Our Mini Enterprise Project - Introducing J11's brand new Winter Warmer soup product - 'Soup Madness'.
In our topic lessons this half term we have been working as a business to plan, develop, market and sell our very own Winter Warmer soup product. Working as a team, we have had to make decisions such as what type of soup to make, who our potential customers are, and what prices we will charge in order to cover our costs and to make a profit. We have considered how we will market and advertise our soup, persuading potential customers that our soup is 'the' soup to buy! Our business aim has been - to provide a good quality, reasonably priced soup to our customers and to make as much profit as we can.
To begin our mini-enterprise topic, we used Hwb to research different entrepreneurs and to think carefully about the qualities they have: why have they been so successful in business? What qualities do they have that we can aspire to when planning and developing our business? Here are some of the entrepreneurs we researched:
After researching entrepreneurs who have been successful in business, we decided on the characteristics that we believe an effective entrepreneur should have. We agreed that to be successful in business, you need to be:
- creative and imaginative.
- a good planner.
- good at problem solving.
- honest and trustworthy.
- approachable and friendly.
- good at numeracy and at managing money.
We then rank ordered the characteristics in a diamond, discussing each characteristic and discussing which we considered to be most and least important. We were encouraged to justify our opinions.
To begin with, we decided to look at what soups were already available to customers in the marketplace at the moment. At home and on shopping trips with our families to local supermarkets, we looked at the different types of soup on sale. Which were popular? Which seemed to sell well? Which occupied the prime spots on supermarket shelves? Which had a strong brand and packaging?
After collating our research findings, we produced mind maps to show the different types of soups currently available to customers at our supermarkets. Could we spot which soups are most popular or, better still, spot a gap in the market?
Next, we devised a questionnaire that we would use to carry out market research with the children and adults at our school - potentially our future customers. We devised questions that would help us to gather the information we needed to help us make decisions when costing, preparing and marketing our brand new soup product. Some of the questions included:
- Out of the following soups, which would you be more likely to buy?
Vegetable Tomato Chicken
Chicken and Noodle Butternut Squash
What would you like your soup served in?
A paper cup A bowl A plastic cup A mug
How much would you be prepared to pay for a cup of soup?
50p 75p £1.00 £1.50
We then visited each class in the school in order to carry out our market research survey.
Our market research results prompted us to decide that we would:
- make a tomato soup.
- serve the soup in a plastic cup.
- offer portions of white bread as a side order.
- sell our soup in the school hall at both morning and afternoon breaktimes.
- charge 80p for a cup of soup and 40p for half a cup of soup.
We used our numeracy skills to help us draw bar charts to show the outcomes of our market research survey e.g a graph to show which soups potential customers would buy. Here are some of our bar charts:
After making a business decision that we would brand, advertise and make our very own tomato soup, we used the Internet to look at different tomato soup recipes. We looked at tomato soup recipes by BBC Good Food, Nigella Lawson, Jamie Oliver, Delia Smith, and James Martin to name just a few. We read the recipes carefully and thought about the ingredients they needed and the method they recommended. Were they practical to make at school? We all found a tomato soup recipe we liked and word processed it in a document, organizing its layout and inserting photographs to complement the text.
After sharing the recipes we found during our research and comparing their ingredients, utensils and methods, we held a class vote and decided that we'd like to use the 'Jamie Oliver' tomato soup recipe to make our soup product. We then used an Internet price comparison tool to investigate how much it would cost to buy the ingredients at different supermarkets. We thought about which supermarket offered best value for money and would allow us to make the most profit. Our investigation showed that it would be cheapest for our mini-enterprise to buy good quality ingredients from Asda at a cost of £0.46 per serving. As a class, we decided that we would sell a cup of our soup for £0.80, therefore making a profit of £0.34 per cup. We agreed that we would also offer customers half a cup of soup for £0.40 as well enticing them with side orders of white bread for £0.15 and buttered white bread for £0.20.
So after agreeing our soup's brand name and image, we decided that a poster advertising campaign wouldn't be enough. We wanted to reach a target audience of as many children and adults in our school (and beyond) as we could. How could we ensure that more potential customers knew about our 'Soup Madness' tomato soup and where and when they could buy it? Of course! The school radio station! We worked in small groups to write persuasive radio advertisements that we could broadcast on the school's radio station and that would have much impact upon the listeners. In our radio advertisements we made effective use of superlatives and persuasive adjectives such as "rich", "luxurious", "organic", "finest" and "delicious". We had to develop a 'vignette' in our radio advertisements - a short, sharp narrative that would highlight what a fantastic product 'Soup Madness' is. Miss it......Miss out!
We then decided to extend our advertising campaign by creating TV adverts for our 'Soup Madness' tomato soup. We worked hard in our small groups to storyboard our TV adverts, thinking carefully about the impact they would have upon viewers. We drew what would appear on screen in each frame of the advert as well as noting down the actions, any dialogue, voice-overs and music. Each advert had to have a narrative. In one advert, for example, the life of a homeless vagabond is transformed when he drinks 'Soup Madness'. In another, a 'souperhero' brings warmth and comfort to a cold, shivering character. We hope you enjoy looking at some of our TV advert storyboards:
We then used our storyboards to help us film our TV adverts using the iPads. We worked in our small groups to rehearse and record our adverts at various locations around the school site. We brought props and costumes into school that would help us bring our TV adverts narratives to life. We recorded our dialogue and any voice overs we needed to enhance our TV adverts. Product placement and branding was key. We knew that our adverts had to persuade the viewer to buy our soup. Here we are on location filming our TV adverts:
Back in class we used iMovie to edit our TV adverts. We had to sequence our film clips and still photographs before setting the transitions from one shot to another. We also recorded any voice overs, added music soundtracks and sound effects. We then previewed our TV adverts before they would be premiered on the large screen in a special screening in front of the class. The class would then vote for the TV advert they think would be most effective in fronting our advertising campaign, persuading customers to buy our soup. Which advert would they choose? The winning advert will be screened during assemblies in the week after half term to persuade children and adults at our school to buy our 'Soup Madness' soup on Friday 3rd March in the 'middle/sandwich hall' at morning and afternoon breaktimes.