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Course Profile
Introduction to Accounting, Grade 11, Workplace Preparation, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Catholic
District School Board Writing Team – Introduction to Accounting
Lead
Board
Simcoe-Muskoka
Catholic District School Board
Project
Manager
James Hall, Simcoe-Muskoka Catholic District School Board
Lead
Writer
Christopher Woods, Simcoe-Muskoka Catholic District School Board
Writers
Mike Grottoli, Simcoe-Muskoka Catholic District School Board
Kimberly Jenkins, Simcoe-Muskoka Catholic District School Board
Reviewers
Frank McMahon, London Catholic District School Board
Deb Slinger, Simcoe-Muskoka Catholic District School Board
Judy Gatt, Simcoe-Muskoka Catholic District School Board
Course Overview
Introduction to Accounting, Grade 11, Workplace Preparation, BAI3E
This
course introduces students to the use of accounting in business. Students study
various types of businesses and business ownership, and the accounting
procedures that are applied to each. Specifically, students record
transactions, prepare financial statements, and analyse the process of cash
management. They also examine the risks related to credit sales and the
collection of debts. As well, students use accounting software.
The world
of work, and more specifically, the world of accounting, lend themselves to the
consideration of many economic and ethical issues in business that can draw
upon the Catholic School Graduate Expectations as guiding principles. Leaders
in education are directed by God to model Catholic behaviour and actions that
would be expected of students when they enter the world of work. Explanations
of business terms such as assets, labour, revenue, and profits should parallel
discussions of the intellectual, moral, emotional, and spiritual attributes
that are also valued in the workplace. God directs us to encourage students to
be responsible citizens who respect the environment and use resources wisely,
and to lead students to be future collaborative contributors who find meaning,
dignity, fulfillment, and vocation in work which contributes to the common
good. The study of the many facets of business and the workplace must be based
on the foundation of the Catholic School Graduate Expectations so that the
leaders of tomorrow will provide leadership and contributions that not only
consider economic growth, but that also serve and encourage moral and spiritual
growth in individuals, the workplace and society as a whole.
Accounting
is a process-driven pursuit. Students must learn the steps of the accounting
cycle in a sequential manner. Teachers must ensure that students have mastered
previous topics before progressing to new skills. Students need opportunities
to practise and apply all skills learned and to receive constructive feedback
on a regular basis. Teachers should follow a teach-practise-review-extend
method of instruction. Once a new skill is taught, students should have the
opportunity to practise the skill. The teacher should then review the material
and extend the topic to include a new step. This process should continue
throughout the course, and assessment opportunities should be provided on a
continuous basis. Evaluation opportunities should include, among others,
assignments, daily work completion, and unit tests.
Workplace
preparation courses are designed to equip students with the knowledge and
skills they need to meet the expectations of employers, should they plan to
enter the workplace directly after graduation. Alternatively, workplace
preparation courses also provide the requirements for admission to certain
apprenticeship or other training programs. Students in Ontario secondary
schools have the opportunity to apply what they learn in their courses through
participation in various planned learning activities outside the classroom.
Such learning activities increase students’ awareness of educational and career
opportunities and provide them with first-hand experience. This practical
experience will help them make decisions about possible future careers and will
assist them in making a successful transition from secondary school to the
workplace or to an apprenticeship program.
This course could be integrated with
a cooperative education program or be offered as part of a business studies
program. Where possible, the course should include planned learning experiences
connected to the workplace, such as job shadowing or presentations by local
business people. See Cooperative Education and Other forms of Experiential
Learning, Policies and Procedures for Ontario secondary Schools, 2000 for
more information about experiental learning.
|
* Unit
1 |
Introduction
to the World of Accounting |
20
hours |
|
Unit 2 |
Revenue
and Expenses |
14
hours |
|
Unit 3 |
The
General Journal |
20
hours |
|
Unit 4 |
Worksheets
and Closing Entries |
16
hours |
|
Unit 5 |
Accounts
Payable and Accounts Receivable Ledgers |
15
hours |
|
Unit 6 |
Banking
and Cash Management |
10
hours |
|
Unit 7 |
Accounting
and You |
15
hours |
* This
unit is fully developed in this Course Profile.
Time: 20 hours
Unit
Description
The
first unit is important in introducing the major concepts in accounting such as
the accounting equation and debit/credit theory. Students develop an
understanding of the importance of the role of accounting in a business for
financial control and decision making. The unit begins with an explanation of
assets, liabilities, and owner’s equity and their relationship within the
accounting equation. Students then learn to organize these accounts into a
balance sheet. The relevance of balance sheet ratios and analysis is explored
using case studies. Students begin to develop accounting entry skills by using
a transaction worksheet to record balance sheet transactions. Students progress
to spreadsheets to record accounting entries electronically. Finally, students
are introduced to debit and credit theory by recording balance sheet
transactions on T-accounts and creating a trial balance.
If the
co-op module is being used, this is an excellent time to employ a Job Shadowing
Experience assignment. The assignment would include questions addressing the
nature of accounting, an interview with an accountant in the industry and their
career pathways, and a career panel with directed questions regarding the
expectations.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1.1 |
WAV.01,
CMV.03, WA1.01, AC1.01, CM3.01, CM3.03 CGE2b,
2c, 2e |
Knowledge/Understanding Communication |
Nature
of Accounting The
Accounting Equation |
|
1.2 |
CMV.03,
AC2.05, CM3.01, CM3.03 CGE2a,
2b |
Knowledge/Understanding Application Thinking/Inquiry |
The
Balance Sheet |
|
1.3 |
DMV.01,
DMV.02, DMV.03, DM1.01, DM2.01 CGE2b,
2c, 2d, 3c, 4f |
Thinking/Inquiry Communication Application |
Analysis
of the Balance Sheet |
|
1.4 |
AC2.01 CGE2b, 2c |
Knowledge/Understanding |
Transaction Sheet |
|
1.5 |
ACV.03,
AC3.01 CGE2b,
2c |
Application |
Using
Spreadsheets for Accounting |
|
1.6 |
AC1.02,
AC2.04 CGE2a,
2b, 3c |
Knowledge/Understanding Communication Application |
T-Accounts
and Debit/Credit Theory Trial
Balance |
|
1.7 |
ACV.01,
ACV.02, WA1.04, AC1.04 CGE2a,
2b, 2d |
Knowledge/Understanding Thinking/Inquiry Communication Application |
GAAP
(Generally Accepted Accounting Principles) - the
business entity - the
cost principle -
liquidity order -
maturity date rule The
Accounting Cycle |
Time: 14 hours
Unit
Description
Students
are introduced to revenue and expense accounts and the income statement. By examining
income statement ratios and analysis through case studies, students understand
the importance of the income statement for decision making. Also through case
studies, students understand the implications of cost overruns. Revenue and
expense transactions are examined using T-accounts culminating with a
discussion of the accounting cycle. The creation of income statements and
balance sheets using a spreadsheet is explored.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
2.1 |
AC2.05 CGE2a,
2b |
Knowledge/Understanding Communication |
The
Income Statement |
|
2.2 |
DMV.02,
DM1.01, DM1.02, DM2.02, DM1.03, DM1.04, WA1.04 CGE2a,
3c, 4f, 7i |
Thinking/Inquiry Knowledge/Understanding Communication Application |
Analysis
of the Income Statement The
Matching Principle |
|
2.3 |
ACV.02,
AC1.02, AC1.03, AC2.01 CGE2a,
2b, 2c, 3c |
Knowledge/Understanding Application |
Revenue
and Expense Transactions |
|
2.4 |
ACV.03 CGE2b,
2e |
Application |
Using Computer
Software for Income Statement Preparation |
|
2.5 |
ACV.01,
AC1.04 CGE2a,
2b, 2d |
Knowledge/Understanding Communication |
The
Accounting Cycle |
Time: 20 hours
Unit
Description
This unit
introduces the general journal and posting to the ledger. Students learn how to
record transactions in a general journal. This is followed by an examination of
the posting process to the ledger and checking for accuracy by creating a trial
balance. As well, finding and correcting journal and ledger entries are
explored and the concept of source documents is introduced. Finally, an
expanded accounting cycle is discussed. The use of accounting software may be
introduced.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
3.1 |
ACV.02,
AC1.02, AC2.01, AC2.02 CGE2b,
2d, 3c |
Knowledge/Understanding Application |
Recording
Transactions in a General Journal |
|
3.2 |
AC2.03 CGE2b,
2d, 3c |
Knowledge/Understanding Application |
Posting
to a Ledger |
|
3.3 |
AC2.04 CGE2a,
2b |
Knowledge/Understanding Application |
Trial
Balance |
|
3.4 |
ACV.01,
WA1.04 CGE2a,
2b, 2d |
Knowledge/Understanding Application |
Source
Documents The
Accounting Cycle |
|
3.5 |
AC3.02,
AC3.03, AC3.05 CGE2b,
2e, 4f |
Application Communication Thinking/Inquiry |
Using
Computer Software for Accounting |
Time: 16 hours
Unit
Description
This unit
focuses on the use of worksheets as an organizational tool and closing entries.
The unit begins with students completing worksheets and creating financial
statements both manually and electronically using spreadsheets. An analysis of
financial statements from different time periods is surveyed. This is followed
by an investigation of closing entries. Students are then shown the expanded
accounting cycle. As with previous units, accounting software may be used to
enrich learning. At this point in the course, a major project that includes all
facets of the accounting cycle may be undertaken.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
4.1 |
AC2.05 CGE2a,
2b, 2c, 2d |
Knowledge/Understanding |
Worksheets |
|
4.2 |
WA1.04,
DM2.03, AC2.05 CGE2b,
3c, 7a |
Thinking/Inquiry Communication Application |
Analysis
of Financial Statements From Different Periods |
|
4.3 |
AC1.02,
AC2.01, AC2.02, AC2.03, AC2.06 CGE2a,
2b, 2c |
Knowledge/Understanding Application Communication |
Closing
Entries |
|
4.4 |
ACV.01,
ACV.02, ACV.03, AC1.04, AC3.04 CGE2e |
Knowledge/Understanding Application |
The
Accounting Cycle Using
Computer Software for Accounting |
Time: 15 hours
Unit
Description
Many
accounting students in the workplace preparation courses will gain employment
as accounts receivable and/or payable clerks or, through self-employment and
will need to manage payables and receivables. The unit begins with an
explanation of the need for subsidiary ledgers and the integration of the
ledgers into the accounting cycle. The job of the accounts payable clerk is
explored. Students then study the use of discounts to encourage payment and
learn how discounts are processed. The job of the accounts payable clerk is
discussed and the method of processing accounts payable and associated
discounts is demonstrated. Credit sale risks and risk management strategies are
discussed using case studies. Finally, using accounting software, students
learn about direct posting to the ledger. A major project using source
documents, such as invoices and cheques, can be assigned.
This
would be an appropriate time to provide an opportunity for two or three
students to job shadow with organizations and report back to peers.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
5.1 |
ACV.01,
AC1.04 CGE5h |
Knowledge/Understanding Communication |
Integrating
Subsidiary Ledgers into the Accounting Cycle |
|
5.2 |
CMV.01,
ACV.02, AC2.01 CGE2a,
2b, 2d |
Knowledge/Understanding Application |
Accounts
Receivable Ledger |
|
5.3 |
CMV.01,
ACV.02, AC2.01 CGE2a,
2b, 2d |
Knowledge/Understanding Application |
Accounts
Payable Ledger |
|
5.4 |
CMV.02,
CM1.01, CM1.02, CM1.03 CGE2e,
3c, 4e |
Knowledge/Understanding Thinking/Inquiry Application |
Discounts Collection
and Payment of Debts |
|
5.5 |
ACV.03 CGE2b,
2e |
Application |
Using
Computer Software for Accounting |
Time: 10 hours
Unit
Description
Many
students in the workplace preparation courses will gain employment as customer
service representatives or as entrepreneurs, and therefore, will be required to
deal with cash. It is important that students understand the need for cash
management and the role banks play in maintaining a cash control system.
Through the use of case studies and simulations, students probe the reasons for
cash control and the principles of cash control. The needs and methods for
borrowing money are studied. The bank reconciliation statement and the
associated journal entries are examined.
A
cooperative education investigative assignment regarding cash management would
be appropriate at this time. Each student would report back to classmates
regarding common scenarios in cash management. Guest speakers could include
local Small Business Organizations representatives, Chamber of Commerce
members, and a Bank Manager.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
6.1 |
WA1.02, CM3.02 CGE2a, 2b, 2d, 3c |
Knowledge/Understanding Communication |
Reasons for Cash Control |
|
6.2 |
DMV.01,
CM2.01 CGE2a,
2b, 2d, 7a, 7b |
Knowledge/Understanding Communication |
Principles
of Cash Control |
|
6.3 |
DMV.01,
WA1.02 CGE2e,
3b, 3c, 3d |
Application Communication |
Using
Cash Control in Decision Making |
|
6.4 |
CM2.02,
CM2.03 CGE2a,
2b, 2d, 3c, 3d |
Knowledge/Understanding Thinking/Inquiry Application |
Bank
Reconciliation |
|
6.5 |
ACV.02,
ACV.03 CGE2a,
2b, 2d, 3c |
Knowledge/Understanding Application |
Recording
Cash Control Transactions |
Time: 15 hours
Unit
Description
This
unit explores the world of accounting and business. It is important that
students understand that accounting is not just about crunching numbers but
also about such things as customer relations on audits, appropriate dealings
with suppliers, and the implications of layoffs. As well, various types of
business ownership and the advantages and disadvantages of each are explored.
It
is suggested that the career and ethical issues be integrated throughout the
course. Many textbooks have career and ethical issue cases at the end of each
chapter. Students examine the impact of decisions on society in the Catholic
context of social responsibility and the common good.
If
the teacher is using the integrated co-op package, a placement assignment would
be appropriate. This assignment would use experiential learning and
demonstration through a class presentation of the type of business ownership
their particular firm uses. A follow up activity could be a reflective essay of
classroom presentations which supports the student’s position. The supervisor
should also interview each student to assess the knowledge of career pathways
available at placement. Career panels and guest speakers would also be an
invaluable tool at this time.
Students
could also develop case studies based on their placement experiences and lead
the class through a workshop during integration sessions.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
7.1 |
WAV.02,
WA2.01, WA2.02, WA2.03, WA2.04 CGE2a,
2b, 2d, 4c |
Knowledge/Understanding Communication Thinking/Inquiry |
Types
of Business Ownership |
|
7.2 |
DMV.03,
WA1.03, DM3.01, DM3.02, DM3.03 CGE1d,
3b, 3f, 5e, 5g, 7j |
Thinking/Inquiry Communication Application |
Ethical
Issues in Accounting |
|
7.3 |
WAV.03,
WA3.01, WA3.02, WA3.03 CGE4e,
5b, 5d, 5h |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Careers
in Accounting |
Throughout
this course, the teaching strategies employed should vary to allow students to
apply their knowledge in a number of different situations. These strategies
fall into four different categories: teacher-centred, learner-centred,
self-directed, and community-based.
Teacher-centred
strategies are those in which the teacher directs the learning. Teacher-centred
strategies have a definite place in this course as a means of introducing,
explaining, and discussing the concepts and theories of accounting. Examples
include teacher-led reviews, worksheets, and note taking.
Learner-centred
strategies, which are activity-based, provide students with opportunities to
actively apply what they have learned. The expectations for the use of these
teaching strategies are that students apply learned accounting techniques and
that they develop effective problem-solving skills. Examples include text
referencing, group discussions, note making, case studies, and computer
simulations.
Self-directed
strategies may be used to promote independence and self-reliance. The benefits
of these strategies are that students learn to take responsibility for and
manage their own learning. Examples include sharing information with others,
creating displays, and electronic media research.
Community-based
strategies integrate the local community into the classroom. This strategy
provides students with real-life examples and applications of the theory they
are learning. Examples include the following:
a) Job Shadowing - half day to full day
one-on-one observation of a worker at a place of employment:
· involves the pairing of a student with a worker in a specific occupation;
· may be integrated with a credit course;
· may be part of a students school-work transition program.
b) Cooperative Education a planned learning
experience, for which credits are earned, that integrates classroom theory and
learning experiences at a workplace to enable students to apply and refine the
knowledge and skills acquired in a related curriculum course.
· requires a personalized placement learning plan;
· involves the earning of credits;
· requires pre-placement orientation;
· is monitored by the cooperative education teacher;
· integrates classroom and workplace learning;
· involves reflective learning during integration sessions;
· involves student assessment.
c) Career Panels
d) Telephone Interviews/industry supervisor
interviews/health and safety audit of the placement
Teachers
should employ assessment techniques frequently throughout the course in order
to communicate the expectations of the course to students, make appropriate
adjustments to teaching/learning strategies and accommodate the special needs
of students. Student input to the assessment process should be welcomed and
valued. Rubrics for some tasks will be useful.
Diagnostic –
Informal Observation, Checklists, Tests/Quizzes
Formative – Informal and Formal Observation,
Interviews, Verbal Feedback, Written Feedback, Graphic Organizers
Summative – Assignments, Products, Quizzes/Tests,
Presentations, Individual and Group Assignments
Seventy
percent of the grade will be based on assessment and evaluation conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, a cumulative project, performance,
essay, and/or other method of evaluation.
Note: If the cooperative education program
is implemented, greater assessment on student performance while in the
placement should be considered. Placement Learning Assessment must include the
following:
·
careful,
critical observation of the student’s placement activities, including
performance of placement tasks and interaction with co-workers and the
supervisor;
·
an
assessment of working conditions and the student’s work habits;
·
discussions
and consultations with both the student and the supervisor;
·
documentation
of student progress in developing the knowledge and refining the skills
described in the curriculum expectations of the related course, and towards
achieving the placement-related expectations of the classroom component of the
cooperative education course, as well as the expectations of the employer;
·
the
updating and adjusting of all copies of the student’s personalized placement
learning plan.
Teachers should
address exceptional students’ Individual Educational Plans (IEPs) and consult
with the appropriate support staff. This allows teachers to effectively
implement prescribed accommodations and/or modifications. The following are
some suggested strategies based on different exceptionalities that could be
applied throughout the various activities:
Note: The electronic Curriculum Planner and the Special
Education Accompaniment are excellent resources when developing
accommodations for students.
|
Reading Difficulties ·
read questions and instructions first ·
adjust reading requirements ·
provide varied opportunities for peer/group reading ·
pre-teach concepts/vocabulary ·
provide advance organizers to structure reading content (i.e.,
outlines, subtitles, main ideas, supporting detail) ·
provide opportunities for alternate methods of information sharing
(i.e., videos, visuals) |
Math Difficulties ·
check work after each example ·
relate problems to real life ·
modify complexity of examples ·
break into smaller steps ·
review daily ·
teach and encourage use of diagrams ·
teach use of calculator ·
use hands-on manipulatives ·
adjust number of problems ·
provide samples for the students to work from (i.e., an example
balance sheet or income statement) |
Memory Difficulties ·
teach students to verbalize concepts ·
check that daily assignments are recorded in planner ·
include strategies to assist recall ·
ensure student write things down ·
provide lists and/or flow charts ·
give visual clues ·
give demonstrations ·
teach Mnemonics ·
allow student to tape lessons for more intensive review at a later
time |
|
Oral Language
Difficulties ·
provide non-threatening environments ·
do not ask the students to respond to questions without forewarning ·
use cooperative learning ·
encourage the student to ask for clarification ·
use visual aids consistently to support oral message ·
provide choices ·
use electronic medium ·
permit small groups |
Motivation
Difficulties ·
provide a variety of types of assignments ·
create personalized assignments ·
set realistic goals and expectations ·
avoid public confrontation ·
provide praise and positive feedback ·
be flexible with timelines ·
conference one-to-one basis ·
maintain contact with home ·
timely feedback |
Written Language
Difficulties ·
vary assignments ·
give explicit instructions ·
allow more time ·
provide a print copy of board notes if necessary (i.e., photocopy,
peer notes on NCR paper) ·
allow point-form notes ·
use peer editing ·
teach use of spell check ·
allow the use of assistive devices as outlined in the IEP |
|
Attention Difficulties ·
provide a variety of activities and teaching techniques ·
give blocks of information and vary the activities frequently ·
use cooperative learning ·
ask students to repeat instructions to you ·
provide immediate feedback ·
move around room ·
use visuals ·
seat students in area of room that will minimize distractions |
Enrichment ·
work with an outside business organization (i.e., DECA (Distributive
Education Clubs of America) or Junior Achievement) ·
participate in a stock market simulation ·
provide enriched material ·
provide an expanded cooperative education opportunity |
|
·
pair
or group students with English speakers
·
provide
note making guide
·
promote
peer tutoring
·
encourage
use of first language English dictionaries for assignments and assessment
·
pair
written instructions with verbal instructions
·
provide
visual and auditory clues
·
allow
extra time for reading or writing assignments. The teacher should set the tone
for a positive attitude toward helping students with special needs.
·
English-speaking
students can help their ESL classmates by repeating, rephrasing, and writing
words down.
·
Bilingual
peer tutors, if available, can be helpful, or use classroom groups to
facilitate clarification in native language.
·
Provide
peer tutors and give them specific responsibilities up front.
·
Give
recognition to partners for undertaking responsibilities with students with
special needs.
·
Avoid
“all ESL” groupings.
·
Encourage
ESL students to use their own language to explain terms in their private notes
if it helps them remember.
·
Have
all concrete items labelled so that every time students sit at the workstation
they are reminded of the terms.
·
Allow
speaking in first languages for clarification and explanation.
·
Teachers
help students decide on the skills and competencies that need work.
·
Provide
students with a summary sheet that can be used at the end of each class (with
teacher assistance) to list main terms or concepts that were the focus of the
lesson.
·
Make
overheads of handouts on which teacher highlights important terms, explains
words, clarifies instructions, etc. while students do the same on their copy.
·
Provide
students with articles to choose from if they are unable to do their own
research.
·
Assist
tutors for ESL students to help with the reading section.
·
Provide
a glossary of terms for the reading for students with special needs.
According
to OSS, mature students (those age 18
and over) may take courses to work towards their high school diploma. These
courses may be taken at a secondary school, through correspondence, or through
any of the alternative ways described in Section 6.8 of OSS. Therefore, the delivery of this course may be adapted to meet
the needs of mature students.
School-work
transition programs include both in-school and work-based experiences,
including job shadowing, work experience, cooperative education, and in-depth
skills training, and require the involvement of employers in their development
and delivery. The job shadowing, work experience, and cooperative education
portions of school-work transition programs must be implemented in accordance
with the policies and procedures of the Ministry of Education Cooperative
Education and Other Forms of Experiential Learning, Policies and Procedures for Ontario Secondary Schools, 2000, 1.6.
Proposed
Cooperative Education Model
A
cooperative education course, including both the classroom component and the
placement component, must be scheduled for at least the same number of hours as
required for any one of its related courses. (For a minimum of 110 hours) and
for, at most, twice the number of hours required for each related course.
|
Number of Credits |
Pre-Placement |
Integration |
Placement |
Total Hours |
|
1-credit
course |
15-20
hours |
7 hours |
83-88
hours |
110
hours |
Semester 1
|
Period 1 |
Period 2 |
Period 3 |
Period 4 |
|
BAI3E
(in-school) |
BAI3Ec
(co-op ed) |
elective* |
elective** |
* strongly
suggest that the Math workplace destination be taken during the same semester
as the Introduction to Accounting program for support of the curriculum and
with the extension and application of the expectations in the community.
**
strongly recommend English or computer programming.
BAI3E
and BAI3Ec one offered through the co-op mode of delivery as a two credit
program (same students in Period 1 and Period 2).
Staffing:
same teacher to deliver both credits – the teacher should be qualified in
business, accounting, and (if possible) cooperative education.
Students
would complete identified expectations during the two-period delivery at the
beginning of the semester.
Students would complete the classroom component
(pre-placement orientation: 15-20 hours: student preparation for the workplace;
health and safety; coverage under the workplace safety and insurance act;
unions and collective bargaining) prior to entering workplace.
Integration
sessions: seven hours, would be scheduled throughout the remainder of the
semester.
Remaining
hours would be spent in appropriate placements in the community for the
application and extension of the expectations addressed in the delivery of the
program.
Note: Before taking part in any workplace learning
experiences, students must acquire the knowledge and skills needed for safe
participation. Teachers should consult the Health and Safety Considerations
outlined in The Ontario Curriculum,
Grades 11 and 12, Business Studies and Grades
9-12, Program Planning and Assessment.
Expectations
relating to violence prevention have been incorporated in the provincial
curriculum where relevant. When planning their programs, teachers will base
their decisions on the needs of students, taking into consideration their students’
abilities, backgrounds, interests, and learning styles. Learning activities
should be designed to help students develop respect for human rights and
dignity, and to develop a sense of personal, social, and civic responsibility.
Schools are also required to adopt measures to provide a safe environment for
learning, free from harassment of all types, violence, and expressions of hate.
For more
information, teachers should consult Section 7.13 Anti-discrimination Education
of the OSS document.
Cougler,
R. and N. J. Shoemaker. Accounting
Applications: A Systems Approach. John Wiley and Sons Canada Limited. ISBN
0-471-79611-5
Cougler,
Ron. Introductory Accounting, revised ed. John Wiley and Sons Canada
Limited.
ISBN 0-471-79691-3
D’Amico
V. and J. Magnan. Accounting: An
Introduction. Copp Clark Pitman. ISBN 0-7730-4711-5
D’Amico,
V., T. Palmer, and T. D’Amico. Principles
of Accounting. Copp Clark Pitman.
ISBN 0-7730-5264-X
Dauderis,
Henry. Financial Accounting: An
Introduction to Decision Making. Holt, Rinehart & Winston, Harcourt
Brace Canada. ISBN 0-03-922672-7
Gibson
D. L. and N. J. Shoemaker. Accounting
Principles: A Skill-building Approach. John Wiley, Nelson. ISBN
0-471-79658-1
Kaluza,
Henry J., et al. Accounting: A Systems
Approach. McGraw-Hill Ryerson. ISBN 0-07-549679-8
Kaluza,
H., W.G. Leonard, and J.L.K. Ambacher. Elements
of Accounting: A Senior Course. McGraw-Hill Ryerson. ISBN 0-07-549568-6
Syme,
G.E. and T.W. Ireland. Accounting 1.
Prentice-Hall Canada. ISBN 0-13-333825-8
Note: The URLs for the websites have been verified by
the writers prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to
assigning them for student use.
Pricewaterhouse Coopers –
www.pricewaterhousecoopers.com
KPMG – www.kpmg.com
Deloitte
and Touche – www.dttus.com
Canadian
General Accountants – www.cga-canada.org/
Canadian
Institute of Chartered Accountants – www.cica.ca/
Canadian
Management Association – www.cma-canada.org/
ACCPAC Discovery Series (ACCPAC International)
ACCPAC for Windows (ACCPAC International)
DAC Easy (DAC Easy / Sage Software)
BusinessWorks (Sage Software)
MYOB (MYOB Software)
NetLedger (www.netledger.com)
Simply Accounting (ACCPAC International)
Accounting
Activity (Cost of Merchanise Sold) –
www.angelfire.com/ks/tonyaskinner/acctgscms.html
Accounting
Activity (M&M Closing Entries) –
www.angelfire.com/ks/tonyaskinner/acctgmm.html
Accounting
Handouts for Introductory Accounting – www.bboinc.com/actghome/teacher.html
Accounting
Monopoly – www.geocities.com/CollegePark/Quad/5687/monopoly.html
ANET
(Accounting Education Resources) – www.csu.edu.au/anet/education/index.html
Lyman’s
Accounting Learning Activities – lyman.dtc.millard.k12.ut.us/Acct/account.htm
Sole
Proprietorships – www.geocities.com/CollegePark/Quad/5687/acctg1.html
Southwestern
Publishing Accounting Ideas – www.swcollege.com/vircomm/gita/gita.html
Canadian
Shareowners’ Association – www.shareowner.ca
Canadian
Youth Business Foundation – www.cybf.ca
Credit
Counselling Service of Ontario – www.creditcanada.com
Credit
Union Central of Ontario – www.cuco.on.ca
Investment
Funds Institute of Canada – www.ific.ca
Investor
Learning Centre of Canada – www.investorlearning.ca
Junior
Achievement of Canada – www.jacan.org
Canada/Ontario Business Services –
www.cbsc.org/ontario/index.html
Industry Canada –
strategis.ic.gc.ca/sc-ecnmy/engdoc/homepage.html
Ontario Ministry of Economic Development and
Trade – www.ontario-canada.com/medtt
Revenue Canada – www.rc.gc.ca
Statistics
Canada – www.statcan.ca/start.html
Youth
Resource Network of Canada – www.youth.gc.ca/
Career Bridges
– licensed by the Ministry of Education
Career.Max – Georgian Bay Career Centre, Kathy
Gallacher
The Ontario Curriculum, Grades 11
and 12, Business Studies, 2000. Ministry of Education.
The Ontario Curriculum, Grades 9 to
12, Program, Planning and Assessment. Ministry of Education, 2000.
Ontario Secondary Schools, Grades 9
to 12, Program and Diploma Requirements. Ministry of Education and Training, 1999.
Ontario Catholic School Graduate
Expectations.
Institute for Catholic Education.
Ministry of Education Cooperative Education
and Other Forms of Experiential Learning, Policies and Procedures for Ontario
Secondary Schools, 2000.
Coded Expectations, Introduction to
Accounting, Grade 11,
Workplace Preparation, BAI3E
WAV.01 · describe the nature of accounting
and its importance in managing a business;
WAV.02 · analyse the different types of
businesses and different types of business ownership;
WAV.03 · describe career opportunities in
the field of accounting.
The
Nature of Accounting
WA1.01 – describe the role of accounting
in a service business;
WA1.02 – describe the benefits of a good
accounting system;
WA1.03 – demonstrate an understanding of
the ethical criteria governing the field of accounting;
WA1.04 – demonstrate an understanding of
the guidelines, principles, and concepts of accounting.
Types of
Business and Business Ownership
WA2.01 – examine different businesses to
identify their type of ownership (e.g., sole proprietorship, partnership,
corporation, cooperative);
WA2.02 – analyse the advantages and
disadvantages of the different types of business ownership;
WA2.03 – explain the basic differences
between a service business and a merchandising business (e.g., a local courier,
a local clothing store);
WA2.04 – describe the factors to be
considered in selecting a suitable type of business ownership.
Career
Opportunities
WA3.01 – define the challenges and
benefits of a variety of accounting careers;
WA3.02 – describe the role and
responsibilities of professional associations with respect to individuals’
accounting careers;
WA3.03 – evaluate the role of technology
in the changing nature of occupations in accounting.
ACV.01 · describe the basic accounting
cycle for a service business;
ACV.02 · apply the recording and reporting
process in manual accounting;
ACV.03 · apply the recording and reporting
process in computer accounting.
Introduction
to the Accounting Cycle for a Service Business
AC1.01 – explain the relationship among
assets, liabilities, and owner’s equity;
AC1.02 – describe the relationship between
debit and credit entries;
AC1.03 – differentiate between revenue and
expense transactions;
AC1.04 – describe the steps in the
accounting cycle for a service business.
The
Recording and Reporting Process in Manual Accounting
AC2.01 – demonstrate how to record
transactions using the double-entry accounting system;
AC2.02 – demonstrate how to record
transactions in general journal format;
AC2.03 – demonstrate how to post
transactions to ledger accounts;
AC2.04 – demonstrate the accuracy of accounting
records through the use of a trial balance;
AC2.05 – explain how to produce income statements and
balance sheets from the worksheet;
AC2.06 – demonstrate how to prepare
closing accounting entries and a post-closing trial balance.
The
Recording and Reporting Process in Computer Accounting
AC3.01 – demonstrate, using accounting
software, how to record transactions using the double-entry accounting system;
AC3.02 – describe the advantages of using
software to record transactions in the journal and to post transactions to
ledger accounts;
AC3.03 – demonstrate the accuracy of
accounting records through the use of a computerized trial balance;
AC3.04 – demonstrate how software can be
used to prepare income statements, balance sheets, closing accounting entries,
and a post-closing trial balance;
AC3.05 – determine the criteria to apply
when selecting computer software options in accounting.
CMV.01 · describe the process of accounts
receivable and accounts payable management in a service business;
CMV.02 · analyse the process of cash
management in a service business;
CMV.03 · analyse the sources of business
and personal financing.
Accounts
Receivable and Accounts Payable Management
CM1.01 – summarize the risks of credit
sales (e.g., poor credit risks) and risk-management strategies (e.g., use of
credit reporting agencies);
CM1.02 – demonstrate how discounts for
accounts receivable and accounts payable are processed;
CM1.03 – explain the steps involved in the
collection and payment of debts.
Banking
and Cash Management
CM2.01 – describe procedures that can be
used to safeguard cash (e.g., petty cash, cash control, and receipts and
payment procedures);
CM2.02 – demonstrate an understanding of
the bank reconciliation process;
CM2.03 – analyse the transactions
initiated by the bank reconciliation process.
Sources
of Financing
CM3.01 – assess the sources of funds
available to finance a service business (e.g., family, investors, banks);
CM3.02 – evaluate the costs of borrowing
money to operate a service business (e.g., compare the costs of bank loans
versus leasing arrangements);
CM3.03 – describe the purpose of
collateral to secure business and personal financing.
DMV.01 · describe how accounting
information is interpreted to help in decision making;
DMV.02 · explain the importance of
financial statements in the decision-making process;
DMV.03 · demonstrate an understanding of
human, environmental, and ethical issues in the field of accounting.
The Use
of Accounting Information to Make Decisions
DM1.01 – describe the use of accounting
information in decision making by company personnel (e.g., department managers,
owners);
DM1.02 – describe the use of accounting
information in decision making by outsiders (e.g., governments, investors, and
banks);
DM1.03 – explain the implications of cost
overruns on projects;
DM1.04 – demonstrate an understanding of
cost changes that are beyond the control of business (e.g., an increase in
taxes, minimum wage, or price of materials).
The
Importance of Financial Statements
DM2.01 – assess the capability of a firm
to manage its liquidity (e.g., by determining its ability to pay debts as they
come due);
DM2.02 – assess the capability of a firm
to manage its profitability (e.g., by determining expense ratio, preparing a
comparative financial analysis);
DM2.03 – demonstrate an understanding of
the use of financial statements from different fiscal periods.
Human
and Ethical Issues in Accounting
DM3.01 – describe the financial and human
costs that can arise when health and safety conditions in the workplace are
inappropriate (e.g., losses in productivity through low staff morale or damage
to equipment, increases in insurance or compensation payments);
DM3.02 – demonstrate an understanding of
the effects of human resource management (e.g., staff training, team building,
incentives) on the well-being of businesses;
DM3.03 – explain the financial and human
costs that can arise when a company decreases staffing to improve
profitability.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic
Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops attitudes and values founded on
Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives
to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness,
conflict and forgiveness are part of the human journey” and that the cross, the
ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to
understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, technology and information
systems to enhance the quality of life.
A Reflective and Creative Thinker
who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light
of the common good;
CGE3c -thinks reflectively and creatively to
evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian
leadership;
CGE4d -responds to, manages and constructively
influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal
values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness
activities for a balanced and healthy lifestyle.
A Collaborative Contributor
who
CGE5a -works effectively as an interdependent team
member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s God-given potential and
makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and
vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and
contributions of self and others;
CGE5f -exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability,
self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member
who
CGE6a -relates to family members in a loving,
compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as
God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of
the family in society;
CGE6d -values and nurtures opportunities for
family prayer;
CGE6e -ministers to the family, school, parish,
and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed
in Catholic traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
CGE7f -respects and affirms the diversity and
interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history,
cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.