Building the Entrepreneurial Mindset
Grade 9
$429.00
In this course, students will learn what makes an entrepreneur thrive and the skills required to succeed in today’s business environment. Students will begin to develop their own entrepreneurial mindset and learn why it’s important to take initiative, adapt to change, find creative solutions, and understand the financial considerations of entrepreneurship. This hands-on course will use business software and applications to help students plan and develop their entrepreneurial ideas and learn how to present them to a target audience. Throughout the course, students will enhance their communication skills as well as develop and refine their project management skills, including goal setting, time management, and networking.
Prerequisite: None
COURSES DETAILS
Type
Open
Credit Value
1.0
Curriculum Policy
OVERALL CURRICULUM EXPECTATIONS
STRAND A: Business Leadership, Project Management, and Connections Throughout this course, in connection with the learning in strands B to C, students will:
A1. Business Leadership and Project Management
A2. Business Technologies
A3. Connections, Applications, and Careers
A4. Contributions of Entrepreneurs
STRAND B: The Entrepreneurial Mindset
B1. The Entrepreneurial Mindset
B2. Designing an Entrepreneurial Idea
B3. Refining an Entrepreneurial Idea
- Pitching an Entrepreneurial Idea
STRAND C: Business Communications
C1. Developing and Organizing Ideas
C2. Creating Business Texts
C3. Publishing and Presenting
TEACHING AND LEARNING STRATEGIES
Specific expectations are accompanied by support such as examples and/or instructional tips. The examples are meant to clarify the requirement specified in the expectation, illustrating the kind of skill or knowledge, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The instructional tips suggest instructional strategies and authentic contexts for the effective modeling, practice, and application of scientific concepts. The examples and instructional tips are optional supports that teachers can draw on to support teaching and learning, in addition to developing their own supports that reflect a similar level of complexity. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must be inclusive and, wherever possible, reflect the diversity of the student population and the population of the province.
ASSESSMENT AND EVALUATION
As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning.
The seven fundamental principles given below lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.
To ensure that assessment, evaluation, and reporting are valid and reliable and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
- are fair, transparent, and equitable;
- support all students;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Seventy percent of the final grade (a percentage mark) in a course will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. Thirty percent will be based on a final evaluation administered at or towards the end of the course.
ACCOMMODATIONS FOR STUDENTS
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
THE FINAL GRADES
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
THE REPORT CARDS
Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.