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Course Profile
Introduction to Entrepreneurial Studies, Grade 11, College Preparation,
Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Catholic
District School Board Writing Teams – Introduction to Entrepreneurial Studies
Project
Manager
Bob Baran, London District Catholic School Board
Lead
Writer
Frank McMahon, Catholic Central
Writers
Frank O’Connor, St. Thomas Aquinas
Josie Schneider, St. Thomas Aquinas
Reviewers
Religion Advisor
Tim McDonald, St. Thomas Aquinas
Destination/Community Reviewer
Dennis Gravelle, Fanshawe College
Teacher Reviewer
Kendall Brownlee, Our Lady of Mount Carmel
Course Overview
Introduction to Entrepreneurial Studies, Grade 11, College Preparation, BDI3C
Introduction
to Entrepreneurial Studies is designed to foster the entrepreneurial spirit in
students and encourage them to pursue any interest they may have in that area.
Students will start by examining entrepreneurial skills and characteristics
required to become successful independently or as part of a larger
organization. Next, students will explore the concept of recognizing an
opportunity and developing it into an idea that can be transformed into a
venture. All of the resources required will be examined including marketing,
accounting, and human resources. The course will culminate with the creation of
a venture plan drawing together all of the concepts that were learned
throughout the course.
“Economic
activity is to be carried out according to its own methods and laws but within
the limits of morality, so that God’s plan for human kind can be realized”
(Pastoral Constitution of the Church in the Modern World, no. 64).
Introduction
to Entrepreneurship introduces students to concepts of entrepreneurship which
are integrated with the social teachings of the church. It is a fundamental
belief that work, in all its facets, is more than a job. It is a calling, a
vocation, where the human person can use his/her talents and gifts in the
context of society, and thereby promote social responsibility and economic
participation while affirming the principles of social justice, solidarity, and
the common good.
Work
is a fundamental dimension of human life. It is participation in God’s work.
The value of work, therefore, is not based on its end result but on whether it
supports human dignity.
It is in
this context that the responsibilities of organizing and operating a venture
will be examined and students will be encouraged to integrate their faith with
this planning of a venture. Issues such as choosing an ethical business or
venture, fair treatment of customers and clients, the dignity of the employee,
the value of work, and sharing of profits with society are all examined.
Students will be encouraged to make ethical decisions and act morally and
justly.
In the
first unit of this course, the students examine the characteristics and skills
that are common to many entrepreneurs. The students will also take a personal
inventory of these skills and characteristics to determine if they have the
entrepreneurial drive. This involves a variation of activities that all
students will have completed in the Grade 10 Career Studies course. The next
three units examine what is required to develop a venture plan (identifying
opportunities and ideas, organizing the resources needed to operate a venture,
and developing a financial plan), while the final unit is the development of
the actual plan. An effective way to offer this course is to have the students
develop their venture plan throughout the course. This works well for the
students for two reasons. First, the students can apply a concept learned
immediately to the venture being developed. Second, rather than having to face
the daunting task of developing an entire venture plan in the final weeks of
the course, the students will simply be fine tuning the final product that they
have developed over the previous three (or six) months. Venture plan
assignments can be submitted throughout the year and the teacher can work with
students on weaknesses and missing items. Students will then take the feedback
from the teacher to modify their venture plans.
|
Unit 1 |
Enterprising People and Entrepreneurs |
15 hours |
|
* Unit 2 |
Ideas and Opportunities |
25 hours |
|
Unit 3 |
Organizing
Resources |
20
hours |
|
Unit 4 |
The
Financial Plan |
25
hours |
|
Unit 5 |
The
Venture Plan |
25 hours |
* This
unit is developed in this Course Profile.
(The
Venture Plan preparation of this unit can be offered at the end of the course
or as concepts are taught. See Course Notes section for details.)
Students should
be offered a wide variety of teaching strategies. These strategies fall into
three different categories: teacher-centred, learner-centred, and
self-directed.
Teacher-centred strategies are those in which the teacher directs the learning. The teacher-centred strategies introduce to students concepts as they relate to the venture plan. Teachers may find these strategies useful as ways to introduce general topics (such as market penetration) and then allow students to apply the concept to their own venture.
Learner-centred strategies, which are activity based, provide students with opportunities to actively apply what they have learned. These strategies help students develop problem-solving as well as collaborative skills. There are many opportunities for students to apply what has been introduced through teacher-centred activities.
Self-directed strategies may be used to promote independence and self-reliance. By using these strategies students learn to take responsibility for and manage their own learning.
|
Teacher-Centred |
Student-Centred |
Self-Directed |
|
· Overhead · Teacher-led Review · Work/Task · Sheet · Board Work · Note Taking · Video · Guest Speaker · Socratic |
· Creation of a Venture Plan · Note Making · Student Presentation · Demonstration · Creation of Product · Visual Organizers · Guest Speaker · Group Discussion · Role Playing · Computer Lab Work · Field Trip · Group Project · Peer Helping · Debate · Creativity Exercises · Case Studies |
· Internet Interest Surveys · Sharing · Displays · Electronic Research · Computer-Assisted Learning · Marketing Questionnaires and Surveys · Journals |
The primary purpose of assessment and
evaluation is to improve student learning. Teachers should employ a variety of
assessment techniques frequently throughout the course in order to communicate
the expectations of the course to students, make appropriate adjustments to
teaching/learning strategies as required, and accommodate the special needs of
students. If the teacher chooses to assign the Venture Plan throughout the
course, then the student can take the feedback from the ongoing work and make
changes. Assessment is the process of gathering information from a variety of
sources. Student input into the assessment process should be welcomed and
valued.
|
Formative |
Summative |
|
·
Informal and Formal Observation |
·
Assignments |
|
·
Interviews |
·
Venture Plan |
|
·
Verbal Feedback |
·
Quizzes |
|
·
Written Feedback |
·
Tests |
|
·
Graphic Organizers |
·
Rubrics |
|
·
Presentations |
|
|
·
Individual and Group Assignments |
|
|
·
Rubrics |
|
Seventy
per cent of the grade will be based on assessment and evaluations conducted throughout
the course. Thirty per cent of the grade will be based on a final evaluation in
the form of examination, performance, essay and/or other method of evaluation.
The
following considerations apply to each of the units in this course.
Any
student or group of students may require accommodations in response to specific
needs at different times and in varied circumstances.
Appropriate
accommodations should be part of the planning of each unit activity in terms of
the particular students in the class and their specific needs.
Instructional
and assessment activities must take into account the strengths, needs, learning
expectations, and accommodations as identified in the Individual Education Plan
whether students are formally identified or not (Regulation 181/98). Teachers
will consult individual student IEPs for specific direction on accommodation
for individuals.
Accommodations
to curriculum, instruction, assessment, and evaluation may include, but are not
limited to:
|
Reading Difficulties ·
read questions first ·
modify reading requirements ·
use reading partners ·
pre-teach concepts/ vocabulary ·
highlight notes ·
use visuals ·
use videos ·
read instructions |
Math Difficulties ·
check work after each example ·
relate problems to real life ·
modify complexity of examples ·
review daily ·
teach use of diagrams ·
teach use of calculator ·
use hands-on manipulatives ·
adjust number of problems |
|
Memory Difficulties ·
teach students to verbalize concepts ·
check that daily assignments are recorded in planner ·
avoid recall questions ·
insist student write things down- ·
provide lists and/or flow charts ·
give visual clues ·
give demonstrations ·
teach Mnemonics |
Oral Language Difficulties ·
provide non-threatening environments ·
do not ask the students to respond to questions without forewarning ·
use cooperative learning ·
work one-to-one ·
have realistic expectations ·
provide choices ·
use electronic medium ·
permit small groups or pairs |
|
Motivation
Difficulties ·
provide a variety of types of assignments ·
create personalized assignments ·
set realistic goals and expectations ·
avoid public confrontation ·
provide praise and positive feedback ·
be flexible with timelines ·
conference one-to-one basis ·
maintain contact with home |
Written Language
Difficulties ·
vary assignments ·
give explicit instructions ·
allow more time ·
provide photocopied notes ·
allow point-form notes ·
don’t penalize mechanics ·
use peer editing ·
teach use of spell check |
|
Attention Difficulties ·
provide a variety of activities and teaching techniques ·
give blocks of information and vary the activities frequently ·
use cooperative learning ·
ask students to repeat instructions to you ·
provide immediate feedback ·
move around room ·
use visuals ·
ensure students see an end in sight |
ESL ·
pair or group students with English speakers ·
provide note making guide ·
promote peer tutoring ·
encourage use of first language English dictionaries for assignments
and assessment ·
pair written instructions with verbal instructions ·
provide visual and auditory clues ·
allow extra time for reading or writing assignments ·
ask an ESL/ELD teacher to review questions, assignments, or assessment
instruments |
Unit
Description
This unit
focuses on the characteristics and skills of successful business people. This
unit has students investigate both intrapreneurial and entrepreneurial
opportunities in business today. They will look at how enterprising people
become successful within the organizations that employ them. Students will also
look at examples of entrepreneurs and examine what helped them and their
venture become successful. Students will investigate entrepreneurs in both
their local and surrounding communities and evaluate their contribution to the
economy and to the community (for the good of the community). If possible,
students should be allowed to shadow an entrepreneur for a day to experience
entrepreneurship. Students will begin to assess their own entrepreneurial
skills and characteristics by creating and developing a portfolio. This unit is
detailed in the Public Profile.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
CGE1d,
CGE5f EP1.01,
EP1.02, EP1.04, EP2.01, EP2.02, EP2.03, EP3.02, EPV.01, EPV.02, EPV.03 |
Knowledge/ Communication Application Making
Connections |
Types
and Characteristics of Successful Business People (Research and present successful
(Catholic) business persons in their community and describe their traits) |
|
2 |
CGE3c,
CGE6e EP1.02,
EP1.03, EP3.03, EP2.04, EPV.01, EPV.03 |
Thinking/Inquiry Application Making
Connections |
Business
in the Community (Examine the contributions of local (Catholic) businesses in
the community) |
|
3 |
CGE5b,
CGE5a, CGE3b, CGE4b, CGE7h, CGE7j EP3.01,
EP3.04, EPV.03 |
Thinking/Inquiry |
The
Pioneering Spirit (Discuss ways a business can promote intrapreneurship) |
|
4 |
CGE3f, CGE3e,
CGE5h, CGE5g, CGE4h, CGE5c EP1.05,
EP2.04, EP4.01, EP4.02, EP4.03, EP4.04, EPV.04 |
Thinking/Inquiry Communication Application Making
Connections |
Skills
and Portfolio Development (Students will discover their own entrepreneurial characteristics
and develop complementary skills) |
Unit
Description
This unit
examines the inventing and innovation processes and their impact on Canadians.
Students will begin by defining innovation and invention. They will look at
Canadian inventors and innovators and discuss their contributions to Canada and
the world. Creativity and the generation of ideas are covered. Students will be
introduced to the importance of marketing and market research. Finally, students
will select an idea for a venture plan and perform market research to determine
its viability. This unit is detailed in the Catholic Profile.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
CGE2b,
CGE2e, CGE3c IOV.01,
IOV.02, IO1.01, IO1.05, IO2.03, IO1.06 |
Knowledge/Understanding Communication Thinking/Inquiry |
Innovation
and Invention. (Define innovation and invention. Explore Patent website.
Report on local company.) |
|
2 |
CGE1d,
CGE1g, CGE1i, CGE2b, CGE2c, CGE2d, CGE5a, CGE5, CGE5c IOV.01,
IOV.02, EPV.03, EPV.02, IO1.02, IO1.03, IO1.04, IO1.06 |
Knowledge/Understanding Communication Thinking/Inquiry |
Canadian
inventors and innovators. (Assignment on Canadian inventors and innovators.) |
|
3 |
CGE4d, CGE4f,
CGE1d CGE1g, CGE1i, CGE2b, CGE2c, CGE5a, CGE5b, CGE5c IOV.05,
IOV.06, IO2.05, IO2.06 |
Knowledge/Understanding Communication Thinking/Inquiry |
Forecasting
Areas of Opportunity (Assignment and presentation on future trends and
opportunities.) |
|
4 |
CGE2e, CGE3b, CGE3c, CGE4f, CGE5a, CGE7a,
CGE7i IOV.03, IO3.01, IO3.02, IO3.03 |
Thinking/Inquiry Communications Knowledge/Understanding Application Making Connections |
Generating Ideas (Generating ideas activity.
Assessment of Venture Plan idea.) |
|
5 |
CGE2c,
CGE3d, CGE4f, CGE5a, CGE5g, CGE7g IOV.04,
IO4.01, IO4.02, IO4.03, IO4.04 |
Knowledge/Understanding Thinking/Inquiry Application Making
Connections Communication |
Conducting
Market Research (Primary market research assignment.) |
|
6 |
CGE1d, CGE2c,
CGE3b, CGE3c, CGE3d IOV.05,
IO5.01, IO5.02, IO5.03, IO5.04 |
Application Making
Connections Communication Thinking/Inquiry Knowledge/Understanding |
Starting
the Venture Plan (Students will come up with possible opportunities and ideas
for a venture and select the best.) |
Unit
Description
Students
will analyse and organize the resources that could be required to create a new
venture. Through application, students will develop an understanding of the components
of an effective production plan, the process involved in developing and
delivering a new product, employee roles in a venture, start-up costs and
financial risk. Students will compare ways to distribute a new venture, methods
of advertising and promoting a venture, and product/service pricing in order to
produce an effective marketing plan. A class trip to a local business (one that
is starting up or expanding) would assist in the delivery of this unit.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
CGE4f,
CGE7i, CGE3d ORV.01,
OR1.01, OR1.02, OR2.03, OR2.04 |
Thinking/Inquiry Application Making
Connections Communications Knowledge/ |
Requirements
for Venture Creation (Students list everything required to start a certain
type of business, e.g., employees, licences, assets, etc.). |
|
2 |
CGE7i,
CGE4f, CGE4b, CGE4a ORV.01,
OR1.01, OR1.03, OR1.04, OR1.05, OR2.02, OR2.03, OR2.04, OR3.01, OR3.02 |
Thinking/Inquiry Communication Application Making
Connections |
Resources
in community (Students determine how to get the items listed above in their
own community. Guest speakers would be helpful.) |
|
3 |
CGE2e,
CGE2c, CGE3d, CGE7a, CGE7f, CGE7g ORV.03,
OR3.01, OR3.02, OR3.03, OR3.04 |
Application Making
Connections Communication |
Marketing
(Students prepare a questionnaire, advertisement, etc. for a product or their
venture.) |
|
4 |
CGE3d,
CGE4f, CGE6c, CGE5e, CGE7i ORV.02,
OR1.01, OR1.02, OR1.03, OR1.05, OR2.01, OR2.02, OR2.03, OR2.04, OR2.05,
OR3.03 |
Application Making
Connections Knowledge/ |
Production
(Students develop a production plan for a simple product. Field trip to a
local business.) |
Unit
Description
This unit introduces the process
required to develop a sound financial plan for a business venture starting with
the establishment of clear, specific, and measurable financial objectives. By
familiarizing learners with the language of business and finance, they will
develop an understanding of the proper procedures required to create sound cash
flow projections and financial statements. Students will demonstrate critical
analysis of cash flow projections, income statements, and balance sheets using
problem-solving techniques to resolve financial problems characteristic of new
ventures. Through the exploration of possible sources of raising capital,
students will compare the advantages and disadvantages of various business financing.
Students will compare the sources of capital required to meet a venture’s
financial needs and develop contingency plans as a venture’s financial needs
change.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
CGE5h, CGE3c,
CGE3d, CGE4e, CGE3f, CGE5a, CGE5b, CGE7j, CGE7h,
CGE7i, FPV.01,
FP1.01, FP1.02, FP1.03, OR2.03,
OR2.04, OR2.05, VP2.02,
VP3.01, VP3.03 |
Knowledge/ Thinking/Inquiry Application Making
Connections |
Financial
Objectives (Introduction of Financial Language and the Development of
Financial Objectives for a Venture Plan) |
|
2 |
CGE3c,
CGE3d, CGE3e, CGE3f, CGE4a, CGE4b, CGE4e, CGE4f, CGE4G, FPV.02,
FP2.01, FP2.02, FP2.03, OR2.03,
OR2.04, OR2.05, VP3.01,
VPV.02, VPV.03, VPV.04, VP4.02, VP4.03, VP4.04 |
Knowledge/ Application Making
Connections |
Cash
Flow Projection (Create and Analyze Cash Flow Projection, Income Statement
and Balance Sheet for a Venture Plan) |
|
3 |
CGE4f,
CGE4a, CGE4b, CGE4c, CGE4d, CGE3d, CGG4g, CGE5d, FPV.03,
FP3.01, FP3.02, FP3.03, FP3.04, OR1.02,
OR2.04, OR2.05, VPV.03,
VPV.04. VP2.01, VP2.02, VP2.03, VP3.02, VP3.03, VP4.01, VP4.02, VP4.03,
VP4.04 |
Knowledge/ Thinking/Inquiry Communication Application Making
Connections |
Acquiring
Capital (Investigate and Evaluate Possible Capital Sources) |
Unit
Description
This unit
investigates the critical nature of the venture plan to an entrepreneur’s success.
Students will learn the importance of creating a well-organized and structured
plan. They will identify the necessary components of the plan and resources
available. Students will complete a venture plan as a culminating activity for
the course. The course may be set up so that the components of the plan are
completed after each unit are taught.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
CGE3e, CGE4f VPV.01, VP1.01, VP1.02, VP1.03 |
Knowledge/ Understanding Thinking/Inquiry |
Importance of the Plan (Profile some
businesses that have failed to see why they were not successful.) |
|
2 |
CGE5b, CGE4b, CGE4e, VPV.02, VP2.01, VP2.02,
VP2.03, OR1.04, OR1.05, FP3.02, FP3.03 |
Knowledge/ Understanding Thinking/Inquiry |
Components of the Plan (The students list
some end users of the plan and the sections they would be most interested
in.) |
|
3 |
CGE5a,
CGE5b, CGE5c, CGE5d, CGE5e, CGE5f, CGE5g, CGE1i, CGE2d, CGE2b, CGE2c, CGE3f,
CGE7j VPV.03,
VP3.01, VP3.02, VP3.03IOV.05, IO5.01, IO5.02, IO5.03, IO5.04, ORV.01, OR1.01,
OR1.02, OR1.03, OR1.05, ORV.02, OR2.02, OR2.03. OR2.04. OR2.05, ORV.03,
OR3.01, OR3.02, OR3.04, FPV.01, FP1.01, FP1.02, FP1.03, FPV.02, FP2.03,
FPV.03, FP3.01 |
Application Knowledge/
Understanding Thinking/Inquiry Communication |
Creating
a Venture Plan (Create and present a Venture Plan.) |
|
4 |
CGE4b,
CGE4c, CGE4d, CGE4g, CGE6e, CGE6c, CGE7a, CGE7b VPV.04,
VP4.01, VP4.02, VP4.03, VP4.04, FP3.04 |
Application Knowledge/
Understanding Thinking/Inquiry Communication |
Evaluation
and Revision of the Plan (The students revise their plans based on certain
changes such as new competition, a downturn in the economy, etc.) |
The list below
is intended to facilitate the productivity of both the students and teacher but
is not a definitive list. Resources required for specific unit activities are
provided but are presented in generic subcategories to encourage the teacher
and students to creatively pursue additional resources, as appropriate. Very
brief annotated descriptions are included for some resources; teachers should
determine what resources are most appropriate for their students. Note: The
URLs for the websites have been verified by the writer prior to publication.
Given the frequency with which these designations change, teachers should
always verify the websites prior to assigning them for student use.
|
Aboriginal
Youth Business Council |
http://www.aybc.org |
|
Alberta
Centre on Entrepreneurship and Disabilities |
http://www.acs.ucalgary.ca/~aced |
|
Better
Business Bureau |
http://www.bbb.org |
|
Canadian
Banker’s Association |
http://www.cba.ca |
|
Canadian
Community Newspaper Association |
http://www.ccna.ca |
|
Canadian
Foundation for Economic Education |
http://www.cfee.org/en/ |
|
Canadian
Internet Handbook |
http://www.handbook.com |
|
Canadian
Management Association |
http://www.cma-canada.org/ |
|
Canada-Ontario
Business Service Centre |
www.cbsc.org/ontario |
|
Canadian
Shareowners’ Association |
http://www.shareowner.ca |
|
Canadian
Venture Capital Association |
http://www.cvca.ca |
|
Canadian
Youth Business Foundation |
http://www.cybf.ca |
|
CBRC
- Community Business Resource Centre |
http://www.cbrc.com |
|
The
Centre for Entrepreneurship Education and Development |
http://www.ceed.ednet.ns.ca |
|
Credit
Counselling Service of Toronto |
http://www.creditcanada.com |
|
Credit
Union Central of Ontario |
http://www.cuco.on.ca |
|
EMG
- Entrepreneurial Manufacturing Generator |
http://www.emgweb.com |
|
Girlsareit |
http://www.girlsareit.com |
|
Investor
Learning Centre of Canada |
http://www.investorlearning.ca |
|
Junior
Achievement of Canada |
http://www.jacan.org |
|
KidsNRG |
http://www.kidsNRG.com |
|
London
Community Small Business Centre |
http://www.lcsbc.on.ca |
|
MLS
(Multiple Listing Service) Online |
http://www.MLS.ca |
|
Northern
Light |
http://www.nlsearch.com |
|
Ontario
Women’s Directorate |
http://www.gov.on.ca/owd |
|
Sample
Business Plans |
http://www.bplans.com |
|
Schoolnet |
http://www.schoolnet.ca |
|
The
Association of Collegiate Entrepreneurs |
http://www.acecanada.ca |
|
The
Canadian Industrial Innovation Centre |
http://www.innovationcentre.ca |
|
The
Entrepreneur Institute of Canada |
http://www.entinst.inter.net |
|
The
Entrepreneurship Centre |
http://www.entrepreneurship.com |
|
The
Young Entrepreneurs Network |
http://www.idye.com |
|
Women
Entrepreneurs of Canada |
http://www.wec.ca |
|
Yellowhead
East Business Development Corporation |
http://www.yebdc.ab.ca |
|
Young
Biz.com |
http://www.youngbiz.com |
|
Young
Entrepreneurs Association |
http://www.yea.ca |
|
Ontario
Conference of Catholic Bishops |
http://www.occb.on.ca/ |
|
Catholic
Information Network |
http://www.cin.org/ |
|
The
Canadian Catholic Organization for Development and Peace |
http://www.devp.org/ |
|
Documents
of Vatican II |
http://www.cin.org/vatiidoc.html |
|
|
Pastoral
Constitution of the Church in the Modern World |
http://www.cin.org/v2modwor.html |
|
|
LABORUM
EXERCENS (On Human Work) |
http://www.cin.org/jp2ency/laborem.html |
|
|
Canadian
Auto Workers |
http://www.caw.ca |
|
Canadian
Labour Congress |
http://www.clc-ctc.ca |
|
Canadian
Nurses Association |
http://www.cna-nurses.ca |
|
Canadian
Union of Public Employees |
http://www.cupe.ca |
|
Communications,
Energy and Paperworkers Union of Canada |
http://www.cep.ca/en/ |
|
Service
Employees International Union |
http://www.seiu.org/ |
|
The
Ontario Federation of Labour |
http://www.ofl-fto.on.ca |
|
The
Ontario Public Service Employees Union |
http://www.opseu.org |
|
United
Steelworkers of America – Canada |
http://www.uswa.ca/ |
Solidarity:
Christian Social Teaching and Canadian Society, (Guided study programs in the Catholic
Faith), 1986.
Christian
Justice: Sharing God’s Goodness, (Teacher’s Manual), St. Mary’s Press, Christian Brothers Publications,
Winona Minnisota, 1995.
Beckhard
Richard, Frances Hesselbein, and Marshall Goldsmith, eds. The Organization
of the Future. San Francisco, California: Jossey-Bass Publishers, 1997.
Brand,
Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario:
Copp Clark Pitman Ltd., 1990.
Caetano,
R., J. Schermerhorn, and A. Templer. Management For Productivity.
Toronto, Ontario: John Wiley & Sons, 1995.
Council
on Economic Priorities. The Corporate Report Card: Rating 250 of America’s
Corporations for the Socially Responsible Investor. Toronto, Ontario:
Dutton, Penguin Group, 1998.
Di
Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario:
Oxford University Press, 1998.
Lang,
Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc.,
1994.
Mariotti,
Steve. The Young Entrepreneur’s Guide to Starting and Running a Business.
Toronto, Ontario: Random House of Canada, 1996.
A
practical guide with many case studies and applications.
McLean,
J.W. and William Weitzel. Leadership: Magic, Myth, or Method? New York,
NY: American Management Association AMACOM, 1992.
Discusses
the current issues in management succinctly and is rooted in an historical and
philosophical approach easily transported to the classroom. Topics include
transformational leadership.
Popcorn,
Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your
Work and Your Business. New York, NY: Harper Collins Publisher, 1996.
Popcorn,
Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and
Your Life. New York, NY: Harper Collins, 1997.
Updated
on the eve of the new millennium, Popcorn and Marigold revisit, amend, and add
new trends that their research has indicated will become the new reality.
Rabbior,
Gary. Teaching Strategies for Entrepreneurship Education. Toronto,
Ontario: MET, 1998.
Schincariol,
David. Start and Run a Profitable Student Business. Vancouver, British
Columbia: Self-Counsel Press, 1995.
This
book offers entrepreneurs affordable business start-up suggestions.
Secretan,
Lance H.K. Reclaiming Higher Ground: Creating Organizations that Inspire the
Soul. Toronto, Ontario: MacMillan Canada, 1996.
Timmons,
Jeffry Aj. New Venture Creation Revised, 4th ed. Boston, Massachusetts:
Irwin McGraw-Hill, 1994.
Vesper,
Karl H. New Venture Strategies Revised Edition, Englewoods Cliffs, New
Jersey, Prentice Hall, 1990.
De
Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial Spirit.
Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991. ISBN 0-471-79565-8
Kretchman,
M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating a
Venture. Toronto, Ontario: John Wiley and Sons Canada Limited, 1991. ISBN
0-07-549931-2
Representatives
from the financial institutions could be resources when working on business
plans. Most of these institutions have venture capital programs for youth who
engage in entrepreneurial activity.
|
Bank
of Montreal |
http://www.bmo.com/ |
|
Bank
of Nova Scotia |
http://www.scotiabank.com/ |
|
Canadian
Imperial Bank of Commerce |
http://www.cibc.com |
|
Canada
Trust |
http://www.canadatrust.com |
|
Royal
Bank of Canada |
http://www.royalbank.ca/ |
|
Credit
Union Central of Ontario |
http://www.cuco.on.ca/ |
|
Laurentian
Bank |
https://www.lbcdirect.laurentianbank.ca/login/Retail |
|
TD
Bank |
http://www.tdbank.ca/ |
|
National
Bank of Canada |
http://www.nbc.ca/index_e.html |
The grade
10 Introduction to Business
(http://www.curriculum.org/occ/profiles/10/10busc.htm) Catholic Profile
identifies Canada’s best known companies and their web sites. Students could
select a company to investigate in order to determine how it encourages, promotes,
and creates an enterprising work environment.
Human
Resources Development Canada
http://www.toronto-hrdc.sto.org/Includes/Rootdirectory/Common/hrdc.shtml
Industry
Canada
http://strategis.ic.gc.ca/sc_ecnmy/engdoc/homepage.html
Revenue
Canada
http://www.rc.gc.ca
Statistics
Canada
http://www.statcan.ca/start.html
Youth
Resource Network of Canada
http://www.youth.gc.ca/
Canada/Ontario
Business Services
http://www.cbsc.org/ontario/index.html
Ontario
Ministry of Economic Development and Trade
http://www.ontario-canada.com
Business
Development Bank
http://www.bdc.ca
Team
Canada Inc.
www.exportsource.gc.ca
Teachers
can become familiar with the websites listed below prior to the course, and before
the start of each new unit to get ideas for lesson planning. There is a great
deal of current information, analysis, archival material, and other relevant
links. They may want to assign students the task of summarizing or annotating
these publications as one method to cover the vast amount of material
available.
|
Canadian
Business Magazine |
http://www.canbus.ca |
|
E-Business
Magazine |
http://www/hp.com/Ebusiness |
|
Entrepreneur
Magazine |
http://www.entrepreneurmag.com |
|
Fast
Company Magazine |
http://www.fastcompany.com |
|
Inc.
Magazine |
http://www.inc.com/incmagazine |
|
MacLean’s
Magazine |
http://www.macleans.ca |
|
Marketing
Magazine |
http://www.marketingmag.ca |
|
Planning
for Profits Magazine |
http://www.planningforprofits.com |
|
Profit
Magazine |
http://www.profitguide.com |
|
Strategy
Magazine |
http://www.strategymag.com |
|
Catholic
New Times |
http://www.ledroit.com/encours/01_actualites/accueil__self.stm |
|
The
Globe and Mail |
http://www.globeandmail.ca |
|
The
Hamilton Spectator |
http://www.hamiltonspectator.com/ |
|
The
Kingston Whig-Standard |
http://www.kingstonwhigstandard.com/ |
|
The
London Free Press |
http://www.canoe.ca/LondonFreePress/home.html |
|
National
Post |
http://www.nationalpost.com |
|
The
Ottawa Citizen |
http://www.ottawacitizen.com/ |
|
The
Sault Star |
http://www.saultstar.com/ |
|
Torstar
Corp |
http://www.torstar.com |
|
The
Windsor Star |
http://www.southam.com/windsorstar/ |
Coded Expectations, Introduction to Entrepreneurial Studies, Grade 11, College Preparation, BDI3C
EPV.01 · analyse the characteristics of
enterprising people;
EPV.02 · analyse the characteristics of
entrepreneurs;
EPV.03 · evaluate the contributions made
by entrepreneurs;
EPV.04 · assess their own entrepreneurial
potential.
The
Enterprising Person
EP1.01 – describe the characteristics,
motivations, abilities, attitudes, and aptitudes of an enterprising person;
EP1.02 – identify and describe some
enterprising people;
EP1.03 – describe the contributions that
enterprising people make in their school and community;
EP1.04 – evaluate the personal benefits of
being an enterprising person;
EP1.05 – explain various ways in which
they can be enterprising.
The
Entrepreneur
EP2.01 – describe the characteristics,
motivations, abilities, attitudes, and aptitudes of an entrepreneur;
EP2.02 – distinguish between an entrepreneur
and an enterprising person;
EP2.03 – explain the advantages and the
disadvantages of being an entrepreneur;
EP2.04 – describe how a variety of
individuals have developed the skills and abilities of successful
entrepreneurs.
The
Contributions of Entrepreneurs
EP3.01 – describe how entrepreneurs can
enhance consumer satisfaction (e.g., through problem solving, innovation,
invention, competition);
EP3.02 – explain the connection between
entrepreneurial activities and job and wealth creation (e.g., effect on the
labour market, community prosperity, and availability of venture capital);
EP3.03 – describe the impact that local
entrepreneurs have had on their community;
EP3.04 – determine how entrepreneurs have
been agents of change.
Self-assessment
EP4.01 – assess themselves to identify the
entrepreneurial characteristics they possess;
EP4.02 – describe ways in which they have
been enterprising or entrepreneurial in the past;
EP4.03 – analyse opportunities they have
had to develop entrepreneurial skills and characteristics;
EP4.04 – determine their interest in
potential enterprising or entrepreneurial careers.
IOV.01 · explain the importance of
invention and innovation to venture creation;
IOV.02 · analyse various methods of
generating opportunities and ideas for new ventures;
IOV.03 · generate realistic new ideas and
identify possible opportunities for new ventures;
IOV.04 · explain the process of market
research;
IOV.05 · identify a specific opportunity
that can become the basis for a venture plan.
Invention
and Innovation
IO1.01 – compare invention and innovation;
IO1.02 – identify significant Canadian
inventions and innovations;
IO1.03 – describe the needs and wants that
Canadian inventions and innovations have satisfied;
IO1.04 – summarize the impact that
specific Canadian inventions and innovations have had on people’s lives;
IO1.05 – explain the relationship between
innovation and technology;
IO1.06 – describe how entrepreneurs have
used innovations and/or inventions to start new ventures.
Sources
of Opportunities and Ideas
IO2.01 – distinguish between an idea and
an opportunity;
IO2.02 – explain how new ventures have
been developed in response to consumer needs or wants;
IO2.03 – describe new goods and services
that have been developed by improving upon existing goods and services;
IO2.04 – describe how similar needs and
wants have been satisfied in different ways;
IO2.05 – identify, from a variety of
sources (e.g., books, magazines, personal observation, the Internet), possible
ideas for new ventures;
IO2.06 – analyse current economic and
social trends in order to find ideas for new ventures.
Generating
Ideas
IO3.01 – identify unsatisfied consumer
needs and wants by applying a problem-solving model;
IO3.02 – apply creative-thinking
strategies (e.g., mind mapping, brainstorming) to determine possible solutions
to an identified consumer problem;
IO3.03 – select the best idea for a new
product or service by applying a decision-making model.
Market
Research
IO4.01 – explain how to determine whether
the demand for a good or service exists;
IO4.02 – describe the characteristics
(e.g., demographic, geographic, socio-economic) of potential target markets;
IO4.03 – evaluate the potential
competition for the new product or service;
IO4.04 – describe various methods of
reaching potential target markets.
Choosing
an Opportunity
IO5.01 – identify potential opportunities
for a new venture;
IO5.02 – evaluate new-venture
opportunities to determine their viability (e.g., financial, technological);
IO5.03 – evaluate new-venture
opportunities in terms of the students’ personal skills and interests;
IO5.04 – choose a specific opportunity as
a basis for a new venture.
ORV.01 · analyse the resources that could
be required to create a new venture;
ORV.02 · demonstrate an understanding of
the components of an effective production plan;
ORV.03 · demonstrate an understanding of the
components of an effective marketing plan.
Resource
Analysis
OR1.01 – determine the possible human resource needs
(e.g., professional mentors, employees, partners, suppliers) for different
types of ventures;
OR1.02 – specify the land, buildings, capital, and
equipment required for various types of ventures;
OR1.03 – demonstrate the importance of inventory
management for the entrepreneur;
OR1.04 – identify and describe all the
legal, insurance, and government regulatory requirements that must be met in
starting a new venture (e.g., permits, government registrations, various types
of insurance);
OR1.05 – describe the services and
infrastructure (e.g., light, heat, electricity, communication technology)
usually required for a new venture.
The
Production Plan
OR2.01 – summarize the process involved in
producing a new product or delivering a new service;
OR2.02 – determine the possible roles of
employees in a specific new venture;
OR2.03 – summarize the goods that may be required
by a new venture (e.g., raw materials, supplies, equipment);
OR2.04 – analyse the factors involved in
acquiring the necessary goods for a new venture (e.g., finding sources of
supply, financing start-up and leasing costs);
OR2.05 – determine ways in which a new
business might reduce start-up costs and financial risk.
The
Marketing Plan
OR3.01 – compare ways in which a specific
good or service can be distributed to customers;
OR3.02 – compare ways of advertising and
promoting a venture and its goods or services;
OR3.03 – determine methods used to price a
new product or service appropriately;
OR3.04 – produce a marketing plan for a
new product or service.
FPV.01 · demonstrate how a venture can
establish clear, specific, and measurable financial objectives;
FPV.02 · demonstrate the purpose and
structure of a cash-flow projection;
FPV.03 · compare possible sources of
capital required to meet a new venture’s needs.
Financial
Objectives
FP1.01 – compare various financial goals
that an entrepreneur might establish for a new business venture (e.g., target
total profit, return on investment, market share, output delivered, customers
served);
FP1.02 – determine the acceptable levels
of profit and income for various types of new ventures;
FP1.03 – demonstrate an understanding of
the financial statements required by a new venture (e.g., income statement,
balance sheet).
Cash-Flow
Projection
FP2.01 – summarize the importance of a
cash-flow projection for a new venture;
FP2.02 – describe situations that can lead
to a cash-flow problem for a new venture;
FP2.03 – distinguish between a cash-flow
projection and an income statement.
Acquiring
Capital
FP3.01 – explain how to calculate the amount of
start-up capital a new venture would require;
FP3.02 – describe possible sources and methods of
financing a new venture (e.g., government loans, private investors, public
equity markets);
FP3.03 – compare the advantages and
disadvantages of different kinds of business financing;
FP3.04 – explain how businesses can
establish contingency plans if capital needs exceed the initial investment.
VPV.01 · assess the importance of having a
venture plan;
VPV.02 · analyse the components of a
venture plan;
VPV.03 · develop a venture plan;
VPV.04 · explain how to evaluate and
revise a venture plan.
Importance
of the Plan
VP1.01 – describe the purpose of a venture
plan;
VP1.02 – demonstrate the importance of
having a plan that is written, organized according to a formal and accepted
structure, and attractively presented;
VP1.03 – determine the people or
organizations that might be interested in the venture plan (e.g., venture
capitalists, financial institutions, investors).
Components
of the Plan
VP2.01 – analyse the components of the
venture plan (e.g., executive summary, market analysis, resource analysis,
operating strategy);
VP2.02 – outline the key steps in
preparing a venture plan;
VP2.03 – describe references and sources
of information and advice that may facilitate the preparation of a venture
plan.
Development
of the Plan
VP3.01 – describe the research required to
develop the venture plan;
VP3.02 – compare computer software obtained
from banks, government departments, and private companies that can assist
entrepreneurs in preparing a venture plan;
VP3.03 – prepare a plan for a new venture.
Evaluation
and Revision of the Plan
VP4.01 – explain how people in the
community may contribute to the evaluation and revision of a venture plan
(e.g., entrepreneurs, bankers, friends, and family);
VP4.02 – describe why it is important for
a venture plan to be flexible and adaptable;
VP4.03 – forecast conditions that may
require the revision of the venture plan;
VP4.04 – describe contingency plans that
an entrepreneur should have for a new venture.
Ontario Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member
who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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