Risk-taking: Risk-taking is the willing desire to take action in the face of uncertainty in the hope of achieving the desired result.

Innovating: An innovative person enjoys finding new ways of doing something or finding a solution to a complex or wicked problem.

Critical thinking: Critical thinking is the intellectually disciplined process of actively and skilfully conceptualising, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Creative thinking: Creative thinking is the ability to look at things differently and find new ways of solving problems.

Resilience: Resilience is the ability to resist surrendering to challenges or difficulties and remain open, flexible, and willing to adapt to change.

Future-focused: Being future-focused is anticipating obstacles and then preparing and planning for the future. Keeping up-to-date with changes and developments, responding to issues on sustainability, citizenship, enterprise, and globalisation.

Initiative: Initiative is when you do things without being told. You find out what you need to know, and you keep going when things get difficult. You also spot and take advantage of opportunities that others pass by. You act instead of reacting.

Empathy: Empathy is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place. Essentially, it is putting yourself in someone else's position and feeling what they must be feeling.

Problem Solving: Problem Solving is the process of finding solutions to difficult or complex issues.

Curiosity: Curiosity is a quality related to inquisitive thinking such as exploration, investigation, and learning.

Communication: Communication is simply the act of transferring information from one place, person, or group to another.

Confidence: Confidence is a feeling or belief that you can do something well or succeed at something you attempt.

Flexibility: Flexible thinking is the quality of being easily adaptable to change and/or of offering many different options.

Seek Opportunities: Seek opportunities is the ongoing process of considering, evaluating, and pursuing ideas and solutions that are believed to be advantageous or will solve a particular problem.

Collaborate: To collaborate is to work together, especially on a goal, problem, or shared project. When two or more people collaborate, they often share and develop each other's ideas.

Explore: When you explore, you learn, understand, and discover. You are curious, inquisitive, and empathetic.

Design: When designing, you plan or draw to show the look and function of the object before it is made. You invent something or make existing things better.

Plan: When you plan, you organise, outline, and know what needs to be done. You know the who, what, where, and when.

Test: When you test, you determine the desirability, viability, and feasibility of your ideas/solutions.

Share: When we share, we show and grow with others our ideas and solutions to a problem.

Teachers need to consider inclusion and differentiation and curriculum planning when using the iEntrepreneur resources in the classroom. To learn more about curriculum planning for every student professional learning is available on MyPL. Differentiated learning should be enabled through both planned and contingent adjustments to the teaching approach for content, process, product, and learning environment.

Students are all unique and learn in different ways. When planning and programming, considering all students is inclusive practice. A range of differentiation models may be used to tailor learning for the diversity of students represented in classrooms. For high potential and gifted learners, differentiation can be enabled through content, process, product, and learning environment. For other learners, the UDL (universal design for learning) approach may assist with differentiation.

Embedding Aboriginal and Torres Strait Islander cultures, histories, and knowledges using Aboriginal pedagogies and content, can enhance differentiation to achieve improved outcomes for Aboriginal and Torres Strait Islander students. Targeted strategies can be used to achieve improved outcomes for Aboriginal and, or Torres Strait Islander students.

EAL/D learners will require explicit English language support, informed by the student’s English language proficiency phase using the EAL/D Learning Progression. Teachers can access information about supporting EAL/D learners and literacy support specific to EAL/D learners, including Aboriginal EALD learners.

Learning adjustments enable all students including those with a disability to access syllabus outcomes and content on the same basis as their peers. Teachers can use a range of adjustments to ensure a personalised approach to student learning.

The Differentiation Adjustment Tool and high potential and gifted education supporting educators advice can assist with optimising learning for high-potential and gifted learners.

Professional learning for the intended use and the understanding of the iEntrepreneur mindset, qualities and processes are available on MyPL.

It is strongly recommended that teachers complete this prior to using the resources. iEntrepreneur e-learning modules NR38318

AITSL (Australian Institute for Teaching and School Leadership), n.d., ‘Performance and Development Toolkit for Teachers Overview.’ Australian Institute for Teaching and School Leadership.

Australian Education Council Review Committee 1991, ‘Young people’s participation in post-compulsory education and training, report’, Australian Government, Canberra.

CISCO, 2008, ‘Equipping Every Learner for the 21st Century’. Cisco Systems incorporated.

Department for Education South Australia, November 2018, ‘Entrepreneurial Learning Strategy’, Creating a Mindset for World Class Education.

D.T.Willingham, May 2019, ‘How to Teach Critical Thinking’, NSW Department of Education. Education Future Frontiers.

Gonski, D, Arcus, T, Boston, K, Gould, V, Johnson, W, O’Brien, L, Perry, L & Roberts, M 2018, ‘Through growth to achievement: Report of the review to achieve educational excellence in Australian schools’, report, Canberra, Commonwealth of Australia.

NSW Department of Education, July 2019, ‘General capabilities: A perspective from cognitive science’, Centre for Education Statistics and Evaluation.

NSW Department of Education, 2021 ‘High Potential and Gifted Education policy’ High Potential and Gifted Education P-12 https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/about-the-policy/high-potential-and-gifted-education-policy

NSW Department of Education, October 2019, ‘Policy Reform and Innovation Strategy’ Education for a Changing World.

NSW Department of Education, June 2019, ‘Revisiting Gifted Education’, Centre for Education Statistics and Evaluation.

NSW Department of Education, July 2017, ‘School Excellence Framework: Version Two’.

P. Ellerton, October 2017, ‘On Critical Thinking and Collaborative Enquiry’, NSW Department of Education. Education Future Frontiers.