Entrepreneurship: Venture Planning in an Electronic Age (BDV 4C)

Course Overview

Course Title: Entrepreneurship: Venture Planning in an Electronic Age, Grade 12
Course Code: BDV 4C
Grade: 12
Course Type: College
Credit Value: 1.0
Prerequisite: None required
Department: Business Studies
Tuition Fee (CAD): $639

This course provides students with the opportunity to develop and apply entrepreneurial skills through the creation of a venture plan that capitalizes on the potential of e-commerce. Students will research and identify an opportunity for a venture. They will then complete the components of a venture plan that includes a website.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

E-Commerce and Venture Planning
  • analyse the challenges and opportunities of doing business on the Internet;
  • evaluate the impact of e-commerce on small business;
  • evaluate elements of website design for a small business.

The Venture Concept
  • analyse the challenges and opportunities of the start-up phase of a business life cycle;
  • identify and evaluate entrepreneurial opportunities in their community in order to select one well suited to their interests and capabilities;
  • generate ideas that match their selected entrepreneurial opportunity and assess the idea that is most appropriate for a new venture;
  • analyse the factors that would influence the form and type of their venture.

Preparing for Start-Up
  • analyse the ways in which cultural factors influence international business methods and
  • analyse the key components of a venture plan;
  • organize the information and sources of information needed for the successful start-up of their venture;
  • determine the human and physical resources needed for their venture;
  • determine effective ways to manage their venture;
  • determine the legal requirements of their venture;
  • determine the financial requirements and sources of financing for their venture.
Targeting Customers
  • analyse the size and composition of the potential market for their venture;
  • develop effective promotional strategies for their venture.
Developing a Venture Plan
  • produce, using appropriate computer software, the elements of a venture plan, including a production plan, marketing plan, human resources plan, management plan, and financial plan that are most appropriate for their proposed venture;
  • design a website as part of their venture plan;
  • assess and finalize the venture plan, including the website, and use it to assess the viability of their venture.

Unit Overview

Unit 1: Ventures in E-Commerce20 hours
Unit 2: Opportunities, Ideas and Venture Plans25 hours
Unit 3: Analysis and Resources25 hours
Unit 4: Legal and Financial Strategies 20 hours
Unit 5: Your Venture Website20 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones
– Microsoft Excel or equivalent
– Microsoft Word or equivalent