Business English curriculum

7/29/2019 Business English curriculum

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Business Education

Curriculum

South Central Consortium2006 2007

Final July 2008


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Table of Contents

Curriculum Information........................................... 3

South Central Consortium Mission Statement.... 4

Business Education Mission Statement............... 4

Infusion Areas......................................................... 5

Standards... 6

Strand: Business Dynamics. 7

Career Development... 7

Communications............................................. 10

Economics................................................ 12

Entrepreneurship..... 14

Business Law 16

International Business... 19

Strand: Accounting and Finance 19Strand: Information Systems................................ 23

Strand: Business Administration and

Management.. 26

Strand: Marketing... 28

Strand: Computation. 29


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Business Education Curriculum

The business education curriculum has been created using researched

based curriculum resources to develop the standards, benchmarks, and student

level indicators that are directed toward developing individual high student

achievement and behavioral objectives. The curriculum also contains

performance indicators recommended by the Career and Technical Education

Department of the Iowa Department of Education. Portions of the old curriculum

have been retained and have been marked. Each district has different course

offerings and flexibility is a necessary. The structure of this document allows

each district to choose from the curriculum what fits into the program of the

district. It is the intent of the committee for individual district business

departments to determine the specific classes/courses in which the standards,

benchmarks, and student level indicators will be taught.

The number of infusions areas remains the same. Only global education,

high order thinking skills, and multicultural gender fair is mandated by law and

must be addressed. The remaining infusion areas are strongly recommended as

best practice. In this curriculum document, the infusion areas arent specifically

identified since individual teachers usually develop activities of their own.

The curriculum document will also be available on a CD, which will be in a

PDF format. If you would like the Word document of the curriculum that you can

navigate, please contact me.


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Mission Statement

South Central ConsortiumThe South Central Consortium, in cooperation with the communities,

develop and maintain curricula that will challenge and enable students to become

lifelong learners who are productive, responsible members of a changing society.Our vision recognizes that significant systematic change will occur more rapidly ifthe school districts work interdependently rather than independently. Educationalexperiences will be developed and implemented that will ensure the maximumachievement of every student regardless of sex, race, economic status,handicapping conditions or geographic location. These experiences will be

provided in a safe and orderly environment. We believe, by working together,rather than as separate school districts, we can be effective in achieving ourpurpose.

Business EducationMission Statement

South Central Consortium

The discipline of business education prepares students to becomecontributing citizens who are capable of making astute personal economicdecisions in our global marketplace. In preparing students for the continuallychanging work environment, business education provides opportunities topromote flexibility and adaptability in meeting new challenges. In addition,business education will continue to maintain an ethical human perspective in atechnological environment. These lifelong learning skills will empower all

students for the choices and challenges of the twenty-first century.


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Business Education Curriculum

Infusion Areas Definitions:A definition of the areas to be infused throughout the curriculum. Infusion

areas marked with * are required to be infused either by law or administrativerule. Districts will be held accountable for infusing these areas during site visitsby the Iowa Department of Education. The remaining four infusion areas are notmandated by law or administrative rule, but are strongly recommended as best

practice.

*CAR-----Career Education...................... is awareness of self in relation toothers and the needs of society; exploration of employment opportunities andexperience in personal decision-making; and experiences which will help

students to integrate work values and work skills into their lives.

*GLO-----Global Education...................... an approach to learning whichpromotes greater understanding of the world as an interconnected aggregate ofhuman and natural systems.

*MCGF--Multicultural Gender Fair....... the planned curriculum andinstruction which educates students about the cultural diversity of our society.

COM-----Communication Skills............ the primary medium of learning,the interaction of individual capacities, language functions, audiences, andcommunication modes of writing, reading, speaking, listening, and viewing.

.HOTS--Higher Order Thinking Skills.. an interactive system; actualexperiences of thinking consisting of dynamic and fluid combinations of manydifferent mental operations aimed at varied purposes and based in knowledgeand values.

LS-----Learning Skills................................ the appropriate employment ofspecific skills and behaviors leading to the successful accomplishment of simpleto complex academic tasks.

TECH--Technology................................... hardware, system, and/ornetwork used to manipulate and transfer information electronically.


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Business Education Standards

Strand: Business Dynamics

Standard 1: The student will assess personal strengths and weaknesses as theyrelate to career exploration and development.

Standard 2: The student will understand concepts, strategies, and systemsneeded to interact effectively with others.

Standard 3: The student will understand global economies and their interactions.

Standard 4: The student will understand fundamental entrepreneurial concepts

that affect business decision-making.

Standard 5: The student will demonstrate knowledge of the basics of the law and

how law impacts business and society.

Standard 6: The student will understand the role of international business and itsimpact on business activity in the United States.

Strand: Accounting and FinanceStandard 7: The student will understand the concepts and apply the principles of

accounting, financial decision-making, and personal finance.

Strand: Information Management and SystemsStandard 8: The student will understand and apply the concepts, systems, and

tools needed to gather, access, synthesize, evaluate, and disseminateinformation.

Strand: Business Administration and ManagementStandard 9: The student will understand and apply the processes and concepts

needed for effective business management.

Strand: MarketingStandard 10: The student will understand the basic marketing principles ofdistribution, price, promotion, and sales.

Strand: ComputationStandard 11: The student will understand essential mathematical operations and

statistical procedures.


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Strand: Business Dynamics

Business Dynamics Purpose:

Allow students to explore the various aspects of the business world including

career development, international business, entrepreneurship, business law, and

economics. The student will develop an appreciation for the important role of business in

the economy and recognize the array of skills and knowledge necessary to be successful

in the world of business. Business dynamics incorporates the various functional areas of

business as they apply to the consumer, business, and government.

Sub-Strand 1: Career Development

Standard 1: The student will understand career concepts as a basis for making

appropriate career choices

Benchmark 1: The student will assess personal strengths and weaknesses as they relate to

career exploration and development

Student will:

SLI 1-1-a: determine attitudes needed for career success

SLI 1-1-b: plan and prepare for current and future career options based on

personal qualities and interest

SLI 1-1-c: perform periodic self-assessment to evaluate and modify career

plan as needed.

Benchmark 2: The student will utilize career resources to develop an information base

that includes global careers.

Student will:

SLI 1-2-a: identify, gather, interpret, evaluate, and process available career

opportunities and trends

SLI 1-2-b: apply knowledge gained from individual assessment to prepare a

comprehensive set of goals and an individual career plan

SLI 1-2-c: identify sources of financial assistance for career preparation


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SLI 1-2-d: describe possible career positions and their respective career

paths integrate all forms of communication in the successful

pursuit of a career

Benchmark 3: The student will integrate all forms of communication in the successful

pursuit of a career.

Student will:

SLI 1-3-a: demonstrate the use of multiple means of communication format

(e.g., faxing, emailing, Internet)

SLI 1-3-b: demonstrate ability to research a particular company in order to

apply for a position

SLI 1-3-c: understand the importance of first impressions (verbal and

nonverbal)

SLI 1-3-d: compose application process documents for a job opportunity

(i.e., application form, letter of application, resume, thank you

notetyped or hand written)

SLI 1-3-e: demonstrate appropriate interviewing techniques and skills

SLI 1-3-f: list tasks to be completed after an interview

Benchmark 4: The student will relate work ethic, workplace relationships, and workplace

diversity to career development.

Student will:

SLI 1-4-a: demonstrate personal qualities related to employability (e.g.,

promptness, collaboration, attendance, dependability)

SLI 1-4-b: demonstrate a positive work ethic (e.g., honesty, integrity,

punctuality, loyalty)

SLI 1-4-c: understand the importance of a positive attitude

SLI 1-4-d: illustrate how personal qualities transfer from school to the

work place

SLI 1-4-e: understand the need for confidentiality

SLI 1-4-f: describe a safe and healthy work environment

SLI 1-4-g: describe the importance of an organized and functional work area

SLI 1-4-h: recognize relevant ethical issues in business


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SLI 1-4-i: participate effectively in teams

SLI 1-4-j: prioritize work using time management skills

SLI 1-4-k: demonstrate workplace expectations (e.g., dress, hygiene, speech,

self-expression, interpersonal skills)

SLI 1-4-l: explain appropriate employer-employee interactions

SLI 1-4-m: identify issues dealing with gender bias and stereotyping in a

culturally diverse workforce

SLI 1-4-n: recognize how business is conducted in other cultures

SLI 1-4-o: refine stress and explain its impact on the workplace

Benchmark 5: The student will utilize strategies to make a connection between school

and work.

Student will:

SLI 1-5-a: understand the balance of career and personal time

SLI 1-5-b: experience opportunities in one or more career clusters (e.g.

shadowing, cooperative work experiences, community service,

fostering relationships

SLI 1-5-c: develop a career network (e.g. mentoring)

SLI 1-5-d: create a portfolio (e.g., resume, sample cover letter, awards,

extracurricular activities, community service, references, and work

samples)

SLI 1-5-e: identify ways substance abuse can impact the workplace

SLI 1-5-f: list physical and mental health strategies and understand why

fitness is integral to workplace production

SLI 1-5-g: recognize the importance of accepting change

SLI 1-5-h: relate the importance of lifelong learning to career development

SLI 1-5-i: identify a possible timeline for career advancement

SLI 1-5-j: discuss the need for flexible career planning

Benchmark 6: The student will identify the need for lifelong learning

Student will:

SLI 1-6-a: identify trends and the effect of change on the workplace


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SLI 1-6-b: explain the role of international business and analyze its impact

on careers

SLI 1-6-c: recognize the need to work in a culturally diverse workplace

SLI 1-6-d: identify career options in an expanding global environment

SLI 1-6-e: recognize ways global issues affect career choices

Benchmark 7: The student will explain the role of international business and analyze its

impact on careers.

Student will:

SLI 1-7-a: recognize the need to work in a culturally diverse workplace.

SLI 1-7-b: identify career options in an expanding global environment.

SLI 1-7-c: recognize ways global issues affect career choices.

Sub-strand: Communications

Standard 2: The student will understand concepts, strategies, and systems needed to

interact effectively with others

Benchmark 1: The student will communicate in a clear, courteous, concise, and correct

manner

Student will:

SLI 2-1-a: select language appropriate to work situations

SLI 2-1-b: use appropriate workplace etiquetteSLI 2-1-c: demonstrate the ability to speak clearly and concisely

SLI 2-1-d: use positive tone to communicate

SLI 2-1-e: interpret business correspondence, professional articles, and

supporting graphic materials

SLI 2-1-f: select appropriate reading method for a particular situation

(e.g., skimming, scanning, speed reading, in-depth reading)

SLI 2-1-g: write logical, coherent phrases, sentences, and paragraphs

incorporating correct spelling, grammar, and punctuation

SLI 2-1-h: describe the importance of documentation in the workplace

SLI 2-1-i: proofread documents and make needed changes to ensure

correct content, grammar, spelling, and punctuation

SLI 2-1-j: avoid use of language bias (e.g., gender, race, ethnicity)


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SLI 2-1-k: use a variety of references and resources (both electronic and

printed)

SLI 2-1-J: Compose and produce a variety of business letters,

memorandums, and reports using correct style, format, and

content

Benchmark 2: The student will recognize and develop communication skills used

in the workplace

Student will:

SLI 2-2-a: express thoughts and ideas using various forms of

communication (e.g., verbal, written, body language, etc.)

SLI 2-2-b: listen effectively

SLI 2-2-c: recognize cultural differences in the business environment

SLI 2-2-d: use discretion in communication with others

SLI 2-2-e: develop a sensitivity for and awareness of cultural diversity

SLI 2-2-f: identify the chain of command, communication channels, and

protocol within an organizational structure

Benchmark 3: The student will use technology to enhance the effectiveness of

communication

Student will:

SLI 2-3-a: project a positive impression when placing or receiving calls

SLI 2-3-b: select and use the appropriate technology for the intended

communication

SLI 2-3-c: demonstrate touch keyboarding and use computer functions to

create letters, forms, memoranda, numerical data, and other

documents from rough draft, voice recognition system, or from

oral or written instructions

SLI 2-3-d: gather, interpret, and evaluate information using electronic

technologies

SLI 2-3-e: explain the use of electronic message technologies including

facsimile machines, voicemail, conference calls, pagers, and e-

mail


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SLI 2-3-f: recognize need for increased security and confidentiality in the

use of technology

SLI 2-3-g: demonstrate an awareness of technological advances and

available resources

SLI 2-3-h: understand the need for flexibility and adaptability when

updating technology

Sub-strand: Economics

Standard 3: The student will understand the economic principles and concepts

fundamental to business

Benchmark 1: The student will explain and interpret economic systems. #

Student will:

SLI 3-1-a: explain the relationship between tradeoffs and

opportunity cost. #

SLI 3-1-b: describe and give examples of economic models. #

SLI 3-1-c: summarize the major types of economic systems and

their differences. #

SLI 3-1-d: explain the necessity of private property in a free market

society. #

SLI 3-1-e: identify the role of the profit motive#.SLI 3-1-f: apply the definitions and laws of supply and demand to

price determination. #

SLI 3-1-g: list and summarize the four types of resources. #

Benchmark 2: The student will understand global economies and their interactions

Student will:

SLI 3-2-a: explain why societies develop economic systems

SLI 3-2-b: identify the basic features of different economic systems

SLI 3-2-c: discuss the major features of the U.S. economy

SLI 3-2-d: discuss the role of government in an economic system

SLI 3-2-e: explain the role of exchange and money in an economic system


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Benchmark 3: The student will understand the U.S. governments role in a free

enterprise system.

Student will:

SLI 3-3-a: discuss basic features of a market economy (e.g., private

ownership of property, profit, competition)

SLI 3-3-b: describe the role of markets and prices in the economy

SLI 3-3-c: analyze the role of the law of supply and demand in the

economy

SLI 3-3-d: identify and discuss examples of laws and government

regulations designed to maintain competition

SLI 3-3-e: define terms relating to the status of an economy. #

SLI 3-3-f: explain the purpose of government and the guidelines for

government provided services. #

SLI 3-3-g: compare and contrast monetary policy and fiscal policy for

inflation and unemployment (recession). #

SLI 3-3-h: analyze governments obligation to protect via laws. #

Benchmark 4: The student will understand how economic principles affect the

workplace.

Student will

SLI 3-4-a: understand the concept of opportunity cost analysis

SLI 3-4-b: explain the importance of productivity as it relates to profit

SLI 3-4-c: explain how the economy encourages entrepreneurship

SLI 3-4-d: explain how the economy functions by describing typical

economic activities (e.g., gross domestic product,

unemployment, inflation)

SLI 3-4-e: describe different types of competitive structures and

illustrate the role of competitive markets

Benchmark 5: The student will describe the role of business in the U. S. economy. #

Student will:

SLI 3-5-a: describe the advantages and disadvantages of the three basic

forms of business. #


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SLI 3-5-b: list the methods, characteristics and laws affecting

competition.#

SLI 3-5-c: explain the characteristics of the various types of businesses

(producer, manufacturer, retailer, service, etc.) and their

relationship to each other and consumers. #

Benchmark 6: The student will understand how the individual fits into the economic

scheme

Student will:

SLI 3-6-a: describe the rights and responsibilities of citizens in an

economy (e.g., taxation, right to own property, purchasing

decisions)

SLI 3-6-b: describe how consumers and the marketplace are

interdependent

SLI 3-6-c: recognize the economic impact of employee actions on

employer profitability

SLI 3-6-d: explain why scarcity faces all people at all times

SLI 3-6-e: distinguish between wants and needs. #

SLI 3-6-f: list ways in which people can balance economic rights with

economic responsibilities. #

SLI 3-6-g: evaluate ways to save, spend, and invest resources.#

SLI 3-6-h: analyze the advantages and disadvantages of debt.#

Sub-Strand: Entrepreneurship

Standard 4: The student will understand fundamental entrepreneurial concepts

that affect business decision-making

Benchmark 1: The student will identify unique characteristics of an entrepreneur and

evaluate the degree to which one possesses those characteristics

Student will:

SLI 4-1-a: explore entrepreneurship as a personal goal, assessing risks

and identifying opportunities

SLI 4-1-b: plan and prepare for current and future entrepreneurial career

options based on personal qualities and interests


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SLI 4-1-c: identify the importance of entrepreneurship

SLI 4-1-d: demonstrate ability to generate innovative and practical

solutions to business problems

SLI 4-1-e: identify the types of risks faced by entrepreneurs

SLI 4-1-f: identify and describe the characteristics of a successful

entrepreneur.#

SLI 4-1-g: analyze the degree to which one possesses the characteristics

of an entrepreneur. #

SLI 4-1-h: demonstrate the positive work ethic - honesty, integrity,

punctuality, and loyalty.#

SLI 4-1-i: analyze the costs and benefits of choosing to become an

entrepreneur.#

Benchmark 2: The student will identify characteristics of a successful entrepreneurial

endeavor. #

Student will:

SLI 4-2-a: differentiate between an employee, manager and

entrepreneur.#

SLI 4-2-b: identify the importance of small business.#

SLI 4-2-c: students will appraise marketable ideas, opportunity/plans,

and competitive advantage. #

Benchmark 3: The student will describe how ethics, government, and different

forms of business ownership affect the entrepreneurial venture

Student will:

SLI 4-3-a: understand and describe the different types of business

ownership

SLI 4-3-b: identify legal issues affecting entrepreneurs

SLI 4-3-c: identify assistance available for entrepreneurs (e.g., SBA)

Benchmark 4: The student will develop a business plan

Student will:

SLI 4-4-a: identify business plan components

SLI 4-4-b: write a business plan


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Benchmark 5: The student will identify, establish, maintain, and analyze appropriate

records to make business decisions.

Student will:

SLI 4-5-a: explain the importance of financial analysis and the role of

good recordkeeping (i.e., allocate time, money, materials,

personnel, space, analyze financial documents)

SLI 4-5-b: recognize the importance of various resources and assistance

available to the entrepreneurs

SLI 4-5-c: discuss the advantages and disadvantages of offering or

obtaining credit

Benchmark 6: The student will describe how cultural differences, export/import

opportunities, and current trends in a global marketplace can affect an entrepreneurial

venture

Student will:

SLI 4-6-a: identify the role of international trade

SLI 4-6-b: discuss the impact of international trade on the business plan

Benchmark 7: The student will explain the legal rules that impact society

Strand: Business Law

Standard 5: The student will demonstrate knowledge of the basics of the law andhow the law impacts business and society.

Benchmark 1: The student will be able to identify the concepts of a contract as it pertains

to a minor. #

Student will:

SLI 5-1-a: identify terms related to contracts.#

SLI 5-1-b: explain the rights and duties of minors.#

SLI 5-1-c: explain the importance of contracts.#

SLI 5-1-d: identify contracts for necessities.#

Benchmark 2: The student will be able to identify the concepts of a contract as it pertains

to an adult. #

Student will:

SLI 5-2-a: identify terms related to contracts.#


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SLI 5-2-b: list and describe types of illegal agreements.#

SLI 5-2-c: list the elements of a binding contract.#

SLI 5-2-d: identify types of contracts that must be in writing. #

SLI 5-2-e: understand the different stages of a contract. (void, voidable,

valid, executory, executed)#

Benchmark 3: The student will understand the nature of the laws affecting business.

Student will:

SLI 5-3-a: analyze the relationship between ethic and the law and

describe the sources of the law, the structure of the court

system, the different classifications of procedural law, and the

different classifications of substantive law.

SLI 5-3-b: analyze the relationships among contract law, law of sales,

and consumer law.

SLI 5-3-c: analyze the role and importance of agency law and

employment law as they relate to the conduct of business in the

national and international marketplaces.

SLI 5-3-d: Describe the major types of business organizations operating

within the socio-economic arena of the national and

international marketplace today and in the future.

SLI 5-3-e: explain the legal rules that apply to personal property and real

property.

SLI 5-3-f: analyze the functions of commercial paper, insurance, secured

transactions, and bankruptcy.

SLI 5-3-g: explain how the advances in computer technology impact upon

such areas as property law, contract law, criminal law, and

international law.

SLI 5-3-h: determine appropriateness of wills and trusts in estate planning.

SLI 5-3-i: explain the legal rules that apply to marriage, divorce, and child

custody.

SLI 5-3-j: explain the legal rules that apply to environmental law and

energy regulation.


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Benchmark 4: The student will understand the legal process.

Student will:

SLI 5-4-a: Describe the sources of the law and the structure of the

court system

SLI 5-4-b: Describe the different classifications of procedural and

substantive law

SLI 5-4-c: Identify resources to gain knowledge of the legal system

SLI 5-4-d: Describe the changing environment for legal issues

Benchmark 5: The student will analyze the relationship between business ethics and the

legal processes

Student will:

SLI 5-5-a: Recognize relevant laws and ethical issues in business

and their importance

SLI 5-5-b: Identify ethical character traits (e.g., honesty, integrity,

compassion, justice)

Benchmark 6: The student will describe the major governmental regulations

of business organizations

Student will:

SLI 5-6-a: Describe legislation that affects businesses

SLI 5-6-b: Demonstrate a familiarity with common governmental

regulations affecting business

SLI 5-6-c: Identify legislation that regulates employee rights within

a business

Benchmark 7: The student will explain the legal rules that impact society


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Strand: International Business

Standard 6: The student will understand the role of international business and its

impact on business activity in the United States.

Benchmark 1. The student will explain the role of international business and analyze its

impact on careers and business activity at the local, state, national, and international

levels. #

Student will:

SLI 6-1-a: identify the impact international business has on

consumers, business, and government.#

SLI 6-1-b: identify careers that are influenced by international

business.#

Benchmark 2: The student will address special challenges in operations and

management. #

Student will:

SLI 6-2-a: evaluate communications methods which are most

appropriate for given situations.#

SLI 6-2-b: discuss the impact of cultural differences on business

activity. #

Strand: Accounting and Finance

Accounting and Finance Purpose:

Students will apply the basic principles of accounting as related to a proprietorship,

partnership, and corporation. These skills will enable students to obtain entry-level

positions, make personal finance decisions, and/or continue studies at higher levels

of education.

Standard 7: The student will understand the concepts and apply the principles ofaccounting, financial decision-making, and personal finance

Benchmark 1: The student will recognize and understand basic terminology, principles,

and concepts in the accounting process

Student will:


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SLI 7-1-a: identify accounting terminology (e.g., assets, liabilities, owners

equity)

SLI 7-1-b: demonstrate an understanding of accounting principles (e.g.,

historical cost, ongoing concern, matching revenue and expenses)

SLI 7-1-c: demonstrate an awareness of basic accounting concepts by

completing related activities

Benchmark 2: The student will complete the various steps of the accounting cycle and

explain the purpose of each step using manual and/or computerized systems

Student will:

SLI 7-2-a: describe the functions of a basic accounting system

SLI 7-2-b: describe the need for the concept of documentation (e.g., checks

& balances, dual entry system, etc.)

SLI 7-2-c: analyze source documents

SLI 7-2-d: journalize business transactions

SLI 7-2-e: compute money transactions (i.e., making change, handling petty

cash, preparing bank deposits, electronic funds transfer,

reconciling bank statements)

SLI 7-2-f: total and prove journal(s)

SLI 7-2-g: post transactions and maintain ledger(s) (e.g., general, subsidiary,

payroll)

SLI 7-2-h: prepare worksheet and related financial statements

SLI 7-2-i: journalize and post-adjusting and closing entries

SLI 7-2-j: prepare a post closing trial balance

Benchmark 3: The student will apply appropriate accounting principles to satisfy

the legal requirements of a business

Student will:

SLI 7-3-a: describe the payroll process and calculate payroll and related

taxes

SLI 7-3-b: demonstrate a familiarity with common government regulations

affecting business (e.g., FICA, Medicare, FUTA, SUTA)

SLI 7-3-c: identify various types of depreciation methods


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SLI 7-3-d: calculate plant asset depreciation

Benchmark 4: The student will complete the various steps of the accounting cycle for a

service business organized as a proprietorship.

Student will:

SLI 7-4-a: define accounting terms related to the accounting

cycle

SLI 7-4-b: identify accounting concepts and practices related to the

accounting cycle. #

SLI 7-4-c: classify accounts as assets, liabilities, or owners

equity. #

SLI 7-4-d: analyze how transactions affect accounts in the

accounting equation. #

SLI 7-4-e: prepare financial statements (balance sheet, income

statements, and post closing trial balance.)#

SLI 7-4-f: journalize transactions and post. #

SLI 7-4-g: complete a worksheet. #

SLI 7-4-h: record adjusting and closing entries. #

Benchmark 5: The student will manage the functions of a checking account. #

Student will:

SLI 7-5-a: prepare bank deposits. #

SLI 7-5-b: write checks. #

SLI 7-5-c: maintain a checkbook register. #

SLI 7-5-d: reconcile a bank statement. #

SLI 7-5-e: establish and replenish a petty cash fund. #

Benchmark 6: The student will complete the accounting cycle for a merchandising

business organized as a partnership. #

Student will:

SLI 7-6-a: define accounting terms related to the accounting

cycle. #

SLI 7-6-b: identify accounting concepts and practices relating to

the accounting cycle. #


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SLI 7-6-c: analyze and record journal transactions (cash receipts,

purchases, cash payments, sales, general journal)#

SLI 7-6-d: post to general ledger and subsidiary ledgers. #

SLI 7-6-e: prepare financial statements related to the

merchandising partnership (balance sheet, income

statement, subsidiary schedules, owners equity,

distribution of net income, post closing trial balance.)#

SLI 7-6-f: complete a worksheet. #

SLI 7-6-g: record adjusting and closing entries. #

Benchmark 7: The student will apply appropriate accounting principles to payroll. #

Student will:

SLI 7-7-a: define accounting terms related to payroll records. #

SLI 7-7-b: identify accounting practices related to payroll records. #

SLI 7-7-c: calculate employee earnings and deductions. #

SLI 7-7-d: complete payroll records. #

SLI 7-7-e: prepare payroll checks. #

SLI 7-7-f: journalize and post payroll transactions. #

SLI 7-7-g: prepare selected payroll reports. #

Benchmark 8: The student will complete the various steps of an accounting cycle for a

merchandising business organized as a corporation. #

Student will:

SLI 7-8-a: define accounting terms related to the accounting cycle. #

SLI 7-8-b: identify accounting concepts and practices relating

to the accounting cycle.#

SLI 7-8-c: analyze, record, and post transactions for a corporation.

(discounts, returns and allowances, uncollectible accounts,

notes payable and receivable, revenue and expenses,

dividends)#

SLI 7-8-d: complete a worksheet. #

SLI 7-8-e: prepare financial statements (income statement, statement of

stock holders equity, balance sheet)#


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Benchmark 9: The student will complete the various steps of plant asset record systems.

#

Student will:

SLI 7-9-a: define and identify terms and concepts relating to plant

asset records. #

SLI 7-9-b: calculate depreciation and book value. #

SLI 7-9-c: maintain plant asset records. #

SLI 7-9-d: journalize transactions.

Strand 3: Information Management and Systems

Information Management and Systems Purpose: All students shall

demonstrate technological skills necessary to function in the twenty-first century.

The student will apply skills needed for both systems, because our society is in

transition from paper-based to computer-based systems. Technology should be

viewed and taught as a tool for problem solving and decision-making.

Standard 8: The student will understand and apply the concepts, systems, and tools

needed to gather, access, synthesize, evaluate, and disseminate information

Benchmark 1: The student will identify available operating systems

Student will:

SLI 8-1-a: compare and contrast system software and hardware used to

satisfy a business need

Benchmark 2: The student will select and use appropriate software applications

Student will:

SLI 8-2-a: use appropriate database, spreadsheet, word processing,

desktop publishing and presentation applications to solve

problems

SLI 8-2-b: demonstrate ability to integrate software applications

SLI 8-2-c: use word processing software to create, modify, store, retrieve,

and print documents

SLI 8-2-d: key materials from rough draft, voice recognition, and oral or

written instruction


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SLI 8-2-e: maintain a records management system (i.e., alphabetic, numeric,

geographic, subject)

SLI 8-2-f: use spreadsheet software to manipulate data

Benchmark 3: The student will apply decision-making skills in the business

environment.

Student will:

SLI 8-3-a: gather, interpret, and evaluate information

SLI 8-3-b: recognize the importance and availability of resources (e.g.,

technical support, help menus, reference manuals)

SLI 8-3-c: demonstrate an understanding of file management

SLI 8-3-d: recognize availability of electronically generated basic business

forms and records (e.g., purchase orders, expense vouchers, and

time cards)

SLI 8-3-e: interpret and apply numerical information found in tables, graphs,

and charts

SLI 8-3-f: process incoming mail and email

SLI 8-3-g: demonstrate problem-solving skills (e.g., mathematical,

situational, interpersonal).

Benchmark 4: The student will understand and follow a code of ethics for information

systems use and management.

Student will:

SLI 8-4-a: identify the need for and importance of confidentiality

SLI 8-4-b: explain advances in computer technology and

their legal impact

Benchmark 5: The student will apply the functions of the word-processing software to

appropriate tasks. #

Student will:

SLI 8-5-a: develop touch-keyboarding techniques for

speed and accuracy.#

SLI 8-5-b: format letters, forms, memoranda, tables,

and other materials.#


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SLI 8-5-c: the student will proofread for correct grammar, format, spelling,

and punctuation. #

Benchmark 6: The student will apply the functions of database software to appropriate

tasks.

Student will:

SLI 8-6-a: enter data using database software.

SLI 8-6-b: manipulate data using database software.

SLI 8-6-c: the student will report information using database software.

Benchmark 7: The student will apply the functions of spreadsheet software to

appropriate tasks.

Student will:

SLI 8-7-a: enter data using spreadsheet software.

SLI 8-7-b: create, manipulate, and design formulas.

SLI 8-7-c: produce charts.

Benchmark 8: The student will apply the functions of multimedia software to appropriate

tasks.

Student will:

SLI 8-8-a: produce a multimedia presentation

SLI 8-8-b: produce a desktop publishing product.

Benchmark 9: The student will demonstrate use of basic office equipment.

Student will:

SLI 8-9-a: enter and manipulate numerical data using the touch method of a

10-key calculator.

SLI 8-9-b: maintain records management system

SLI 8-9-c: develop intra and internet communications skills (aka e-mail)

Strand: Business Administration and Management

Standard 9: The student will understand and apply the processes and concepts needed for

effective business management

Benchmark 1. The student will understand the principles of management

Student will:


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SLI 9-1-a: identify major motivation theories and how they apply to

management

SLI 9-1-b: demonstrate an awareness of basic business principles (e.g.,

profit, competition, supply and demand, business cycles)

SLI 9-1-c: list the functions of management and explain why they are

important

SLI 9-1-d: describe the role of management in successful businesses

SLI 9-1-e: recognize relevant ethical issues affecting management decision-

making

SLI 9-1-f: identify, describe, and analyze the impact and relationship of

community involvement on business management decisions

Benchmark 2. The student will understand the managers role

Student will:

SLI 9-2-a: describe a professional attitude necessary to promote a

productive, positive, and healthy work environment

SLI 9-2-b: explain the importance of a managers ability to adapt, cope, and

change

SLI 9-2-c: explain the importance of maintaining physical and mental health

and fitness necessary to produce in the workplace

SLI 9-2-d: identify the need for lifelong learning

SLI 9-2-e: demonstrate effective time management skills

SLI 9-2-f: recognize the importance of promoting quality standards and

meeting production goals

Benchmark 3: The student will describe the activities of managers of human resource

departments and their importance to the operation of the organization

Student will:

SLI 9-3-a: define human resources management

SLI 9-3-b: develop stress management skills

SLI 9-3-c: manage personal behavior appropriate to the workplace

SLI 9-3-d: recognize the importance and availability of assistance for

employees


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SLI 9-3-e: identify factors for employee selection, development, review,

recognition, and discipline

SLI 9-3-f: demonstrate change management skills

SLI 9-3-g: demonstrate steps involved in conflict resolution

SLI 9-3-h: describe situations where decisions must be made regarding the

confidentiality of personnel information

SLI 9-3-i: demonstrate a knowledge of labor rights

SLI 9-3-j: describe the need for an organized and functional work

environment

SLI 9-3-k: model professionalism in the workplace

Benchmark 4: The student will identify various organizational structures

Student will:

SLI 9-4-a: identify the chain of command and protocol within an

organizational structure

SLI 9-4-b: discuss the advantages and disadvantages of common

organizational structures

Benchmark 5: The student will identify the use of teams in business

Student will:

SLI 9-5-a: identify various forms of business teams

SLI 9-5-b: identify the role of the manager as a team facilitator

SLI 9-5-c: describe the team-building process

SLI 9-5-d: explain the various decision-making processes a team uses

Strand: Marketing

Standard 10: The student will understand the basic marketing principles of distribution,

price, promotion, and sales

Benchmark 1: The student will identify the roles of marketing

Benchmark 2: The student will identify ways marketing contributes to companys image

Student will:

SLI 10-2-a: define the role of marketing

SLI 10-2-b: explain the difference between target markets

SLI 10-2-c: explain the importance of value-added service


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SLI 10-2-d: identify the four parts of the SWOT system

Benchmark 3: The student will communicate effectively with various business

constituencies

Student will:

SLI 10-3-a: discuss the importance of communication skills when working

with customers

SLI 10-3-b: understand the importance of developing positive

customer/client relationships

SLI 10-3-c: understand strategies necessary for dealing with

customers/clients in a variety of situations

SLI 10-3-d: understand the need to go above and beyond minimum

requirements to be competitive

SLI 10-3-e: demonstrate professional behavior required when working with

customers/clients

SLI 10-3-e: understand importance of turn-around time

SLI 10-3-f: understand communication strategies necessary and appropriate

for international business relations

Benchmark 4: The student will develop a marketing plan

Student will:

SLI 10-4-A: List the steps in developing a marketing plan

SLI 10-4-b: identify available resources for implementing the marketing

plan

SLI 10-4-c: explain the difference between target markets

Benchmark 5: The student will apply economic concepts when making marketing

decisions.

Student will:

SLI 10-5-a: identify factors affecting pricing

SLI 10-5-b: explain possible consequences of price increases/decreases

Strand: Computation

Standard 11: The student will understand essential mathematical operations and

statistical procedures


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Benchmark 1: Apply appropriate mathematical operations to solve problem

Student will:

SLI 11-1-a: determine the correct mathematical process for various

problems using formulas when appropriate

SLI 11-1-b: select and use appropriate tools for solving problems (e.g.,

paper, pencil, calculator, computer)

SLI 11-1-c: use estimation to verify a calculated result

SLI 11-1-d: communicate understanding of strategies needed to solve

mathematical problems

SLI 11-1-e: solve problems containing whole numbers, decimals, fractions,

percentages, ratios, and proportions

SLI 11-1-f: use algebraic operations to solve problems

SLI 11-1-g: use domestic and international standards of measurement in

solving problems

Benchmark 2: The students will analyze and interpret data

Student will

SLI 11-2-a: construct, read, and interpret tables, charts, and graphs

SLI 11-2-b: make inferences about data found in tables, charts, and graphs


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Business English curriculum

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Transcript of Business English curriculum