks like

I can list our real costs, hidden ones included
I can set a defensible price and find break-even
I can say what our profit is for

Aspire · model the pessimist’s version — sales at half your estimate. Does the idea still survive? What changes?

Teacher Print Tools — Week 4

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Say it

Roughly, what might our idea cost to start?

Any honest answer counts — say it out loud.

2. Spot it

What would YOU pay for it — honestly?

Any honest answer counts — say it out loud.

3. Point to it

Point to something in this room that had to earn its price.

Any honest answer counts — say it out loud.

1. The big idea

What does 'The numbers decide whether the idea survives.' mean in your own words?

Own words — one honest sentence.

2. Today's work

Today is 'Money In, Money Out' — costs, price, break-even. What do you think we'll be doing?

A sensible prediction — we check it at the end.

3. Success check

By the end you should be able to say: 'I can list our real costs, hidden ones included.' What will that take today?

Name one thing you’ll need to do or try.

1. Hidden costs

List three costs of our idea that nobody has mentioned yet.

Own list — float, spillage/waste, cups going missing, staff time; the unmentioned costs are where profits vanish.

2. Price squeeze

Customers cap what they'll pay; costs floor what we can charge. What happens when the cap sits below the floor?

The idea fails as designed — cut costs, change the product, or walk away; wishing the gap closed isn't a strategy.

3. Profit's job

A social enterprise banks £40 profit. Argue two different jobs for it and pick one.

Reinvest (grow the engine) vs donate now (feed the cause) — either defended; the picking is governance.

Starter

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

💡

Big Idea

The numbers decide whether the idea survives.

SPARK

🎲

Today We Play

Put it in order

GAME

🧱

The Wall Grows

Onto the Enterprise Wall

VOICE

🏅

It Banks

AQA UAS enterprise · links FS Maths (real calculation)

EVIDENCE

Talk first, then we play — every voice counts here.

I Do

The Model — Money In, Money Out

Key Idea: The numbers decide whether the idea survives.

👀 Look: in minus out is what you keep — the tank only rises if in beats out.

Step 0 of 3

Listing every cost honestly — materials, kit, the hidden ones people forget.

The cost list is exhaustive or it's fiction: materials, kit, the float, the waste, the things that break. Every forgotten cost reappears later wearing a bigger number.

Setting a price customers accept AND costs allow — the squeeze from both sides.

Price lives in a squeeze: high enough to cover costs, low enough that customers stay customers. A defensible price cites both sides. 'A pound — because costs say 60p minimum, and parents said a pound is fine.'

Break-even: the sale where it stops costing and starts giving — and what the profit is FOR.

Break-even is the sale where the idea stops costing and starts giving — our single most important number. Before it, every sale pays debts; after it, every sale feeds the purpose.

We Do

Put it in order

How it works: These belong in an order. Tap them one at a time — does each land where you expected?Found: 0/5

List the costs

Set the price

Estimate the sales

Find break-even

Decide the profit’s job

I Do

Proving It — The Evidence Loop

Key Idea: Launch extension: one written line — why a social enterprise still needs profit.

Step 0 of 3

Documentarian

photo the money plan.

Annotate

'break-even is ___ sales because ___'.

Witness

staff sign the financial-planning evidence.

For the moderator, not just the folder

A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.

That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.

We Do

Skip One Step — Where Do the Numbers Fall Over?

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/5

List the costs

Set the price

Estimate the sales

Find break-even

Decide the profit’s job

Seeds £4, compost £6, labels £2 — money gone before we sell a thing

The pot that finally pays off everything we spent

Two break-times, fifteen pots — our honest guess, not our best hope

What's left over: more seeds, or the food bank?

£1 a pot — costs say 60p minimum, parents said £1 is fine

Hidden costs countedPrice justifiedBreak-even workedStress-tested

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — AQA UAS enterprise · links FS Maths (real calculation).

🤝 With support

Task: Count the cost cards into the tin, choose a price from the three options, and find break-even on the number line.

Steps: One step at a time — adult support is right there. Photo when you’re proud of it.

👤 On your own

Task: Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named.

Steps: Work the task through — photo as you go, annotate at the end, witness tick before you pack up.

🚀 Take it further

Task: Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named. Stretch: model the pessimist’s version — sales at half your estimate. Does the idea still survive? What changes?

Steps: Task first, stretch second — and your annotation should explain the why, not just the what.

Lundy Loop

Lundy Loop — Your Voice on the Wall

Why: Article 12 — your view counts here, and it genuinely changes what happens next.

🚪 SPACE

The Enterprise Wall welcomes every idea uncritically at first — filtering happens later, by tests, not by laughter. 'Pass' is always allowed.

📣 VOICE

Say the price you would set, and the number behind it.

👥 AUDIENCE

Partners check the maths kindly — a mistake caught here is a mistake not made on the day.

⭐ INFLUENCE

The price the room can defend is the price we trade at.

Exit Ticket

Instructions: Answer independently. Own words — no wall-peeking.

1.

I can list our real costs, hidden ones included — true for you today? Say how.

Point to today’s work as your proof.

2.

I can set a defensible price and find break-even — true for you today? Say how.

Point to today’s work as your proof.

3.

I can say what our profit is for — true for you today? Say how.

Point to today’s work as your proof.

1.

What does 'The numbers decide whether the idea survives.' mean now the lesson’s done?

Own words + one example from today.

2.

What did you actually make or do today — and which bit are you proudest of?

Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named.

3.

Where does today’s evidence bank?

AQA UAS enterprise · links FS Maths (real calculation)

1.

Halve our sales estimate. Walk the consequences through the whole plan.

Break-even doubles in time, float stretches, the profit's job waits — and the decision point is stall four, not a feeling.

2.

Why does a price with two defences beat a cheaper price with none?

Undefended prices get argued down and eat the margin — the defence IS the price's protection.

3.

What does this money plan let us SAY on pitch day that idea-only teams can't?

Numbers — 'break-even at 24 sales, evidenced demand of 12 a stall' turns a dream into a proposition.

Knowledge Organiser (GROW ASDAN W4): Money In, Money Out

GROW · ASDAN Studio · ASDAN Studio · Community & Enterprise · Banks: AQA UAS enterprise · links FS Maths (real calculation)

Key Word	Definition
COST	Money going out before anything is sold.
PRICE	What we charge for one item.
BREAK-EVEN	The sale where the costs are finally covered.
PROFIT	What is left once every cost is covered.

Key Facts

The numbers decide whether the idea survives.
Banks: AQA UAS enterprise · links FS Maths (real calculation)
Pupil voice: Say the price you would set, and the number behind it.
What it changes: The price the room can defend is the price we trade at.
Launch extension: one written line — why a social enterprise still needs profit.

Money In, Money Out

Name: ____________________ Class: __________ Date:

This week's spark

The numbers decide whether the idea survives.

ASDAN evidence

Documentarian photo + annotation + witness tick — AQA UAS enterprise · links FS Maths (real calculation).

Arrival Task

1) Roughly, what might our idea cost to start?

2) What would YOU pay for it — honestly?

3) Point to something in this room that had to earn its price.

1) What does 'The numbers decide whether the idea survives.' mean in your own words?

2) Today is 'Money In, Money Out' — costs, price, break-even. What do you think we'll be doing?

3) By the end you should be able to say: 'I can list our real costs, hidden ones included.' What will that take today?

1) List three costs of our idea that nobody has mentioned yet.

2) Customers cap what they'll pay; costs floor what we can charge. What happens when the cap sits below the floor?

3) A social enterprise banks £40 profit. Argue two different jobs for it and pick one.

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

We Do 1: Put it in order

List the costs, Set the price, Estimate the sales, Find break-even, Decide the profit’s job

We Do 2: Skip One Step — Where Do the Numbers Fall Over?

Draw lines to match:

List the costs · Set the price · Estimate the sales · Find break-even · Decide the profit’s job

Step 1 · Step 4 · Step 3 · Step 5 · Step 2

Scaffolding – Supported

Access & sensory notes (staff)
· The supported task today is: Count the cost cards into the tin, choose a price from the three options, and find break-even on the number line.
· Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting. A sorted card layout photographs as well as a written sheet.
· Sensory: Pitching and money talk raise the temperature. Rehearse to one adult before any group audience, and keep a written-only route open all the way to the end.
· Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking.
· Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.

Sentence starters

Our costs are ______.

Our price is ______ because ______.

We break even at ______.

Word bank

cost · price · break-even · profit · sales · defend · money in · money out

Scaffolding – Standard

Frame

1) List every cost. 2) Set a price you can defend from both sides. 3) Find break-even and explain what happens after it.

Sentence spine: "I started by ___ — then ___ — which shows The numbers decide whether the idea survives."

Scaffolding – Stretch

Stretch prompts

Halve our sales estimate. Walk the consequences through the whole plan. Why does a price with two defences beat a cheaper price with none?

Independent Work – Supported

Task: Count the cost cards into the tin, choose a price from the three options, and find break-even on the number line.

Work here (an adult can scribe):

Independent Work – Standard

Task: Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named.

Evidence check: photo ☐ annotation ☐ witness ☐

Independent Work – Stretch

Task: Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named.

Stretch (L2 standard): model the pessimist’s version — sales at half your estimate. Does the idea still survive? What changes?

Exit Ticket – Supported

1) I can list our real costs, hidden ones included — true for you today? Say how.

2) I can set a defensible price and find break-even — true for you today? Say how.

3) I can say what our profit is for — true for you today? Say how.

Exit Ticket – Standard

1) What does 'The numbers decide whether the idea survives.' mean now the lesson’s done?

2) What did you actually make or do today — and which bit are you proudest of?

3) Where does today’s evidence bank?

Exit Ticket – Stretch

1) Halve our sales estimate. Walk the consequences through the whole plan.

2) Why does a price with two defences beat a cheaper price with none?

3) What does this money plan let us SAY on pitch day that idea-only teams can't?

Assessor Witness Statement

GROW ASDAN W4 · Money In, Money Out
GROW · ASDAN Studio · ASDAN Studio · Community & Enterprise · Banks: AQA UAS enterprise · links FS Maths (real calculation)

Candidate name
Date of activity
Activity witnessed	Money In, Money Out

1 · What I actually saw this candidate do

Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.

2 · Level the candidate worked at — ring ONE

SUPPORTED
Count the cost cards into the tin, choose a price from the three options, and find break-even on the number line.

STANDARD
Build the money plan: full cost list, price with reason, sales estimate, break-even worked, profit’s job named.

STRETCH
Halve our sales estimate. Walk the consequences through the whole plan. Why does a price with two defences beat a cheaper price with none?

Prompts given (if any):

3 · Evidence attached

☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:

4 · Assessor declaration

I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.

Assessor name (print)	Role
Signature	Date

One statement per candidate per session. File it with the photo, not instead of it.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Enterprise Wall welcomes every idea uncritically at first — filtering happens later, by tests, not by laughter. 'Pass' is always allowed.
Voice	Say the price you would set, and the number behind it.
Audience	Partners check the maths kindly — a mistake caught here is a mistake not made on the day.
Influence	The price the room can defend is the price we trade at.

Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.

What I said, and what it changed:

Money In, Money Out — Feedback Sheet

Keep with your ASDAN portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	ASDAN evidence filed: Yes / Not yet
Pupil response — my next step:

Money In, Money Out

Success looks like

Teacher Print Tools — Week 4

Arrival Task – What Do You Already Know?

1. Say it

2. Spot it

3. Point to it

1. The big idea

2. Today's work

3. Success check

1. Hidden costs

2. Price squeeze

3. Profit's job

Today at a Glance

Big Idea

Today We Play

The Wall Grows

It Banks

The Model — Money In, Money Out

Listing every cost honestly — materials, kit, the hidden ones people forget.

Setting a price customers accept AND costs allow — the squeeze from both sides.

Break-even: the sale where it stops costing and starts giving — and what the profit is FOR.

Put it in order

Proving It — The Evidence Loop

Documentarian

Annotate

Witness

Skip One Step — Where Do the Numbers Fall Over?

Independent Work — Studio Time

🤝 With support

👤 On your own

🚀 Take it further

Lundy Loop — Your Voice on the Wall

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Money In, Money Out — banked!

Pens down — quick partner check!

Knowledge Organiser (GROW ASDAN W4): Money In, Money Out

Key Facts

Money In, Money Out

This week's spark

ASDAN evidence

Arrival Task

Today at a Glance

We Do 1: Put it in order

We Do 2: Skip One Step — Where Do the Numbers Fall Over?

Scaffolding – Supported

Sentence starters

Word bank

Scaffolding – Standard

Frame

Scaffolding – Stretch

Stretch prompts

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Assessor Witness Statement

Lundy Loop — this lesson

Money In, Money Out — Feedback Sheet