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Learning objective 7-2

Students will gain knowledge, skills, and experience to:

  • plan, take to market, review and then refine a business activity incorporating a community well-being focus, basing recommendations for the future on market feedback.

Indicators

What is an indicator?

  • Manages self and acts independently.
  • Collaborates with peers to brainstorm ideas of a service to take to market.
  • Co-ordinates roles and responsibilities in a business activity.
  • Consults community groups to identify a range of community needs.
  • Brainstorms and creates a definition of well-being in their community.
  • Discusses possible ways to improve community well-being.
  • Provides constructive feedback.
  • Reflects on and improves own practice.
  • Engages and negotiates with suppliers.

Context elaborations

This level 7 learning objective is explored within a community/hapū context connected to the student’s life and community. This means the activities could:

  • be a service to the community or part of the community
  • sponsor, fundraise, or donate profit or products to a community group, activity or non-profit organisation
  • create an awareness campaign for a local community group.

Community contexts could be schools, churches, kōhanga reo or marae, youth organisations, retirement villages, sports clubs, local council including parks and recreation, environmental groups or local branches of non-profit organisations.

To read why using such contexts are good teaching practice, see the connection mechanism.

Contexts will allow students to:

  • conduct market research
  • plan, carry out, and review a business activity.

The emphasis is on experiential learning and builds on the business activities carried out at level 6 of the curriculum and NCEA levels.

Ongoing business activity will be carried out (including at least two cycles), with teachers giving guidance.

Modern business practice is often based around temporary project teams.

This business activity could reflect this practice if teachers encourage students to select tasks based on individual strengths and interests, rather than assigning students to permanent roles. Examples of this are rotating leadership roles in meetings, when dealing with stakeholders and general tasks.

Market research

See: Learning objective 7-1

Plan, carry out, and review a business activity

The context for learning is a business activity, developed and carried out by the students within a community/hapu context. This means the activity could:

  • be a service to the community or part of the community
  • sponsor, fundraise or donate profit or products to a community group, activity or non-profit organisation
  • create an awareness campaign for a local community group.

The community context could be schools, churches, kohanga reo or marae, youth organisations, retirement villages, sports clubs, local council including parks and recreation, environmental groups or local branches of non-profit organisations.

The emphasis is on experiential learning and builds on the one-off business activity carried out at level 6 of the curriculum and NCEA level 1.

Ongoing business activity will be carried out (including at least two cycles), with teachers giving guidance.

Modern business practice is often based around temporary project teams. This business activity could reflect this practice if teachers encourage students to select tasks based on individual strengths and interests, rather than assigning students to permanent roles. Examples of this are rotating leadership roles in meetings, when dealing with stakeholders and general tasks.

Business knowledge, concepts, and content may include:

  • planning – developing a business plan which includes an executive summary, an introduction, business goals (including values and priorities), marketing, human resources, finance, and operations
  • carrying out the first cycle with reference to the business plan
  • reviewing the first cycle by comparing the actual outcomes to the planned outcomes
  • refining the business plan as a result of the first cycle review, with the aim of improving the outcomes.
  • carrying out the second cycle with reference to the refined business plan
  • reviewing refinements, including changes made to the activity, made for second cycle
  • refining the business plan and suggesting further refinements arising from the review of the activity, with the aim of making improvement(s)
  • demonstrating understanding of Māori business cultural values and priorities (if relevant and in appropriate contexts as part of the planning and review phases).

Business themes

See: Business themes - level 7

Related Māori concepts

Māori concepts that relate to this achievement standard include:

  • tikanga
  • pūtake
  • tūranga
  • kaitiakitanga
  • rangatiratanga.

See also:

Assessment for qualifications

Learning in relation to this learning objective can be assessed using the following achievement standards. Click on the number for explanatory information:

See: Achievement grades at level 2

Last updated July 11, 2012



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