Entrepreneurship & Management - Annual Plan - 2BGU (2014-2015)

Entrepreneurship & Management 2BGU

Annual Plan 2014 -‐ 2015

Lcdo. Andrés Bustamante

2 Annual Curriculum Plan – Entrepreneurship & Management -‐ 2nd BGU 2014 – 2015

Lic. Andrés Bustamante Flores

Website: www.ueprim.edu.ec/languagelab -‐ Email: [email protected]

ANNUAL CURRICULUM PLAN

ENTREPRENEURSHIP & MANAGEMENT 2014 -‐ 2015

1. INFORMATIVE DATA:

2. AREA FOCUS The deep social-‐economics, political and cultural changes we are noticing in the XXI century, have made new scenery in which emerge all kinds of challenges and unexpected requests for the professional and working development of the students. In this new context, all teenagers are required to receive training about these new competences, which will provide them with a better understanding of the requirements of its context, will solve in a creative way the challenges of their development; as the immersion in the working environment, their social integration to their communities and the civic life as responsible citizens. This skill of solving the challenges, in an autonomous, creative and effective way, have been designated Entrepreneur Capacity, which is focus in different types of entrepreneurship: social, cultural, economics, etc. increasing the richness and diversity of the Ecuadorian society. 3. AREA INTEGRATING PRINCIPLE: Social Studies: To understand the world we live in as it relates to our national identity. 4. CROSS CURRICULAR THEME Developing Democratic Citizenship 5. AREA EXIT PROFILE: By the end of Senior High, the student will be able to:

• Take new challenges based on clear strategies and objectives to achieve them • Identify the chances, the resources and potential tools to become an entrepreneur • Develop the skill to plan and organize a working plan • Communicate in a effective and empathic way • Develop administrative skills • Work in a collaborative way • Recognize and use tools for problem solving and decision making

1.1 INSTITUTION: UNIDAD EDUCATIVA PARTICULAR BILINGUE “PRINCIPITO & MARCEL LANIADO DE WIND”

1.2 ADDRESS: PROVINCIA DE EL ORO, CANTÓN MACHALA, CALLE LUIS ÁNGEL LEÓN R. 1ERA. AV. 5TA.

1.3 WORK SCHEDULE: MORNING SHIFT

1.4 LEVEL: BACHILLERATO (BGU)

1.6 GRADE: SECOND COURSE

1.7 AREA: BILINGUAL

1.8 SUBJECT ENTREPRENEURSHIP

1.9 CLASS HOURS: 2 WEEKLY CLASS PERIODS

1.10 TEACHER (S): LCDO. ANDRES BUSTAMANTE FLORES.

1.11 SHOOL YEAR: 2014-‐2015




6. EDUCATIONAL OBJECTIVES PER AREA: • Communicate in a satisfactory and synergic way, which has a better efficacy in the inter-‐personal

relationships to satisfy his/her needs and somebody else’s • Work in teams with collaborative attitude to achieve common objectives in an effective environment • Develop tools to solve problems and make decisions to achieve his/her own projects • Identify opportunities through out the observation and recognition of the environment needs and demand

economic, social, and cultural entrepreneur projects; useful for the resolution of those demands. • Recognize the skills and personal motivations to encourage the entrepreneur spirit which will allow him/her

to get involve, propose and make projects 7. EDUCATIONAL OBJECTIVES PER YEAR:

• Create through the application of basic concepts of administration of diverse resources for the development of projects with growth possibilities

• Acquire basic skills to establish an organizational structure, guide, support and encourage people to achieve their goals

• Develop an integral vision of entrepreneur, base on the knowledge of local examples in the International and Ecuadorian context

• Spread the communication competences, team work and leadership 8. METHODOLOGICAL PRECISIONS: This subject is designed as a workshop focused on the correct balance between theory and practice. The class will be carried out by two hours weekly, through constructive discussions based on readings. Topic’s comprehension and will be assured through the analysis of practical cases, brought to our national context. Interactive dynamic and collaborative; the course ends with a final project by the end of the year. 9. TIME CALCULATION:

Number of class weeks per year 40 -‐ Number of weeks for meetings 2 -‐ Number of weeks for other activities 3 Total Number of Class Weeks per Unit 35 Number of Weekly Class Periods 2 Total Number of Class Periods per Year 70 Divided by two “Quimesters” 2 Total number of Class Periods per “Quimester” 35




10. UNIT STRUCTURE UNIT 1: Introduction to Entrepreneurship. LEARNING TOPICS: What are the principles of Administration? DATES: May 05TH to June 20TH , 2014

SKILLS WITH PERFORMANCE

CRITERIA CONTENTS LEARNING

ACHIEVEMENTS EVALUATION INDICATORS

NUMBER OF CLASS PERIODS

-‐Describes the functions and skills of an entrepreneur and an organization. -‐Understands and explain the different theories in the history of administration. -‐Communicates in an effective and assertive way. -‐Values and understand the impact and function of a leader in an organization. -‐Is conscious of the dynamic and changes organizational nowadays -‐Develop strategies to solve problems. -‐Defines entrepreneur -‐Analyzes the entrepreneur profile

-‐Introduction to Administration and Societies -‐Administration History -‐Entrepreneur concept. -‐Entrepreneur concept. -‐ Research Assignment #1

See entrepreneurship as a way to be economically independent Understand entrepreneurs qualities to create business

-‐Class Participation -‐Debates -‐Analysis of practical cases -‐Research works -‐Project: Business Plan

14 class periods




UNIT 2: Elements of a Successful Enterprise. LEARNING TOPICS: How to take responsible decisions, how to build a business plan. FECHAS: June 24th to August 1st , 2014





-‐Work in a collaborative way on taking decisions -‐Describes the process for taking decisions -‐Develops and values the creativity and innovation in the area for taking decisions. -‐Understands the concept of social responsibility and the influential factors -‐Respects and values the working obligations and the professional ethic. -‐Understands the purpose of planning and what is implied.

-‐Taking decisions -‐Social responsibility and Ethics -‐Planning foundations and entrepreneur -‐Final project lineaments -‐Research Assignment #2

Work actively in groups. Builds his owns skills to solve possible problems and make his own decisions.


14 class periods




UNIT 3: Market study and Plan LEARNING TOPICS: How to Develop a Market Study and Marketing Plan? FECHAS: August 04th to September 29th , 2014





-‐Analyzes, and compares possible entrepreneurs. -‐Works in a collaborative way and respects the classmate’s contributions. -‐Works on a Market study, Develops a marketing plan

-‐ Market study -‐ Marketing Plan. -‐Entrepreneur Plan -‐ Research Assignment #3

Build communicative competences to work as a leader with groups. Analyze market surveys and plan strategies to sell products.


12 class periods




UNIT 4: Production Plan LEARNING TOPICS: How to develop production processes. FECHAS: August 04 to September 26, 2014

UNIT 5: Financial Plan LEARNING TOPICS: how to identify viability of the project? FECHAS: October 6th to November 21st, 2014





-‐Develop strategies for a good interpersonal communication -‐Value the human resources as a main aspect in every organization

-‐Bussines Costs. -‐ Working capital. -‐ Selling plan and costs. -‐ Research Assignment #5

Estimate costs , expenses ,devaluations and profits as indicators of his business


14 class periods

SKILLS WITH PERFORMANCE CRITERIA CONTENTS LEARNING



-‐Debates about the different motivation theories -‐Analyzes the strategies to obtain capable collaborators with high performances

-‐ Production Processes and development. -‐ My employees -‐ Enterprise structure -‐ Equipment, tools and raw materials -‐ Facilities. Design and distribution -‐ Motivation -‐ The motivation of collaborators -‐ Research assignment #4

Use strategies to achieve goals designed previously Develop skills to encourage staff to reach goals


14 class periods




UNIT 6: Final Project LEARNING TOPICS: DATES: November 3rd to December 12th, 2014





-‐Self-‐evaluate the effort and strategies used to achieve the goals. -‐Take decisions through the analysis from different points of view to overcome the obstacles .and solve specific problems

-‐Develop and work of the final project

Use media and communicaton efectively to adverise products and gain customers


12 class periods

11. LEARNING STANDARDS 11.1 KNOWLEDGE DOMAIN 11.1.1 HISTORIC BUILDING SOCIETY

In this domain understanding the great historical processes is evident, with a contextualized view, which has contributed to the building society and identity through the analysis of concepts and categories in perspective retrospective review and proactive manner.

11.1.2 RELATIONSHIP BETWEEN THE COMPANY AND THE GEOGRAPHIC AREA

In this domain understanding of the main features, processes and dynamics that define the geographic space and its relationship with society is evident. It considers the human being as the active entity of the transformations of the geographical and territorial environment, and responsible for its permanence and sustainability. This management of concepts, categories and tools that facilitate the understanding of geographical and social space is detailed.

11.1.3 LIVING SOCIAL AND HUMAN DEVELOPMENT

In this domain the understanding of the functioning of society considering those relations and social problems that characterize evidenced. Describe thinking skills to analyze society from their forms of organization, challenges of today's living and improving the quality of life from the perspective of citizen engagement. Includes the use of social skills through related attitudes and an active, critical and responsible citizenship practice.




11.2 PROGRESSION OF STANDARDS IN SOCIAL STUDIES 11.2.1 DOMAIN A: LEVEL 5 HISTORIC BUILDING SOCIETY

• Identifies, analyzes and contrasts approaches and points of view on historical events or processes arising from various sources, and selects, analyzes and contrasts information from different sources; poses problems , hypothesis, and argues on historical subjects analyzed from different perspectives and views with historical perspective. Communicate findings of research projects and issues critical judgments (with base) on historical and cultural identities, through the production of written texts and through various forms of oral expression.

• Interprets historical societies, its evolution and its legacy, characterized by different

factors and actors. Establishes relationships between history of Ecuador and its continental and global context. Understands and argues that identity formation is the result of territorial socio-‐ historical context.

• Manages and evaluates own or other actions related to the respect and preservation of

tangible and intangible cultural heritage humanity , justifying its importance and valuing it as part of their historical and cultural legacy. Motiva evidence and actions respect, tolerance and equality to the world's cultural diversity as part of its current socio-‐ historical context .

11.2.2 DOMAIN B: LEVEL 4 RELATIONSHIP BETWEEN THE COMPANY AND THE GEOGRAPHIC AREA

• Selects, analyze and contrast information from statistical data, thematic maps, historical maps and other sources. Develops research projects in which a hypothesis and raises critical issues such judgments and reasoned conclusions on aspects of political, social, economic and territorial linked to the dynamics and spatial development of the country in relation to the rest of the world, through the production of written texts and various forms of oral expression.


Lic. Andrés Bustamante Flores Website: www.ueprim.edu.ec/languagelab -‐ Email: [email protected]

• Use techniques and instruments relating to the mapping or statistical, with arguments and explains the dynamics of territorial settings and the factors or processes involved in it, both Ecuador and America and the world. Analyzes and explains the demographic dynamics that characterize today's world and establishes linkages with economic, social, political, historical and cultural characteristics of a given territory. Describes, illustrates and classifies causes and social and global consequences of environmental degradation.

• Manages and evaluates actions in everyday life defense and recovery of ecological

balance and conservation of natural and cultural heritage of a national or global geographic space.

11.2.3 DOMAIN C: LEVEL 4 LIVING SOCIAL AND HUMAN DEVELOPMENT

• Contrast and select information from various sources , formulates hypotheses and argues about social, environmental and citizenship issues . Communicate critical judgments findings and results , so argued , through the production of written texts and various forms of oral expression, reflecting research projects on the practice and promotion of equity, social justice , peace culture , human rights and other areas of social concern. • Sets standards and relations between spaces that hinder or facilitate participation, exercise and advocacy, human and social duties in different historical and geographical contexts. Analyzes and related social, environmental and geopolitical problems of the world with the situation of our country and reflect on the causes, solutions and their role in front of them. Explain the scope of formal and non -‐ organizational institutional -‐ instances of enforcement of civil rights and social factors that contribute to improve coexistence between nations. • Exercise your rights and responsibilities as a citizen, and assesses its situation on a national, continental and global context. Submit troubleshooting of today's society through the use of approaches, foundations and relevant spaces

12. STRATEGIES FOR CLASSROOM MANAGEMENT 12.1 PERSONAL TIPS FOR EFFECTIVE CLASSROOM MANAGEMENT.

• Pay attention at all times • Keep your word • Be excited about teaching what you teach • Accept responsibility for everything that happens in your classroom, whether good or bad • Assume the role of a captain of your classroom and be in control at all times



12.2 STUDENT AND PARENT RELATIONSHIP TIPS FOR EFFECTIVE CLASSROOM MANAGEMENT

• Greet them at the doorway before they enter the classroom, use handshakes, high fives, and nicknames, whatever

• Show a good sense of humor, joke around with you students, but have a way to get them back on task.

• Try to make a personal connection with each student. • Share (limited) personal information with them; this helps to establish a connection with the

students • Speak to students with respect, even when they are not acting respectfully toward you • Stop whatever you are doing whenever you see something remarkable happening in the

classroom and point it out • Do not give in to every request • Give in to some requests when it is educationally appropriate • Do not be afraid to ask parents for help in the classroom or with events • Keep parents informed about what is going on in your classroom

12.3 BEHAVIOR AND RULES TIPS FOR EFFECTIVE CLASSROOM MANAGEMENT

• Whatever your rules, make them clear, keep them concise, keep them consistent, keep them fair

• Make your expectations (for both behavior and learning) high and very clear and reinforce them regularly

• Don’t make threats you won’t follow through on; actions speak louder than words • Use behavior contracts • Stay mobile; as they work, pace the room and watch for signs of confusion or distraction • Gently tap off-‐task students on the shoulder • Spot check what they are supposed to be working on



13. EVALUATION SYSTEM

EVALUATION CRITERIA TYPES OF EVALUATION

1. Diagnostic test.

2. Independent Academic Work (homework) • Punctuality. • Presentation. • Spelling. • Accuracy. • Content.

3. Individual Class work. • Participation. • Presentation. • Responsibility.

4. Teamwork. • Participation. • Responsibility. • Collaborative. • Organization. • Leadership.

5. Quizzes. • Oral. • Written. • Accuracy. • Skills.

A. Diagnostic evaluation.

B. Formative assessment

C. Summative evaluation

D. Self-‐evaluation.

E. Co-‐evaluation.

F. Hetero-‐evaluation.



14. RESOURCES

MATERIALS TECHNICAL TECNOLOGICAL

§ Texts. § Teacher’s guide. § Notebooks. § Flashcards. § Magazines. § Charts. § Maps.

§ English Laboratory. § Library. § Audiovisual Rooms.

§ Smart-‐board. § DVD rom. § www.classzone.com § www.youtube.com § Power-‐presentations.

15. BIBLIOGRAFY:

a. Actualización y Fortalecimiento Curricular de la Educación General Básica 2013. MINISTERIO DE EDUCACION. GOBIERNO ECUATORIANO.

b. Estándares de Calidad Educativa: Aprendizaje, Gestión Escolar, Desempeño Profesional e Infraestructura. MINISTERIO DE EDUCACIÓN. GOBIERNO ECUATORIANO.

c. Emprendimeinto y Gestión. Educate +. Nassim Maldonado d. Pasión por Innovar. Ponti, Ferrás. Norma 2009. e. www.wikipedia.com f. www.classzone.com g. www.forbes.com h. www.onstartups.com i. www.entrepreneur.com j. www.lifehack.org k. www.designsponge.com l. www.taragentile.com m. www.mashable.com

Elaborated By: Lcdo. Andrés Bustamante

Revised By: Area Director Level Director

Approved By: Vice-‐Principal

Machala, May 1st 2014

Education

Entrepreneurship & Management - Annual Plan - 2BGU (2014-2015)