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Course Profile Entrepreneurial Studies: Venture Planning, (BDV4C), Grade 12, College Preparation, Catholic

Course Overview

Policy Document: The Ontario Curriculum, Grade 11 and 12, Business Studies, 2000.

Prerequisite: Introduction to Entrepreneurial Studies, Grade 11, College Preparation

Course Description

This course focuses on the application of entrepreneurial characteristics and skills. Students will learn how to develop a venture plan. In making the plan, they will consider available resources, analyse the potential market base, identify legal requirements and available financing, evaluate all aspects of the plan, and identify the management skills and technology that would be required in carrying out their plan.

How This Course Supports the Catholic School Graduate Expectations

“Profound and rapid changes make it particularly urgent that no one, ignoring the trend of events or drugged by laziness, content himself (herself) with a merely individualistic morality. It grows increasingly true that the obligations of justice and love are fulfilled only if each person, contributing to the common good, according to his/her own abilities and the needs of others, also promotes and assists the public and private institutions dedicated to bettering the conditions of human life.” (Second Vatican Council, GS30).

“Just as human activity proceeds from people, so it is ordered toward people. For when human beings work, they not only alter things and society, they develop themselves as well. They learn much, they cultivate their resources, they go outside themselves and beyond themselves. Rightly understood this kind of growth is of greater value than any external riches which can be garnered.”(Second Vatican Council, GS35).

Entrepreneurship Studies: Venture Planning reinforces concepts of entrepreneurship which are integrated with the social teachings of the church. As sociologist Robert Bellah pointed out, work fulfills several roles. It is a job, that is, a way of making a living in a safe and secure environment. It is a career, a means of personal development and satisfaction. Most of all, it is a calling, that is, it is our way of contributing to God’s world and to human society. Students who pursue an entrepreneurial option have greater control over their own job, career, and calling. They also have the opportunity to integrate Catholic Social Teaching into their future ventures. As business owners and employers, entrepreneurs have a social obligation to ensure that the basic principles of our faith are maintained in the business and economic environment. Fundamental concepts such as the dignity of the human person, the dignity of work, a preferential option for the poor, a commitment to the common good and the stewardship of God’s gifts are some examples of Catholic values that entrepreneurs must make as a priority ahead of profits.

As students plan ventures, they will be confronted with many ethical dilemmas. Students realize that the cheap or easy way may not be God’s way. This course is an excellent opportunity for students to realize that everything that they do – in venture planning or in every day life – has an impact on society.

Course Notes

Entrepreneurial Studies: Venture Planning focuses on the application of entrepreneurial characteristics and skills learned and developed in the Introduction to Entrepreneurship Studies course (BDI3C). Students start by recognizing the challenges and opportunities present for all entrepreneurs, especially younger people. Students then discover and evaluate local opportunities, develop and evaluate an idea for one opportunity, and prepare a venture plan.

In making the plan, students consider available resources, analyse the potential market base, identify legal requirements and available financing, evaluate all aspects of the plan, and identify the management skills and technology that would be required to carry out their plan.

Schools that offer this course must develop a well-thought out approach to the entrepreneurial program that is being offered. There is potential for a great deal of overlap and repetition with this course’s prerequisite – BDI3C. At first glance, the teacher might think that many of the expectations are repeated (e.g., identifying opportunities and ideas, creation of a venture plan, etc.). The teacher must, however, take a different approach in the BDV4C course. Unlike BDI3C, the BDV4C course has the creation of a venture plan as its main emphasis. Students are taught concepts specific to their venture plan, and the plan is developed throughout the course. While this was suggested in the profile for the Introduction course, the content covered was not meant to be venture specific, but rather general in nature. Students are expected to call upon the material covered in the Introduction course (such as The Production Plan and The Financial Plan) and apply them directly to their venture. BDV4C emphasizes information gathering and planning specific to the student’s venture (such as where to get information, what the financing, resource, management and legal needs are, etc.). Another difference between the two courses is the emphasis on gathering primary information on potential customers. Specific market research, promotional strategies, and growth strategies are developed based on information learned in the Introduction course.

Schools and teachers must take a close look at how the Introduction to Entrepreneurship course is offered. While the development of a venture plan is required, it must not be a major component of the course. The material taught must be applied in many different manners, not just to the development of a venture plan. For example, students in the Introduction course might develop a survey to be conducted at school to measure students’ feelings on issues such as cafeteria food or school dress code. The emphasis would be on the development of an effective survey. In the Venture Planning course, students would develop surveys which are specific to their venture. The emphasis would be on using surveys to find their target market. The material covered in the Venture Planning course will be applied directly to the venture planning process.

Throughout the course, teachers should refer to and make use of the school’s Guidance and Career Education Program Plan (Choices Into Action). Students utilize career-access software (e.g., Career Cruising and Career Explorer, listed in Career Resources) to explore job descriptions, working conditions, earnings, education, and career paths for jobs in Information Technology. Students should be aware of the dynamic nature of the cooperative learning experience and business career paths available to them.

Periodic access to computer technology, including standard office productivity tools such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Student learning benefits from such access by allowing them to perform authentic business tasks on computers, such as generating professional reports, managing data, creating presentations, communicating over the Internet, and doing market research. Ideally, teachers should be able to access a computer lab during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the library/resource centre or other Internet access points are available after or before class.

Units: Titles and Time

Unit 1	Challenges of a Venture Start-up	16 hours
* Unit 2	Venture Conception	21 hours
Unit 3	Preparing for Start-up	23 hours
Unit 4	Targeting Customers	25 hours
Unit 5	Developing a Venture Plan	25 hours

* This unit is developed in this course profile. (Unit 1 is developed in the Public profile).

(The Venture Plan preparation of this course can be offered at the end of the course or as concepts are taught. See Course Notes section for details.)

Teaching/Learning Strategies

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

Teacher-centred strategies are those in which the teacher directs the learning. The teacher-centred strategies introduce concepts to students as they relate to the venture plan. Teachers may find these strategies useful as ways to introduce topics (such as promotional strategies), and then allow students to apply the concepts to their own venture.

Learner-Centred Strategies

Student-centred strategies, which are activity based, provide students with opportunities to actively apply what they have learned. These strategies help students develop problem-solving, organizational and collaborative skills. The development of the venture plan allows students to apply what has been introduced through teacher-centred activities.

Self-Directed Strategies

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

Learner-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

· Visual Organizers

· Group Discussion

· Role Playing

· Computer Lab Work

· Field Trip

· Group Project

· Peer Helping

· Creativity Exercises

· Case Studies

· Internet Interest Surveys

· Internet Research

· Computer-assisted Learning

· Marketing Questionnaires and Surveys

· Journals

Assessment & Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Teachers 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. Because the Venture Plan is developed throughout the course, teachers can assess the work in a formative manner, 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.

Diagnostic	Formative	Summative
· Quizzes	· Informal and Formal Observation	· Individual Assignments
· Informal Observation	· Interviews	· Venture Plan
· Class Discussion	· Verbal Feedback	· Quizzes
· Self Assessment	· Written Feedback	· Tests
	· Graphic Organizers	· Final Assessment
	· Individual and Group Assignments	· Presentations
	· 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 activity (venture plan), essay and/or other method of evaluation at or near the end of the course.

Accommodations

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 cash flow.

· Use hands-on manipulatives.

· Adjust number of problems.

Memory Difficulties

· Teach students to verbalize concepts.

· Check that daily assignments are recorded in planner.

· Teach strategies to enable recall.

· 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.

· 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.

Enrichment

· Pair students with an entrepreneur for additional advise.

· Use the Internet for additional resources.

· Introduce software to assist in the preparation of the venture plan (e.g., spreadsheet).

· Introduce presentation software (e.g., PowerPoint) and review proper presentation techniques.

ESL/ELD

· 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. Set the tone for a positive attitude toward helping students with special needs.

· Have English-speaking students help their ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual peer tutors, if available, can be helpful, or use classroom groups to facilitate clarification in native language (ESL students benefit from first language help and support).

· Provide peer tutors and give them specific responsibilities up front.

· Give recognition to partners for undertaking responsibilities with students with special needs.

· Avoid “all ESL” groupings.

· Encourage ESL students to use their own language to explain terms in their private notes if it helps them remember.

· Have all concrete items labelled so that every time students sit at the workstation they are reminded of the terms.

· Allow speaking in first languages for clarification and explanation.

· Help students decide on skills and competencies that they need to improve.

· Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

Workplace safety is a very important topic. The course should stress to students that a successful entrepreneur creates and manages a safe business venture. Students should discuss business ethics and examine the ethical costs involved in creating and running a venture, e.g., profit versus worker, public or environmental safety. Topics of discussion include the environment, workplace safety, and the importance of employment laws and workers’ rights. Teachers should place special emphasis on part-time and summer jobs, as many of the students are either employed or looking for employment. An enthusiastic student employee can also be a safe and informed one.

Resources

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.

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.

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.

Associations

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

Church Organizations

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/

Church Documents

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

Workplace Related Organizations

Canadian Auto Workers	http://www.caw.ca
Canadian Labour Congress	http://www.clc-ctc.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
United Steelworkers of America – Canada	http://www.uswa.ca/

Books and Textbooks

Solidarity: Christian Social Teaching and Canadian Society (Guided study programs in the Catholic Faith), 1986.

Christian Justice: Sharing God’s Goodness, (Teacher’s Manual). Winona, Minnisota: St. Mary’s Press, Christian Brothers Publications, 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.

McLean, J.W. and William Weitzel. Leadership: Magic, Myth, or Method? New York, NY: American Management Association (AMACOM), 1992.

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.

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.

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.

Textbooks

De Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial Spirit. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991. ISBN 0-471-79565-8

Cranson, Lori and Madeline Dennis. Entrepreneurship: Creating a Venture, 2nd ed. Toronto, Ontario: John Wiley and Sons Canada Limited, 2001. ISBN 0-17-602143-2

Banks, Trusts, and Credit Unions

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
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 Canada Trust Bank	http://www.tdcanadatrust.com/
National Bank of Canada	http://www.nbc.ca/index_e.html

Corporations

The Grade 10 Introduction to Business (http://www.curriculum.org/occ/profiles/10/10busc.htm) Catholic Course Profile identifies Canada’s best known companies and their websites. Students could select a company to investigate in order to determine how it encourages, promotes, and creates an enterprising work environment.

Government

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

Online Magazines

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

Online Newspapers

Catholic New Times Le Droit d’Ottawa		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, Entrepreneurial Studies: Venture Planning, Grade 12, College Preparation, BDV4C

Challenges of a Venture Start-up

Overall Expectations

VSV.01 · analyse the challenges and opportunities of the start-up phase of a business life cycle;

VSV.02 · compare the advantages enjoyed by young entrepreneurs with the challenges they face;

VSV.03 · evaluate the key components, appropriate formats, and presentation styles of venture plans.

Specific Expectations

Start-up Challenges and Opportunities

VS1.01 – explain the stages in the life cycle of a business;

VS1.02 – summarize the factors that contribute to the success or failure of a new venture (e.g., adequacy or inadequacy of capitalization, management and risk-management skills, technological skills and equipment; economic conditions; government policies; effects of globalization);

VS1.03 – analyse the conditions (e.g., competitive, economic, demographic) facing ventures starting up in various markets.

Advantages and Challenges Related to Youth

VS2.01 – summarize the advantages and disadvantages experienced by young entrepreneurs because of their youth;

VS2.02 – describe how young entrepreneurs might benefit from specific advantages of youth;

VS2.03 – describe strategies to help entrepreneurs who face challenges because of their youth.

The Venture Plan

VS3.01 – identify and describe the components of a venture plan;

VS3.02 – compare a number of business plans in terms of their content, thoroughness, clarity, organization, impact, and utility;

VS3.03 – describe an exemplary venture plan and explain why it is exemplary.

Venture Conception

Overall Expectations

VCV.01 · summarize entrepreneurial opportunities in their community;

VCV.02 · evaluate entrepreneurial opportunities in their community in order to select one well suited to their interests, experience, and capabilities;

VCV.03 · generate ideas that match their selected entrepreneurial opportunity;

VCV.04 · assess the ideas to select the one most appropriate to a new venture concept;

VCV.05 · analyse the factors that would influence their selection of a specific venture concept.

Specific Expectations

Identifying Entrepreneurial Opportunities

VC1.01 – identify perceived problems in their communities;

VC1.02 – summarize what many people in their community might need or want;

VC1.03 – explain how things in their community could be improved;

VC1.04 – identify community needs, wants, and problems that they think could best be addressed by a not-for-profit venture, and explain why they think so.

Evaluating Opportunities

VC2.01 – relate needs, wants, and problems identified in their community to their own experience, knowledge, and abilities to solve or satisfy them;

VC2.02 – analyse the opportunities for creating a new venture that are most suited to their particular entrepreneurial abilities;

VC2.03 – assess the size of the potential target market for the new venture;

VC2.04 – determine the most promising opportunity for the student venture.

Generating Ideas

VC3.01 – identify ways in which creative ideas can be generated (e.g., mind mapping, brainstorming);

VC3.02 – describe the situations and conditions in which they tend to be most creative;

VC3.03 – list possible ideas for the identified opportunity.

Assessing Ideas

VC4.01 – select one idea for a venture that they believe best addresses the identified opportunity;

VC4.02 – summarize what others think of their idea;

VC4.03 – determine whether others have tried this idea and evaluate the success of those attempts;

VC4.04 – describe the potential market for their idea (e.g., composition, size, degree of acceptance of the product or service);

VC4.05 – decide whether their idea is feasible, is the best among alternatives, and is consistent with their interests and experience.

The Venture Concept

VC5.01 – compare the various types of ventures (e.g., offering a service compared with producing a good, selling retail compared with selling wholesale);

VC5.02 – compare the various forms of business ownership (e.g., sole proprietorship, partnership, corporation, cooperative, franchise);

VC5.03 – determine the type of venture and form of business ownership most appropriate to their selected opportunity and idea;

VC5.04 – describe the elements of a mission statement (e.g., business philosophy, vision, goals, objectives).

Preparing for Start-up

Overall Expectations

PRV.01 · organize the information and sources of information needed for the successful start-up of a new venture;

PRV.02 · compare the possible sources of financing for the venture;

PRV.03 · analyse the resource needs of their venture;

PRV.04 · assess their ability to manage their venture;

PRV.05 · determine the ancillary requirements of the new venture.

Specific Expectations

Information

PR1.01 – establish a network of contacts that can help them collect the information they require for their new venture;

PR1.02 – identify public and private secondary sources of useful information (e.g., the Yellow Pages, local business directories, the Internet, government and industry statistical reports);

PR1.03 – summarize the information they gather from primary and secondary sources.

Financing

PR2.01 – analyse the consequences of overestimating or underestimating the capital needed to launch their venture;

PR2.02 – estimate the amount of capital that would be required to launch their venture;

PR2.03 – identify the advantages and disadvantages of various sources of capital for their new venture;

PR2.04 – propose an effective strategy for raising capital for their venture.

Resources

PR3.01 – determine the human resources (e.g., types of employees) and related supports (e.g., benefit plans, training programs) their venture would require;

PR3.02 – specify the physical resources their venture would require (e.g., office or work space, equipment, machinery);

PR3.03 – differentiate between the resources required by their venture that are categorized as fixed costs and those that are variable costs.

Management

PR4.01 – establish clear, measurable, short- and long-term plans for themselves and their venture;

PR4.02 – describe the style of leadership most appropriate for managing their venture;

PR4.03 – propose the most productive way to organize the people and tasks for their new venture;

PR4.04 – describe how people, tasks, and resource use would be supervised effectively;

PR4.05 – determine the records (including financial records) that should be kept and maintained for their venture;

PR4.06 – determine how computer software could be used to maintain accurate business records for their venture.

Legal Requirements

PR5.01 – determine the legal requirements and estimated costs of establishing the form of business ownership for their venture (e.g., sole proprietorship, partnership, corporation);

PR5.02 – describe the process for registering the business name as required by law;

PR5.03 – identify municipal requirements regarding possible sites for their venture (e.g., local zoning regulations, licensing requirements, by-laws);

PR5.04 – describe how they would obtain patent, copyright, and/or trademark protection;

PR5.05 – compare the types and costs of insurance available for their venture.

Targeting Customers

Overall Expectations

TCV.01 · analyse the size and composition of the potential market for their venture;

TCV.02 · develop effective promotional strategies for their venture;

TCV.03 · evaluate effective growth strategies.

Specific Expectations

Market Research

TC1.01 – describe the potential customers for their venture;

TC1.02 – analyse strategies (e.g., pricing, promotion, distribution) for marketing their product or service;

TC1.03 – analyse the impact of competition on their venture (e.g., on new opportunities, on future growth, on pricing policies);

TC1.04 – explain the importance of forecasting sales for various time frames.

Promotional Strategies

C2.01 – develop an initial promotional strategy to launch their venture;

TC2.02 – develop a promotional strategy to help them establish and maintain an identity for their venture;

TC2.03 – evaluate the responses to their strategy in order to determine whether and what changes are necessary.

Growth Strategies

TC3.01 – describe their vision of success for their venture after one year, three years, and five years;

TC3.02 – compare the advantages and disadvantages of pursuing continuous growth as a goal for a business venture;

TC3.03 – describe effective growth strategies used by other entrepreneurs;

TC3.04 – analyse growth strategies that could be incorporated by the new venture (e.g., offering new products or services, developing new pricing policies, finding new channels of distribution);

TC3.05 – prepare a cost/benefit analysis of possible expansion strategies (e.g., franchising, acquisition of a competitor’s business, establishing new branches).

Developing a Venture Plan

Overall Expectations

VPV.01 · produce the production plan, marketing plan, human resources plan, management plan, and financial plan that are most appropriate for a proposed venture;

VPV.02 · incorporate the production plan, marketing plan, human resources plan, management plan, and financial plan in an overall venture plan, using appropriate computer software;

VPV.03 · summarize the responses to their venture plan from peers, teachers, advisers, relatives, community members, potential investors or lenders, and experts in the field;

VPV.04 · assess the probability of the new venture’s success on the basis of a revised and final venture plan.

Specific Expectations

Developing the Plan

VP1.01 – determine the components of their venture plan;

VP1.02 – develop the appropriate production, marketing, human resources, management, and financial components of their venture plan.

Drafting the Plan

VP2.01 – compare models of venture-planning frameworks;

VP2.02 – compare various types of computer software developed to assist venture planning;

VP2.03 – generate a draft version of their venture plan using appropriate software.

Evaluating the Plan

VP3.01 – identify the individuals in their school and community who could assess their venture plan (e.g., peers, teachers, advisers, investors, bankers, relatives);

VP3.02 – organize ways for selected individuals to respond to their venture plan;

VP3.03 – determine the revisions that should be made to their venture plan on the basis of the responses.

Producing the Plan

VP4.01 – produce a revised and final version of their venture plan;

VP4.02 – determine whether or not they will pursue the venture, in light of their evaluation.

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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