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
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
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