Explorer Hop Academy

DEPARTMENT: Business

DEPARTMENT HEAD: Hasina Lookman

COURSE DEVELOPMENT DATE: August 2024

COURSE: Building the Entrepreneurial Mindset

COURSE CODE: BEM10

COURSE TYPE: Online

PREREQUISITE: None

COURSE CREDIT:  1

COURSE CURRICULUM: The Ontario Curriculum, Grades 9 Business, 2024. A copy of this document is available online at: https://www.dcp.edu.gov.on.ca/en/curriculum/business-studies/courses/bem1o 

The Grade 9 course, Building the Entrepreneurial Mindset, will provide students with an opportunity to 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 communications skills as well as develop and refine their project management skills, including goal setting, time management, and networking. 

CURRICULUM EXPECTATIONS 

Throughout this course, students will: 

The expectations in the Grade 9 course are organized into three distinct but related strands:

• A. Business Leadership, Project Management, and Connections
• B. The Entrepreneurial Mindset
• C. Business Communications

Strand A is an overarching strand that focuses on business leadership, project management, and technological skills that will enable students to investigate concepts and integrate knowledge and skills from the other two strands. It also encourages students to examine practical applications of business knowledge and skills, including in careers, and the contributions of successful entrepreneurs.

In Strands B and C, students integrate Strand A expectations as they begin to develop an entrepreneurial mindset and business communication skills. 

COURSE TOPICS

Course Strands

The course will cover the following strand as outlined in The Ontario Curriculum, Grades 9 Business 2024 document: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-science/courses/snc1w/strands

The details of the strands are included in the above link.

• A. Business Leadership, Project Management, and Connections
• A1. Business Leadership and Project Management: demonstrate an understanding of various business leadership styles and use a project management process when performing business-related tasks
• A2. Business Technologies: demonstrate an understanding of business-related digital technologies and use them in a way that respects their own and others’ online safety and data security to complete a variety of business-related tasks and projects
• A3. Connections, Applications, and Careers: analyze how business skills and knowledge can be applied in other subject areas and in a variety of careers
• A4. Contributions of Entrepreneurs: describe how entrepreneurs contribute to social, economic, and environmental progress, and analyze challenges that they face, identifying ways to address these challenges

• B. The Entrepreneurial Mindset

• B1. The Entrepreneurial Mindset: demonstrate an understanding of the mindset necessary to succeed as an entrepreneur, and describe how the experiences of various entrepreneurs led them to innovate and start new businesses

• B2. Designing an Entrepreneurial Idea: use a design process to identify how to meet various market needs and opportunities, and select and develop an entrepreneurial idea to pursue

• B3. Refining an Entrepreneurial Idea: use a problem solving process to assess and refine their entrepreneurial idea, considering its social, economic, environmental, and ethical impacts 

•  B4. Pitching an Entrepreneurial Idea: use a pitch process to effectively communicate their entrepreneurial idea to various audiences for the purpose of gathering support for a potential entrepreneurial venture

• C. Business Communications

• C1. Developing and Organizing Ideas: generate and develop ideas for a variety of business texts, including digital and media texts, and research, synthesize, and organize the ideas and information

• C2. Creating Business Texts: create a variety of draft business texts, including digital and media texts, using clear language as well as appropriate business terminology, text forms, design elements, and digital tools and techniques

• C3. Publishing and Presenting: publish and present final business texts in an accessible format, including digital and media texts, using appropriate digital and oral presentation tools and techniques

Using different mediums including books, videos and exploration to ensure students' success. 

Teaching and Learning Strategies

Throughout the course, students are exposed to a variety of genres, and they develop skills to

evaluate the effectiveness of texts which include short stories, non-fiction texts, poems, videos, and other media and texts from a wide range of resources and periods.

Students will identify and use various strategies that include building vocabulary, learning to understand the organization of texts, and developing knowledge of conventions. Throughout the course, students develop into stronger readers, writers, and oral communicators by connecting literature and language to real world experiences. 

Teachers will differentiate instruction to meet the diverse learning needs of students. Through the resources in the learning management system and weekly meets, students will have the opportunity to track their growth and progression, to reflect on the achievements, and to set goals for the journey ahead in order to develop their 21st century skills.

Using a variety of instructional strategies, teachers will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical literacy will provide a powerful tool for reasoning and problem solving, and will be reflected in a meaningful blend of both process and content. 

Throughout the course, students will:

- Think Critically: students will learn to critically analyze texts and to use implied and stated evidence

from texts to support their analyses. Students use their critical thinking skills to identify perspectives in

texts, including biases that may be present.

- Generate ideas and topics: students will be encouraged to design their own approaches to the material

by maintaining frequent online communication with teachers who will facilitate choice in how students

respond to topics and questions, and by encouraging students' independent thinking through discussions.

- Research: various approaches to researching will be practiced. Students will learn how to cite sources

and provide a works cited page at the end of longer assignments using MLA formatting.

- Identify and develop skills and strategies: through modeling of effective skills, students will learn to

choose and utilize varied techniques to become effective readers, writers, and oral communicators.

- Communicate: numerous opportunities will be given to students to write and communicate orally, as well as develop listening skills.

- Produce published work and make presentations: students will engage in the editing and revising

process, including self-revision, peer revision, and teacher revision all of which strengthen texts with

the aim to publish or present student work.

- Reflecting: through the use of weekly reflections, drafts, discussions, and other elements of the course,

students will reflect on the learning process, focus on areas for improvement, set goals, and make

extensions between course content and their personal experiences.

ASSESSMENT, EVALUATION AND REPORTING STRATEGIES OF STUDENT PERFORMANCE

Our school's assessment and evaluation policy is based on seven fundamental principles, and follows the guidelines in the Ontario Ministry of Education’s Growing Success document. Teachers are expected to understand and follow these seven principles in order to guide the collection of purposeful information that will guide instructional decisions, promote student engagement, and improve student learning.

To ensure that assessment, evaluation, and reporting are valid, reliable, and they lead to the improvement of all students, teachers use assessment and evaluation strategies that:

1. are fair, transparent, and equitable for all students
2. support all students
3. are related to curriculum expectations, learning goals, and whenever possible, are related to the

interests, learning styles, preferences, needs, and experiences of students

4. are clearly communicated to students and parents at critical points throughout the academic year
5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities

for students to demonstrate the potential and learning

6. provide descriptive feedback that is meaningful and timely to support learning, growth, and

achievement

7. develop student self-assessment skills to enable them to assess their own learning, set goals, and plan

next steps for their learning

There are three forms of assessment that will be used throughout this course:

Assessment for Learning: Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their classroom teaching.

Assessment as Learning: Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students  to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Assessment of Learning: Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents. 

Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

For a full explanation of assessment, evaluation, and reporting, kindly refer to the Growing Success document (https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf). 

Course Expectation: This course is based on curriculum expectations found in the The Ontario Curriculum, Grades 9 Science, 2022. A copy of this document is available online at: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-science/courses/snc1w

Program Planning Considerations

Program Planning Considerations: These considerations are based on the directives mentioned in the

Ontario Curriculum, Grades 9 Business, 2024. A copy of this document is available online at: 

https://www.dcp.edu.gov.on.ca/en/curriculum/business-studies/courses/bem1o/home 

Universal Design for Learning (UDL) and Differentiated Instruction (DI)

Students in every classroom, including business studies, vary in their identities, experiences, personal interests, learning profiles, and readiness to learn new concepts and skills. Universal Design for Learning (UDL) and differentiated instruction (DI) are robust and powerful approaches to designing assessment and instruction to engage all students in business studies tasks that develop conceptual understanding. UDL and DI can be used in combination to help teachers respond effectively to the strengths and needs of all students.

The aim of the UDL framework is to assist teachers in designing business studies learning opportunities and environments that provide all students with inclusive, flexible, and equitable access to the curriculum. Teachers in business studies take into account students’ diverse learner profiles to design lessons and tasks that offer individual choice, ensuring relevance and authenticity, providing graduated levels of challenge, and fostering collaboration in the learning environment. Business studies teachers should also represent business concepts and information in multiple ways to help students to become resourceful and knowledgeable learners and to allow students to engage in learning through a variety of formats (e.g., case studies, hand-on activities, guest speakers) and contexts (e.g., individual, pair, group, and distance learning).

Students have a diverse set of learning needs and range of cultural experiences and identities. Teachers incorporate culturally relevant teaching, centring students’ cultural backgrounds, into learning experiences to ensure that learning is authentic, meaningful, and relevant to students. For example, teachers could use UDL principles to make space for First Nations, Métis, and Inuit perspectives and contributions in the learning for all students, including Indigenous students. These planned opportunities facilitate the exploration of various meaningful and engaging forms of resources, including audio recordings, digital archives, virtual exhibits, or interviews with First Nations, Métis, and Inuit community members, which both inspire and build an understanding of diverse cultures.

Designing business assignments and tasks through UDL from the start enables students to find their own entry point to the learning. Teachers use a tiered approach to ensure responsive, timely, and effective instruction that improves student learning while maintaining high expectations and rigour for all students. To support learners as they focus strategically on their learning goals, teachers create an environment in which learners can express themselves using a range of strengths. For example, teachers can vary the ways in which students can respond and demonstrate their understanding of business concepts and skills, such as by allowing them the flexibility to record a podcast, make a video, create a poster, or design an infographic to include in their entrepreneurial pitches. Teachers can also support students in developing and demonstrating project management skills connected to their learning in business studies assignments and projects.

While UDL provides teachers with broad principles for planning instruction and learning in business studies for a diverse group of students, differentiated instruction (DI) allows them to address specific skills and learning needs on a case-by-case basis. DI is student centred and involves a strategic blend of whole-class, small-group, and individual learning activities to suit students’ differing strengths, interests, and levels of readiness to learn. 

Attending to students’ varied readiness for learning in business studies is an important aspect of differentiated instruction. Students need support in aiming higher, building their confidence, and co-creating solutions of increasing complexity. To make some concepts more accessible, teachers can employ strategies such as offering students choice and providing open-ended problems that are based on situations relevant to their everyday lives.

Universal Design for Learning and differentiated instruction are integral aspects of an inclusive business studies program that has the goal of achieving equity in business education. Inclusion, accessibility, and setting high expectations, in addition to planning and delivering lessons using UDL and DI, benefits all students, including students receiving special education programs and/or services.  For students with Individual Education Plans (IEPs), educators should be part of developing/updating the IEP and are required to provide the accommodations as written in the IEP, which are based on the strengths and needs of the individual student. More information on these approaches can be found in the ministry publication Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013).

Additional Instructional Approaches for Business Studies

Students learn best when they are engaged in a variety of ways of learning. Business studies courses lend themselves to a wide range of approaches in that they require students to discuss issues, solve problems using digital applications, participate in business simulations, conduct research, think critically, work cooperatively, and make business decisions. When students are engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and to develop meaningful skills. Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations.

Some of the teaching and learning strategies that are suitable to material taught in business studies are the use of case studies and simulations, teamwork, brainstorming, mind mapping, problem solving, decision making, independent research, personal reflection, seminar presentations, direct instruction, portfolios, and hands-on applications. In combination, such approaches promote the acquisition of knowledge, foster positive attitudes towards learning, and encourage students to become lifelong learners.

Teachers must provide a wide range of activities and assignments that encourage mastery of basic concepts and development of inquiry/research skills. To make their programs interesting and relevant, they must help students to relate the knowledge and skills gained to issues and situations in the business world. It is essential to emphasize the relationship of business studies to the world outside the school to help students recognize that what they are studying is not just a school subject but a reality that profoundly affects their lives, their communities, and the world. For example, opportunities for students to lead socially responsible efforts may be limited due to resources, time, or connections, but attempts and efforts should be made. Whether it is donating revenue from sales to community causes, organizing small fundraising events, establishing a social or environmental mission with clear goals, or collaborating with established socially responsible businesses, such activities can make a lasting impact on the students or anyone they interact with. Students will benefit greatly from any experiential learning opportunity associated with corporate social responsibility and will continue to grow into the ethical and socially responsible leaders of tomorrow.

Students’ attitudes towards business studies can have a significant effect on their achievement of expectations. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and learn effectively. In addition, the diversity of subjects and approaches represented in the business curriculum will allow students to find courses that are well suited to their particular learning styles and interests.

In all courses, consideration should be given to including student conferences; visits from a range of guest speakers, including entrepreneurial role models, with diverse backgrounds and experiences; mentorship opportunities with community business leaders; case studies or project proposals for community business initiatives; and trips to local businesses. Students develop a better understanding of various aspects of the study of business when they can see and experience actual examples of what they are studying. Such experiences also give them a better appreciation of the unique features of the business communities that affect their daily lives.

The complex nature of business today, influenced by the restructuring of the economy, rapid advances in emerging technologies, and the globalization of the marketplace, requires that students be given varied opportunities to learn about current business realities and practices. By ensuring that students engage in experiential learning and real-world applications, teachers can help them develop the practical, current business knowledge and skills they need.

The Grade 9 and 10 business studies courses have been designed for use throughout the province, and the expectations in them can be adapted to reflect the local business environment. They also take into account the constant changes in technology and the global economy, enabling teachers to develop lessons that are creative, dynamic, and challenging for students. The curriculum expectations encourage the use of business simulations, and digital technologies, tools, and applications. They also focus on employability skills, thereby building a foundation for the development of school-to-work transition programs.

The Portfolio of Learning for Business Studies

In both the Grade 9 and 10 business studies courses, students will curate a portfolio to reflect on the knowledge and skills they have developed, including their business competencies and growth as an entrepreneur. The portfolio is a collection of samples of student work that the student, with teacher support, carefully selects and adds to on an ongoing basis to track what the student has learned throughout the course. These samples may include, but need not be limited to, drafts, recordings, and/or videos of their works in progress, such as business communications, creative sketches of their brand, prototypes, and working budgets.

A portfolio is an opportunity for students to showcase their technical skills, critical and creative thinking, problem solving, and ability to adapt, be responsive, and innovate. It provides students with an opportunity to work towards proficiency of concepts and skills in business studies and to continuously reflect on the learning and growth they have experienced as business studies students and entrepreneurs. It is a fundamental aspect of learning in both courses.

Descriptive feedback provided to students on their work is essential, as portfolios are good mechanisms for students to reflect on, monitor, and adjust their learning to make improvements. This feedback may include assessment by their peers and teachers. Students should also regularly assess their own competencies and skills. To do this, teachers should provide them with structured opportunities to engage in self-reflection and metacognition – for example, to reflect on their strengths and areas for improvement and on strategies for developing their business competencies and skills. These opportunities, along with ongoing teacher feedback, should be woven into the learning throughout each course. In this way, assessment by both teacher and student can be used to enhance the development of students’ planning, processing, thinking, communication, and leadership skills in the five critical areas of business studies learning – business and entrepreneurial skills, business communications, financial literacy, digital literacy, and business ethics and corporate social responsibility.

The Role of Digital Technologies

Business-related digital technologies provide a range of tools and applications that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in business studies. These digital tools include simulations, multimedia resources, databases, spreadsheets, and computer-assisted learning modules. Teachers can use these tools and resources both for whole-class instruction and to design programs that meet diverse student needs. Digital technologies, tools, and applications, both existing and emerging, can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.

Digital resources and networks also allow secondary school students to conduct more far-ranging and authentic research than ever before. These resources are powerful learning tools, and entrepreneurs are increasingly moving towards having a strong online presence, both in terms of raising awareness about their businesses and to facilitate e-commerce. At the same time, digital connectivity has become ubiquitous in everyday life. Collaboration and networking across online networks and platforms are increasingly important to connecting with consumers and staying relevant. When students are engaging online, they must be made aware of issues of privacy, safety, and ethical and responsible use, as well as of how online platforms can be used to promote hatred, so that they can better protect themselves online.

Applications such as website design platforms, spreadsheets, word processors, and presentation and multimedia software can be used to enhance student learning in all business studies courses. They are an essential tool for learning. In the Grade 9 and 10 business studies courses, students acquire skills in the use of word processing, spreadsheets, digital publishing, website design, and presentation and multimedia software that meet current business and accessibility standards and that are transferable to other courses as well as to the workplace. Business-related technologies are integrated into the business studies curriculum in a way that mirrors the dynamic environment in which business is conducted today, creating an authentic and relevant learning environment for students.

Furthermore, as new technologies emerge and are implemented in schools, and as existing ones improve, the variety of tools, applications, and supports for students will continually change. The benefits of these emerging technologies will vary; however, each will provide the possibility of new horizons for students and help to build digital literacy, critical thinking, creativity, and problem solving skills. By guiding students and helping them explore the variety of emerging digital technologies available to them, teachers can encourage students to think critically about the use of digital technologies, including about their benefits, limitations, costs, and risks. Students can then build their digital literacy skills and select and use the most appropriate tools for the task at hand.

Lastly, technology can greatly assist those with accessibility needs, since the different services and devices can increase, maintain, or improve functional capabilities for students with disabilities. Whether it is a word processor, laptop, recording device, or special type of software, assistive technology can improve academic performance and provide greater independence and more opportunities for students with disabilities or varying learning needs.

Financial Literacy

Financial literacy education provides students with the preparation they need to make responsible and informed financial decisions with competence and confidence. The Grade 9 and 10 business studies courses provide a number of opportunities for students to develop skills and knowledge related to financial literacy.

As students develop their own entrepreneurial mindset, they refine their critical thinking skills related to financial literacy. For example, they create a potential budget for an entrepreneurial idea. They also develop an understanding of how financial literacy can support learning in other subject areas and in job skills programs available at their school or board.

Students learn about the economic issues associated with starting an entrepreneurial venture, and how entrepreneurs have responded over time to address these issues. They develop an understanding of the importance of responsibly managing and mitigating financial risk. They learn to take budgetary constraints into account as they assess client and consumer needs and identify solutions appropriate to specific contexts and situations.

As part of learning to become responsible entrepreneurs in a global economy, students carefully consider the economic implications of their choices on their clients and consumers. They also consider the impact of their choices on society in general, not only in terms of job creation and economic growth, but in terms of social and global change.

RESOURCE MATERIALS: 

• Project Management Institute Documents
• YouTube Resources: 
• Explorer Hop Academy Program Materials

ASSESSMENT AND EVALUATION

The primary purpose of assessment and evaluation is to improve student learning. The Achievement Chart – Business Studies, Grades 9–12 will guide all assessment and evaluation.

Term Evaluation = 70% of total grade broken up as follow

The final grade will be determined as follows: 

Term work = 70% of final mark
Final exam = 30% of final mark

LEARNING SKILLS

The six learning skills reported on the provincial report card are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. These are reported using a letter system of (E) excellent, (G) good, (S) satisfactory and (N) needs improvement. These will be assessed using checklists, student self-assessment, and teacher assessment. Learning skills assessment does not count toward the course mark but proficiency with these skills is essential for achieving success.

ONLINE LEARNING ETIQUETTE

Participating in online courses is a privilege. You are expected to behave in an appropriate manner while logged into your online course(s). Any inappropriate use of language, use of the site facilities for purposes other than course related activities or malicious actions taken against others through these facilities are not permitted. These violations will be dealt with in a severe manner and may result in suspension or expulsion from online learning. Please remember, your actions within the site can and will be monitored. Any communications on the Internet, whether through email, private chat room, or other methods are not private. Be aware that anything you communicate may be viewed by others. If you don't want it known, do not type it into your computer.

ATTENDANCE

Students are expected to take responsibility in the completion of their course by creating a schedule in advance and meeting deadlines. You are expected to write every test/evaluation as well as complete all summative assessments. 

Notebooks need to be well kept and organized. You will get homework for every lesson. If you are having trouble with the homework or with concepts covered in class, reach out to your instructor for support.