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Dream Up – Grade 3

What is Achieved?

This programme develops in learners familiarity and comfort with numbers, money and some basic business ideas and skills.


Learners follow the adventures of Moola (an entrepreneurial monkey) and Bob (his magical, flying bank note).

Learning Context

Learners follow the adventures of Moola and Bob as they meet 24 entrepreneurs with different kinds of business problems.

Lesson Plan Process

The educator reads and the guide directs educator to involve a range of activities related to the stories, and other props.

Introducing Dream Up

Dream Up challenges young learners to imagine ideas for products, to dream up solutions to business problems, and to match their dreams with action.

Through the medium of story, learners meet a range of entrepreneurs. Some of them are just starting out in the world of business; others are successful business people facing new problems. By giving learners the opportunity to solve problems in a business context and to create simple products, the programme is designed to develop entrepreneurial initiative and a “can-do” attitude. We want learners to develop their ability to take initiative, through deciding what, when, where and how to take action to achieve goals. We want learners to complete Dream Up with the following kinds of thoughts engraved in their hearts and minds:

  • “If it’s going to be, it’s up to me!”
  • “I can make things happen!”
  • “I can choose what I want to achieve!”

The Adventures of Moola and Bob

Dream Up comprises 25 stories featuring the antics of Moola and Bob. Moola is a monkey and Bob is the bank-note out of which Moola burst in a magical moment at the reserve bank’s printing press. The adventurous Moola seeks out entrepreneurs and helps them to solve their business problems or challenges. In this way, the stories invite learners to imagine ways for the ? ctional entrepreneurs to take initiative to start up or grow their own businesses, solve problems, breakout of a rut, etc.

Each of the entrepreneurs faces a unique business problem (such as becoming a better seller, or getting to know customers). Aslearners encounter the stories, struggles and triumphs of these entrepreneurs we challenge them to understand each business problem and to think of ideas to “dream up”. In this way they begin to develop their skills and their internal mind-maps for many concepts ranging from selling and customer research to innovation and distribution. They do this not by reading dry and stale descriptions of a grey business world, but by interacting with a rainbowcoloured community of energetic entrepreneurs.  The stories take learners on an entrepreneurial tour through the world of business. In this way learners discover a range of entrepreneurs going about their business; and a range of entrepreneurship concepts such as becoming a better seller, getting to know customers, keeping up with competitors, managing cash or making a profit.

The habit and skill of dreaming up ideas and taking action is the thread that weaves through all the stories. The follow-up activities challenge learners to:

  • identify customers, competitors, needs;
  • brainstorm ideas to help out entrepreneurs;
  • discuss and debate business options;
  • design or make simple products;
  • sketch advertisements; and complete a host of entrepreneurial tasks. The common theme running through all the stories is Moola’s eagerness to take initiative, to make things happen, and to make a difference. Moola and Bob represent the entrepreneurial attitude of responding to challenges with goal-directed action. In this way the character of Moola helps inspire learners to take initiative, a trait that is vital if they are to become successful entrepreneurs

Moola inspires:

  • openness to ideas.
  • thinking for oneself.
  • willingness to break senseless rules.
  • willingness to step outside the square.
  • quick-to-action responses.
  • a passion to make a difference.
  • alertness to opportunities.


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