Students consider where their own strengths lie and identify actions they could take to strengthen the qualities they need to achieve their ambitions. They also explore entrepreneurial capabilities and explain how these capabilities contribute to business or personal success.
This activity contributes to the following outcomes.
- applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts COM5-1
- researches and assesses information using a variety of sources COM5-7
- explains information using a variety of forms COM5-8
- works independently and collaboratively to meet individual and collective goals within specified timeframes COM5-9.
Related Stage 4 outcomes: COM4-1, COM4-7, COM4-8, COM4-9
Related Life Skills outcomes: COMLS-11, COMLS-12, COMLS-13
Option 4: Running a Business
Being an entrepreneur
- discuss the characteristics of an entrepreneur, including: (ACHEK019)
- seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, innovation and resilience; appreciating the role of failure in success (ACHEK019, ACHEK020)
- qualities and capabilities that have contributed to the success of individual entrepreneurs, for example, Aboriginal and Torres Strait Islander entrepreneurs (ACHEK019)
Student learning resources
What are your strengths?
What does it take to become an entrepreneur?
Writing paragraphs in Commerce
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: Deciding on entrepreneurial capabilities
- Students complete the quiz.
- Discuss with students what they learned about themselves from the questionnaire and what they found interesting.
- Use a grouping strategy to organise students into groups of 3 or 4.
- As a class, read the instructions for part 1 of the group investigation.
- Give each group time to complete questions 1–3 of part 1 of the investigation.
- When groups have finished, combine 2 groups so that they can agree on the top 10 entrepreneurial capabilities or qualities.
- Invite combined groups to share their top 10 qualities and record them on the board.
- Discuss each quality in turn and as a class, make a short-list of no more than 15.
Part B: Investigating entrepreneurial capabilities
- As a class, read part 2 of the group investigation.
- Groups complete question 1 and share their short list of interviewees with the class.
- Record each group’s short list and allocate each group one person on their short list to interview. It is important that only one group interviews a person. You may have to allocate a person to a group if all their options have been allocated to other groups.
- Groups plan and conduct their investigations.
- Invite groups to share their findings.
- Revisit the list of capabilities recorded on the board in part A of this activity.
- The class collaboratively revises the list, deciding on the top 10 entrepreneurial capabilities.
- Students write a paragraph explaining how entrepreneurial capabilities contribute to business or personal success.
Refer students to the paragraph model.