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Lesson Plan: Forms of Business Ownership
In this lesson, students will learn to describe and contrast different forms of business ownership.
Download the lesson plan
Scroll to the related items section at the bottom of this page for additional resources.
Business Studies CAPS Document – Lesson Plans for FET Phase Grade 10 – 12
This page contains Business Studies CAPS Document for FET Phase Grade 10 – 12 ( Grade 10 , Grade 11 , and Grade 12 ). The CAPS Document includes 2021, 2022, and 2023 latest Lesson Plans for Term 1, Term 2, Term 3, and Term 4. This is the most important information for Teachers and Learners, that guides the progress of the Business Studies subject curriculum for the FET Phase as per the South African Department of Education standards.
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Table of Contents
Contents of the Business Studies CAPS Document for FET Phase Grade 10 – 12: Lesson Plans Details
Business studies grade 10.
- Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
- Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
- Exams Guidelines
Business Studies Grade 11
Business studies grade 12.
The document contains the prescribed learning content as well as the weekly and annual teaching plans for Business Studies for FET Phase (Grade 10, Grade 11 , and Grade 12), which includes:
- Informal Assessments
- Daily Assessments
- Moderation and Marking of Assessments
- Tasks and Projects
- Practical Work, and
The document gives a clear indication of what topics and learning outcomes are required for Term 1, Term 2, Term 3, and Term 4.
Download the Business Studies CAPS Document for FET Phase Grade 10 – 12
Below you can download the Business Studies CAPS Document for FET Phase (Grade 10, Grade 11, and Grade 12) in pdf format.
Business Management Grade 12 Question and Answers Online Quizzes
Revise all the topics under Business Management Grade 12 subject , using test quizzes based on the exam questions below:
- Quiz: Term 1: Macro Environment: Impact of Recent Legislations Quiz
- Quiz: Term 1: Human Resources Function
- Quiz: Term 1: Ethics and Professionalism
- Quiz: Term 1: Creative Thinking
- Quiz: Term 1: Macro Environment: Business Strategies
- Quiz: Term 2: Corporate Social Responsibility
- Quiz: Term 2: Human Rights, Inclusivity and Environmental Issues
- Quiz: Term 2: Team Performance Assessment, Conflict Management, and Problem-Solving
- Quiz: Term 2: Business Sectors and their Environments
- Quiz: Term 2: Leadership and Management
- Quiz: Term 2: Quality of Performance
- Quiz: Term 3: Investment – Securities
- Quiz: Term 3: Investment – Insurance
- Quiz: Term 3: Forms of Ownership
- Quiz: Term 3: Presentation and Data Response
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Introduction to Business Studies
Young scholars examine what a business does. They study the business process - inputs through to outputs and explore how profit is made
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Lesson Plan Business Studies Grade 10 Forms of Ownership
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BBI2O - Grade 10 Introduction to Business
Course Description For BBI2O Grade 10 Introduction to Business Online Course
Introduction to Business (BBI2O) introduces students to the world of business, including the concepts, functions, and skills required for operating a 21st century business of any size or scale. Throughout this course, students will also learn key concepts relating to personal finance, entrepreneurship, and international business.
Summary Of Units And Timelines For Grade 10 Introduction to Business BBI2O
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the BBI1O course profile.
Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.
Fundamental Concepts Covered in Grade 10 Online Course
By the end of this course, students will:
- demonstrate an understanding of how businesses respond to needs, wants, supply, and demand;
- compare types of businesses;
- demonstrate an understanding of ethics and social responsibility in business;
- demonstrate an understanding of the benefits and challenges for Canada in the field of international business
Teaching and Learning Strategies in an Online School
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. 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. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Assessment & Evaluation
As summarized in Growing Success 2010 , the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.
This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.
A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:
- Address both what students learn and how well they learn
- Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
- Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
- Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
- Are fair to all students
- Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
- Accommodate the needs of students who are learning the language of instruction
- Ensure that each student is given clear directions for improvement
- Promote students’ ability to assess their own learning and to set specific goals
- Include the use of samples of students’ work that provide evidence of their achievement
- Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.
The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
- Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.
Accommodations for students with an IEP in an Online School
All students can succeed. Some students are able, with certain accommodations , to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate . The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.
Reference: Business Studies, The Ontario Curriculum, Grades 9 and 10, 2006 (Revised) Ministry of Education of Ontario
Ontario Secondary School Diploma (OSSD) Requirements for all course.
Frequently Asked Questions
What is BBI2O?
BBI2O is a Grade 10 Introduction to Business course at a open preparation level.
What are 2O courses?
2O refers to the Grade level of the courses and the pathway. 2 means it is a grade 10 course and O means it is an open level course.
Click here for more information on Course Coding System
What is the prerequisite course for BBI2O?
Prerequisite: None [Note: If you have already taken BBI1O you cannot take BBI2O and earn a credit]
Click here for more information on Ontario secondary curriculum and their prerequisites
How long does it take to complete the BBI2O online course?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.
Business Studies Lesson Plan
Hello Friends, Welcome to LearningClassesOnline
- Duration: 35-45 Minutes
- Class/Grade: Senior Secondary / High School
- Subject: Business Studies ( Commerce)
- Topic: Social Responsibility
- Lesson Plan Type: Real School Teaching and Practice
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How To Make A Business Studies Lesson Plan
As You Know, Lesson Plans Are Detailed Descriptions Of The Course Of Instructions Or "Learning Trajectories" For Teachers. Lesson Plans Are Developed On A Daily Basis By The Business Studies Teachers To Guide Class Learning. Experienced Teachers May Make It Briefly As An Outline Of The Teacher’s Activities. A Semi-Detailed Lesson Plan Is Made By The New Teachers And It Includes All Activities And Teachers’ Questions.
A Trainee Teacher Should Make A Detailed Lesson Plan, In Which All The Activities, Teacher’s Questions, And Student’s Expected Answers Are Written Down.
Components Of The Business Studies Lesson Plan
Business Study Lesson Plans Consist Of The Following Components:
1. General Objectives:
It is The Overall Knowledge Obtained By The Child. It Is Useful In Real-Life Teaching.
2. Specific Objectives:
- Knowledge Objectives: Students Will Be Able To Get Knowledge About The Specific Topic Of Business Studies.
- Understanding Objective: Students Will Be Able To Understand The Concept Of The Specific Topic Of Business Studies.
- Application Objectives: Students Will Be Able To Apply The Attained Knowledge In Day-To-Day Life.
3. Learning Activities:
1. preparatory activities: .
- Drill: Activity Enabling Students To Automate Response To Pre-Requisite Skills Of The New Lesson.
- Review: Activity That Will Refresh Or Renew Previously Taught Material.
- Introduction: An Activity That Will Set The Purpose Of The Day’s Lesson.
- Motivation: All Activities That Arouse The Interest Of The Learners (Both Intrinsic And Extrinsic)
2. Developmental Activities
- Presentation Of The Business Studies Lesson: The Teacher Uses Different Activities As A Vehicle To Translate The Knowledge, Values, And Skills Into Learning That Could Be Applied In Their Lives Outside The School.
- Discussion/ Analysis: The Teacher Asks A Series Of Effective Or Cognitive Questions About The Lesson Presented.
- Abstraction/ Generalization: The Complete Summarization Of The Information Takes Place Before The Actual Presentation.
- Simulation And Play,
- Oral Reading,
- Construction/ Drawing,
- Written Composition,
- Singing Or Reciting A Poem,
- Or Solving Problems.
It Is A Method Or Way Of Checking Or Evaluating The Objectives Met By The Previous Lessons. Questioning, Summarizing, Comparing, Presenting The Previous Learning, Assigning Work, Administering A Short Quiz, Etc. Come Under This.
- Teachers Prepare This Activity Outside The School Or At Home. Students Bring The Material Needed In The Classroom.
- These Activities Should Help Attain The Lesson’s Objective.
- It Should Be Interesting And Differentiated (With Provision For Remedial, Reinforcement, And Enrichment Activities.)
Business Studies Lesson Plans
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Business Studies free lesson plans for all topics (Form one to four)
Here are all the Business Studies secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below.
FREE BUSINESS STUDIES LESSON PLANS (FORM 1-4)
TEACHER’S NAME……………………………………………………..TSC NO…………….
SUBJECT: BUSINESS TOPIC INTRODUCTION TO BUSINESS STUDIES
SUB TOPIC: MEANING AND IMPORTANCE OF BUSINESS STUDIES
WEEK: 4 LESSON NO: 1, 2
OBJECTIVES: By the end of the lesson, the learner should be able to explain the meaning of business studies, Explain the importance of business studies in the society
Download more free Business Studies resources here
Free Business Studies notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more
Business Studies Topical Questions And Answers (F1-4)
Business studies free secondary school notes and exams (Form one to four)
BUSINESS STUDIES NOTES FORM 1-4: UPDATED
BUSINESS STUDIES FORM ONE NOTES FREE
BUSINESS STUDIES NOTES, FORM 3 ALL TOPICS
SUBJECT : BUSINESS TOPIC BUSINESS AND its ENVIRONMENT
SUB TOPIC: MEANING AND PURPOSE OF A BUSINESS
WEEK: 4 LESSON NO: 3
OBJECTIVES: By the end of the lesson, the learner should be able to explain the meaning and purpose of a business
WEEK: 4 LESSON NO: 3
FOR COMPLETE COPY WHATSAPP ELIBRARY 0700584968
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Business studies grade 10 lesson plans caps Get more information
The research project was designed to understand the lived experience of general elementary teachers teaching art when they are minimally trained and art education is devalued in schools and educational policy. The research follows hermeneutic phenomenology as it explains and gives voice to the lived experience. The heuristic foundation of this research is a reflective-formative style of inquire that is delicately entwined in the practice of language. The foundation of the research relies on Dewey’s theory of knowledge (experience + reflection = new knowledge). Teachers were observed for one art lesson, to create a foundation to their everyday activity followed by a reflective discussion of the observation. Bricolage was employed to interpret meanings and analyze findings. The small case study (n = 9) created individual narratives of each participant’s experience. Challenges from teaching art included budget, curriculum, and training. Reflections included themes ranging from pedagogy, planning, to self-improvement. The participants followed Dewey’s theory of knowledge in order to actively contribute to their own practice as well as contributing to the field of education. Further, exploring the pedagogy of art education posed additional thought and consideration to the teachers for their future practice and incorporation of the work of art, which is active, therefore not the same as the product of art into their classroom.
Educational Research for Policy and …
Susan Ferguson , Douglas McDougall , Dorian Stoilescu
Erin L Raab
This research explores the challenges and dynamic interplay between literacy instruction, first and second language instruction, and language of teaching and learning in 12 KwaZulu-Natal primary school classrooms using direct observation, and teacher and principal interviews. This research suggests that South African learners who speak an African language at home but learn in English, even if from Grade 4, likely have a harder time learning and growing their literacy skills in the new language because they have not built a solid base of literacy skills in their home language; and, without those literacy skills or a significant vocabulary in the second language, they will have a hard time learning the knowledge and skills that are meant to be learned through official curriculum. In the South African context, this is exacerbated by the fact that teachers are under-prepared for the task of teaching English as a second language or even literacy in the home language.
Business Plan - Grade 10
WELCOME to Business Studies Lesson WebQuest by Ms. Herbert .
When you are unsure of where to begin, writing a business plan can seem overwhelming. Imagine you have a fantastic concept for a service or a company, but you're unsure... How can I inform others about it? How can I raise the funds necessary to launch my new company? Will people enjoy it and want to purchase from me? Do you find me credible? You can launch your own business if you have the necessary knowledge. A successful entrepreneur is autonomous, self-assured, tenacious, persistent, creative, quick on their feet, and technologically savvy. You leave far too many things up to chance when you don't have a business plan.
Click on the link and Listen to the video presented by Ms.Herbert : https://1drv.ms/v/s!And1uJ6CX6l9iFvN_hg-k_YRRPGh?e=YKDTaf
Our mission as educators is to develop thriving, competent individuals, which is where your task comes in.
As you complete this task : think of the following questions:
Why is a business plan necessary ? What is the purpose of a business plan ?
This lesson is intended for the business class in grade 10. You should complete this WebQuest by creating a business plan using the template provided to examine each aspect of the enterprise you ought to create after reading all the resources made available to you to learn more about the topic. The goal of this lesson is to push the students to develop a deeper grasp of business plans and the elements that go into creating and using them in the real world. This WebQuest encourages creativity and is designed to make pupils think outside the box. This task, which you must complete on your own, will count for 25% of your term mark.
The learner will have one main task to accomplish at the conclusion of the session, which is a business plan they have produced for any firm they intend to establish utilizing the components that are provided.
The students should use this WebQuest at the completion of the lesson or task to be able to:
- Outline the components of a business plan
- Analyse the components of a business plan
- Draw up a business plan
- focus on the specific steps necessary for them to make business ideas succeed and help them to achieve short-term and long-term objectives when wanting to start a business.
- Outline the components of a business plan.
- Outline aspects that must be included in the executive summary.
- Formulate the vision/mission statements and goals of the envisaged business.
- Outline/Mention different types of legal requirements of a business.
- Compile a SWOT analysis for the envisaged business.
To accomplish the task, you will need a computer or laptop, Microsoft Word, and internet access in order to obtain the data you need to construct the business plan.
Examples of a specialized company you want to establish ( you may use something else ) Dog walking, deliveries, cleaning, event planning, confectionery shops, retail stores, hair salons, etc. are just a few examples.
Business plan template- https://1drv.ms/w/s!AnLMlYv01OD4jHuNPd0QP5uJxWAd?e=DEDQNP
" a big business starts small" .
To construct your business plan , adhere to the three procedures given:
Read the notes that follow first in order to gain better understanding of the different parts utilized in a business plan and how they are described. You can use these notes to help you start your business plan once you have specified the good or service you propose to provide in order to establish your particular business. Gather ideas for your company plan after deciding on the venture you want to establish.
To find the notes you need, click the link to see an explanation of each component listed below ( link provided under step 1 )
• Cover page
• Index Page
• Executive summary
• Swot analysis
• Marketing plan
• Operational plan
• Management plan
• Financial Plan
• Additional documents
Business plan notes- https://1drv.ms/w/s!AnLMlYv01OD4jHlEhdHiL1EXhYlL?e=YBW0hK
Find the resources on how to develop your business plan and the YouTube videos that are associated. These will help you learn more about how to write a business plan and how you might feel about starting a business in the future. These are the URLs of the YouTube videos provided as a guideline for when you ought to develop your business strategy .
The task can be completed over the course of three periods over 3 consecutive days , with 30 minutes granted in class for working on it and having questions answered. The assignment, for which you need to provide the following template with which you will construct your business plan, is due on September 1.
Day 1 ( period 2 ) : May Complete : Cover page , Index Page , Executive Summary
Day 2 ( period 5) : May Complete : Description , SWOT analysis , Marketing Plan
Day 3 ( Period 3) : May Complete : Operational Plan , Management Plan & Additional Documents
NOTE : You won't need to finish all of these steps in class; instead, use it as a draft that you could complete in class while asking questions in class. This is a guide on how to draft your work in the allocated 30 minutes , thereafter you can complete your task in your free time before the 1st September 2022.
These are Additional Resources that are Extremely helpful to helping you prepare a business plan :
Tips you could make use of before starting on your task :
Possible questions to ask yourself after deciding on the venture you want to establish
- What are the advantages and disadvantages of being self-employed?
- Why would you choose this particular business activity?
- What sort of business structure would you have, sole proprietor, partnership, company, or corporation? And why?
- Why did you choose this business?
- Where will it be located?
- How will I run this business?
Your business plan will be evaluated according to the following criteria :
Thank you to all who have taken your time to successfully completed you task on creating their own business plan. You have gained understanding of the numerous elements required to begin a business plan and have used the notes and other sources to create your own business plan. I hope you'll keep using this strategy when the time comes to launch your own company . You need to now be well-versed in the process of writing a business strategy . Keep in mind to put the knowledge you gained throughout the session to use and carry it with you.
DO NOT forget to fill out the word document business plan template with all pertinent information .
Additionally, you must submit the following reflection google form for teacher record purposes :
Think about the future - how will you implement your idea for the business? Do you want to start this business "for real"? How will you go about it?
The world needs innovative and creative new businesses to meet everyone's needs -- yours may be just what everyone is looking for! Go for it!
NB: Print your business plan template and complete the google form then turn them in to Ms. Herbert by September 30th 2022.
Below Introduction :
Video : Done By Ms. Herbert
Below Task :
Image : 2 https://www.google.com/imgres?imgurl=https%3A%2F%2Fthumbs.dreamstime.com%2Fz%2Fbusiness-plan-management-mind-map-strategy-concept-60051331.jpg&imgrefurl=https%3A%2F%2Fwww.dreamstime.com%2Fphotos-images%2Fbusiness-plan.html&tbnid=U0jVBRO2LPq4AM&vet=12ahUKEwiq4pKAoeD5AhUHdRoKHQpyA-UQMygBegUIARDmAQ..i&docid=yJpfnAjJ42d9qM&w=1300&h=957&q=business%20plan%20image&ved=2ahUKEwiq4pKAoeD5AhUHdRoKHQpyA-UQMygBegUIARDmAQ
Image 3 : https://www.google.com/imgres?imgurl=https%3A%2F%2Ftoppng.com%2Fuploads%2Fpreview%2Fthumbs-up-smile-emoji-11549849019efiqkos3oe.png&imgrefurl=https%3A%2F%2Ftoppng.com%2Ffree-image%2Fthumbs-up-smile-emoji-PNG-free-PNG-Images_85855&tbnid=a5dHm-gk35watM&vet=12ahUKEwjDsqKxvOL5AhUL1BoKHZ5CCT8QMygLegUIARCAAg..i&docid=mH30RF-nR1N1zM&w=840&h=859&q=emojis%20images%20thumbs%20up&ved=2ahUKEwjDsqKxvOL5AhUL1BoKHZ5CCT8QMygLegUIARCAAg
Business Plan template : Created By Ms. Herbert
Link : https://1drv.ms/w/s!AnLMlYv01OD4jHuNPd0QP5uJxWAd?e=DEDQNP
Below Process :
Image 4 : https://www.123rf.com/photo_27078157_the-step-by-step-process.html
Business Plan Notes : Western Cape Business Studies Environments Core Notes .
Link : https://1drv.ms/w/s!AnLMlYv01OD4jHlEhdHiL1EXhYlL?e=YBW0hK
URLS for YouTube videos links : https://youtu.be/QoAOzMTLP5s
Additional resources links : https://www.wix.com/blog/2019/11/business-plan-template-step-by-step-guide/
Below Evaluation :
Rubric : http://zunal.com/tasks.php?w=122390
Below Conclusion :
Google form : done by Ms. Herbert
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Below Teachers Page :
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WebQuest Composed by Ms. Herbert - Business Plan ( Business Studies Grade 10)
Teachers encourage students to work alone or collaboratively at their own pace and have fun while learning. As a result, using this WebQuest with your students can help them gain more in-depth knowledge on a particular topic they are studying and instill a greater feeling of its importance.
If you need to generate your own content on a lesson topic for your students, here are some ideas for information to consider including:
- INTRODUCTION - This lesson was originally created to give Business Studies Grade 10 students the chance to actively engage in studying the subject material that will be used to design their own business plan as an assignment. The WebQuest’s focus should be on this section. Students are prepared for the goal of the activity and given the "hook" in the introduction, which serves to pique their interest. You may add video snippets, role-playing exercises, and other motivational materials.
- TASK : The task is a formal statement of what the students are expected to have completed by the end of the WebQuest. The objective of this particular WebQuest was for students to develop their own company plans using the pertinent information they had learned. The lesson's objectives, the task's directions, and the materials required to execute the task can all be included in the task section.
- Process: It primarily provides as a summary of what will occur during the WebQuest and what problem or task the students are expected to complete during the process. Below Process in this WebQuest it covers the procedures that must be followed in order to complete the assignment, as well as the necessary materials (such as notes, photos, and YouTube videos). To help students complete their task, you can provide them with additional pertinent information and advice during the process section.
- Evaluation : The evaluation tool quantifies exactly what knowledge and skills students need in order to complete the task. This could take the shape of a rubric, grading checklist, or any other format that allows for the evaluation of the students' work.
- Conclusion : The conclusion provides the chance to reflect on the lesson, to facilitate generalization of the learning, to extend what was learnt, or some combination of these. The conclusion of this web quest takes the shape of student reflection on the lesson. Any additional summary or criticism is welcome in the end.
More information may be found on the Teacher's Page section of the WebQuest for any teacher who would want to use the same WebQuest in their own classroom. For teachers who want to teach the same subject or other specific content, this website is helpful in providing the information needed for lesson preparation. “A successful WebQuest should also be very visually appealing, simple to use, relevant to the pupils, and include a built-in evaluation system.”
For more information – Email [email protected] ( Ms. Herbert ) for WebQuest lessons.