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ENTREPRENEURSHIP
(CODE NO. 066)
CLASS XI-XII (2021-22)
Term-Wise Curriculum
Rationale
School curriculum is a dynamic process. It continuously evolves itself reflecting the needs and
aspirations of learners. In recent times, our society is influenced by knowledge creation and
technological advancements. Competencies affecting Innovation and creativity have become
important in all walks of life, including business context. This makes entrepreneurship education
even more important for enhancing quality of life.
Entrepreneurship plays an influential role in the economic growth and development of the
country. As the world economy is changing so is the dynamism of the business world. The aim
of this course is to instill and kindle the spirit of Entrepreneurship amongst students. The idea of
this course is to create “job providers rather than job seekers”.
Objectives:
To develop Entrepreneurial mindset among Higher Secondary School children.
To encourage school children to opt for self-employment as a viable option for earning
dignified means of living.
To enable students to appreciate the dynamic changes happening in the economy.
To acquaint the students about the role of Entrepreneurship in the growth and economic
development of the nation.
To promote Entrepreneurship as life-skills to improve quality of life, skills of creation and
management of entrepreneurial pursuits.
COURSE STRUCTURE
CLASS–XI (2021-22)
S. No. Unit No. of
Periods
Marks
Term 1
Unit 1 Entrepreneurship: Concept and Functions 15 15
Unit 2 An Entrepreneur 25
Unit 3 Entrepreneurial Journey 30
Unit 4 Entrepreneurship as Innovation and
Problem Solving
PROJECT WORK (Part 1) 20 15
Term 2
Unit 5 Understanding the Market 40 15
Unit 6 Business Finance and Arithmetic 30
Unit 7 Resource Mobilization 30
PROJECT WORK (Part 2) 20 15
Total 240 100
Students would prepare only ONE project in the entire academic session, which is divided into
2 terms i.e. Term I and Term II.
Unit 3: Entrepreneurship Journey 30 Periods
Competencies:
Scanning the environment; Information seeking; creativity; Innovativeness;
divergent thinking; Perseverance
Contents Learning Outcomes
Idea generation.
Feasibility Study and opportunity
assessment
Business Plan: meaning, purpose and
elements
Execution of Business Plan
After going through this unit, the student/
learner would be able to:
Understanding ways of idea generation.
Discuss the concept of types of
feasibility study
Draft a basic business plan
Understand the reasons for success and
failure of business plan
Unit 4: Entrepreneurship as Innovation and Problem Solving 30 Periods
Competencies: Risk taking; Determination; Initiative; problem solving ability;
Adaptability to changing technologies
Contents Learning Outcomes
Entrepreneurs as problem solvers
Innovations and Entrepreneurial
Ventures – Global and Indian
Role of Technology – E-commerce and
Social Media
Social Entrepreneurship - Concept
After going through this unit, the student/
learner would be able to:
Understand the role of entrepreneurs as
problem solvers
Appreciate the role of global and Indian
innovations in entrepreneurial ventures
Understand the use of technology and
digitization for new businesses.
Discuss the concept of
social entrepreneurship
TERM 2 - (35 Marks)
Unit 5: Understanding the Market 40 Periods
Competencies: Task oriented, Opportunity seeking, resourcefulness, organizational
skills, Analytical and logical reasoning
Contents Learning Outcomes
Market; Concept, Types
Micro and Macro Market Environment
Market Research - Concept,
Importance and Process
Marketing Mix
After going through this unit, the student/
learner would be able to:
Scan the market environment
Learn how to conduct market research
Understand the elements of marketing
mix
Unit 6: Business Finance and Arithmetic 30 Periods
Competencies: Arithmetic skills, critical analysis, decision making, self-confidence,
problem solving.
Contents Learning Outcomes
Unit of Sale, Unit Price and Unit Cost - for
single product or service
Types of Costs - Start up, Variable and
Fixed
Break Even Analysis - for single
product or service
After going through this unit, the student/
learner would be able to:
Discuss- Unit Cost, Unit of Sale, Unit
Price of a product or service
Understand the components of COST -
Start-up and operational costs
Calculate break even of single product
and service
Unit 7: Resource Mobilization 30 Periods
Competencies: Resourcefulness; Collaboration; Managing Risk; Organizational Skills;
Informed Decision Making
Contents Learning Outcomes
Types of Resources –Physical, Human,
Financial and Intangible.
Selection and utilization of human
resources and professionals like
Accountants, Lawyers, Auditors, Board
Members, etc.
After going through this unit, the student/
learner would be able to:
Identify the different types of resources
tools – Physical and material, Human,
Financial, Intangibles
- Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:
Choose a title/topic
Collection of the research material/data
Organization of material/data
Present material/data
Analysing the material/data for conclusion
Draw the relevant conclusion
Presentation of the Project Work
The project work can be in the form of Power Point Presentation/Exhibition/Skit
/albums/files/song and dance or culture show /story telling/debate/panel discussion, paper
presentation and so on. Any of these activities which are suitable to visually
impaired/differently-abled candidates can be performed as per the choice of the student.
- Expected Checklist for the Project Work:
Introduction of topic/title
Identifying the product/service/entrepreneur
Identify the State handicraft
Various stakeholders and effect on each of them
Use of different tools for market assessment and it’s analysis
Calculation of various costs involved in the selling process
Validity, reliability, appropriateness and relevance of data used for research work and for
presentation in the project file
Presentation and writing that is succinct and coherent in project file
Citation of the materials referred to, in the file in footnotes, resources section, bibliography
etc.
- Term-Wise Assessment of Project Work:
Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data
Analysis and Interpretation, Conclusion.
The aspects of the project work to be covered by students to be assessed during the two
terms.
30 marks assigned for Project Work is divided into 2 terms in the following manner:
TERM-I PROJECT WORK (Part 1): 15 Marks
The teacher will assess the progress of the project work in the term I in the following manner:
Month Periodic Work Assessment Rubrics Marks
July-
September
Instructions about Project
Guidelines, Background reading
Discussions on Theme and
Selection of the Final Topic,
Initiation/ Synopsis
Introduction, Statement of
Purpose/Need and Objective of
the Study, Hypothesis/Research
Question, Review of Literature,
Presentation of Evidence, Key
Words, Methodology,
Questionnaire, Data Collection.
October-
November
Planning and organisation:
forming an action plan, feasibility
or baseline study,
Updating/modifying the action
plan, Data Collection
Significance and relevance of the
topic; challenges encountered
while conducting the research.
October-
November
Mid-term Assessment by
internal examiner
TERM- II - PROJECT WORK (Part 2): 15 Marks
The teacher will assess the progress of the project work in the term II in the following manner:
- Viva-Voce
At the end of the stipulated term, each learner will present the research work in the Project
File to the Internal examiner.
The questions should be asked from the Research Work/ Project File of the learner.
The Internal Examiner should ensure that the study submitted by the learner is his/her own
original work.
In case of any doubt, authenticity should be checked and verified.
Guidelines to do the project is given in the textbook
Month Periodic Work Assessment Rubrics Marks
December
-January
Content/data analysis and
interpretation.
Conclusion, Limitations,
Suggestions, Bibliography,
Annexures and Overall
Presentation of the project.
Content analysis and its relevance in
the current scenario.
Conclusion, Limitations,
Bibliography, Annexures and Overall
Presentation.
January/
February
Final Assessment and VIVA
by Internal Examiner
Numerical assessment of BEP/EOQ
Internal Viva based on the project
TOTAL 15
Sensing Entrepreneurial
Opportunities
Environment Scanning
Problem Identification
Idea fields
Spotting Trends
Creativity and Innovation
Selecting the Right Opportunity
After going through this unit, the student/ learner
would be able to:
Comprehend the concept and elements of
business opportunity
Discuss the process of sensing opportunities
Understand the need to scan the environment
Enlist the various forces affecting
business environment
Identify the different idea field
Understand the concept of opportunity and
market assessment
Appreciate the ways in which trends can be
spotted
Understand the process of creativity and
innovation
Transform ideas into business opportunities
Unit 2: Entrepreneurial Planning 40 Periods
Competencies: Analytical and critical thinking; personal responsibility; determination;
Resourceful; collaboration
Contents Learning Outcomes
Forms of business organization- Sole
proprietorship, Partnership, Company
Business Plan: concept, format.
Components:
Organisational plan;
Operational plan;
Production plan;
Financial plan;
Marketing plan;
Human Resource planning
After going through this unit, the student/ learner
would be able to:
Recall the meaning of the various forms of
business organization
Understand the characteristics of the various
forms of business organization
Understand the difference between a Public and
Private Company
Appreciate the reasons for a private company
being more desirable
Appreciate the concept and importance of a
Business Plan
Describe the various components of
Businessplan
Differentiate among the various components of
Business plan
Develop a Business Plan
Unit 5: Business Arithmetic 20 Periods
Competencies: Arithmetic skills, critical analysis, decision making, self-confidence, problem
solving.
Contents Learning Outcomes
Unit of Sale, Unit Cost for multiple
products or services
Break even Analysis for multiple
products or services
After going through this unit, the student/ learner
would be able to:
Understand the concept of Unit Cost and Unit
Price
Calculate Break-even point for Multiple products
and services.
Term 2 - 35 Marks
Unit 3: Enterprise Marketing 40Periods
Competencies: Persistence, Negotiation, Collaboration, Ethical behavior, team spirit;
Contents Learning Outcomes
Marketing and Sales Strategy
Branding, Logo, Tagline
Promotion Strategy
After going through this unit, the student/ learner
would be able to:
Discuss the various marketing strategies used in
a business
Explain Marketing Mix.
Understand the concept of Branding, Packaging
and Labeling
Describe the various methods of Pricing
Discuss the various factors affecting the
channels of distribution
Understand the concept and types of sales
strategy
Discuss different tools of promotion
Appreciate the objectives and different modes of
Advertising
Understand the concept of personal selling,
sales promotion, public relations
Discuss the various techniques of sales
promotion
Unit 4: Enterprise Growth Strategies 20 Periods
Competencies: Need for achievement, Initiative, Analytical thinking, risk vs reward,
collaboration, synergy, leadership,
Contents Learning Outcomes
Franchising: Concept, types, advantages,
limitations.
After going through this unit, the student/ learner
would be able to:
PROJECT WORK
Students have to do only ONE project in the entire academic session.
They have the option to choose any ONE project either Market Survey or Business plan.
- The objectives of the project work:
Objectives of project work are to enable learners to:
probe deeper into personal enquiry,initiate action and reflect on knowledge and skills,
views etc. acquired during the course of class XI-XII.
analyse and evaluate real world scenarios using theoretical constructs and arguments
demonstrate the application of critical and creative thinking skills and abilities to produce
an independent and extended piece of work
follow up aspects in which learners have interest
develop the communication skills to argue logically
- Role of the teacher:
The teacher plays a critical role in developing thinking skills of the learners. A teacher
should:
help each learner select the topic after detailed discussions and deliberations of the topic;
play the role of a facilitator to support and monitor the project work of the learner through
periodic discussions;
guide the research work in terms of sources for the relevant data;
ensure that students must understand the relevance and usage of primary evidence and
other sources in their projects and duly acknowledge the same;
ensure that the students are able to derive a conclusion from the content; cite the
limitations faced during the research and give appropriate references used in doing the
research work.
educate learner about plagiarism and the importance of quoting the source of the
information to ensure authenticity of research work.
prepare the learner for the presentation of the project work.
arrange a presentation of the project file.
- Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:
Choose a title/topic
Collection of the research material/data
Organization of material/data
Present material/data
Analysing the material/data for conclusion
Draw the relevant conclusion
Presentation of the Project Work
The project work can be in the form of Power Point Presentation/Exhibition/Skit
/albums/files/song and dance or culture show /story telling/debate/panel discussion, paper
presentation and so on. Any of these activities which are suitable to visually
impaired/differently-abled candidates can be performed as per the choice of the student.
- Expected Checklist for the Project Work:
Introduction of topic/title
Identifying the product/service
Various stakeholders and effect on each of them
Use of different tools for market assessment and it’s analysis
Implication of 4P’s in the process of marketing
Calculation of various costs involved in the business planning process
Validity, reliability, appropriateness and relevance of data used for research work and for
presentation in the project file
Presentation and writing that is succinct and coherent in project file
Citation of the materials referred to, in the file in footnotes, resources section, bibliography
etc.
- Term-Wise Assessment of Project Work:
Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data
Analysis and Interpretation, Conclusion.
The aspects of the project work to be covered by students to be assessed during the two
terms.
30 marks assigned for Project Work is divided in to 2 terms in the following manner:
TERM-I PROJECT WORK (Part 1): 15 Marks
The teacher will assess the progress of the project work in the term I in the following manner:
Month Periodic Work Assessment Rubrics Marks
July-
September
Instructions about Project
Guidelines, Background reading
Discussions on Theme and
Selection of the Final Topic,
Initiation/ Synopsis
Introduction, Statement of
Purpose/Need and Objective of
the Study, Hypothesis/Research
Question, Review of Literature,
Presentation of Evidence, Key
Words, Methodology,
Questionnaire, Data Collection.
October-
November
Planning and organisation:
forming an action plan, feasibility
or baseline study,
Updating/modifying the action
plan, Data Collection
Significance and relevance of the
topic; challenges encountered
while conducting the research.
October-
November
Mid-term Assessment by
internal examiner
