PARTNERS’ GUIDE

Section 4

Curriculum Correlations Linking Entrepreneurial Adventure to the Curriculum

Bringing Learning to Life: The Entrepreneurial Adventure (EA) program is all about sparking students’ natural curiosity, creativity, and intelligence. EA awakens the passion in students to seize the opportunity to take their ideas to market – and discover just what they can do! In providing “real life” opportunities, the EA program brings new life to the curriculum and students see the positive outcomes of their experiences and their successes. Teachers have valued the impact that the program has had on their teaching practices and on the students’ learning, through the commitment of business mentors and the participation of the community for a given cause. Students enjoy the opportunity for leadership roles and the freedom to voice their ideas and perspectives. They appreciate working in a “real world” environment and taking risks in developing their products. The unique opportunity to create a venture from its inception to fruition, to overcome the inevitable challenges, to actively engage students in their learning, and to provide a positive impact on the community are all strong motivators!

Entrepreneurial Adventure in Action: Real-Life Examples The following examples of classroom ventures highlight the learning skills and curriculum expectations that can be covered and reported on for the term’s progress report. The EA program is not an “add on” to the curriculum; its goals are embedded within the curriculum. The ventures demonstrate the wealth of learning opportunities afforded to teachers through the thoughtful integration of the EA curriculum. The ventures described represent different grade levels, various foci for learning and the integration of subjects, thereby promoting the understanding of social responsibility and inclusiveness of all students. There is no “barrier” to implement this program in each and every classroom across Canada.

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The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

These ventures highlight the significant learning that can be facilitated through the EA program, and the descriptions focus on 3 areas of student achievement that may vary from grade to grade and depending on the venture undertaken: 1. LEARNING SKILLS: In the following descriptions, learning skills refer to the generic, broad outcomes that can be achieved through the students’ participation in EA. Learning skills are carried from the classroom to the world of work and include independence, taking initiative, being responsible for one’s personal learning, being organized, and knowing how to work in groups in a positive manner and maintain good working relations. These are valuable traits required in the contemporary work place. Each venture demonstrates what the students have learned in shaping their own personal future opportunities. 2. CURRICULUM EXPECTATIONS: The descriptions also highlight core areas of the curriculum that can be targeted through involvement in the EA program. The language and mathematics expectations are highlighted in every venture. In addition, teachers have identified various subjects to be integrated into the ventures. Science, health, music, media literacy, financial literacy, use of technology, drama, visual arts, social studies, and business studies have been combined in several different ways to provide an extensive learning experience for all students. 3. 21st CENTURY LEARNING SKILLS: EA program incorporates the four major skills necessary for the development of today’s generation of young business-oriented individuals for the workplace of tomorrow: creative problem solving, critical thinking, communication and collaboration skills. These skills align with the curriculum expectations and learning skills as they are defined within key curriculum documents within all provinces across Canada. NOTE: The synopsis of each venture is written by teachers/students/business mentors on the awards application at the completion of the venture.

Primary Grades: JK-3 Sew Family 220 (Hamilton, Ontario) Participants: An industrious group of four and five year old Kindergarten students. Venture: Students created handmade, fashionable products to sell. They came up with various sewing projects and with the support of their business mentor established their own company. Learning Highlights: They understood the structure and requirements of running a business – product need, design, planning and creation, market research, marketing by means of flyers and commercials, communications (letters and thank you notes), counting money, seeing their products on-line, packaging and sending the sold product, and learning to give back to someone in need. Charitable Contributions: Me to We charity 21st Century Skill Focus: Creative Thinking – developing creative designs and exploring marketing strategies to promote their products. Learning Skills: independent work, class participation, co-operation with others, initiative, problem solving, goal setting Curriculum Expectations: oral language development, writing, reading, number sense and numeration, data management, measurement, drama and sewing design and construction, technology

“S” is for Scientist (Calgary, Alberta) Participants: Kindergarten students Venture: As a group effort, students wrote a Science Alphabet Book and organised a science movie afternoon at the school. 18

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Learning Highlights: The venture was a unique combination of hands-on learning that involved science inquiry, artistic production, and division of responsibilities. The alphabet book was both creative and instructive, and was chosen by the Welcome to Kindergarten Program (TLP) as an enclosure in 2014-2015 family learning packages. Charitable Contributions: Sales from the book and popcorn were donated to Calgary Reads, a literacy charity that assists struggling readers. 21st Century Skill Focus: Collaboration – developing a cooperative project that involved the distribution of responsibility to achieve their common goal. Learning Skills: independent work, conflict resolution, organizational skills Curriculum Expectations: oral language development, writing, reading, number sense, data management, life systems, energy and controls, matter and materials, drama and visual arts

Healthy Express (Toronto, Ontario) Participants: Grade 1-2 students Venture: Students were motivated to increase awareness of the benefits of making healthy food choices and introduced a school-based smoothy program to provide alternate snack options to students and the school community. Learning Highlights: The young entrepreneurs were engaged with all aspects of building a viable business: product development, fund-raising, marketing, and production. They visited local grocery stores and introduced their venture to the store managers. With support from the managers, the students purchased the ingredients needed for healthy smoothies. At school the students advertised their venture by creating announcements, posters and composing raps and cheers. On their business day, parent volunteers assisted the students in making and selling their smoothies. Charitable Contributions: This venture supported The Toronto Zoo Foundation and Sick Kids. 21st Century Skill Focus: Collaboration – both the production demands and the marketing efforts of the project required the careful division of responsibilities and clear assignment of roles. Learning Skills: initiative, class participation, responsibility, managing their own behaviour Curriculum Expectations: oral language development, writing, reading, number sense, data management, drama, visual arts, health, music, media literacy

Junior Grades: Grades 4-6 Kardz by Kidz (Kanata, Ontario) Participants: Grade 5 students Venture: Students employed emerging artistic skills in the production of beautifully-designed cards. Learning Highlights: Each card was created, designed and sold by the students around their school community, with proceeds going to a local charity. This was an authentic and relevant learning experience, which engaged all students, developing their interests and strengths. The activity built the classroom community, as they worked together towards a common goal. 21st Century Skill Focus: Creative Problem-Solving Learning Skills: self-regulation, sharing of information, responsibility Curriculum Expectations: oral, writing, reading, geometry, measurement, number sense, data management, matter and materials, visual art

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The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

The Trifecta Effect – Film, Food and Photography (Toronto, Ontario) Participants: Grade 6 students Venture: The Grade 6 class had a passion for social justice, equity and women’s right. The “Trifecta” involved three successful activities that would generate funds to be donated: film, food and photography. The ventures were a movie night for the school community, baked goods to be sold at recess, and their artistic photographs sold at their Play Day. Learning Highlights: The students demonstrated their ability to create and run a successful and socially responsible business venture through the design of their venture, the cooperation and collaboration necessary to distribute the many tasks involved, marketing and promotion, and the logistics involved in organizing school events. Charitable Contributions: The Red Door Family Shelter 21st Century Skill Focus: Critical Thinking/Creative Problem-Solving Learning Skills: independent work, homework completion, time management, approach new tasks in a positive manner Curriculum Expectations: oral and visual communication, writing, reading, geometry and special sense, number sense, life systems, matter and materials, media studies, technology

Intermediate Grades: Grades 7-8 Children’s Picture Book Participants: First Nation students Venture: The creators of this venture wrote a children’s book about animals with words written in Maliseet with English translation. Learning Highlights: The students were passionate about their culture and wanted to share it with others. They worked well as a team and took the lead with this venture and really made it their own. Charitable Contributions: The funds raised went to IWK, as it was a children’s charity. 21st Century Skill Focus: Creative Problem-Solving Learning skills: co-operation, establish priorities, respond positively to ideas, recognize and advocate for the rights of self and others Curriculum Expectations: oral and visual, writing, reading, measurement, geometry, data management, life systems, social studies – Aboriginal People and European Explorers

Better World Project (Ottawa, Ontario) Participants: Grade 8 students Venture: Students sold wristbands which provided access/discounts to multiple ventures at the school over 2 months, including a pie-in-the-teacher’s face kick-off fundraising event for 500 intermediate students. Following March break, students sold popcorn every Friday after school. Students also sold branded school phone cases. The final buy-in movie event was held at the end of April. Learning Highlights: When the business mentor met the class and saw the union of the teacher’s planning and vision with the enthusiasm and commitment of the Grade 8 class, he knew that this was going to be a great learning experience for everyone. The students created their own website, blogs, and YouTube videos which they were able to share with other students. Charitable Contributions: All proceeds went to “Free the Children”. Students created a website: http://maketheworldabetterplace.ca. 20

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21st Century Skill Focus: Communications/Critical Thinking Learning skills: demonstrated the capacity for innovation and a willingness to take risks, perseverance and goal setting Curriculum expectations: oral and visual, writing, reading, financial literacy, history, geography, media literacy, technology

Senior Grades: Grades 9-12 Art for Change (Ottawa, Ontario) Participants: Grade 9 ELD art class students Venture: Students created products to help raise awareness and promote diversity and inclusivity within the school and broader community. Many of them were new to the country and school. Change could be positive or negative, and they wanted to focus on the positive. They planned their venture to design and sell buttons to promote Pink Shirt Day, anti-bullying awareness and acts of kindness, screened T-shirts, and proposed the business plan to their business mentor. Learning Highlights: The students felt extremely proud of their independence and initiative, and a strengthened connection to the school community when they saw others wearing their buttons and T-shirts. They demonstrated that they were leaders, each taking on specific roles, capable of promoting a worthy cause, impacting their school and giving back to their community. Partnering with a business mentor was an excellent opportunity for authentic learning and this project rooted in the entrepreneurial spirit had a place in the academic courses and not just as an extra-curricular activity. 21st Century Skill Focus: Communication/Collaboration Learning skills: independent work, collaboration, critical assessment and reflection on own strengths, needs and interests Curriculum expectations: oral and visual, writing, English Literacy Development, socio-cultural development, media literacy, responsibilities and rights of Canadian citizenship, visual arts, drama, technology

E-Waste and Clothing Collections (Ajax, Ontario) Participants: Grade 11 entrepreneurship class Venture: The students partnered with VisionQuest Environmental and GEEP Inc. to do a community collection of electronic and clothing “waste”. Learning Highlights: Students learned about the start-up of these companies, devised their own business plans, created positions within the company, organized a drive so that the community could bring in their old computers, peripherals, and old clothing that was not wearable, and actively marketed their venture. Students had the opportunity to challenge themselves into growing and gaining skills in a safe environment where they were able to collaborate with their friends, teachers and business mentor. 21st Century Skill Focus: Critical Thinking/Collaboration Learning Skills: goal setting, problem solving, co-operation, accepting of different roles and equitable share of work within the group Curriculum Expectations: oral, visual, writing, reading, life systems, energy and controls, matter and materials, visual arts, business studies – entrepreneurship

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The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

Theatre of the Mind (Halifax, Nova Scotia) Participants: “Leadership 12” class Venture: Students used the Entrepreneurial Adventure program to create several different business ventures to support their charities of choice. The events included a volleyball tournament, a hypnotist show, a silent auction and a Moosehead jersey raffle. Learning Highlights: What started out as a Grade 12 class of unfamiliar students became an inspiring group of budding entrepreneurs, philanthropists, and life-long friends. Through their partnership with Scotia Bank, they learned about the development of business procedures, the necessity of volunteer recruitment, workplace commitments, and the importance of giving back to the community. The teacher saw the transformation of the students from shy, hesitant individuals into a close-knit family and the emergence of confident young adults. Charitable Contributions: the students presented a cheque for $10 000.00 to Phoenix and Bryny House to help at risk homeless youth, as well as women and their families impacted by violence and abuse. 21st Century Skill Focus: Creative Problem-Solving/Collaboration Learning skills: Initiative, use of technology, information and resources to complete tasks, demonstrates curiosity in learning, builds strong positive working relationships, demonstrate strategies for managing money in life and work Curriculum Expectations: accounting, business management, business technology, English 12, communication technology, mathematics

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PARTNERS’ GUIDE

Curriculum Expectations Linking Learning Outcomes to Skills for the 21st Century: Communications, Critical Thinking, Creative Problem Solving, and Collaboration The curriculum expectations and learning skills presented below are taken from the Ministry of Education documents for Ontario, Alberta, Nova Scotia, and New Brunswick. These expectations reflect common learning outcomes as defined in each of these provinces, indicating remarkable consistency across Canada in terms of common standards for student learning which drive assessment and evaluation practices. All are very similar in wording, and therefore they have not been divided by province. These expectations have been grouped into the four skill areas for the 21st century learning: communications, critical thinking, creative problem-solving, and collaboration. The intent is to demonstrate the strong co-relation between the 21st century skills and what are typically defined as the core learning or subject areas within the curriculum that governs school programs. This is not intended as a final list, but as a “snapshot” of how the program is relevant to the curriculum and can be incorporated into the curriculum with ease. The secondary curriculum expectations are found within subject areas of English, business management, communication technology, entrepreneurship, mathematics, media literacy and visual arts, but are not limited to these subjects. The uniqueness of the Entrepreneurial Adventure program at the secondary level is that it aligns perfectly with the curriculum expectations within the business studies in both grades 9 & 10 and the grades 11 & 12 curriculum documents!

21st Century Learning Skill #1: COMMUNICATIONS 1. LANGUAGE ARTS – ENGLISH Oral Language:

• demonstrate an understanding of the information and ideas in a variety of oral texts by identifying • • • • • •

important information or ideas and some supporting details identify a variety of presentation strategies and analyse their effect on the audience demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large group discussions communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence choose a variety of appropriate words and phrases, including descriptive words and technical vocabulary, elements of style, to communicate their meaning accurately and engage the interest of the audience identify a range of vocal effects, including tone, pace, pitch, volume and use them appropriately and sensitivity towards cultural differences to help communicate their meaning use a variety of appropriate visual aids

Writing:

• identify the topic, purpose, audience and form for writing • gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources • write short texts using a variety of forms 23

The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

• • • • •

establish a distinctive voice in their writing appropriate to the subject and audience use words and phrases that will help convey their meaning as specifically as possible confirm spelling and word meanings or word choice using several different types of resources use punctuations and parts of speech appropriately to communicate their meaning clearly produce pieces of publish work to meet criteria based on the expectations related to content, organization, style, use of convention, and use of presentation strategies

Reading:

• identify a variety of purposes for reading and choose reading materials appropriate for those purposes • extend understanding of texts by connecting, comparing and contrasting the ideas in them to their own knowledge, experience and insights, to other familiar texts and to the world around them • identify a variety of text features and explain how they help readers understand texts • identify elements of style, including voice, word choice and different types of sentences and explain how they help readers understand text Media Literacy:

• • • •

identify the purpose and intended audience of some media text express personal opinions about ideas presented in media texts identify elements and characteristics of media forms produce media texts for specific purposes and audiences, using appropriate forms, conventions and techniques

2. ENTREPRENEURSHIP:

• demonstrate a clear understanding of the use of oral language as related to the world of work and • • • • • •

real-life apply problem-solving strategies to community and workplace situations communicate with a global audience demonstrate communication and interpersonal skills required in the modern day work environment move towards developing personal style of writing as related to the world of work and real-life apply a wide range of forms to various communication situations able to present formal and informal oral and written presentations in a business format

21st Century Learning Skill #2: CRITICAL THINKING 1. LANGUAGE ARTS - ENGLISH Oral Language:

• extend understanding of oral texts by connecting the ideas in them to their own knowledge and • • • •

experience; to other familiar texts, including print and visual texts and to the world around them analyse a variety of complex or orally challenging texts in order to identify the strategies that have been used to inform, persuade, or entertain and evaluate the effectiveness of those strategies identify the point of view in different types of oral texts and cite words, phrases, ideas and information from the texts that confirm their identification identify what strategies they found most helpful and what steps they can take to improve their oral communications skills identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers and writers help them improve their oral communications skills 24

PARTNERS’ GUIDE

Writing:

• gather information to support ideas or writing in a variety of ways and/or from a variety of sources • establish a personal voice in their writing with a focus on using concrete words and images to convey their attitude or feeling towards the subject or audience • produce writing and other forms of representation characterized by increasing complexity of thought, structure and conventions Reading:

• making inferences about texts being stated and implied ideas from the texts as evidence • extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts and to the world around them Media Literacy:

• interpret media texts, using overt and implied messages as evidence for their interpretation • explain why different audiences might have different responses to media texts • identify whose point of view is presented in a media text, identify missing or alternative points of view and determine whether the chosen view achieves a particular goal* • identify the topic, purpose and audience for media texts • identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts 2. GEOGRAPHY:

• Describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development • Research job trends and predict the skills that will be needed to meet the challenges of Canada’s changing demographics 3. HISTORY:

• Compare living and working conditions, technological developments and social roles near the beginning of the twentieth century with similar aspects of life in present day Canada 4. ENTREPRENEURSHIP:

• Provide an opportunity for students to move along the continuum from aspiration to business start• • • • • • • • •

up to expansion Analyse personal qualities, characteristics and attitudes that allow entrepreneurs to adjust successfully to new situations Focus on experiential, earning-by-doing approaches Develop specific knowledge to ensure informed decision-making skills Assess one’s own entrepreneurial and enterprising potential Conduct marketing research to evaluate the ideas for the proposed ventures Analyse the structure and content of a venture plan Explain how to evaluate and revise a venture plan Analyze the resources required to run the venture Complete the components of an effective production, marketing and financial plans for the venture

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The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

• Analyse the characteristics of workplace environments that promote enterprising behaviour and identify the factors that influence the creation of such an environment • Analyse activities and experiences to identify those that develop enterprising skills in managing risks, using creative-thinking and problem solving techniques and sharing ideas

21st Century Skills #3: CREATIVE PROBLEM SOLVING 1. LANGUAGE ARTS – ENGLISH Oral Language:

• demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups • identify a variety of listening comprehension strategies and use them appropriately • identify and explain the importance of significant ideas and information in oral text • identify a variety of purposes for speaking Writing:

• • • •

generate ideas about a potential topic, using a variety of strategies and resources determine whether the ideas and information gathered are relevant and adequate for the purpose use some appropriate elements of effective presentation in the finished product identify a variety of strategies they used, explain which ones were helpful and suggest future steps they can take to improve as writers

Reading:

• identify specific elements of texts and explain how they contribute to the meaning of the text • identify the point of view presented in a text and suggest some possible alternative perspectives Media Literacy:

• identify an appropriate form to suit the specific purpose and audience for a media text they plan to create and explain why it is an appropriate choice • identify conventions and techniques appropriate to the form chosen for a media text they plan to create and explain how they will use the conventions and techniques to help communicate their message 2. MATHEMATICS:

• • • • • • • •

Represent and describe the relationships between coins and bills Estimate, count and represent the value of collection of coins and bills Solve problems that arise from real life situations using a variety of tools and strategies Use estimation when solving problems Add and subtract money amounts using a variety of tools Collect data by conducting a survey concerning issues in their school or community Collect, organize and display data in charts, tables, and graphs Select appropriate types of graphs to represent a set of data using technology and justify the type of graph

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3. ENTREPRENEURSHIP:

• Explain the importance of invention and innovation • Generate realistic new ideas and identify possible opportunities for a school-based/school-run business • Produce, using appropriate software, a venture plan for the venture 4. ARTS Visual Arts:

• Apply the creative process to produce a variety of two and three dimensional art works, using elements, principles and techniques of visual arts to communicate feelings, ideas and understanding • Demonstrate an awareness of the meaning of signs and symbols encountered in their daily life and in works of art • Use elements of design to communicate ideas, messages and understandings • Use a variety of tools materials, techniques and technology to determine solutions to design challenges Drama:

• Plan and shape the direction of a dramatic role by building on their own and others’ ideas and experiences • Communicate feelings and ideas to a familiar audience using technology to support the work and strengthen the impact on the viewer • Analyse the influence of media on a wide variety of drama forms • Identify and describe a wide variety of ways in which drama has made contributions to social, cultural and economic life in a variety of times and places

21st Century Skill #4: COLLABORATION Learning Skills

• Accept various roles and an equitable share of work in a group • Respond positively to the ideas, opinions, values, and traditions of others • Build healthy peer to peer relationships in person and through personal and media-assisted • • • • • • • •

interactions Work with others to resolve conflicts and build consensus to achieve group goals Recognize and advocate appropriately for the rights of others and self Share information, resources, and expertise and promote critical thinking to solve problems Persevere and make an effort when responding to challenges Approach new tasks with a positive attitude Identify, gather, evaluate and use information, technology and resources to complete tasks Use time wisely and complete all assigned work on time Demonstrate skills required to work productively individually and as a team member to solve problems

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The Learning Partnership – Entrepreneurial Adventure Secondary Learning Modules

Provincial Curriculum Sites Province

Curriculum Connections

British Columbia

www.bced.gov.bc.ca

Alberta

www.education.alberta.ca

Saskatchewan

www.curriculum.gov.sk.ca

Manitoba

www.edu.gov.mb.ca

Ontario

www.edu.gov.on.ca

Quebec

www.mels.gouv.qc.ca

New Brunswick

www.gnb.ca/0000/anglophone-e.asp

Nova Scotia

www.ednet.ns.ca

Prince Edward Island

www.edu.pe.ca/curriculum/default.asp

Newfoundland and Labrador

www.ed.gov.nl.ca

Nunavut

www.gov.nu.ca

Yukon

www.education.gov.yk.ca

Northwest Territories

www.ece.gov.nt.ca

RESOURCES: Ministry of Education Curriculum Documents Ontario: Elementary Grades 1-8 - Art (2009) Language Arts (2006) Mathematics (2005) History and Geography (2013) Secondary Grades 9-12 - Business Studies (9 & 10) and (11 & 12) (2006) Alberta: Programs of Study English Language Arts K-9 (2000), Mathematics K-9 (2014) Nova Scotia: Learning Outcomes Framework - Grades 1-6 (2014), Grades 7-9 (2014) Grades 10 -12 (2014) New Brunswick: Foundation for the Atlantic Canada Curriculum – Elementary Grades (Language Arts, Mathematics, Arts)

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