Entrepreneurship 30 Curriculum Guide ed Online

Entrepreneurship 30 Curriculum Guide Ed Online-Free PDF

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Table of Contents,Acknowledgements iii,Introduction 1. Philosophy and Rationale 1,Aim Goals and Foundational Objectives 1. Common Essential Learnings C E L s 2,Course Components and Considerations 3. Program Delivery 3,Work Study Component 3,Creating Partnerships for Work Study 3. Extended Study Modules 4,Career Development 4,Portfolios 5.
Instructional Resources 6,Assessment and Evaluation 6. Module Overview 8,Core and Optional Modules 9,Module 1 Introduction to Entrepreneurship Core 9. Module 2 Case Studies in Entrepreneurship Core 15,Module 3 Entrepreneurial Skills Core 16. Module 4 Seeking Opportunities Core 24, Module 5 Business and Co operative Development Core 32. Module 6 The Canadian and Saskatchewan Marketplace Core 34. Module 7 International Trade and Entrepreneurship Optional 39. Module 8 Market Research Core 42,Module 9 Initiating a Venture Core 47.
Module 10 Defining and Accessing Resources Optional 48. Module 11 Forms of Business Ownership Optional 51,Module 12 Laws and Regulations Optional 53. Module 13 Planning a Venture Core 56,Module 14 Financing a Venture Core 63. Module 15 Evaluating a Venture Optional 65, Module 16 Entrepreneurship and the Internet Optional 67. Module 17 Entrepreneurship for Aboriginal Peoples Optional 69. Module 18 Entrepreneurship for Women Optional 71, Module 19 Protecting Intellectual Property Optional 73. Module 20 Entrepreneurship and Career Choices Core 75. Module 21 Work Study Preparation and Follow up Activities Optional 78. Module 22 Work Study Optional 81,Module 99 Extended Study Optional 82.
References 83,Appendix A Recordkeeping Chart 84, Appendix B Blueprint Competencies by Area and Level 85. Appendix C Log of Profiles 86, Appendix D Sample Questions For Community Resources 87. Appendix E Sources of Entrepreneurial Information 88. Appendix F Excerpts of Creative Thinking Processes 94. Appendix G Sample Goal setting Activities 101,Appendix H Evaluating Ideas 103. Appendix I Venture Planning Tools 104,Appendix J Venture Plan Organizational Tools 108. Appendix K The Invitation of Elders 117,Acknowledgements.
Saskatchewan Learning gratefully acknowledges the professional contributions and advice given by the. following members of the Practical and Applied Arts Reference Committee. Jerry Cherneski Instructor Ron Provali,SIAST Palliser Campus Teacher Principal. Potashville S D 80,Hazel Lorenz Saskatchewan Teachers Federation. LandsWest S D 113 Saskatchewan Association of Computers in Education. Saskatchewan Teachers Federation STF SACE,Saskatchewan Career Work Experience Association. SCWEA Dr Kevin Quinlan,Professor Faculty of Education. Dean Lucyk Teacher University of Regina,Regina R C S S D 81.
Saskatchewan Teachers Federation Doug Robertson, Saskatchewan Industrial Education Association Lloydminster R C S S D 89. SIEA League of Educational Administrators Directors and. Superintendents LEADS,Barbara McKinnon Teacher,Moose Jaw S D 1 Gayleen Turner Teacher. Saskatchewan Teachers Federation Swift Current Comprehensive High School Board. Saskatchewan Business Teachers Association SBTA Saskatchewan Teachers Federation. Saskatchewan Home Economics Teachers Association,Lance Moen Dean SHETA. Associated Studies,SIAST Kelsey Campus Previous members. Rose Olson Trustee Susan Buck SIAST,Saskatchewan School Boards Association.
Laurent Fournier Saskatchewan School Boards,Dr Len Proctor Association. Professor College of Education,University of Saskatchewan Morris Smith LEADS. Dave Spencer LEADS,Ron Wallace SCWEA,Debbie Ward Saskatchewan School Boards. Association, Saskatchewan Learning wishes to thank many others who contributed to the development of this curriculum. Jim Olesen contracted writer developer,Dennis Moffat contracted writer developer.
the PAA Program Team,field test pilot teachers,other field personnel. This document was completed under the direction of the Science and Technology Unit Curriculum and. Instruction Branch Saskatchewan Learning,Introduction. Within Core Curriculum the Practical and Applied Arts PAA is a major area of study that incorporates five. traditional areas of Business Education Computer Education Home Economics Education Industrial Arts. Education and Work Experience Education Saskatchewan Learning its educational partners and other. stakeholders have collaborated to complete the PAA curriculum renewal Some PAA curriculum guides have. been updated Some components of the PAA have been integrated adapted or deleted Some Locally. developed Courses have been elevated to provincial status and some new curriculum guides have been. A companion Practical and Applied Arts Handbook provides background on Core Curriculum philosophy. perspectives and initiatives The PAA Handbook articulates a renewed set of goals for PAA It presents. additional information about the PAA area of study including guidelines about work study and related. Transition to Work dimensions In addition a PAA Information Bulletin provides direction for. administrators and others regarding the implementation of PAA courses Lists of recommended resources. for PAA curricula are compiled into a PAA Bibliography that is updated periodically. Philosophy and Rationale, Small business in Canada produces a significant number of new jobs and makes a tremendous contribution. to the economy Students enrolled in Entrepreneurship 30 will have the opportunity to learn about the. various characteristics of entrepreneurs and will have the opportunity to create a working venture. Students will develop an appreciation for the spirit of entrepreneurship and for the planning marketing. and financing that go into a successful venture,Aim Goals and Foundational Objectives. The aim of the Entrepreneurship 30 curriculum is to provide students with opportunities to. to acquire knowledge and develop skills necessary to plan and begin a venture and. to appreciate the role that entrepreneurs play in our society and economy. Awareness To develop an appreciation for the impact entrepreneurs have and for the complexity involved. in planning initiating and operating a successful venture. Technological Skills To develop skills in using technology to enhance work and to recognize both the. impact technology has on our society and the opportunities technology creates for small business. Communication To develop communication skills using appropriate vocabulary in context both in. undertaking course work and in relating to customers employers and other parties. Independent Learning To promote a desire for lifelong learning and independent work practices. Accountability To instill a sense of responsibility for and pride in one s work. Career Development To develop an awareness of post secondary training opportunities to explore. various entreprenurial career opportunities and to support students in making career decisions. Personal Management Skills To develop a strong and positive personal identity and to enhance self. esteem through success with planning beginning and operating a venture. Foundational Objectives, Foundational objectives are the major general statements that outline what each student is expected to achieve.
in the modules of the PAA curriculum guides Foundational objectives indicate the most important knowledge. skills attitudes values and abilities for a student to learn The foundational objectives for Entrepreneurship. 30 and the foundational objectives for the Common Essential Learnings C E L s are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis The foundational. objectives of the Core Modules of the Entrepreneurship 30 curriculum include the following. To understand entrepreneurship intrapreneurship and its role and contribution to personal school and. community life, To be familiar with examples of successful and unsuccessful ventures from a variety of sectors. To compare and contrast a variety of entrepreneurial ventures. To recognize the qualities of entrepreneurs that contributed to their success. To develop entrepreneurial skills that may contribute to the success of the student s practical learning. experience, To assess entreprenurial opportunities at home at school and in the community and to develop those. opportunities by applying personal experience knowledge and expertise. To understand the need for networking in the development of new ventures. To gain an appreciation for the supportive role of Community Development Boards Chambers of. Commerce Boards of Trade government agencies and business organizations in local communities and. To develop students abilities to access knowledge and find the support and encouragement needed in. developing all phases of venture planning, To understand the differences among the various forms of business organizations. To understand the characteristics of the free enterprise system in Canada. To understand the relationships among business the consumer and government. To develop a venture plan that can be used as a planning tool for a specific potential opportunity. To explore the career choices available to the entrepreneur. To understand the importance and the methods of conducting market research before beginning a. To develop appropriate tools for collecting market data. To investigate the types of resources and research that may be used to evaluate and plan an. entrepreneurial venture, To understand the environments within which entrepreneurs operate. To develop skills necessary to read and interpret financial statements. To appreciate the scope and nature of Saskatchewan s international trading status. To become aware of supports for development of international commercial market opportunities. To understand that export markets include not only the shipment of products to foreign destinations but. also the provision of services to non Canadians who spend money in Canada to obtain services such as. tourism experiences,Common Essential Learnings C E L s.
The incorporation of the Common Essential Learnings C E L s into the instruction and assessment of the. Practical and Applied Arts PAA curricula offers many opportunities to develop students knowledge skills. and abilities The purpose of the C E L s is to assist students with learning the concepts skills and. attitudes necessary to make transitions to career work and adult life. The C E L s establish a link between the Transition to Work dimensions and Practical and Applied Arts. curriculum content The Transition to Work dimensions included in the PAA curricula are apprenticeship. career exploration development community project s employability skills entrepreneurial skills. occupational skills personal accountability processing of information teamwork and work study. experience Throughout the PAA curricula the C E L s objectives are stated explicitly at the beginning of. each module and are coded in this document as follows. Common Essential Learnings C E L s Coding,COM Communication. NUM Numeracy,CCT Critical and Creative Thinking,TL Technological Literacy. PSVS Personal and Social Values and Skills,IL Independent Learning. Although certain C E L s are to be emphasized in each module as indicated by the C E L s foundational. objectives other interrelated C E L s may be addressed at the teacher s discretion. Course Components and Considerations, Entrepreneurship 30 is based on 100 hours of instruction Teachers need to review the material within each. module and determine which will best meet the needs of the students and can be supported with the. resources available at the school and in the community before choosing the modules to teach A ample. recordkeeping chart may be found in Appendix A Teachers are encouraged to pursue community. partnerships to support work study opportunities for students to use local speakers or mentorships and to. access other resources within the local community to support student achievement of curriculum objectives. It is desirable to have each student be part of a venture that is carried out and teachers should make every. effort to have this happen It is recognized however that in some specific situations it might not be possible. for a student to take part in the operation of a formal venture In these situations students will still need to. carry out many aspects of operating a venture such as venture planning market research and venture. finance analysis,Program Delivery, This course may be delivered in a variety of ways and venues involving classroom instruction computer assisted.
instruction community activities and work sites The curriculum lends itself well to coordination with work. study programs and business partnerships Effort should be made to establish connections with community. organizations that support entrepreneurs,Work Study Component. This module permits the student to apply school based learning to workplace settings in the community. Students are provided with an opportunity to experience the optional work study component through. appropriate placements Work Study Preparation and Follow up Activities must be covered prior to and. following the Work Study module The Practical and Applied Arts Handbook has detailed information in the. Work Study Guidelines Students who have previously taken a work study module may study content. Curriculum Guide A Practical and Module 20 Entrepreneurship various characteristics of entrepreneurs and will have the opportunity to create a working venture

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