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Entrepreneurship By Sarah-Jane Smith
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Entrepreneurship 110
New Brunswick Professional Learning Day
January 8th, 2012
Presentation Outline Introduction Why the curriculum change Difference between BOM and Entrepreneurship Entrepreneurship and FIT Aim of curriculum for teachers Guiding Principals of Curriculum Curriculum outcomes Aim of curriculum for students McCain Institute videos preview Market Planning guide for teachers Discussion and questions Sharing of resources
Introduction
New Brunswick is facing economic challenges; challenges that need be
addressed by ensuring the development of productive citizens offering a
contribution to society. Such challenges can only be met if NB has innovative high
school graduates, possessing essential entrepreneurial competencies.
Why the curriculum change
Create an updated document that is:
Easy to use Clear goals and expectations Encourages risk taking, innovation and
creativity Fosters an entrepreneurial spirit in students
New Brunswick driven Entrepreneurship curriculum
Difference between BOM and Entrepreneurship
Entrepreneurship is about the creating and doing of business.
BOM is the theory and ideas behind business. (Think Introduction to Business at university)
Entrepreneurship and FIT
Entrepreneurship 110 provides critical business and analytical skills beneficial to
students. This experience will help students gain success in post-secondary
and employment.
Without taking on any extra course load, students can obtain FIT certification
Entrepreneurship and FITThe FIT program focuses on
developing:
Network support capabilityTechnical proficiencyEmployability/essential skillsBusiness/entrepreneurship aptitude
Aim of curriculum for teachers
Easy to follow for teachers new to the course
Updated to reflect current and present reality
Provide ideas for assignments, assessments and strategies to help deliver the course
Project Based Learning and Universal Design for Learning
Guiding Principles
Entrepreneurship curriculum and resources focus on becoming work ready and developing problem solving skills for real world unpredictable problems by:
Guiding Principles Look Fors
Being meaningful to the students’ reality Incorporating multiple perspectives Engage in cross curricular activity Promote digital literacy skills Promote critical thinking and problem solving Support creativity and innovation Promoting diverse learning and assessment strategies Have a high level of rigor and relevance Promote initiative and responsibility Promote communication and collaboration
Evaluating real world business case studies
Develop a written business plan
Identify and profile successful entrepreneurs provincially, nationally and internationally
Demonstrate understanding of different types of business and which type of business is appropriate for certain businesses
Identify business opportunities in the local community
Act ethically when developing and implementing the mini venture
Identify local agencies that can support them in venture(s) development
Using current business news and issues
Curriculum outcomes
GCO Topic Amount of Time
GCO 1 Students demonstrate entrepreneurial concept. 4 weeks
GCO 2Students develop business plan outlines for mini-ventures, encouraging improvements through their implementation. 7.5 weeks
GCO 3Students develop a major business plan for a venture, ultimately resulting in an entrepreneurial fair. 7.5 weeks
Aim of Curriculum for Students
Develop an entrepreneurial spirit Monitor their own progress through self
assessment Student engagement Student lead exploration Plan and executing their own venture(s)
McCain Institute videos preview
Rivers Corbett (Relish Gourmet Burgers)
Derek and Terri Riedle (Revolution Strategy)
Kara Hachey (Go-Go Gymnastics)
Market planning guide for teachers
Created to help teachers plan their own student entrepreneurship market.
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