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About the course

This course focuses on ways in which entrepreneurs recognize opportunities, generate ideas, and organize resources to plan successful ventures that enable them to achieve their goals. Students will create a venture plan for a school-based or student-run business. Through hands-on experiences, students will have opportunities to develop the values, traits, and skills most often associated with successful entrepreneurs.

The Venture

Course Credit

1

Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

None

Course Code

Department Head & Contact Information

BDI3C

Course Type

College

Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Enterprising People and Entrepreneurs

This unit explores the differences between Enterprising People and Entrepreneurs. The student will compare and contrast these two kinds of people and via metacognition, evaluate themselves. While ought not to be a barrier in entrepreneurial endeavours, there are certain benefits and detriments to different age groups. This unit will address those differences and compare the challenges each face. Students will examine and analyze the necessary skills to succeed as an entrepreneur. They will explore ways to enhance their potential interest in enterprising and entrepreneurial careers.

Estimated Hours of Instructions: 27 hours

Ideas and Opportunities for New Ventures

This unit introduces invention versus innovation. In this unit students will explore these differences and examine how the needs and wants of Canadians are being met by both means. They will look at how many of the necessary products and services are being fulfilled by overseas companies and explore ways in which Canada can replace those, thereby creating jobs and saving taxes paid to foreign countries. Students will look at some Canadian inventions and innovations in the past, for instance, the telephone, the aeroplane, RIM, etc. They will examine the potential for Canadian companies to fulfil Canadian needs and wants by manufacturing products here or providing services here.

Estimated Hours of Instructions: 27 hours

The Benefits of a Venture Plan

In this unit students will examine the need for ethics, flexibility and adaptability in any venture plan. They will examine ways in which they can get some indication of the changing business landscape and how to revise their venture plans to meet these potential changes. They will explore ways of doing research to justify their revised plan by speaking with professionals in the community and even out of the community. They will study companies that fail and try to establish if they failed because of ‘bad’ planning. This leads into the discussion of the necessity for a thorough and well thought out venture plan. Students will investigate the necessity of producing a thorough and accurate venture plan. They will explore the cost savings a company can realize if the plan is well thought out.

Estimated Hours of Instructions: 25 hours

Developing and Completing a Venture Plan for the Proposed Business
This unit begins with a brainstorming exercise in groups. The students will list products and services that are non-Canadian driven but that is a need or a want for Canadians. They will then select three and make a right draft of a business pan for each then narrow them down to one. That will be the business project that the group will develop. They will then refine the business plan to include executive summary, goal, cost analysis, timeline, potential revision that may be needed based on political/environmental/market concerns. They will develop a detailed cost analysis and earning projection for the next two years.

Estimated Hours of Instructions: 25 hours

Project assessment and final exam

Students will present their plan to the class (15%) and will take a final exam (15%). Depending on how robust the projects become, the total project assessment may be 30%, in which case it will also be the exam.

Estimated Hours of Instructions: 6 hours

TOTAL 110 hours

Resources

The course material (class notes and necessary handouts) will be provided by the
teacher.

The students will be required to have:

● Access to a library or the Internet to do research
● Access well as electronic devices for note taking and communication for those
taking the class online

Overall Curriculum Expectations

A. Enterprising People and Entrepreneurs

A1 analyse the characteristics and contributions of enterprising people;
A 2compare the characteristics and contributions of various entrepreneurs;
A 3assess their own entrepreneurial and enterprising potential.

B Ideas and Opportunities for New Ventures

B1. explain the importance of invention and innovation to venture creation;
B2. analyse various methods of generating ideas and identifying opportunities to satisfy needs and wants;
B3. generate realistic new ideas and identify possible opportunities for a school-based or student-run business;
B4. conduct primary and secondary marketing research to evaluate the idea or opportunity for their proposed venture

C. The Benefits of a Venture Plan

C1. assess the importance of having a venture plan;
C2. analyse the structure and content of a venture plan;
C3. explain how to evaluate and revise a venture plan

D. Developing and Completing a Venture Plan for the Proposed Business

D1. analyse the resources required to run their chosen venture;
D2. complete the components of an effective production plan for their chosen venture;
D3. complete the components of an effective marketing plan for their chosen venture;
D4. complete the components of an effective financial plan for their chosen venture;
D5 produce, using appropriate software, a venture plan for their chosen venture.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).

It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.

ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.

iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples). For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. The Ontario Curriculum, Grades 11 and 12: Business Studies, 2006; (Pg 21-22) Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution.

This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group.

The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture.

This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.

At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application.

Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%

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