CBSE Class 11 Syllabus 2022-23 Entrepreneurship

ENTREPRENEURSHIP
CLASS XI-XII (2022-23)
(CODE NO. 066)

Rationale
School curriculum is a dynamic process. It continuously evolves itself reflecting the needs and
aspirations of learners. In recent times, our society is influenced by knowledge creation and
technological advancements. Competencies affecting Innovation and creativity have become
important in all walks of life, including business context. This makes entrepreneurship education
even more important for enhancing quality of life.

Entrepreneurship plays an influential role in the economic growth and development of the
country. As the world economy is changing so is the dynamism of the business world. The aim
of this course is to instill and kindle the spirit of Entrepreneurship amongst students. The idea of
this course is to create “job providers rather than job seekers”.

Objectives:

 To develop Entrepreneurial mindset among Higher Secondary School children.

 To encourage school children to opt for self-employment as a viable option for earning
dignified means of living.

 To enable students to appreciate the dynamic changes happening in the economy.

 To acquaint the students about the role of Entrepreneurship in the growth and economic
development of the nation.

 To promote Entrepreneurship as life-skills to improve quality of life, skills of creation and
management of entrepreneurial pursuits.

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COURSE STRUCTURE
CLASS–XI (2022-23)
Theory Paper
Time: 3 hours Maximum marks: 70

S. No. Unit No. of Marks
Periods

Unit 1 Entrepreneurship: Concept and Functions 15 15
Unit 2 An Entrepreneur 25
Unit 3 Entrepreneurial Journey 30
Unit 4 Entrepreneurship as Innovation and 30 20
Problem Solving
Unit 5 Understanding the Market 40 15
Unit 6 Business Finance and Arithmetic 30
Unit 7 Resource Mobilization 30 20
PROJECT WORK 40 30
Total 240 100

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COURSE CONTENT

Unit 1: Entrepreneurship: Concept and Functions 15 Periods
Competencies- Vision, Decision making, Logical, Critical and Analytical Thinking,
Managing Skills
Contents Learning Outcomes
 Entrepreneurship – Concept, After going through this unit, the student/
Functions and Need learner would be able to:
 Why Entrepreneurship for You  Understand the concept of
Entrepreneurship
 Myths about Entrepreneurship
 Explain the functions of an
 Advantage and Limitations of Entrepreneur
Entrepreneurship
 Appreciate the need for
 Process of Entrepreneurship Entrepreneurship in our economy
 Entrepreneurship – The Indian  Assess how entrepreneurship can
Scenario help shape one’s career
 State the myths, advantages and
limitations of Entrepreneurship
 Discuss the steps in the process of
Entrepreneurship
 Describe the current scenario of
Entrepreneurial activity in India
Unit 2: An Entrepreneur 25 Periods
Competencies: Need Achievement, Motivation, Ethics, opportunity seeking, Passion,
Independence
Contents Learning Outcomes

 Why be an Entrepreneur After going through this unit, the student/
learner would be able to:
 Types of Entrepreneurs
 Understand the motivation to become an
 Competencies and characteristics entrepreneur
 Entrepreneurial Values, Attitudes and  Differentiate between various types of
Motivation entrepreneurs
 Intrapreneur: Meaning and Importance  Explain the competencies of an
Entrepreneur
 Appreciate the importance of Ethical
Entrepreneurship
 Appreciate the difference between
Entrepreneur and Intrapreneur

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Unit 3: Entrepreneurship Journey 30 Periods
Competencies:
Scanning the environment; Information seeking; creativity; Innovativeness;
divergent thinking; Perseverance
Contents Learning Outcomes

 Idea generation. After going through this unit, the student/
learner would be able to:
 Feasibility Study and opportunity
assessment  Understand ways of idea generation.
 Business Plan: meaning, purpose and  Discuss the concept of types of feasibility
elements study
 Execution of Business Plan  Draft a basic business plan
 Understand the reasons for success and
failure of business plan

Unit 4: Entrepreneurship as Innovation and Problem Solving 30 Periods

Competencies: Risk taking; Determination; Initiative; problem solving ability;
Adaptability to changing technologies
Contents Learning Outcomes

 Entrepreneurs as problem solvers After going through this unit, the student/
learner would be able to:
 Innovations and Entrepreneurial
Ventures – Global and Indian  Understand the role of entrepreneurs as
problem solvers
 Role of Technology – E-commerce and
Social Media  Appreciate the role of global and Indian
innovations in entrepreneurial ventures
 Social Entrepreneurship - Concept
 Understand the use of technology and
digitization for new businesses.
 Discuss the concept of social
entrepreneurship

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Unit 5: Understanding the Market 40 Periods

Competencies: Task oriented, Opportunity seeking, resourcefulness, organizational
skills, Analytical and logical reasoning
Contents Learning Outcomes

 Market: Concept, Types After going through this unit, the student/
learner would be able to:
 Micro and Macro Market Environment
 Scan the market environment
 Market Research - Concept,
Importance and Process  Learn how to conduct market research
 Marketing Mix  Understand the elements of marketing
mix

Unit 6: Business Finance and Arithmetic 30 Periods

Competencies: Arithmetic skills, critical analysis, decision making, self-confidence,
problem solving
Contents Learning Outcomes

 Unit of Sale, Unit Price and Unit Cost - for After going through this unit, the student/
single product or service learner would be able to:
 Types of Costs - Start up, Variable and  Discuss - Unit Cost, Unit of Sale, Unit
Fixed Price of a product or service
 Break Even Analysis - for single  Understand the components of COST -
product or service Start-up and operational costs
 Calculate break even of single product
and service

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Unit 7: Resource Mobilization 30 Periods

Competencies: Resourcefulness; Collaboration; Managing Risk; Organizational Skills;
Informed Decision Making
Contents Learning Outcomes

 Types of Resources – Physical, Human, After going through this unit, the student/
Financial and Intangible. learner would be able to:
 Selection and utilization of human  Identify the different types of resource
resources and professionals like tools – Physical and material, Human,
Accountants, Lawyers, Auditors, Board Financial, Intangibles
Members, etc.

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PROJECT WORK

Students have to do TWO projects in the entire academic session.

Assessment details for the project work:
o 10 Marks each for 02 Projects
o 5 Marks for Numerical Assessment
o 5 marks for Viva Voce
TOPICS FOR THE PROJECT:

1. Visit of the District Industries Centre and prepare a report of activities and programs
undertaken by them
2. Conduct a case study of any entrepreneurial venture in your nearby area.
3. Field Visit: Visit any business firm near your locality; interact with the owner of the business
firm and prepare a field report on parameters like: type of business, scale of business,
product/service dealing in, target customer, problems faced and measures to solve the faced
challenges.
4. Learn to Earn
5. Know your State Handicraft and Handlooms as a means of economic activity for the livelihood
of people and intellectual property rights attached to them for the promotion of local specific
skills.
1. The objectives of the project work:
Objectives of project work are to enable learners to:
 probe deeper into personal enquiry, initiate action and reflect on knowledge and skills,
views etc. acquired during the course of class XI-XII.
 analyse and evaluate real world scenarios using theoretical constructs and arguments
 demonstrate the application of critical and creative thinking skills and abilities to produce
an independent and extended piece of work
 follow up aspects in which learners have interest
 develop the communication skills to argue logically
2. Role of the teacher:
The teacher plays a critical role in developing thinking skills of the learners. A teacher should:
 help each learner select the topic after detailed discussions and deliberations of the topic;
 play the role of a facilitator to support and monitor the project work of the learner through
periodic discussions;
 guide the research work in terms of sources for the relevant data;
 ensure that students must understand the relevance and usage of primary evidence and
other sources in their projects and duly acknowledge the same;
 ensure that the students are able to derive a conclusion from the content; cite the
limitations faced during the research and give appropriate references used in doing the
research work.
 educate learner about plagiarism and the importance of quoting the source of the
information to ensure authenticity of research work.
 prepare the learner for the presentation of the project work.
 arrange a presentation of the project file.
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3. Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:
Choose a title/topic

Collection of the research material/data

Organization of material/data

Present material/data

Analysing the material/data for conclusion

Draw the relevant conclusion

Presentation of the Project Work

4. Expected Checklist for the Project Work:
 Introduction of topic/title
 Identifying the product/service/entrepreneur
 Identify the State handicraft
 Various stakeholders and effect on each of them
 Use of different tools for market assessment and it’s analysis
 Calculation of various costs involved in the selling process
 Validity, reliability, appropriateness and relevance of data used for research work and for
presentation in the project file
 Presentation and writing that is succinct and coherent in project file
 Citation of the materials referred to, in the file in footnotes, resources section, bibliography
etc.

5. Viva-Voce
 At the end of the academic session, each learner will present the research work in the
Project File to the Internal examiner.
 The questions should be asked from the Research Work/ Project File of the learner.
 The Internal Examiner should ensure that the study submitted by the learner is his/her own
original work.
 In case of any doubt, authenticity should be checked and verified.

Note: Students need to complete two projects. Guidelines for project are given in the CBSE
Textbook.

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ENTREPRENEURSHIP (Code no. 066)
QUESTION PAPER DESIGN
CLASS XI (2022-23)

S.No. Competencies Total Marks % Weightage

1. Remembering: Exhibit memory of previously learned
material by recalling facts, listing elements, terms and
basic concepts
20 28.5%
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas
2. Applying: Solve problems to new situations by applying
acquired knowledge, facts, techniques and rules in 30 43%
different ways.
3. Analysing and Evaluating: Examine and break
information into parts by identifying motives or causes.
Make inferences and find evidence to support
generalizations, integrated learning; Present and defend
opinions by making judgments about information,
validity of ideas, or quality of work based on a set of 20 28.5%
criteria.

Creating: Compile information together in a different
way by combining elements in a new pattern or
proposing alternative solutions
TOTAL 70 100%

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