2023-2024 Course Standards

Legend
Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information
  • Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
  • Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
  • Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
  • RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
    Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
    Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

ME11 Entrepreneurship I

Course Type: Adapted




Standard/Obj #Standard/ObjectiveCourse WeightRBT DesignationEssential Employability Skills
1.00Understand entrepreneurship, entrepreneurship discoveries, the entrepreneurial mindset, and business ethics in entrepreneurship.10%B2 Conceptual Knowledge - Understand-
1.01Describe the nature of entrepreneurship.--Problem Solving
Professionalism
Resource Management
1.02Explain career opportunities in entrepreneurship.--Resource Management
1.03Conduct self-assessment to determine entrepreneurial potential.--Communication
Ethics
Problem Solving
Professionalism
Teamwork
1.04Explain the nature of business ethics.--Ethics
Problem Solving
1.05Explain types of business ownership.--Problem Solving
Resource Management
Teamwork
2.00Understand design thinking, the Lean Canvas Business Model, and feasibility of venture ideas.25%B2 Conceptual Knowledge - Understand-
2.01Describe the design thinking process.--Communication
Problem Solving
Teamwork
2.02Determine the relationship between government and business.--Ethics
Professionalism
Resource Management
2.03Conduct an environmental scan to obtain business information.--Communication
Problem Solving
Professionalism
Resource Management
2.04Determine feasibility of venture ideas.--Problem Solving
Resource Management
2.05Understand Lean Canvas Business Model (LCBM).--Problem Solving
Professionalism
Resource Management
3.00Understand marketing strategies, unique value proposition, competitive advantage, and customer segments.25%B2 Conceptual Knowledge - Understand-
3.01Explain the concept of marketing strategies.--Communication
Ethics
Problem Solving
Professionalism
Resource Management
Teamwork
3.02Identify company's unique value/selling proposition.--Resource Management
3.03Explain the concept of market and market identification.--Communication
Ethics
Problem Solving
Professionalism
Resource Management
Teamwork
4.00Understand channels of distribution and cost structure.20%B2 Conceptual Knowledge - Understand-
4.01Explain the nature of channels of distribution.--Ethics
4.02Explain the nature and scope of purchasing.--Ethics
4.03Explain the concept of supply chain.--Ethics
4.04Explain the nature of overhead/operating costs.--Ethics
Problem Solving
Resource Management
Teamwork
4.05Explain the concept of production.--Ethics
5.00Understand pricing, revenue streams, and key metrics.20%B2 Conceptual Knowledge - Understand-
5.01Explain the nature and scope of the pricing function.--Communication
Professionalism
5.02Explain the nature of sales forecasts.--Communication
Problem Solving
Professionalism
Resource Management
Teamwork
5.03Determine revenue streams.--Communication
Ethics
Problem Solving
Professionalism
Resource Management
5.04Identify key metrics.---