University of Bohol

University High School

City of Tagbilaran

VISION
MISSION
SUBJECT
ROLE
COMPETENCY
VALUES
GOALS

OUTCOME

CONTENT AND
DAYS

Introduction
1. Relevance
of the course
2. Key
concepts and
common
competencies
3. Core
competency in
Entrepreneurs
hip
4. Career
opportunities

A vibrant university high school nurturing lives for a great future.

To develop happy achievers equipped with life relevant skills anchored on the trinity of virtues: Scholarship,
Character, Service.
Entrepreneurship
Budding Entrepreneur
Novice skills in fund-sourcing, marketing & management
Innovative, Resilient, Extra-miler
Completely geared for further education, entrepreneurship and potential work opportunities
Totally equipped with learning and innovation skills, effective communication media technology, life and career
skills
Demonstrate functional knowledge, technical skills and values in academic and real-life situations through sound
reasoning, informed decision-making and the just and honest use of resources
Exercise full responsibility for developing, monitoring and completing academic pursuit for baccalaureate studies
LEARNING COMPETENCIES

STUDENTS
ACTIVITIES

ASSESSMENT

1. Discuss the
relevance of the
course;
2. Explain the key
concepts of common
competencies;
3. Explain the core
competencies in
Entrepreneurship

The students will

be divided into
three groups and
each group will
pick out one
learning
competency for
them to present
to the class.
They may make
use of any mode
of presentation
as long as the
learning
competency will

Performan
ce-based
and
Written
work
assessmen
t

SHS Curriculum Development

Page 1

COCURRICULAR

EXTRA
CURRICULAR

COMMUNITY

EXPOSURE

PARTNERS

4. Explore job
opportunities for
Entrepreneurship as
a career.

SHS Curriculum Development

be clearly
presented. After
the different
presentations,
the students will
submit a written
output
containing their
learnings on the
different learning
competencies.
The students will
interview at least
three persons,
preferably
established
Entrepreneurs,
as regards job
opportunities for
Entrepreneurship
as a career. The
interview should
be videotaped,
however, if the
Entrepreneur
being
interviewed does
not wish to be
videotaped, the
student should
have some form
of
documentation
of said interview.
After which, they

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Performan
ce-based
assessmen
t

Early stage
investing

Young
Entrepre
neurs
Professi
onal
Groups

Development
of Business
Plan

1.Identify the market

problem to be solved
or the market need
to be met; and
2. Propose solution/s
in terms of product/s
and service/s that
will meet the need
using techniques on
seeking, screening,
and seizing
opportunities:

SHS Curriculum Development

will relay to the

class the results
of their interview
through a video
presentation.
The students will
conduct a simple
research, in their
respective
localities, using
surveys and
personal
interviews in
order for them to
be able to
identify the
market
problem/s to be
solved, as well
as, the market
need/s to be
met. Once they
have identified
the market
problem and
need, they will
have to choose
at least one
among the
identified
problems and
needs and
brainstorm on
solutions that
would mitigate or

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Performan
ce-based
assessmen
t

DTI
BCCI
Young
Entrepre
neurs
Professi
onal
Groups

3. Analyze the
market need;
4. Determine the
possible product/s or
service/s that will
meet the need;
5. Screen the
proposed solution/s
based on viability,
profitability, and
customer
requirements;
6. Select the best
product or service
that will meet the
market need.

SHS Curriculum Development

eradicate the
problem and that
would meet and
satisfy the need.
The students will
have to pass a
written or digital
output on the
market problems
and needs they
have identified
and the
corresponding
solutions they
have come up
with.
The students will
analyze the
market need
they have
already
identified, as to
the reason why it
is a need and as
to the extent of
the need to be
met. After this
analysis, the
students will now
determine
possible
product/s and/or
service/s they
can provide in
order to meet

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Performan
ce-based
assessmen
t

the need; taking

into
consideration,
the period of
time within
which they have
to introduce to
the market the
product or
service they
have
determined.
Once the
students have
determined
possible
product/s and/or
services to meet
the need, the
students will now
screen the
identified
product/s and/or
service/s as to its
viability,
profitability, and
customer
requirements.
Immediately
after the
product/s and/or
service/s has
been screened,
the students will
now select the

SHS Curriculum Development

Page 5

Market
(locality/town)
2. Key
concepts of
market
3. Players in
the market
(competitors)
4. Products
and services
available in
the market

7.Describe the
unique selling
proposition and
value proposition
that differentiates
ones
product/service from
existing
products/services;

8. Determine who
the customers are in
terms of:
Target
market;
Customer
requirements;

SHS Curriculum Development

product or
service that
would best
address the
market need. At
the end of this
activity, the
students will
have to pass a
written or digital
output on the
results of their
brainstorming.
The students will
prepare a
powerpoint
presentation to
exhibit the
difference of
their
product/service
from existing
ones, focusing on
the unique
selling
proposition and
value
proposition.
The students will
have to identify
their potential
customers,
taking into
consideration
their target

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Performan
ce-based
assessmen
t

Performan
ce-based
assessmen
t

and
Market size
9. Validate customerrelated concerns
through:
Interview;
Focused
Group
Discussion
(FGD); and
Survey

SHS Curriculum Development

market,
customer
requirements,
and market size.
Once they have
identified their
potential
customers, they
will have to
validate
customer-related
concerns through
Interviews,
Focused Group
Discussions, and
Surveys. The
students should
videotape the
interview as well
as the focused
group discussion.
The students
should pass the
consolidated
results of their
survey. At the
end of this
activity, the
students will
have to
consolidate the
results of the
interview,
focused group
discussion and

Page 7

10. Describe the

Marketing Mix (7Ps)
in relation to the
business opportunity
vis--vis:
Product;
Place;
Price;
Promotion;
People;
Packaging;
and
Positioning
11. Describe the 4Ms
(Manpower, Method,
Machine, Materials)
of operations in
relation to the
business opportunity

12. Develop a brand

name;
13. Develop a
product description;

SHS Curriculum Development

present the
consolidated
results through a
video or
powerpoint
presentation.
The students will
submit an output
containing the
relation of the
Marketing Mix
(7Ps) and the
4Ms to the
business
opportunity. The
output may be
written, encoded,
drawn, through
powerpoint or
video
presentation, or
any other means
where the
students'
capabilities are
enhanced and
portrayed.
The students will
formulate the
description of
their product.
The description
should be as
detailed as
possible while

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Perfomanc
e-based
assessmen
t

DTI

14. Create a
prototype of the
product;
15. Test the product
prototype;

SHS Curriculum Development

avoiding
needless jargon.
Once they are
satisfied with
their product
description, they
can now create
their brand name
based on their
product
description. The
brand name
should be closely
linked with their
product
description. The
brand name and
product
description shall
be encoded and
passed as soon
as they are done.
The students will
now start
creating a
prototype of their
product based on
the specifications
laid out in their
product
description. The
prototype should
not deviate from
the details
present in their

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Performan
ce-based
assessmen
t

DTI
DEP ED
BCCI
Young
Entrepre
neurs
Professi
onal
Groups

product
description. Once
they are satisfied
with the product
they have
created, they
shall test it for
any defects,
anomalies, and
other factors that
might cause the
demise of their
business. The
students may
redo and refine
their product
until they are
completely
satisfied with
their work. The
students may
also request the
aid of one who is
proficient as
regards the
product they are
creating in order
to best enhance
their product.
The prototype, as
well as the
product
description, will
be presented to
the class once

SHS Curriculum Development

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16. Validate the

service description
of the product with
potential customers
to determine its
market acceptability;

17. Select/pinpoint
potential suppliers of
raw materials and
other inputs
necessary for the
production of the
product or service

SHS Curriculum Development

everybody is
done with the
creation of their
prototype.
The students will
conduct a survey
based on the
description of
their product.
Their
respondents
should only be
their identified
target market in
order for them to
accurately
determine the
market
acceptability of
their product.
The results of the
survey will be
consolidated and
graphically
presented in
class .
The students will
have to canvass
for potential
suppliers for the
materials needed
for the
production of
their product or
service. They

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Performan
ce-based
assessmen
t

Performan
ce-based
assessmen
t

DTI
BCCI
Young
Entrepre
neurs
Professi

18. Discuss the

value/supply chain in
relation to the
business enterprise;

19. Recruit qualified

people for ones
business enterprise.

SHS Curriculum Development

have to consider
the quality and
price of the
materials as they
do their
canvassing. The
results of their
canvassing shall
be consolidated
and passed to
the instructor.
The students will
submit an output
containing the
relation of the
value/supply
chain to the
business
enterprise. The
output may be
written, encoded,
drawn, through a
powerpoint or
video
presentation, or
any other
creative means
so long as the
learning
competency is
addressed.
The students will
first list down the
necessary
qualifications of

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onal
Groups

Performan
ce-based
assessmen
t

Performan
ce-based
assessmen
t

20. Develop the

SHS Curriculum Development

the personnel
they need for
their business
enterprise. Prior
to any
recruiting, the
qualifications
they have
identified should
be scrutinized by
the instructor so
as to assure that
the qualifications
listed are
realistic and not
over the top.
Once they have
allowed their
qualifications to
be checked, they
may now start
recruiting and
accepting
applicants for the
position. The
students must
videotape the
screening
process of the
applicants and
must keep any
information
obtained
confidential.
The students will

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Performan

Business

Skills

business model;

21. Forecast the

revenues of the
business;
22. Forecast the
costs to be incurred;
23. Compute for
profits; and
24. Create the
companys five (5)
year projected
financial statements.

SHS Curriculum Development

create the
business model
for their
respective
businesses. All
the parts of the
business model
should be
complied with.
They should
allow their work
to be checked
from time to time
in order for them
to be assured
that they are
doing what is
needed. The
students should
pass a soft copy
of their business
model.
The students will
be guided on
how to compute
for the forecast
revenues and
costs to be
incurred, profits,
and the five year
projected
financial
statements. They
will make use of
the data they

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ce-based
assessmen
t

modeling

Performan
ce-based
assessmen
t

Skills in
budgeting
Fundsourcing

caravan

Business
Implementatio
n

1. Implement the
business plan;
2. Operate the
business;
3. Sell the
product/service to
potential customers;

SHS Curriculum Development

have gathered
during the earlier
activities. If there
are data that
they are not able
to supply, the
instructor will
guide them on
what to do. They
will have to allow
their instructor to
check their work.
After the
students have
finalized all their
computations,
the students
should pass a
soft copy of their
projections.
The students will
now have to
implement their
business plan.
Aside from the
instructor, their
business plan will
guide them on
the things they
should do. They
will commence
the operations of
their business.
Once they have
done all the

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Performan
ce-based
assessmen
t

Skills in
budgeting
Fundsourcing
Retail
trade

Host InterSchool
Trade
Expo.
Host Young
Entreprene
urs Startup
Showcase
Kumikitang
Estudyante
Award

Skills
caravan

Business
simulatio
n

Young
Entrepre
neurs

Consign
ments

Professi
onal
Groups

4. Identify the
reasons for keeping
business records;

5. Perform key
bookkeeping tasks;

SHS Curriculum Development

preliminary
activities in the
operation of a
business, they
may start selling
their product or
service.
The students will
have to devise a
way for them to
present to the
class the reasons
for keeping
business records
that they have
identified. It may
be in writing,
through drama,
video
presentation, or
any other means.
The students will
be guided on
how to perform
the key
bookkeeping
tasks. They will
do the
bookkeeping for
the business that
they are
operating. The
students will
have to pass the
books of

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Performan
ce-based
assessmen
t

Performan
ce-based
assessmen
t

Skills
caravan

6. Prepare an
income statement
and a balance sheet;
7. Interpret financial
statements (balance
sheet, income
statement, cash flow
projections, and
summary of sales
and cash receipts);
8. Identify where
there is a profit or
loss for a business;
and
9. Generate an
overall report on the
activity.

SHS Curriculum Development

accounts to the
instructor for
checking.
The students will
be guided on
how to prepare
an income
statement and
balance sheet.
They will prepare
the income
statement and
balance sheet of
the business that
they are
operating. The
instructor will
check the
financial
statements that
they have
prepared. Once
the financial
statements have
been checked
and corrected, if
any errors occur,
the students will
now interpret the
financial
statements
specifically the
balance sheet,
income
statement, cash

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Performan
ce-based
assessmen
t

Skills
caravan

flow projections,
and summary of
sales and cash
receipts. The
students will
make use of the
data of the
projections
during their
earlier activity
and the data on
sales and
receipts during
the operation of
their business. In
the
interpretation of
the financial
statements, the
students will be
able to identify
where there is a
profit or loss of
their business.
The students will
make use of the
data from the
preparation and
interpretation of
financial
statements in
their generation
of the overall
report on the
activity. A soft

SHS Curriculum Development

Page 18

and hard copy of

the financial
statements and
overall report will
be submitted to
the instructor.

SHS Curriculum Development

Page 19