Unit

Unit: Business Venture- Mother's Day's Rose

This unit of work was designed around the Year 9/10 Business Principles syllabus. 

View Business Principle syllabus »

Year Level/Context

This unit of work was created for students in Year 9 and 10 Business principles as a whole class, teacher led, one-off Business Venture.

How it was Developed

After consultation with the HOD of Business I designed this Class Business Venture as one of my very first secondary school business units.

My friend who is a florist, assisted with the idea for the product and supplied the class with the necessary flowers and florist supplies on account. Together, we came up with the name "Venture buddies". The logo was a compilation of ideas taken from four students logo designs.

Reason for inclusion

Reason I included this in the portfolio

This project demonstrates how I integrated ICT’s by designing scaffolding in the form of templates for powerpoint, spreadsheet and word processing applications.

All students could edit, manipulate, record, and display information collected. This encouraged positive interactions for developing learners without the stress of feeling inadequate using the software applications. I provided scope for more advanced students to extend their skills and create more professional documents.

(PK1,PP2,PP4,PP5,PV2,PV3)

Evidence

Evidence to support this unit

• Teaching evidence
  Business Education Syllabus
• Business Syllabus extract
• Unit plan
• Promotion 
• Survey template
• Mission Statement Planning 
• Card Template    
• Order Spreadsheets   
• Evaluation Plan

Student Evidence

• Survey Student
• Flyer
• Student Card
• Student Powerpoint
• Diary extracts
• Evaluation

(PK1,PP2,PP4,PP5,PP6,PP7,PV2,PV3,PV4)

Task

Task

The students in Year 9 and 10 Business Principle produced a single rose in a water vial, wrapped in cellophane with a bow and Mother's Day card attached. This was sold on a pre-order basis to students at the school and supplied to them the Friday before Mother's Day.

The task required the class:

• work together to produce a business plan
• name the venture
• market the venture
• produce the product
• sell the product
• distribute the product
• evaluate the project
• reflect upon the success of the venture
• used software templates to record, present, market, promote and evaluate the venture

(PK1,PP2,PP4,PP5,PP6,PP7,PV2,PV3,PV4)

Curriculum

Curriculum Links

This unit matches the aim of the Junior Business Principle curriculum. Students will show entrepreneurial creativity, experience management of an enterprise venture which will include:

• investigation
• ideation
• production
• evaluation

Students will develop an understanding of enterprising behaviour and the impact of enterprising behaviours on individual, businesses and communities. They use consultative methods , detailed design proposals, practical expertise of others and feedback to develop and manage an enterprise or venture.

Focus

What was the central focus of the student learning?

Integrated or integral use of ict's.

Basic software skills were revised and improved upon while integrating ICT'S into this unit. Students were provided with software templates for presentation of their plans, ideas, records and reports. Students were instructed with ways to manipulate, edit and reproduce documents according to requirements of the tasks. Extension activities were provided to students with better ICT skills. They had the choice to use my templates or design their own.

I wanted to ensure that all students were able to feel comfortable using ICT's in this unit. As there was such a wide variety in student's ICT skills, I needed to provide opportunities for all students to have positive interactions, even those that had very limited ability. The less able students relied heavily on the templates provided to produce some materials where the students with better ability were encouraged to be more creative and produce their own. (PP4,PP5,PP6,PP7)

Approach

What teaching and learning approach was used and why?

I chose the Business Venture project for my first Business Principles Unit because I felt confident in my own teaching ability to pass on the valuable skills I had learned running my own business. I targeted Mother's Day as a good selling time as students at Oakey State High School find it difficult to shop in Toowoomba (20kms away) and their small town has limited Mother's Day present potential. We set a $3 price limit as we believed the student's would be able to afford that amount.

A survey was conducted to assess the potential of the project. Good results from the survey gave the students the confidence to proceed. They designed advertisements, invoices, receipts, tally spreadsheets, class lists, cards, posters, class notice adds to promote and record business information.

They put together an individual powerpoint Business plan using a template provided and images taken using my digital camera. They could enter data and manipulate the tools in powerpoint to create their own personal presentation.

After the project was complete they completed a reflection on the venture. This included positives and negatives as well as ways they could improve a future project. (PP4, PP5,PP6,PP7)

Assessment

How was the task assessed?

The task was assessed on student's:

• business plan powerpoint
• oral presentation
• their evaluation of the venture
• their practical group skills while assembling the product.
• Central learning outcomes

Student were assessed on the following outcomes:

EV 4.1 Students investigate examples of people or groups acting in enterprising ways and consider the impact of enterprising activity on individuals, businesses or communities.

EV 4.2 Students use consultative methods to gather knowledge, ideas and data when researching alternatives within design challenges. (Tech TP 4.1)

EV 4.3 Students generate design ideas through consultation and communicate these in detailed design proposals. (Tech TP 4.2)

EV 4.4 Students identify and make use of the practical expertise of others when following production procedures to make products for specific users. (Tech TP 4.3)

EV 4.5 Students gather feedback to gauge how well their design ideas and processes meet design challenges and how effectively products meet the needs of specific users. (Tech TP 4.4) Supplementary learning outcomes

(PP4, PP5, PP6,PP7)

PD skills

By doing this task what skills did I develop?

I developed the following skills:

• knowledge, skills and practical application of the Junior Business Principles syllabus
• improved my software skills using excel, powerpoint, publisher and word
• developed integrated activities that would match my students ability and give them confidence using software packages; some students had very poor skills using ICT's and I was careful to design materials for them to improve their skills so not get bogged down with learning new programs while completing the activities given
• learnt some basic floristry skills in developing a saleable product that would keep for customer satisfaction
• new presentation skills
• organisational skills working within a school timetable to develop a class venture
• communication skills with adolescents who I hadn't taught before
• management skills of a young eager and not so eager workforce
• assessment skills
• OH&S needed for the venture

(PV1,PV2,PV3,PV4)

Evaluation

Why was the task worth doing?

Students enjoyed the whole business project in being involved from:

• investigation
• ideation
• production
• evaluation.

For many it was the first time they had given thought to being involved in a business activity. Many were quite sceptical at the beginning and worried that no-one would buy their product.

Students found the early stages of the project the most difficult. Coming up with a name and a logo was a real stumbling block. After they had chosen their name, logo and decided on how we would produce the product, enthusiasm began to build.

They found completing the Business Plan quite challenging. Working out pricing was an excellent activity for students to be aware of overheads that "real" businesses would incur to carry out their business.

Some students found working together in groups very challenging. One group in particular had many fights and arguments as some students were working harder than others. This provided a great opportunity for discussion of skills needed to work in groups.

This was an excellent unit of work to develop skills of useful business presentation integrating ICT's. Through manipulating and editing templates they improved basic software skills, created promotional material, recorded data, used a powerpoint presentation to present their Business Plan to the class and produced a reflection on the success of the project.

(PP1-7)

Reflection

Further reflection/other information

This was my first Business Venture Project teaching secondary school Business Principles. I was pleased with the results. We made a profit of $100. On reflection we could easily have made more. It was extremely difficult to carry out a project on Mother's Day. Although we ordered 10 bunches of roses 8 weeks beforehand we were only supplied with 7 bunches. We were charged for 8 bunches of roses but only supplied with 7 bunches. I had opened the box as soon as I received them so we were credited for the bunch missing. The students learnt a valuable lesson with the process of checking invoices as soon as stock is received.

The final product was assembled in the lunch hour and one 70 min lesson. We has 15 students working together to complete the orders. There was only just enough time to complete the process. During the process students were aware of the need for safety in the computer room while working with water and flowers. All ICT's were packed up and working tables set aside for group work. (PV1,2,3,4)

Prof Knowledge

PK: I understand how ICT can be used to support and enhance:

• what students learn
• how they learn
• when and where their learning takes place

In this activity students learn by running their own business venture. They participate in real activities, for a real venture they have planned for a set time. Students learn by doing at the time when it needs doing.

Prof Values

PV1: I set my own ICT learning goals based on regular reflection of my own professional practice and determined needs.

• I am continually reflecting on ways and means I can improve my skills and teaching pedagogy. As my first Junior Business teaching unit, I probably was even more conscious I could improve my teaching skills and identified areas of PD I required.

PV2: I am committed to developing my skills, knowledge and abilities required to exploit the potential of ICT in education.

• As my first learning unit teaching Year 9/10 Business Principles, I consulted with colleagues to check my approach and understanding of the most appropriate teaching methods to use. I belong to an email community called BCT Ideas which was a great teaching support with these early units.

PV3: I critically review and select from ICT resources and teaching and learning approaches and adapt where necessary.

• Ongoing. I change and adapt my use of ICT to suit the learner, the learning content, the environment and personal skills needed for implementation.

• I critically review and select from ICT resources and teaching and learning approaches and adapt where necessary

PV4: I operate safely, legally and ethically when using ICT and teach and model this practice for students.

• I have a standard practice for all classes that use my ICT room to practice good ergonomics and basic safety using computers.
• I have posters on walls reminding students of correct ergonomics using ICT's (see slideshow on home page)
• This Business Enterprise Venture requires a need for safety in preparation of the final product. A list of safety procedures were developed for the production process and listed on whiteboard.
• I model safe, legal and ethical practices at all times within my classroom.

Prof Relationships

PR1: I seek opportunities to contribute to professional teams to share what I know and do regarding ICT and pedagogy.

• I often contribute to learning units on BCT Ideas and respond to emails from teachers who require assistance. At the time I began teaching at OSHS, there were several teachers throughout Brisbane who I began to correspond with, who guided me and linked me to appropriate sources that would assist me in my teaching development. This year I have helped guide new teachers in this community towards successful outcomes.

Prof Practice

PP1:I plan learning experiences within units of work that use ICT to achieve curriculum goals and are based on student developmental needs, interests, prior knowledge and experiences.

• Documented in my Business Venture planning

PP2:I provide opportunities for students to use ICT to enhance the learning of concepts and processes, working independently and as part of a group.

• Using scaffolding in the form of templates and exemplars enabled structured learning, allowing students to work independently.
• Students worked in groups to gather, record and analyse data, create, produce and sell the product and evaluate the venture.

PP3:I provide challenging tasks that integrate learning areas and involve student ICT use throughout all stages of the learning process and for a range of purposes:

• By creating opportunities for independent learning, I became available to facilitate individual and small group learning thereby catering for a wider range of abilities.
• This task integrated students knowledge and understanding acquired in maths and SOSE in creating the Buisness plan, survey, calculating profit margins, break even, and percentages.
• This project shows my use of ICT throughout the junior business syllabus.

PP4:I create opportunities for students to use ICT to develop and apply new knowledge, skills and understanding.

• The class had not undertaken a business venture before. This was a unique opportunity for me to use my practical business experience from my nursery business to apply to the real world.
• I had good knowledge, skills and understanding of ways to make a success of a business venture.

PP5:I effectively manage the access to and use of ICT resources in meeting learner needs.

• I created the Venture Buddies Business Venture
• I keep a record of student computer access to ensure responsible use of computers. Problems on individual computers can be traced back to students who have used them in previous lessons
• I liaise with technical staff to ensure the software programs needed were installed and functioning on all computers.

PP6:I provide opportunities for students to purposefully use a range of communication tools in their learning; and to participate with others in ICT projects in local, national or global communities.

• Students send emails to thank Mandy for her assistance in the project.
• Students researched online florist businesses.

PP7:I plan assessment tasks that incorporate the use of ICT to meet learning goals.

• I incorporate the use of ICT in everything I teach as this is the field of teaching where I specialize.