Curriculum - Examples

The National Content Standards for Entrepreneurship Education describe the general content base for educational programs in Entrepreneurship. The supporting Performance Indicators derived from the Standards provide direction as to what students should know and be able to do related to each standard. These components alone do not constitute a curriculum, but rather should serve as the basis for curriculum development. Curriculum developers should use these Standards and Performance Indicators as guides for preparing curriculum for their specific programs and clientele.

The first step in curriculum development is to select Standards and Performance Indicators which are appropriate for the program and its purpose in relation to the Life-Long Learning Model. Once these have been chosen, specific instructional objectives must be developed. These instructional objectives define the curriculum and set expectations for student success. The instructional objectives establish the framework for developing assessments, incorporating teaching strategies, and selecting appropriate delivery resources.

Assessments, whether formative as part of the instructional process or summative at the conclusion of instruction to demonstrate competency, must align directly to the expectation established by the instructional objective. Likewise the instructional process must be focused on student achievement at the level of learning described in the objective and the mastery level expected on the assessment. For example, an objective that requires analysis and explanation would best be assessed through a project or role play with specific rubrics for evaluation, as opposed to a multiple choice or true-false test. Instruction should provide ample opportunity for the student to develop the analytical and evaluative skills required, and to practice those skills prior to summative assessment.

Many resources are available to support instruction for entrepreneurship education. Resource selection should be made based on the match between resource, instructional objective, the program level, and student needs. The Standards Toolkit includes references to many sources of instructional materials.

When possible, curriculum development for entrepreneurship education should incorporate the principles of experiential and contextual education. Students can best develop the knowledge and skills necessary through the application of curriculum objectives in situations which replicate the business world. Simulations, role plays, community based learning projects, student enterprises, and competitive events can all be powerful instructional activities when linked closely to the curriculum. Entrepreneurs "become" through the experiences of their lives, and surely education can provide some of the most beneficial experiences when delivered through a well-planned and properly facilitated curriculum.

The following examples show how the National Content Standards for Entrepreneurship Education can be incorporated into a curriculum at various educational levels. These examples are provided as illustration only, and not necessarily as recommended models. For additional information on programs represented by the examples, please contact the provider referenced.

How Marketplace for Kids Meets Standards and Benchmarks for Grades 4, 5 & 6 in North Dakota

CFED-REAL Youth and Adult Activities Matrix

Consortium – Risks & Rewards

GoVenture Business and Life Simulations

Junior Achievement – Company Program

MarkED – Own Your Own

MarkED – Ready, Set, Compete

MarkED – Taking Care of Business

New York State SBDC – EntreSkills 1

NFTE – How To

Ohio State University – PACE

Youth Entrepreneurs of Kansas