STUDENT NAME:
FORM CLASS: 11
TASK: The Context: Entrepreneurs see the opportunities around
them. The community in and around MIC present
opportunities for entrepreneurs on a regular basis.
As groups of young entrepreneurs you are to establish a microbusiness and operate one small business project for real
customers. Your goal is to generate a profit from your small
business project.
General Objectives: Action Skills
1. Brainstorm a list of business ideas for the MIC community.
Record the list of business ideas that you have generated.
Evaluate your business ideas thoroughly. Choose the business
idea that has the greatest chance of success.
2. Conduct market research. Survey potential customer base
to evaluate the commercial potential of your idea. Review
some trends, changing technologies and developments in the
area of your business idea and assess their potential impact.
3. Based on the evidence you have collated through your
research develop a plan for your business. Your plan must
include the following: a description of the business; a summary
of the range of products/services you are offering; a list of the
key stakeholders and the information they require; a
description of the key target market/customers; a budget
outline; and a marketing proposal.
4. Submit your plan to your teacher. On approval from your
teacher you are required to implement your plan and operate
your business.
5. Reflect on your experience in running the micro business
and evaluate your performance.
6. Submit all notes, research, and evidence of your business
activity along with your proposal, reflection and evaluation.
CONDITIONS:
Six weeks including class time
Feedback on business idea, budget and plan is mandatory
before you can commence your project
You must submit a task sheet
All work must be your own
SEMESTER 1, TERM 2
Business Organisation
& Management
Group Work
Small Business Project
Formative
UNIT
Entrepreneurship
LENGTH
800-1000 words
Core Curriculum
Elements Addressed
Using correct spelling,
punctuation, grammar:
Using vocabulary
appropriate to context:
Recording/noting data:
Applying strategies to trial
and test ideas and
procedures: Analysing:
Judging/evaluating:
Justifying:
DATE ISSUED: 8/5/2012
PLAN DUE: 5/6/2012
FINAL DUE DATE: 14/6/2012
TIME ALLOCATION
6 weeks
CRITERIA – KNOWLEDGE AND UNDERSTANDING
STANDARD A
STANDARD B
STANDARD C
STANDARD D
STANDARD E
Student demonstrates
a comprehensive
knowledge and
understanding of the
key Entrepreneurial
concepts as evidenced
by a thorough
explanation supported
by examples of:
Student demonstrates
a substantial
knowledge and
understanding of the
key Entrepreneurial
concepts as evidenced
by a significant
explanation supported
by examples of:
Student demonstrates
a some knowledge and
understanding of the
key Entrepreneurial
concepts as evidenced
by a general
explanation supported
by examples of:
Student demonstrates
basic knowledge and
understanding of the
key Entrepreneurial
concepts as evidenced
by a some explanation
of:
Student demonstrates
limited knowledge of
the key
Entrepreneurial
concepts of:
 The role & key
objectives of an
entrepreneur
 The role & key
objectives of an
entrepreneur
 The role & key
objectives of an
entrepreneur
 The role & key
objectives of an
entrepreneur
 The role & key
objectives of an
entrepreneur
CRITERIA – REFLECTION PROCESSES
STANDARD A
STANDARD B
STANDARD C
The student’s
response
demonstrates the
reflection processes to
conduct a thorough
evaluation of
interactions to
develop highly
appropriate strategies
for action by:
The student’s
response
demonstrates uses of
reflection processes to
evaluate interactions
and to develop
appropriate strategies
for action by:
The student’s
response
demonstrates uses of
reflection processes to
conduct some
evaluation and to
develop strategies for
action by:
The student’s
response
demonstrates some
use of reflection
processes to examine
interactions and to
develop some
strategies for action
by:
STANDARD D
The student’s
response
demonstrates some
use of reflection
processes by:
STANDARD E
STRATEGIC PLANNING
 preparing a micro
business plan
 Identifying &
evaluating
potential micro
business options
DECISION- MAKING
 choosing
appropriate micro
business options
 identifying and
addressing
obstacles to
implementing
micro business
plan
 choosing the best
options
INFORMATION
PROCESSING &
COMMUNICATION
 Thoroughly
analysing &
interpreting survey
data
 Interpreting survey
data to inform
decisions
 Presenting
information in a
appropriate format
STRATEGIC PLANNING
 preparing a micro
business plan
 Identifying &
evaluating
potential micro
business options
DECISION- MAKING
 choosing
appropriate micro
business options
 identifying and
addressing
obstacles to
implementing
micro business
plan
 choosing the best
options
INFORMATION
PROCESSING &
COMMUNICATION
 Thoroughly
analysing &
interpreting survey
data
 Interpreting survey
data to inform
decisions
 Presenting
information in a
appropriate format
STRATEGIC PLANNING
 preparing a micro
business plan
 Identifying &
evaluating
potential micro
business options
DECISION- MAKING
 choosing
appropriate micro
business options
 identifying and
addressing
obstacles to
implementing
micro business
plan
 choosing the best
options
INFORMATION
PROCESSING &
COMMUNICATION
 Thoroughly
analysing &
interpreting survey
data
 Interpreting survey
data to inform
decisions
 Presenting
information in a
appropriate format
STRATEGIC PLANNING
 preparing a micro
business plan
 Identifying &
evaluating
potential micro
business options
DECISION- MAKING
 choosing
appropriate micro
business options
 identifying and
addressing
obstacles to
implementing
micro business
plan
 choosing the best
options
INFORMATION
PROCESSING &
COMMUNICATION
 Thoroughly
analysing &
interpreting survey
data
 Interpreting survey
data to inform
decisions
 Presenting
information in a
appropriate format
STRATEGIC PLANNING
 preparing a micro
business plan
 Identifying &
evaluating
potential micro
business options
DECISION- MAKING
 choosing
appropriate micro
business options
 identifying and
addressing
obstacles to
implementing
micro business
plan
 choosing the best
options
INFORMATION
PROCESSING &
COMMUNICATION
 Thoroughly
analysing &
interpreting survey
data
 Interpreting survey
data to inform
decisions
 Presenting
information in a
appropriate format
CRITERIA – ACTION SKILLS
STANDARD B
STANDARD C
The student’s work
demonstrates
documented use of
action skills to
implement plans &
efficiently &
effectively achieve
specified outcomes:
STANDARD A
The student’s work
demonstrates
documented use of
action skills to
implement plans
effectively and achieve
most specified
outcomes:
The student’s work
demonstrates
documented use of
action skills to
implement plans and
achieve most specified
outcomes:
The student’s work
demonstrates
documented use of
some action skills to
implement plans and
achieve some
specified outcomes:
STANDARD D
The student’s work
demonstrates some
documented use of
some action skills:
STANDARD E
PLANNING
 Planning schedule –
short-term
objectives, monitor
progress, take
corrective action.
 Manages time and
achieves set
milestones
PLANNING
 Planning schedule –
short-term
objectives, monitor
progress, take
corrective action.
 Manages time and
achieves set
milestones
PLANNING
 Planning schedule –
short-term
objectives, monitor
progress, take
corrective action.
 Manages time and
achieves set
milestones
PLANNING
 Planning schedule –
short-term
objectives, monitor
progress, take
corrective action.
 Manages time and
achieves set
milestones
PLANNING
 Planning schedule –
short-term
objectives, monitor
progress, take
corrective action.
 Manages time and
achieves set
milestones
ADVOCATING
 Understands
audiences values,
interests, needs &
perceptions.
ADVOCATING
 Understands
audiences values,
interests, needs &
perceptions.
ADVOCATING
 Understands
audiences values,
interests, needs &
perceptions.
ADVOCATING
 Understands
audiences values,
interests, needs &
perceptions.
ADVOCATING
 Understands
audiences values,
interests, needs &
perceptions.
WORKING IN A TEAM
 Accepts
responsibility for
assigned tasks
 Supports &
contributes to team
effort
 Shows tolerance to
other points of view
within the group
 Encourages
involvement of al
group members
 Takes an active role
in planning and
carrying out team
activities
WORKING IN A TEAM
 Accepts
responsibility for
assigned tasks
 Supports &
contributes to team
effort
 Shows tolerance to
other points of view
within the group
 Encourages
involvement of al
group members
 Takes an active role
in planning and
carrying out team
activities
WORKING IN A TEAM
 Accepts
responsibility for
assigned tasks
 Supports &
contributes to team
effort
 Shows tolerance to
other points of view
within the group
 Encourages
involvement of al
group members
 Takes an active role
in planning and
carrying out team
activities
WORKING IN A TEAM
 Accepts
responsibility for
assigned tasks
 Supports &
contributes to team
effort
 Shows tolerance to
other points of view
within the group
 Encourages
involvement of al
group members
 Takes an active role
in planning and
carrying out team
activities
WORKING IN A TEAM
 Accepts
responsibility for
assigned tasks
 Supports &
contributes to team
effort
 Shows tolerance to
other points of view
within the group
 Encourages
involvement of al
group members
 Takes an active role
in planning and
carrying out team
activities
COLLECTING &
PRESENTING
INFORMATION
 Effective use of
charts, graphs,
tables to present
supporting
information
 Presents according
to report format,
suitable to audience
COLLECTING &
PRESENTING
INFORMATION
 Effective use of
charts, graphs,
tables to present
supporting
information
 Presents according
to report format,
suitable to audience
COLLECTING &
PRESENTING
INFORMATION
 Effective use of
charts, graphs,
tables to present
supporting
information
 Presents according
to report format,
suitable to audience
COLLECTING &
PRESENTING
INFORMATION
 Effective use of
charts, graphs,
tables to present
supporting
information
 Presents according
to report format,
suitable to audience
COLLECTING &
PRESENTING
INFORMATION
 Effective use of
charts, graphs,
tables to present
supporting
information
 Presents according
to report format,
suitable to audience