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Business Education 8 to 10 BUSINESS EDUCATION 8 TO 10 Integrated Resource Package 1997 Ministry of Education, Skills and Training IRP 055 Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act. TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface . III INTRODUCTION TO BUSINESS EDUCATION 8 TO 10 Why Business Education? . 1 What is Business Education? . 1 Curriculum Overview . 3 Curriculum Organizers . 5 Suggested Instructional Strategies . 8 Considerations for Instruction in Business Education . 8 Suggested Assessment Strategies . 11 Integration of Cross-Curricular Interests . 12 Learning Resources . 13 Planning Your Program . 13 THE BUSINESS EDUCATION 8 TO 10 CURRICULUM Grade 8 . 18 Grade 9 . 28 Grade 10 . 38 BUSINESS EDUCATION 8 TO 10 APPENDICES Appendix A: Prescribed Learning Outcomes . A-3 Appendix B: Learning Resources . B-3 Appendix C: Cross-Curricular Interests . C-3 Appendix D: Assessment and Evaluation . D-3 Appendix E: Acknowledgments . E-3 BUSINESS EDUCATION 8 TO 10 • I II • BUSINESS EDUCATION 8 TO 10 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE his Integrated Resource Package concepts, skills, and attitudes for each sub- (IRP) provides basic information ject. They are statements of what students T teachers will require in order to are expected to know and be able to do in implement the Business Education 8 to 10 each grade. Learning outcomes are clearly curriculum. The information contained stated and expressed in observable terms. in this IRP is also available via the Ministry All learning outcomes complete the stem: web site: “It is expected that students will. ”. http://www.bced.gov.bc.ca/irp/irp.htm . Outcome statements have been written to The following paragraphs provide brief enable teachers to use their experience and descriptions about each section of the IRP. professional judgment when planning and evaluating. The outcomes are benchmarks THE INTRODUCTION that will permit the use of criterion-refer- enced performance standards. It is expected The Introduction provides general information that actual student performance about IRP Name K to 12, including special will vary. Evaluation, reporting, and student features and requirements. It also provides a placement with respect to these outcomes rationale for teaching Business Education 8 to depend on the professional judgment of 10 in BC schools. teachers, guided by provincial policy. BUSINESS EDUCATION 8 TO 10 CURRICULUM Suggested Instructional Strategies The provincially prescribed curriculum for Instruction involves the use of techniques, Business Education 8 to 10 is structured in activities, and methods that can be employed terms of curriculum organizers. The main body to meet diverse student needs and to deliver of this IRP consists of four columns of informa- the prescribed curriculum. Teachers are free tion to adapt the suggested instructional strate- for each organizer. These columns describe: gies or substitute others that will enable their •provincially prescribed learning outcome students to achieve the prescribed learning statements outcomes. These strategies have been devel- •suggested instructional strategies for oped by specialist and generalist teachers to achieving the outcomes assist their colleagues; they are suggestions •suggested assessment strategies for deter- only. mining how well students are achieving the outcomes Suggested Assessment Strategies •provincially recommended learning The assessment strategies suggest a variety resources of ways to gather information about student performance. Some assessment strategies Prescribed Learning Outcomes relate to specific activities; others are general. Learning outcome statements are content These strategies have been developed by standards for the provincial education specialist and generalist teachers to assist system. Prescribed learning outcomes set their colleagues; they are suggestions only. out the knowledge, enduring ideas, issues, BUSINESS EDUCATION 8 TO 10 • III PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Provincially Recommended THE APPENDICES Learning Resources A series of appendices provides additional Provincially recommended learning information about the curriculum, and resources are materials that have been further support for the teacher. reviewed and evaluated by BC educators in • Appendix A lists the curriculum collaboration with the Ministry of Education organizers and the prescribed learning according to a stringent set of criteria. These outcomes for each grade for the resources are organized as Grade Collections. curriculum. A Grade Collection is the format used to organize the provincially recommended • Appendix B consists of general learning resources by grade and by information on learning resources as well curriculum organizer. It can be regarded as as Grade Collection organizational charts a ‘starter set’ of basic resources to deliver the and annotations for the provincially curriculum. These resources are typically recommended resources. New resources materials suitable for student use, but they are evaluated and added to the Grade may also include information primarily Collections on a regular basis. intended for teachers. Teachers and school • Appendix C contains assistance for teach- districts are encouraged to select those ers regarding provincial evaluation and resources that they find most relevant and reporting policy. Prescribed learning useful for their students, and to supplement outcomes have been used as the source for these with locally approved materials and samples of criterion-referenced evalua- resources to meet specific tions. local needs. • Appendix D acknowledges the many The recommended resources listed in the people and organizations that have been main body (fourth column) of this IRP are involved in the development of this IRP. those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Further information about these recommended learning resources is found in Appendix B. IV • BUSINESS EDUCATION 8 TO 10 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade GRADE 8 • Marketing Curriculum Organizer PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES Students further their practical understanding of marketing as It is expected that students will: it applies to them as consumers. By tracking various products, Prescribed Learning • explain how marketing practices within the they begin to understand the channels of distribution. Outcomes marketing mix affect consumers • describe the channels of distribution involved in • As a class, brainstorm and develop a needs survey for a specific product. After students have administered their the flow of products and services from producer to consumer survey to a target population (e.g., other students), ask them The Prescribed Learning to use spreadsheets to summarize their results. Suggest that students interview local manufacturers or retailers Outcomes column of this regarding distribution paths for similar products. Challenge IRP lists the specific students to identify and evaluate alternatives to these paths for their own product. Suggested Instructional learning outcomes for • Assign students an imaginary or real product or service. each curriculum Ask them to work in groups to research these questions: Strategies - Who are your customers? organizer. These aid the - How do you want to distribute your product (service)? teacher in day-to-day - When do you want to sell, and at what price? The Suggested Have students use multimedia resources to prepare and planning. present marketing plans. Encourage them to incorporate Instructional Strategies original research (e.g., taste tests, comparisons of competitive product pricing, identification of channels of column of this IRP distribution). suggests a variety of • Assist students, working in groups, as they organize, promote, and manage a simple in-school business activity instructional approaches (e.g., bake sale, food-hamper drive). After the activity, ask each group to reflect on its experience and present a that include group work, summary to the class. problem solving, and the • As a class, propose alternative strategies for marketing products (e.g., consignment, mail orders, exporting, home use of technology. Teachers page on the Internet). Invite students to cite possible advantages and disadvantages of each strategy. should consider these as • Have students suggest appropriate distribution methods for examples that they might
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