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Course Profile
Entrepreneurial
Studies: Venture Planning (BDV4C), Grade 12, College Preparation, Public
Course Overview
Prerequisite: Introduction to Entrepreneurial Studies, Grade 11, College Preparation
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.
College
preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for college programs.
Teaching and learning strategies will emphasize concrete applications of the
theoretical material covered in the courses, and will also emphasize the
development of critical-thinking and problem-solving skills. All college
preparation courses will be based on rigorous provincial curriculum
expectations and will emphasize the development of both independent research
skills and independent learning skills. Courses will also require students to
demonstrate that they have developed these skills. (Ontario Secondary
Schools, Grades 9 to 12, Program And Diploma Requirements, 1999, p. 17.)
The
prerequisite for this course is Introduction to Entrepreneurial Studies, Grade
11, College Preparation.
Many
of the strategies use self-assessment tools and help to develop entrepreneurial
skills. Small and large group activities are suggested to develop students
interpersonal skills and encourage teamwork.
This
profile mirrors The Ministry of Education Strands (the groupings of
expectations). Unit 1 focuses on the strand Challenges of a Venture Start-Up.
Unit 2 involves the strand Venture Conception. Unit 3 is based on the Targeting
Customers strand. Unit 4 introduces the Preparing for Start-Up strand. Unit 5
deals with the Developing a Venture Plan strand.
Teachers
should focus on Canadian examples of su
Teachers
identify and gain the participation of local businesses, wherever possible.
Teachers are encouraged to develop an in-class display of community businesses
and to highlight existing partnerships. Teachers might a
Periodic
a
Students
are required to work collaboratively throughout the course; therefore,
addressing conflict management is important to student su
|
* Unit
1 |
Challenges
of a Venture Start-Up |
20
hours |
|
Unit 2 |
Venture
Conception |
20
hours |
|
Unit 3 |
Preparing
for Start-Up |
20
hours |
|
Unit 4 |
Targeting
Customers |
20
hours |
|
Unit 5 |
The
Venture Plan |
30
hours |
*This unit is fully developed in this Course
Profile
Time:
20 hours
Unit
Description
The
unit focuses on the challenges and opportunities of the start-up phase of a
business life cycle; compares the advantages enjoyed by young entrepreneurs
with the challenges they face; and evaluate the key components, appropriate
formats, and presentation styles of venture plans.
Cluster
1.1 begins with a
teacher-directed investigation that explains the stages in the life cycle of a
product. Develop the life cycle of a product to which students can relate,
e.g., a cell phone. Brainstorm the life cycle of a product, e.g., the
telephone, by placing several pictures, historical to current, along a
timeline. Tools for these activities are in the developed unit. The next step
is a formative (mix and match) quiz to review key business terms. The key terms
relate the life cycle of a product to the life cycle of a Canadian business.
Students then research the life cycle of various Canadian businesses and the
factors that contribute to their su
Cluster
1.2 focuses on the
advantages and challenges of entrepreneurship related to youth. The teacher
introduces the topic with a video outlined in the developed unit. The teacher
distributes a handout (see Appendix 1.2.1) depicting comic characters of a
young entrepreneur and a mature businessperson along with a list of terms and
characteristics to apply. A large group, teacher-directed discussion on the
findings helps develop a Venn diagram and covers the concept that the mature
businesspersons advantages are often the youths challenges. Each small group
brainstorms the solutions to an assigned challenge; thinks of ways the youthful
entrepreneur can work with the challenge and take advantage of the
opportunities. The developed unit provides a tool for assessing the group
process.
Cluster 1.3 starts with a focus on the importance
of planning. An interactive activity on planning is provided in the unit. This
activity cluster provides an excellent opportunity to link with the business
community. The Canadian Bankers Association provides speakers that can explain
what a venture plan should look like from a financial point of view (see
Resources for website). Guest speakers can provide benchmarks in terms of
content, thoroughness, clarity, organization, impact, and utility. The teacher
provides a worksheet for notes on the presentation(s) (see Appendix Unit 1).
Often speakers arranged by students are most su
The
teacher should encourage the student to develop a working portfolio. The
working portfolio is not just a collection of students work. The portfolio should
have a clear purpose: to hold student work for subsequent units or the
Culminating Project. Students need teacher direction to establish which pieces
of work will be used in future units. The unit descriptions outline the links
or connections. The teacher and students establish the form that the portfolio
will take; decide who selects the contents, and what will go in the portfolio
(rough drafts, best work or work that needs revisions, school material or
material from outside the school). Another option is a working portfolio that
progresses to either a showcase portfolio that might display the best work or
an assessment portfolio used to document the achievement of learning
expectations. The portfolio process: collect, select, reflect, inspect, is outlined
in the OSSTF/FEESO resource Quality Assessment.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1.1 |
VSV.01,
VS1.01, VS1.02, VS1.03 |
Knowledge/Understanding
Communication |
Start-Up
Challenges and Opportunities |
|
1.2 |
VSV.02,
VS2.01, VS2.02, VS2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Advantages
and Challenges Related to Youth |
|
1.3 |
VSV.03,
VS3.01, VS3.02, VS3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The
Venture Plan |
Time:
20 hours
Unit
Description
Unit 2
focuses on entrepreneurial opportunities in the students community. Students
evaluate the entrepreneurial opportunities in their community in order to
select one well suited to their interests, experiences, and capabilities.
Students generate ideas that match their selected entrepreneurial opportunity,
assess the ideas to select the one most appropriate to a new venture concept,
and analyse the factors that would influence their selection of a specific
venture concept.
Cluster
2.1 focuses on
developing a community profile. In a teacher-directed lesson, the class
brainstorms what is involved in profiling, e.g., a person or place. This leads
into profiling a community, the entrepreneurial opportunities and the factors
associated with the opportunities, e.g., land use residential, retail,
commercial, industrial, and social; economic features community needs and
wants such as employment opportunities and trends in urban development; and
current statistics and local problems. Students can compare the various forms
of business ownership using a chart format that illustrates features,
advantages, and disadvantages of sole proprietorship, partnership, corporation,
cooperative, and franchise. Discussion also focuses on addressing problems with
not-for-profit ventures and volunteerism. This activity looks at communities in
general and how to improve things in the community. After outlining a sample
profile, students determine how to gather information to create a local,
community profile. Students discuss primary versus secondary research sources.
It might be beneficial for students to analyse sample surveys to determine the
set-up and structure of survey instruments. Note: Students must be
instructed to a
Cluster
2.2 focuses on the
local community: its needs, wants, and problems. Students define the boundaries
of the local community. This may depend on the development level of students
in the class. One class may research the school community while another class
may go considerably outside the geographic boundaries of the school. Students
determine how best to obtain the data outlined in
Cluster 2.1 relative to the defined community, and the opportunities for
creating a new venture suited to their particular entrepreneurial abilities.
Students construct worksheets to record the research data. The teacher stresses
that the research includes both primary and secondary research. Students use
the data to analyse opportunities for creating a new venture, assess the
potential target market and promising opportunities for a student venture. The
teacher establishes a negotiated timeline for the completion of the research on
the community. Some at-home work may be necessary. The class self-selects teams
in which to work based on geographic area and type of research in the community
walkabout. The teacher obtains all necessary permission forms for this type of
fieldwork as determined by the school and school board policy. The Grade 11
Profile, BDP3O Public, has a community walkabout in Activity 2.2, and
Appendix 2.2.1 is a Community Walkabout Data Sheet (see
www.curriculum.org). On the agreed upon date, have all groups present their
findings to the class. In advance, the teacher creates a large outline map of
the area and posts it on the bulletin board, Our Community Profile. If a
suitable bulletin board is not available, dedicate a chalkboard for the
purpose. Students/large group create a community profile based on the data
presented and analysed on the board.
In
Clusters 2.3 and 2.4, the class or teams of students look at all
the data collected on the community to determine how best to have a positive
impact on the community through student ventures. From the Community Profile
presented, students brainstorm all the perceived needs and wants of the
community. Remember, this is a brainstorming session for creative ideas there
are no bad ideas and our aim is to generate quantity, not quality at this
stage. Understanding the community profile, what can we do to have a positive
impact on the community? Students describe potential markets; decide if the
ideas are feasible. Apply a decision-making model to the task. This helps to
focus the thinking of students, thereby establishing, applying, and evaluating
criteria for determining the best ideas.
In Cluster 2.5, students set up
self-selected venture groups to plan their proposed venture. Each group creates
a group profile that includes the strengths, skills, interests, and
characteristics of the team members. The group profile includes a GAP analysis
to point out any skills lacking in the team that might create difficulties
later, e.g., lack of computer skills. The teacher should point out to students
that the Culminating Project start-up following Cluster 2.5 and Cluster 4.1.
uses the GAP analysis again. The group creates an outline of a venture plan
before embarking on the venture. This includes the what, where, who, why, when,
and how details. The various types of ventures, forms of ownership, and the
form of ownership most appropriate for their idea must be considered and/or
outlined. There are numerous formats and plans available. Students researched
venture plan formats in Cluster 1.3. The teacher/class should determine which
format best serves the purpose of this venture project. From this outline, each
group creates a venture plan format for their project. Once the class
establishes the criteria for a su
The
role of the teacher is to clearly outline the assignment, set and administer
the negotiated timelines, and provide the assessment/evaluation tools for the
project. Once the ventures begin, the teacher coaches and assesses the groups
on a daily basis.
This
course, through its expectations, gives students the business skills to plan
and evaluate entrepreneurial ventures. Therefore, having students demonstrate
their learning through a culminating project is one option available. For the
culminating project in this Course Profile, students apply the skills and
competencies in the expectations by researching, planning, and assessing their
own entrepreneurial venture. The skills and competencies in each unit are
cumulative, so the project can be addressed in sequential parts after each
related unit or in its entirety towards the end of the course. This profile
presents the project two ways: (1) in sequential parts after each unit, and (2)
as a whole in Unit 5. Though the culminating project is introduced in Unit 2
and appears in each unit, the teacher still has the option of doing the
Culminating Project in its entirety as Unit 5 at the end of the course. As with
the profile as a whole, this project is only one of many ways to present the
curriculum to students and address the course expectations. Each phase is found
in the appropriate unit description.
Note: While in some cases school and
board policies and practices may allow for the actual implementation of the
venture plan, most circumstances will dictate that the plan will be the focus
and the final product of the students work. The description in this Course
Profile provides for this focus on the plan and the assessment of its viability.
Culminating
Project Integration for Unit 2
(Cluster
2.6)
The
first activity for the culminating project takes place after the class has
completed Unit 2. The unit focuses on venture opportunities in the community.
The culminating project utilizes Clusters 2.3 and 2.4 where students created a
community profile and Cluster 2.5 where venture groups were established.
Students, in their groups, look at the list of community ideas and
opportunities that were generated, then posted in the community profile, and
select one that interests their group. The groups then brainstorm and generate
a rough things to do and materials needed list. From that list, students are
able to assign jobs to group members and judge the scope of their proposed
ventures. Groups prepare a report/proposal for their venture. Students may
select one of the business plan models presented to them in Unit 1 as a
guideline for their project proposal.
Students
update the Glossary of Terms.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
2.1 |
VCV.01, VC1.01, VC1.02, VC1.03, VC1.04 |
Thinking/Inquiry |
Identifying Entrepreneurial Opportunities |
|
2.2 |
VCV.02, VC2.01, VC2.02, VC2.03, VC2.04 |
Thinking/Inquiry |
Evaluating Opportunities |
|
2.3 |
VCV.03,
VC3.01, VC3.02, VC3.03 |
Thinking/Inquiry
|
Generating
Ideas |
|
2.4 |
VCV.04,
VC4.01, VC4.02, VC4.03, VC4.04, VC4.05 |
Knowledge/Understanding
|
Assessing
Ideas |
|
2.5 |
VCV.05,
VC5.01, VC5.02, VC5.03, VC5.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The
Venture Concept |
|
2.6 |
Integrated
Culminating Project Unit 2 |
||
Time:
20 hours
Unit
Description
Students
analyse the size and composition of the potential market for their venture.
They develop effective promotional strategies and evaluate effective growth
strategies. This unit teaches students the importance of targeting customers;
defining, establishing, and maintaining market-share; and forecasting customer
sales both in short and long-run economies. Activities within the unit are a
consumer survey for Cluster 3.1, the development of a promotional plan in
Cluster 3.2, and a company timeline for
Cluster 3.3.
Cluster
3.1 focuses on
market research and how it helps a company define who its customers are and
other important market data. The teacher discusses the importance of market
research, analyses strategies for marketing and the impact of competition, and
explains the importance of forecasting sales. The teacher describes how market
research is conducted and real life examples of the benefits of good market
research and how poor market research can hurt a company. Students in groups select
everyday products purchased by their age group such as jeans, running shoes,
portable personal stereos, and skateboards. Students then design a market
research survey for their groups (see Resources for texts that cover primary
survey instruments). Sample questions are: Age range? Do you have a job and
what is your salary range? What brands of jeans do you like and why? What
is your main reason for purchasing a particular type of jean; colour, fit,
brand, or price? How often do you buy the product, and is there a particular
time of year you purchase it? What are your preferred stores for purchasing
the product? How much would you pay for the product and how would you pay for
the product; cash, debit, or credit card? Students go into the school
community and conduct the survey of the product usage based on the questions
they designed. After the survey, students bring the raw data back to class.
Based on the survey information, students prepare a character sketch of the
average customer for their products. The sketch takes the form of a report
with the primary data (survey results) added as an appendix. Note:
Students must be instructed to a
In Cluster
3.2 students create a promotional plan for a new product based on the one
studied in
Cluster 3.1. The teacher outlines the importance of good planning, reviews key
concepts such as product life cycle, economic factors (what happens when a
product enters a competitive environment), and branding. The teacher presents
students with examples of promotions at various stages of their life cycle,
from launch and creating awareness, to maintaining market share, and finally,
dealing with changes and competition in the market. Students in the same groups
as Cluster 3.1 create three print ads that address the promotional life cycle:
launch and awareness, creating and maintaining consumer loyalty, and dealing
with change and competition in the market. For example, the first ad could take
the form of a teaser or cliff-hanger, the second ad showing a family or
generation (mother/daughter) of users trusting the product name, and the last
ad could be a taste-test or competition type ad (e.g., 3 out of 4 jean
wearers.) Students present their ads to focus groups, receive assessment
feedback, and implement changes.
The
final Cluster 3.3 deals with forecasting for a company and its related
products. Students again work in the groups assigned in the prior unit
activities. The teacher explains how a company forecasts sales and growth using
various time units, such as quarters, years, and 5 years. The teacher should
review, again, the product life cycle, and the company life cycle as covered in
Cluster 1.1. A good resource would be the Boston Consulting Groups product
life cycle model (see Resources for website). Students should be aware of how
businesses use established products to help launch and finance new ones. The
groups plan the life cycle of the company that produces the product in Cluster
3.2. In Cluster 1.1, students looked at an existing business and historic data.
In this activity, students project future events. The group plans the next five
years of the business, adding in the promotional plan developed in
Cluster 3.2, the company or product milestones, additional promotions,
competitors entering the market, and the creation of new products. Students
also forecast sales on a quarterly basis and include this information on the
timeline.
(Cluster
3.4)
The
second activity in the culminating project uses skills learned in Unit 3.
Students conduct market research for the proposed venture. Students generate a
primary research tool in the form of a survey that helps them design and assess
the feasibility of their proposed venture. The groups produce final versions of
their surveys, go out into the targeted community, and conduct primary
research. Students look for secondary research on their venture on, similar
projects, and on their community. For assessment, students present both their
primary and secondary research in a report that summarizes and analyses the raw
data generated by the preceding activities. The reports should focus on whom
the target market is, what need or want the venture is fulfilling, and finally,
how much consumers are willing to pay. Teachers should remind students to use
the Oral Presentation Checklist found in BBB4M at www.curriculum.org for
formative assessment. Students should review their first assignment for the
culminating project. Using the original submission and information gained from
the report in Cluster 2.6, students write a formal business plan. The groups
revisit the different types of business plans available to entrepreneurs from
banks and other institutions, and then select the model that best fits the
students venture. Students investigate the different types of plans discussed
in Unit 1 in detail in Cluster 2.5. Students complete the business plan format
for their venture and submit it for assessment. The focus is on assessing the
quality of the plan. In a teacher-directed lesson, the class brainstorms a list
of criteria for evaluating not only the plan, but also the venture idea itself.
The teachers role is to have the student review the content of each of the
components thereby providing students with the criteria to be used in the
assessment. A checklist format provides ease of reference. In addition to the
checklist that is very specific, students construct a task-specific rubric
based on the Achievement Chart categories, from The
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
3.1 |
TCV.01,
TC1.01, TC1.02, TC1.03, TC1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Market
Research |
|
3.2 |
TCV.02,
TC2.01, TC2.02, TC2.03 |
Knowledge/Understanding
Thinking/Inquiry Application |
Promotional
Strategies |
|
3.3 |
TCV.03,
TC3.01, TC3.02, TC3.03, TC3.04, TC3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Growth
Strategies |
|
3.4 |
Integrated
Culminating Project Unit 3 |
||
Time:
30 hours
Unit
Description
Students
organize the information and sources of information needed for the su
Cluster
4.1 begins with an
activity that builds a class skills inventory. One alternative has students
create an index card with their specific skill(s) highlighted and post the card
in a designated area. Another alternative is for the teacher to direct an
activity that formulates a list of students individual skills on chart paper.
For example, one student may be able to design a business card or logo for
another students venture. The teacher leads a discussion on the importance of
networking for the development and growth of a venture. The teacher can direct
students to the Yellow Pages, local business directories, the Internet, and
government reports. Students compile annotated information slips outlining how
the organization can assist the entrepreneurs. The teacher can supply students
with an information organizer (about four on a page). The organizer might list
the website, summarize the information available, and identify its usefulness
to an entrepreneur. The titles on the organizer could be: (1) Website, (2)
Summary, and (3) Component. Students post the organizer slips on a
teacher-created resource centre. Suggested headings for the resource centre
are: Finance, Self-Help, and Human Resources.
The
next stage, Cluster 4.2, requires the student to identify the various
sources for capital and develop an effective strategy to raise the necessary
capital. Students are required to identify all possible sources of capital for
their venture and analyse the consequences of overestimating or underestimating
the capital needed to launch their venture. Students could also refer back to
Cluster 4.1 on networking and establishing contacts to identify potential
sources of capital. In groups, students can outline the disadvantages and
advantages of using each source for raising capital. Students are required to
complete a capital request plan and describe an effective strategy to raise the
necessary capital.
Cluster 4.3 begins with a creativity exercise. Students
(in groups, or individually) compile a list of all employees involved in the
daily operation of their school, their part-time workplace, or their parents/
guardians workplace. Students describe the role of all the identified
personnel in the day-to-day operation of the chosen organization. Continuing on
this theme, students examine the physical resources required for the operation
of the organization. A debriefing session takes place. During this debriefing,
the teacher introduces the concepts of fixed and variable costs. Students then
re-examine their selected organization, and identify the fixed and variable,
human, and physical costs. Students identify and explain the human resources,
physical resources, and fixed and variable costs for their venture.
Cluster 4.4 focuses on the management component of the
venture plan. In the initial activity students identify their short, medium,
and long-term plans. After identifying their plans, the student creates an
action plan that describes how he/she expects to reach these specific goals.
The action plan should include how he/she plans to keep and maintain records,
along with how computer software could be used to maintain a
Cluster 4.5 deals with the legal requirements of setting
up a business. The teacher gathers publications from various public and private
organizations that assist in the set-up of a venture, or arranges for class time
with the computers in order to gather the necessary information from selected
websites. Students research the necessary legal requirements: the process for
registering the business name, registration costs, insurance, and municipal
requirements. Local business advisory centres, town offices, or city halls can
provide the necessary information. A guest speaker from an insurance company is
an excellent source for information on employee benefit packages. Students
complete a research activity that would describe the process for obtaining a
patent, copyright, and trademark.
(Cluster
4.6)
Cluster
4 in the culminating project is the last step before the groups execute their
ventures. In Unit 4 students learn specific skills that will help them with the
upcoming launch of their venture. In this activity, students identify areas of
need in resources and information. Students create lists of potential allies
and mentors they can use to help launch their venture, prepare a budget and
secure financing, determine all the jobs that need to be done and assign them,
create a charter for the venture group outlining the management goals of the
group, and identify any legal requirement or laws that affect their type of
venture. Students develop a management plan for their venture. The management
charter includes: short and long-term goals; how to empower the people and
organize the tasks; employee compensation and motivation; method of record
keeping; and utilization of computer software.
These
lists form the basis for a report submitted to the teacher for evaluation. Each
group should use the checklist and rubric developed in the Unit 3 integrated
project to assess the mechanics of their plan as well as the venture idea.
Students submit the revised plan to the teacher for assessment and feedback. As
a possible final step in this process, have a local financial services officer
interview the venture team to provide feedback on areas that might need
revision. After all assessment stages have been signed off, the venture plan
is ready to execute.
Students
update the Glossary of Terms.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
4.1 |
PRV.01,
PR1.01, PR1.02, PR1.03 |
Knowledge/Understanding
|
Information
|
|
4.2 |
PRV.02
PR2.01, PR2.02, PR2.03, PR2.04 |
Knowledge/Understanding
|
Financing
|
|
4.3 |
PRV.03,
PR3.01, PR3.02, PR3.03 |
Knowledge/Understanding
|
Resources
|
|
4.4 |
PRV.04,
PR4.01, PR4.02, PR4.03, PR4.04, PR4.05, PR4.06 |
Thinking/Inquiry Communication |
Management
|
|
4.5 |
PRV.05,
PR5.01, PR5.02, PR5.03, PR5.04, PR5.05 |
Knowledge/Understanding
|
Legal |
|
4.6 |
Integrated
Culminating Project Unit 4 |
||
Time:
30 hours
Time
Note: The unit on
the Venture Plan is scheduled for 30 hours. Depending on the approach the
teacher chooses, the teacher allocates the time throughout the units for the
integrated approach or uses it as a block in Unit 5.
Unit
Description
Unit
5 focuses on the venture plan. The integrated approach has ensured construction
of all the preliminary components. Now assessment and evaluation of both the
plan and the venture as a culminating performance task is required.
This
unit focuses on the evaluation of the plan and a presentation of the results.
The teacher establishes the format for the evaluation and at the same time
formalizes the assessment criteria. Students, in retrospect, look at the good,
the bad, and the ugly of the plan and determine whether or not they could
pursue the venture in light of their evaluation. This is the major learning
aspect of the course. Students submit this information to the teacher in a
reflective journal. Students present the complete venture at a stakeholders
meeting. The venue should reflect a business attitude and provide closure for
the ventures. The audience could include school board personnel, school
administration, community connections, and parents. The formal part of the
presentation includes an oral presentation with an electronic supplement (using
electronic presentation software) of the plan and the evaluation. A celebratory
reception should follow.
Another
approach to the culminating performance task is to have students produce a
production, marketing, human resources, management, and financial plan that are
most appropriate for the proposed venture. Students summarize the responses to
their venture plan and assess the probability of the ventures su
It should
be understood that the expectations for this course do not lead to actual
implementation of the venture for which the planning has o
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
VPV.01,
VPV.02, VP1.01, VP1.02, VP2.01, VP2.02, VP2.03 |
Thinking/Inquiry |
Assessing
the Plan |
|
5.2 |
VPV.03,
VPV.04, VP3.01, VP3.02, VP3.03, VP4.02 |
Knowledge/Understanding |
Considering
Implications for Implementation |
|
5.3 |
VPV.04,
VP4.01 |
Thinking/Inquiry |
Evaluating
the Venture |
There
is a conscious quest for a balance of traditional modelling of skills and
knowledge, together with a blend of small group and individual practise and
individual exploration in this profile.
This
course presents information that students need to master and apply for the
learning activities to be su
The Ontario Curriculum Unit Planner
provides extensive descriptions of the strategies listed. The strategies
provide a means for teachers to quickly reflect on what they have used in the
past and what they can adopt. The Pedagogy Resources section provides detailed
explanations of the strategies listed.
|
Teacher-Directed |
Learner-Centred |
Self-Directed |
|
Didactic
Lesson |
Group
project Brainstorming: Snowball,
Listening and Communication: Say and Switch, Three-Step Interview. Reaction/Opinion: Reaction
Wheel, Agree/Disagree Corners, Roundtable, Connections, Round Robin
Reflection, Journaling. Graphic
Organizers: Future
Wheel, Semantic Mapping, Mind Mapping, Flow Chart, Sequence Chart, Ranking
Ladder, Tree Diagram, Venn Diagram, The Fish Bone, The Right Angle. Reflection: Stems
and Starters, Ticket to Leave, Role playing |
Sharing |
Teachers
should employ assessment strategies frequently and throughout the course in
order to communicate the expectations of the course to students, to make
appropriate adjustments to teaching and learning strategies as required, and to
a
Organize
marking schemes and rubrics used for evaluation to include the four Achievement
Chart categories as applicable. The teacher might evaluate one
student-generated product or process under multiple categories:
Knowledge/Understanding, Thinking/Inquiry, Communication, and Application
categories. The teachers record keeping could require marks recorded in four
separate categories, one for each of the assessment/evaluation categories it
addresses.
The
following chart matches assessment tools and achievement chart categories.
|
Knowledge/Understanding |
Thinking/Inquiry |
Communication |
Application |
Some strategies, which are consistent with the assessment
techniques referred to in the activities, are:
·
Share
the rubrics for culminating activities at the beginning of the unit, so
expectations are clear for students and support the learning in all activities
in the unit.
·
Develop
rubrics with students, or involve them in translating them into student
language.
·
Emphasize
the language of assessment and evaluation in your discussions with students.
·
Provide
sample work demonstrating achievement at different levels for students.
·
Provide
different opportunities to assess the achievement of the expectations.
·
Provide
opportunities for formative self- and peer assessment to support and improve
student learning.
·
Provide
multiple opportunities for students to demonstrate their achievement of
expectations.
·
Provide
opportunities for students to retry assignments until they can demonstrate
their learning.
·
Develop
tests that provide opportunities to demonstrate all categories on the Achievement
Chart at all levels.
·
Give
practice tests as an opportunity for formative assessment.
·
Use
assessment tools that are appropriate for the expectations and related to the
categories on the Achievement Chart.
·
Provide
prompt feedback so that students can use it to improve their learning.
·
Design
a variety of assessment tasks to address different learning styles.
·
Provide
choice in activities/assessment tasks to a
·
Provide
opportunities for students to track their own progress.
Evaluation
Strategies
|
Diagnostic |
Formative |
Summative |
Assessment
may be diagnostic, formative, and summative. Diagnostic assessment includes
informal observation checklists, quizzes, and all class questions and answers.
The following strategies and tools are applicable for both formative and
summative purposes.
|
Method |
Strategy |
Tool |
|
Paper-and-Pencil |
Test |
Marking
Scheme |
|
Performance
Task |
Oral
Presentation |
Rubric |
|
Personal
Communication |
Student-Teacher
Conference |
Rating
Scale |
When
planning courses and assessment, teachers should review the required curriculum
expectations and link them to the categories to which they relate. Teachers
should ensure that all the expectations are a
Teachers
should consult individual student IEPs for specific direction on a
|
·
Read questions first. ·
Modify reading requirements. ·
Use reading partners. ·
Pre-teach concepts/vocabulary. ·
Highlight notes. ·
Use visuals. |
Written
language ·
Vary assignments. ·
Give explicit instructions. ·
Provide photocopied notes. ·
Allow point-form notes and graphic organizers. ·
Use peer editing. ·
Teach spell/grammar check. ·
Give tests in an alternate learning environment. ·
Allow extra time. ·
Give oral tests. |
The teacher can challenge the learner through product and
process. The expectations cannot be changed or added to. The teacher can enrich
the learning experience by:
·
requiring
multiple and sophisticated forms of communication;
·
encouraging
and reinforcing the application of abstract thinking skills to complex content,
resulting in a sophisticated product;
·
fostering
in-depth learning of a self-selected topic within the expectation requirements;
·
encouraging
and using the DECA and OBEA contests;
·
motivating
students to synthesize course content with their own experiences and ideas.
ESL/ELD A
·
English-speaking
students can help their ESL classmates by repeating, rephrasing, and writing
words down.
·
Encourage
ESL students to use their own language for clarification and explanation.
·
Provide
students with a summary sheet at the end of each class (with teacher
assistance) to list main terms or concepts that were the focus of the lesson.
·
Make
overheads of handouts on which the teacher highlights important terms, explains
words, and clarifies instructions, etc., while students do the same on their
copy.
·
Provide
a glossary of terms for the reading.
·
Encourage
the use of first-language dictionaries for assignments and assessments.
·
Pair
written instructions with verbal instructions.
·
Prior
work may be needed to familiarize ESL students with the process and vocabulary
of rubrics.
Units in
this profile refer to the use of specific texts, magazines, films, and videos.
Before reproducing materials for student use from books and magazines, teachers
need to ensure that their board has a Cancopy licence and that this licence
covers resources they wish to use. Before screening videos for 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. Teachers are also reminded that much of the material on
the Internet is protected by copyright. The person or organization that created
the work usually owns that copyright. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Bennett,
B., C. Rolheiser-Bennett, and L. Stevahn. Cooperative Learning Where Heart
Meets Mind.
Gibbs,
Jeanne. Tribes: A Process for Social Development and Cooperative Learning.
ISBN 0-932762-08-5
OSSTF/FEESO.
Quality Assessment: Fitting The Pieces Together.
The writers
before publication have verified the URLs for the websites. Given the frequency
with which these designations change, teachers should always verify the
websites before assigning them for student use.
Pedagogy
Internet
School
Net http://www.schoolnet.org
This site is dedicated to serving the interests of students, parents, and
educators regarding every facet of education
Innovation
Teaching http://www.interserf.net/mcken/teacher.htm
Pedagonet
http://www.pedagonet.com/
This site offers search engine, which facilitates the exchange of learning
resources.
Premier
Tracks http://4teachers.org/premier/
A collection of K-12 web-based lessons for a variety of subject areas created
by SCR*TECs TrackStar.
Teacher
Talk http://www.mightymedia.com/ttalk/index.asp
This site provides a discussion area for teachers related to technology
instruction.
Career
Resources
Canadian
Bankers Association http://www.cba.ca
Canadian
Career and Industry Specific Job Sites
http://www.canadajobsearch.com/careerspecific.htm
Canadian
Career Page http://www.canadiancareers.com
Canadian
Youth Business Foundation http://www.i3ds.com/cyba/directory/gov.html
Career
Cruising http://www.careercruising.com/home/index/html
Career
Edge, Main Index Page http://www.careeredge.on.ca
Career
Explorer
http://cdn.cx.bridges.com/
Careers
in a Package, The Teachers Guide. Packaging Association of
http://www.packagingcareers.org
Curriculum
Vitae Tips http://www.cvtips.com
Human
Resources Development
Interest
Survey http://www.jvis.com
Investing
in Your Future,
Appendix B and Appendix C. Toronto: Canadian Securities Institute and Investor
Learning Centre, 2000. ISBN 1-894289-51-X
Job
Bank http://jb-ge.hrdc-drhc.gc.ca
Job
Shark http://www.jobshark.ca/caeng/index.cfm
Rιsumι
Dot Com http://www.pcservices.com
Work
Search http://www.wroksearch.gc.ca
YWCA One
Stop Career Shop http://www.onestopcareershop.bc.ca/dropin.html
Safety
Canadian
site for o
Live
Safe! Work Smart! Health And Safety Resources for
Department, 1-416-326-7731
General
Interest
The
Entrepreneurial Person diagram, from Introduction to Business (BBI1O) Public
Course Profile, Appendix A 3.6 and 3.6b.
A
Guide to Copyrights.
ISBN 0-662-28455-0
A
Guide to Industrial Designs.
A
Guide to Trade Marks.
ISBN 0-662-28420-8
Bodell,
R. W., G. W. Rabbior, and L. W. Smith. Entrepreneurship, The Spirit of
Adventure.
Boone,
L. E., D. L. Kurtz, and R. A. Knowles. Business.
Burr,
B.K. Creating Champions.
Canadian
Demographics 2001.
Canadian
Foundation for Economic Education. Entrepreneurship, A Primer for Canadians,
1985.
Ceolin,
David. The Idea Guide.
Cranson,
Lori and Madeline Dennis. Entrepreneurship, Creating a Venture, 2nd Ed.
Toronto: Nelson, 2001. ISBN 0-17-620143-2
Culley,
Tom. Beating the Odds in Small Business.
ISBN 0-684-84183-5
Curran,
Anne and Glenn Mullett. Importing A Practical Guide to an Exciting and
Rewarding Business.
Curran
Anne and Gerhard Kautz. Exporting from
Cyr,
Donald and Douglas Gray. Marketing Your Product.
Doman,
D., D. Dennison, and M. Doma. Look Before You Leap: Marketing Research Made
Easy.
Easto,
Larry. How to Su
Fletcher,
Tana and Julia Rockler. Getting Publicity.
Foote,
David K. Boom Bust and Echo 2000, Profiting from the Demographic Shift in
the New Millennium.
Good,
Walter S. Building a Dream, A Comprehensive Guide to Starting a Business of
Your Own.
Gray,
Douglas and Diana Gray. The Complete Canadian Small Business Guide.
Human
Resources Development
Human
Resources Development
Hutt,
Roger W. Creating a New
ISBN 0-7715-0794-1
James,
Jack MBA, LLB. Starting a Su
Kretchman,
M. L., L. Cranson, and B. Jennings. Entrepreneurship, Creating a Venture.
Knowles,
Ronald A. and Cliff G. Bilyea. Small Business, An Entrepreneurs Plan.
Lang,
Jim. Making Your Own Breaks: Become an Entrepreneur and Create Your Own
Future.
Liepner,
M., H. De Jordy, and M. Schultz. The Entrepreneurial Spirit.
Luczkiw,
Gene and Kenneth E. Loucks. Creativity in Business, An Entrepreneurial
Approach.
Ministry
of Economic Development and Trade. Starting a Small Business in
Ministry
of Economic Development, Trade and Tourism. Young Entrepreneurs Program
Entrepreneurship.
REALM magazine.
Royal
Bank. Starting Out Right, The Source Book, and Royal Bank Financial Planning
Guide and Application, 1990.
Schelling,
Jeffery M. LLB. Cyber Law
ISBN 1-55180-268-6
Schincariol,
David. Start and Run a Profitable Student Run Business.
Social
& Enterprise Development Innovations (SEDI). The A Game.
Withers,
Jean and Carol Vipperman. Marketing Your Service.
ISBN 1-55180-147-7
Canadian Foundation for Economic Education. Planning
For Su
Adventure. Canadian Bankers Association, 1984
(Includes a CD-Rom).
Disney
Goes to
Kauffman
Center for Entrepreneurial Leadership and AIT, Eyes, Ears and Opportunities;
Is This The One? and Could You Do Something Like That?
Planning
for Su
TV
Ontario. Starting Up. 1998.
TV
Ontario. Starting Up and Getting There. 1998.
What
is Insurance? The
Insurance Institute of
Websites
Bankers Association http://www.cba.ca
Business Development Bank
Business Plans www.businessplans.com
Canadian Youth Business Foundation
www.cybf.ca
Junior
Achievement
Nelson
Thomson Publishing www.business.nelson.com
Ontario
Ministry of Economic Development, Trade and Tourism www.ontario-canada.com
The
Canadian Intellectual Property Office http://strategis.ic.gc.ca
The
Boston Consulting Group www.bcg.com
Software
Royal
Bank of
Throughout
the course, teachers should refer to and make use of the schools Guidance and
Career Education Program Plan (Choices Into Action). Students can
utilize career-a
Workplace
safety is a very important topic. The course should stress to students that a
su
The
The
The
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Coded Expectations, Entrepreneurial Studies: Venture Planning, Grade 12, College Preparation, BDV4C
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.
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 su
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.
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.
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 su
VC4.04 describe the potential market for
their idea (e.g., composition, size, degree of a
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).
PRV.01 · organize the information and
sources of information needed for the su
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.
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 a
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.
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.
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 su
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
competitors business, establishing new branches).
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
ventures su
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.
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