10 Week (1 Term) block, on choice subject line.

Content Development

• Financial literacy introduction
• Interpreting and evaluating information
• Analysing differing perspectives using comprehension strategies
• Planning, organising and prioritising tasks
• What are entrepreneurial capabilities?
• Become confident, resilient and capable

Process

By the end of the term students will have analysed examples of small business in local area, including what makes the business a success, what drives someone to start a business, what knowledge is helpful to start a business. Students will create a small business selling a class product within the school community.

Australian Curriculum Links Examples:

• DESIGN AND TECHNOLOGY: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
• HASS (ECONOMICS AND BUSINESS): students explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success.

10 Week (1 Term) block, on choice subject line.

Content Development

• Design thinking
• Use pair, group and class discussions as learning tools to explore ideas, test possibilities and compare solutions
• Protoype process
• Business planning basics
• Recognise personal goals and achievements
• Setting goals, working to deadlines
• Prototyping processes and planning

Process

By end of term students will have developed and executed a small business plan as a sociopreneur venture for a preferred future. Investing their earnings in a microloan programme, eg kiva.

Australian Curriculum Links Examples:

• DESIGN AND TECHNOLOGY: students develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes.
• HASS (ECONOMICS AND BUSINESS): students propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative
• MATHEMATICS: solve problems involving profit and loss, with and without digital technologies

20 Week (1 semester) block, choice subject line, by application, students able to complete two semesters

Semester 1

Content Development

• Business finance literacy
• Business models
• Digital skills awareness
• Career awareness
• Developing strength sets in entrepreneurial thinking
• Lifelong/self directed learning
• Peer and self assessment

Process

Students study business models and create a digital business model for a virtual business. Pitching this business to peers, using round table and self reflection to suggest improvement.

Semester 2

Content Development (including General Capabilities)

• Career awareness
• Identification of changes in work, work places and career opportunities
• Planning, researching, rehearsing and delivering presentations, in multimodal forms of delivery
• Communication and interpersonal skills
• Job sharing, equity and collaboration
• Concept development
• Seed funding process
• Contribute to civil society

Process

Students create a social venture/enterprise after identifying needs within the school community. Student business plan created including work roles and responsibilities.

Australian Curriculum Links Examples:

• WORK STUDIES: students understand the importance and components of self-directed and lifelong learning.
• DESIGN AND TECHNOLOGY: develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication.

20 Week (1 semester) block, choice subject line, by application, student able to complete two semesters

Term 1

Content Development

• Business planning including prototyping
• Marketing a product
• Compose spoken, written, visual and multimodal texts
• Financial management
• Resume/cover letter/job applications
• Interview skills

Process

Mentor programme within local community business people in small group internship style programme. Students apply for internship and complete work experience. Reflecting on process, experiences and self-reflection on improvements.

Term 2

Content Development

• Creating a pitch
• Use language to interact with others
• Combining visual and multimodal elements to present ideas and information, support opinions, engage and persuade audiences
• HR skills
• Leadership
• Appreciate diverse perspectives
• Building business relationships
• Contribute to civil society

Process

Groups created to run small enterprise of choice. Roles and responsibilities allocated, pitch to shark tank style panel to secure seed funding, enterprise run activated, group and personal reflection upon completion.

Australian Curriculum Links Examples:

• WORK STUDIES: students evaluate work-related communication tools and analyse the skills and capacities needed for 21st century workincluding appropriate communication skills, collaboration and teamwork.
• HASS (ECONOMICS AND BUSINESS): developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
• DESIGN AND TECHNOLOGY: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes

Contexts

Start-up Business/Existing Business

Through the learning strands students demonstrate ability in

Business Skills

• collaboration and communication in a variety of contexts
• exploring problems/needs with critical and creative suggestions of possible solutions using the customer-focused approach
• analysing business and financial information using assumption based learning tools to inform decision making
• understanding and evaluating business models and their impact on communities
• development of a business model based on suggested solutions to the problem/needs identified
• utilisation of digital and emerging technology

Business Pitch

• creation of a business pitch to be presented to prospective investors including a prototype of the solution to the problem/need
• demonstrating communication skills in multimodal form to a panel with inclusion of plenary discussion and opportunity for feedback
• evaluation of the success of business proposal in addressing customer needs utilising customer feedback

Contexts

Designing Business/Sustaining Business/Transforming Business

Through the learning strands students demonstrate ability in

Business Skills

• students find/anticipate and problems problems and needs that matter to customers
• creation of viable solutions and strategies
• opportunity for collaboration
• business financial literacy demonstrated
• design thinking; plan, prototype, refine, produce
• develop understanding of personal and social impact of business
• prototyping and testing product, utilising customer feedback for improvement
• engagement with digital and emerging technologies

Business Model

• business finance plan established
• collaboration in planning business model
• demonstrated decision making skills
• understanding of the iterations of a business model
• analysis of the effect of the digital age on business
• self assessment and evaluation of business model, including effectiveness of project management and suggested strategies for improvement

Business Plan and Pitch

• reflective measure of progress
• clearly written goal and objectives
• succinct identification of business, market, strategy and finances
• pitch includes, values proposition, purpose and goals of business and future aspirations

Focus:

Students choose a focus within an entrepreneurial context that interests them. They make links between their learning, their knowledge of themselves as learners and the development, extension and application of their capabilities.

Evidence of learning includes:

Practical Inquiry

• demonstrate practical application and development of entrepreneurial knowledge, concepts and skills using industry and community links.
• consider and analyse entrepreneurial concepts, ideas and skills from different perspectives
• develop and use communication skills to pitch an entrepreneurial idea and seek seed funding using feedback from others to improve
• evaluate learning and the development of identified capability/ies for preferred futures

Connections

• develop capability/capabilities through entrepreneurial connections.
• demonstrate and evaluate individual roles and responsibilities within a collaborative environment.

Personal Endeavour

• explore an area of entrepeneurialism that is of personal interest.
• explore and analyse relevant information, concepts, ideas and skills; and communicate ideas and opinions about them.
• explore the link between a chosen capability and the area of entrepreneurial interest.