Course Outline - Ms. Forde's Classroom Site



MAPLE LEAF INTERNATIONAL SCHOOL

BUSINESS STUDIES DEPARTMENT

COURSE OUTLINE

Marketing: Goods, Services, Events

Course Code: BMI3C

Grade Level: 11

Credit Value: 1

Course Type: University/College Preparation

Prerequisite: None

Teacher: C. Forde

E-mail: cforde@mapleleaf-

|Ministry Policy Document: The Ontario Curriculum: Grades 11 and 12 Business Studies (2006); Growing Success: Assessment Evaluation and Reporting in |

|Ontario Schools, First Edition covering Grades 1 to 12 (2010) |

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|Course Reviser: C. Forde |

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|Revision Date: January 2013 |

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|Course Developer: M. Coleman |

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|Development Date: September 2011 |

Course Description

This course introduces the fundamental concepts of product marketing, which includes the marketing of goods, services, and events. Students will examine how trends, issues, global economic changes, and information technology influence consumer buying habits. Students will engage in marketing research, develop marketing strategies, and produce a marketing plan for a product of their choice.

Overall Curriculum Expectations

Marketing Fundamentals

By the end of this course, students will:

• describe the process by which goods and services are exchanged;

• explain how marketing influences consumers and competition;

• demonstrate an understanding of the importance of marketing research to a business and how information technology can be used to obtain and analyse marketing-related information;

• analyse marketing strategies used by organizations in the not-for-profit sector;

• compare the factors that influence marketing methods and activities in the global economy.

The Marketing Mix

By the end of this course, students will:

• explain the stages of product development;

• explain the factors involved in the pricing of goods, services, and events;

• compare a variety of distribution strategies and the logistics associated with them;

• demonstrate an understanding of the strategies involved in the promotion of goods, services, and events.

Trends in Marketing

By the end of this course, students will:

• explain the effects of new information technologies on marketing strategies and consumer trends;

• identify and describe various environmental, ethical, social, and legal issues that affect marketing activities;

• demonstrate an understanding of the potential for participation in the global marketplace;

• summarize, on the basis of computer research, career pathways in marketing.

The Marketing Plan

By the end of this course, students will:

• explain the process of developing a marketing plan;

• develop a marketing plan for a good, service, or event;

• analyse the uses of a marketing plan.

Unit Overview

|Unit 1 |Marketing Fundamentals |25 hours |

|Unit 2 |Marketing Mix |30 hours |

|Unit 3 |Trends in Marketing |25 hours |

|Unit 4 |The Marketing Plan |30 hours |

|Total |110 hours |

Assessment and Evaluation of Student Performance

Evaluation in this course, whether for the purpose of generating a term mark or for determining a mark on the final exam, will reflect the following categories of learning:

Knowledge 20%

Thinking: 20%

Communication: 20%

Application: 40%

Course Assessment and Evaluation

|Term Assessment/Evaluation |70% |

|Final Summative Evaluation |30% |

|Total |100% |

Teaching and Learning Strategies

|Lectures |Role Playing |Oral Presentations |

|Note Taking |Researching |Cooperative Learning |

|TV/Video |Demonstrations |Graphic Organizers |

|Group Work |Socratic |Concept Maps |

|Mind Mapping |Games/Simulations | |

|Brainstorming |Case Writing | |

STRATEGIES FOR ASSESSMENT AND EVALUATION

|Tests |Group Checklists |Conferencing |

|Oral Presentations |Diagnostic Testing |Written Summaries |

|Checklist |Journal Writing |Project(s) |

|Self-Evaluation |Role Playing |Rubrics |

|Quizzes |Teacher Observation |Peer Evaluation |

|Written Assignments | | |

Note: the tasks listed above may change over the course of the semester to allow for teachers to respond to evidence of student learning. Students will be notified in advance of any changes to the final summative tasks.

Assessment Strategies

A variety of assessment strategies will be used frequently throughout the course to communicate the expectations of the course to students and to make appropriate adjustments to teaching and learning strategies. Marking schemes and rubrics used for evaluation will be organized to include the four Achievement Chart categories or as many as are applicable.

Some strategies, which are consistent with the assessment techniques used in various class activities, are presented below:

• Exemplars, whenever possible, will be provided demonstrating achievement at different levels for students.

• Different opportunities to assess the achievement of the expectations will be provided.

• Opportunities for self and peer assessment to be used as formative assessment to support and improve student learning will be provided.

• Multiple opportunities for students to demonstrate their achievement of expectations will be provided.

• Tests that provided opportunities to demonstrate all categories on the Achievement Chart at all levels will be given.

• Assessment tools that are appropriate for the expectations being addressed and relating to the categories on the Achievement Chart will be used.

• Feedback to students will be prompt so that they can use it to improve their learning.

• Assessment tasks to address different learning styles will be used.

• Accommodate the needs of students with special education needs, consistent with the strategies outlined in their Individual Education Plan.

• Communicate clearly to students and parents at the beginning of the course or the school term and at other appropriate times throughout the school year.

Program Planning Considerations for Business Studies

Education for Exceptional Students. In planning courses in business, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan if they have one. This course reflects the world of business, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find an outlet for their talents in computer applications in business.

The Role of Technology in the Curriculum. In this course, information technology is considered a learning tool that must be accessed by the students in many areas. As a result, students will develop transferable skills through their experience with a variety of applications such as word processing and spreadsheets (where applicable) as would be expected in a business environment.

Career Education. A course in Business can help prepare students for employment in such diverse areas as small-business creation, marketing, management, accounting, government service, and international business. Our business studies curricula also help students to appreciate the variety of types of businesses so that they can begin to determine which types are suited to their backgrounds and interests.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world of business and public service if they choose to pursue a co-op course subsequent to completing, or concurrently with, this course

Health and Safety. The business studies program provides for exploration of a variety of concepts relating to health and safety in the workplace. In planning learning activities to help students achieve the curriculum expectations, teachers need to ensure that students have opportunities to consider health, safety, and security issues.

Resources

Core Texts: The World of Marketing, A Canadian Perspective, by Notman& Wilson; publisher: Thompson Nelson, 2003

Ms. Forde's Classroom Procedures

Conferences

Periodically I will be meeting with students during class time to check in. We will discuss their progress, goals, achievement and any areas of concern. I believe it is important to work with students to help them achieve their highest potential. Through these conferences any issues that may arise during the semester can be addressed.

Organization

All students must maintain a neat and orderly notebook and binder. This will ensure you are able to study for quizzes, tests, and exams, as well as have the marked assessment materials for review during our conferences.

Attendance

If students are late or absent from class they will need to fill out their assigned sheet in the Attendance Binder. Students will be required to fill out the date, type and reason for the absence or late.

Evaluation

If students miss a test, quiz, presentation, assignment due date or important classroom event a note must be presented to me on the first day the student returns to school. The note must be written and signed by either a parent/guardian or medical professional (depending on the circumstances). This note will be required for the student to write the test, quiz, submit the assignment or complete the presentation.

Late Assignments

Students will be expected to complete all assignments in the allotted time. Students who do not complete the assignment will have a percentage of their mark deducted. If late submission becomes a habit, contact will be made with parents.

Photographs

There may be instances where I photograph the students partaking in certain group activities, classroom celebrations, field trips ect. These will be for classroom display to create a sense of community.

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I ______________________________ and ___________________________ have read and understand the information

(Student) (Parent)

in this course outline.

_______________________________ _________________________________

Signature (parent) Signature (student)

Date:______________________

Parent Contact E-mail: ___________________________________________________________________

Parent Contact Phone: ___________________________________________________________________

Please sign and return to Ms. Forde

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