Enseñanza-aprendizaje de la práctica científica
MODOS DEL LENGUAJE Activos Reactivos Grado de
2.3. Modelo de Interacción Didáctica
QUALIFICATION)
The student or candidate may individually include in his/her vocational upper sec- ondary qualification more modules, when it is necessary from the point of view of field-specific or local skills requirements or strengthening the vocational skills of the candidate. Modules providing advanced individual vocational competence should be implemented as widely as possible in workplaces with working life.
4.6.1
Business Operations
Skills requirements
The student or candidate is able to
assess the possibilities of productization of his/her own competence (product
or service)
study the business operations environment of the company to be established
identify and acquire cooperation businesses and partners
find, recognise and assess the company’s operating potential
select a financially profitable business idea and develop a mission statement
draw up a business plan for the enterprise
make a management plan for the company’s accounts and finance and find out
about the resources required to run it
present the business and financial plans to business consultants and financiers
negotiate on company’s operating potential and financing
plan the manufacturing of the company’s products and provision of its serv-
ices
prepare a marketing plan and report on it as well as decide on marketing ac-
tivities
make the logistics decisions needed
prepare a company risk analysis
plan the implementation and key tasks of profitable business operations
select the form of enterprise, establish a business and close it down.
Assessment
The table comprises the assessment criteria for three levels of competence together with the targets of assessment. In vocational upper secondary education and train- ing, the targets of assessment also constitute the core contents of the module. TARGETS OF
ASSESSMENT ASSESSMENT CRITERIA
1. Mastering the
work process Satisfactory 1The student or candidate Good 2 Excellent 3 Planning one’s own
work and drawing up plans
plans business operations under guidance
plans the operations of his/her enterprise and acts independently and respon- sibly
plans the operations of his/ her enterprise innovatively and acts independently, re- sponsibly and supportively Managing the work
entity proceeds systematically in his/her work under guid- ance
proceeds systematically and fluently in his/her work
proceeds systematically and fluently in his/her work acquires a partner company
under guidance
acquires partners and acts in partner networks
acquires partners, makes use of partner networks to develop operations High-quality opera-
tions works in accordance with quality objectives set for his/her work and changes own activities based on given feedback
acts in accordance with quality objectives set and assesses own activities in reaching them
acts in accordance with quality objectives set and develops own activities to reach them
works in a service oriented manner.
works in a service oriented manner and promotes cus- tomer satisfaction.
works in a service oriented manner and promotes cus- tomer satisfaction. TARGETS OF
ASSESSMENT ASSESSMENT CRITERIA
2. Mastering the work method, equipment and material
Satisfactory 1 Good 2 Excellent 3
The student or candidate Technology and infor-
mation technology
uses customary tools such as equipment and machin- ery, computer and software needed when setting up his/her business
uses tools such as equip- ment and machinery, com- puter and software needed when setting up his/her business
uses independently tools such as equipment and machinery, computer and software needed when set- ting up his/her business acts in accordance with the
principles of information security.
acts in accordance with the principles of information security.
acts in accordance with the principles of information security.
TARGETS OF
ASSESSMENT ASSESSMENT CRITERIA
3. Underpinning
knowledge Satisfactory 1The student or candidate Good 2 Excellent 3 Assessment of
productization op- portunities
makes use, under guidance, of the business opportuni- ties in productization
makes use of the business opportunities in producti- zation
makes use of the business opportunities in producti- zation
searches information avail- able in different networks under guidance
searches information avail- able in different networks
makes use of information available in different net- works
identifies companies oper- ating in the field and finds information on acting as an entrepreneur in the field under instructions
identifies companies oper- ating in the field and finds information on acting as an entrepreneur in the field
identifies companies oper- ating in the field and finds information on acting as an entrepreneur in the field Looking into the busi-
ness environment follows, under instructions, development in the field from the point of view of starting business operations
follows development in the field from the point of view of starting business opera- tions
follows development and outlook in the field from the point of view of starting business operations assesses his/her chances
as an entrepreneur under guidance
assesses his/her chances as an entrepreneur
assesses independently his/ her chances as an entre- preneur and sets personal development objectives Choosing business
idea finds out about the busi-ness opportunities of the enterprise to be established under guidance
finds out about and reports on the business opportuni- ties of the enterprise to be established
finds out about and reports on the business opportuni- ties of the enterprise to be established
acquires information from key authorities under in- structions
acquires information from key authorities
acquires information from key authorities indepen- dently
acquires under instructions information needed in planning business opera- tions like how a product is made or service provided, sold and how accounting and finances are taken care of
acquires information need- ed in planning his/her busi- ness operations like how a product is made or service provided, sold and how accounting and finances are taken care of
makes use of information needed in planning his/ her business operations like how a product is made or service provided, sold and how accounting and fi- nances are taken care of
Drawing up a busi-
ness plan acquires under instructions information needed in planning company logistics
acquires information need- ed in planning company logistics
makes use of information needed in planning com- pany logistics
uses under instructions information needed in company risk analysis
uses information needed in company risk analysis
applies information needed in company risk analysis acquires under instructions
information on support services available when setting up a business and running it, e.g. accounting office services
acquires information on support services available when setting up a business and running it, e.g. ac- counting office services
acquires information on support services available when setting up a business and running it, e.g. ac- counting office services acquires under instruc-
tions information on the entrepreneur’s role in book- keeping and profit and loss analysis
acquires information on the entrepreneur’s role in book- keeping and profit and loss analysis
acquires information on the entrepreneur’s role in book- keeping and analysing the profit and loss account and balance sheet
acquires under instructions information on key statutes related to products, services and contracts
acquires information on key legislation and statutes concerning products, ser- vices and contracts
applies key legislation and other statutes concerning products, services and con- tracts
Choosing form of enterprise, setting it up and closing it down
chooses under instructions form of enterprise and draws up the documents needed when setting up and closing down a busi- ness.
chooses form of enterprise and draws up the docu- ments needed when setting up and closing down a business.
chooses form of enterprise and draws up the docu- ments needed when setting up and closing down a business.
TARGETS OF
ASSESSMENT ASSESSMENT CRITERIA
4. Key competences
for lifelong learning Satisfactory 1The student or candidate Good 2 Excellent 3 Learning and problem
solving makes decisions under in-structions
makes choices and deci- sions
makes valid proposals, choices and decisions to de- velop company operations assesses his/her own ac-
tivities and progress made under guidance
assesses his/her own activi- ties and progress made
assesses his/her own ac- tivities independently and progress in his/her work and company operations Interaction and
cooperation negotiates under guidance on cooperation with stake- holders
negotiates on cooperation with stakeholders
negotiates innovatively on cooperation with stake- holders
Vocational ethics observes under instructions the financial, social and sustainable development values agreed when plan- ning business operations
observes the financial, social and sustainable de- velopment values agreed when planning business operations
observes the financial, so- cial and sustainable devel- opment values when plan- ning business operations
Health, safety and
ability to function prepares under instructions plans on observance of occupational safety regula- tions in his/her business
prepares plans on obser- vance of occupational safety regulations in his/her busi- ness
prepares independently plans on observance of occupational safety regula- tions in his/her business prepares under instructions
plans on how to protect oneself against work and working environment re- lated dangers.
prepares plans on how to protect oneself against dangers related to the work done and the working envi- ronment.
prepares spontaneously plans on how to prepare against dangers related to the work done and the working environment. Ways of demonstrating vocational skills
The student or candidate demonstrates his/her vocational skills by planning the operations of his/her own enterprise and acting in cooperation with different stake- holders.
Skills demonstration is to cover completely mastering the work processes
mastering the work method, equipment and material
underpinning knowledge
key competences for lifelong learning.
If the vocational skills required in the module cannot be shown in a skills demon- stration in full, it is to be completed with such other assessment of competence as interviews, assignments and other reliable methods.