business english curriculum
TRANSCRIPT
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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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