Course Profile   Introduction to Accounting, Grade 11, Workplace Preparation, Public

 

 

Unit 3:  Double-entry Accounting

Time:  15 hours

 

Activity 3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4

Unit Description

This unit explores the causes of the changes in balance sheets and income statements. It addresses the recording of business transactions in the general journal and posting to the ledger. An emphasis is placed on the interpretation of the source documents that drive the transactions. Students become aware of the benefits of a good accounting system and the relationship of source documents to an audit trail. Particular attention is placed on the necessary educational and preparatory job requirements, level of preset and future demand, and compensation levels.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

3.1. Transactions and T-Accounts

3.75 hours

ACV.01, ACV.02, AC1.02, AC2.01

Knowledge/
Understanding

Thinking/Inquiry

Application

Investigate causes of changes in balance sheets and income statements.

Introduce T-Accounts.

Demonstrate double-entry accounting.

3.2. Transactions: Recording in the Journal and Posting to the Ledger

9 hours

ACV.02, AC2.02, AC2.03

Knowledge/
Understanding

Thinking/Inquiry

Application

Communication

Recording transactions in the general journal.

Interpreting source documents.

Posting to the ledger.

3.3. The Importance of Recording Transactions, Journalizing, and Posting to Good Accounting systems.

1 hours

ACV.02, WAV.01, DMV.03, WA1.02

Knowledge/
Understanding

Application

Thinking/Inquiry

Communication

Understand the principles of accounting use to ensure accuracy.

Recognize methods that lead to a clear audit trail.

3.4. Careers in Accounting

1.25 hours

WAV.03, DMV.03, WA3.01

Thinking/Inquiry

Communication

Classification of various accounting careers.

 

Activity 3.1:  Transactions and T-Accounts

Time:  225 minutes

Description

Unit 2 introduced the relationships among the balance sheet items and the nature of income statement sections. This activity introduces students to the method used by accountants to record the daily transactions of a business. Students learn the meaning of the term ‘account’ and develop an appreciation of double entry accounting by using source documents and T-accounts while exploring the relationship between debit and credit entries.

Strand(s) & Learning Expectations

Strand(s):  The Recording and Reporting Process in Accounting

Overall Expectations

ACV.02 - apply the recording and reporting process in manual accounting.

Specific Expectations

AC1.02 - describe the relationship between debit and credit entries;

AC2.01 - demonstrate how to record transactions using the double-entry accounting system.

Prior Knowledge & Skills

·         The accounting equation

·         Balance sheet and income statement items and their classifications

Planning Notes

·         Prepare overheads/handouts of two simple balance sheets on different dates.

·         Prepare T-account handouts if desired.

·         Prepare business transactions.

·         Set quiz on T-account terminology.

·         Decide on transaction analysis format and forms.

·         Select exercise from textbook.

·         Design group assignment.

Teaching/Learning Strategies

Lecture, Individual, and Group Work

The concepts of accounts, debits and credits, and double-entry accounting are crucial to the understanding of the rest of the course and their careful first-time exposition is best left in the hands of the knowledgeable teacher who can gauge the students’ level of understanding and clarify initial misunderstandings.

The teacher:

·         presents two balance sheets of the same firm showing different numbers in cash and another account (e.g., supplies) (see Appendix 3.1.1). After reviewing whether the accounting equation still holds, the class speculates as to what kind of transaction might have given rise to the changes.

·         once the correct business transaction has been identified, draws lines from the first balance sheet accounts to two T-account set-ups (ledgers). The teacher labels the accounts according to the standard accounting principles and explains the use of the terms credit and debit as well as the relationship to the recording of the balances as they appear on the balance sheet; assets left side, liabilities and OE on the right side (see Appendix 3.1.2).

·         invites student to speculate as to how the business transaction can be recorded on the cash and the other corresponding accounts. Thus the teacher can demonstrate how the new balances on the two T-accounts are established and connect these numbers to the second balance sheet, demonstrating how the T-accounts intermediate between the two balance sheets.

·         presents and explains the idea and characteristics of trial balances.

·         assigns an in-class exercise and provides guidance and assistance for its completion. Takes up the answers to the in-class assignment (see Resources).

·         provides a brief quiz on T-account terminology (see Appendix 3.1.3). This quiz is collected and handed out to different class members. The teacher provides the correct answers and students initial the marked quizzes before returning them to the original student.

·         provides a Transaction Analysis format for the previous transactions.

·         provides further business transaction examples for transaction analysis. This can be an assignment to be collected and marked.

·         introduces the concept of expenses and revenues and the way transactions are recorded on the respective T-accounts and assigns a practice exercise, transaction analysis (see Resources).

·         collects and marks the assignment. Returns and takes up the assignment.

·         provides an assignment which starts out with the information for a balance sheet, asks to record business transactions on T-accounts involving balance sheet and income statement items, and ends with the drawing up of a new balance sheet on a different date. Care has to be taken to have students calculate the accounting equation to establish the OE number on the new balance sheet. This can be used to show that the difference between the two balance sheet equities is the same as the calculation of revenues minus expenses. Thus the student learns that there is more than one way to check the accuracy of one’s calculations. It is strongly urged that this assignment be done with a partner and in class (see Resources).

Students:

·         take notes as presented by the teacher and interact in the accounting equation review and transaction speculation;

·         create T-accounts for the rest of the balance sheet items and transfer the numbers from the balance sheet to the proper account and side;

·         receive a practice assignment to be worked on during the remainder of the class (see Resources). It is hoped that most of the recording of the transactions can take place in the classroom with teacher assistance if needed;

·         participate actively in the taking up of the answers to the assignment;

·         write and peer mark a quiz on T-account terminology;

·         take notes on transaction analysis and fill in the transaction analysis sample sheet as provided by teacher presentation;

·         complete and hand in the transaction analysis assignment;

·         take notes on revenue and expense transactions and their recording on T-accounts and transaction analysis. Complete revenue/expense transaction analysis exercise and reviews correct answers;

·         complete and hand in assignment on mixed balance sheet/income statement item transactions and transaction analysis;

·         work with a partner to complete comprehensive assignment on business transactions, recording on T-accounts and drawing up new balance sheet.

Assessment & Evaluation of Student Achievement

·         Formative: Knowledge/Understanding, Thinking/Inquiry: T-account review assignment, T-account terminology quiz (peer marking), Transaction analysis assignment

·         Formative or Summative: Application, Thinking/Inquiry: assignment on mixed balance sheet/income statement item transactions and transaction analysis, comprehensive partner assignment on business transactions, recording on T-accounts and drawing up new balance sheet

Accommodations

The following are ways in which the activity can meet student’s individual needs:

·         Provide review/exercise questions of the lesson in both written and oral form.

·         Use peer tutoring to assist students who require more instruction.

·         Provide a list of terms for Activity 3.1.3.

·         Provide extension activities for students requiring enrichment.

Resources

D’Amico, Victor L. and T. Palmer. Principles of Accounting. Toronto: Copp Clark Pitman, 1994.
ISBN 0-7730-5264-X. Exercises 1 and 3 pp. 48, 49, pp. 88, 89, exercises 15, p.92, 93.

Appendices

Appendix 3.1.l – Balance Sheets

Appendix 3.1.2 – Balance Sheets and T-account Connection

Appendix 3.1.3 – Quiz on Ledger Accounts

Appendix 3.1.1

Balance Sheets

Eastdale Car Services

Balance Sheet

January 1, ____

Asset

Liabilities

Cash

$20 000

Bank Loan

$12000

Accounts Receivable

    5 000

Accounts Payable

   8 000

Supplies

    3 000

 

 

Equipment

  12 000

Total Liabilities

 20 000

Building

  80 000

 

 

Land

  20 000

Owner’s Equity

 

 

 

John Smith, Capital

100 000

 

 

 

 

Total Assets

$140 000

Total Liabilities and Equity

$140 000

 

 

Eastdale Car Services

Balance Sheet

January 31, ____

Asset

Liabilities

Cash

$12 000

Bank Loan

 $12000

Accounts Receivable

    5 000

Accounts Payable

    8 000

Supplies

    3 000

 

 

Equipment

   20 000

Total Liabilities

  20 000

Building

   80 000

 

Land

   20 000

Owner’s Equity

 

 

 

John Smith, Capital

  100 000

 

Total Assets

$140 000

Total Liabilities and Equity

$140 000

 

A.        Accounting Equation January 1:

B.         Accounting Equation January 31:

C.         What was the transaction that led to the change in the two accounts between January 1 and January 31?

Appendix 3.1.2

Balance Sheets and T-account Connection

Eastdale Car Services

Balance Sheet

January 1, ____

Asset

 

Liabilities

 

Cash

$20 000

Bank Loan

$12000

Accounts Receivable

     5 000

Accounts Payable

   8 000

Supplies

     3 000

 

 

Equipment

    12 000

Total Liabilities

   20 000

Building

    80 000

 

 

Land

     20 000

Owner’s Equity

 

 

 

John Smith, Capital

 100 000

 

Total Assets

$140 000

Total Liabilities and Equity

$140 000

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Eastdale Car Services

Balance Sheet

January 31, ____

Asset

 

Liabilities

 

Cash

$12 000

Bank Loan

   $12000

Accounts Receivable

    5 000

Accounts Payable

      8 000

Supplies

    3 000

 

 

Equipment

   20 000

Total Liabilities

    20 000

Building

    80 000

 

 

Land

    20 000

Owner’s Equity

 

John Smith, Capital

 

 

   100 000

 

Total Assets

  $140 000

Total Liabilities and Equity

 $140 000

 

Appendix 3.1.2  (Continued)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3.1.3

Quiz on Ledger Accounts

Name:

_______/12

Marked by:

Fill in the blanks with the correct term:

Accountants use ____ accounts to simplify the recording of business transactions. In accounting terminology, debit refers to the _____________ side of an account and credit to the _____________side of an account. Assets will have their balances recorded on the ___________ side, liabilities on the ______________ side, and Owner’s Equity on the _____________ side. A transaction that decreases an asset account will be recorded on the ____________ of the account. If there is an increase in a liability account, the entry is shown on the _____________ side of the account.

Record the following transactions on the t-accounts provided:

1.   Loan payment to the bank of $200

2.   Company bought a computer system costing $3000.

 

 

Dr                    Cash                 Cr

 

 

Dr        Bank Loan        Cr

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dr        Office Equipment          Cr

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 3.2:  Transactions: Recording to the Journal and Posting to the Ledger

Time:  540 minutes

Description

In Activity 1, the students develop an understanding of Debit/Credit theory and the use of T-accounts (ledgers) for transactions. In this activity, the teacher must explain that so far a step has been omitted for ease of comprehension. The general journal is introduced and how transactions are recorded using the manual accounting system. Students often have a difficult time understanding the concept of source documents and terms used in the business world. It is very important that time be spent explaining what they are, where they are used, and how they are recorded in the general journal. Finally, the students learn how, in “real life”, T-accounts are recorded and the relationship between the General Journal and the Ledger.

Strand(s) & Learning Expectations

Strand(s):  The Accounting Cycle

Overall Expectations

ACV.02 - apply the recording and reporting process in manual accounting;

Specific Expectations

AC2.02 - demonstrate how to record transactions in general journal format;

AC2.03 - demonstrate how to post transactions to ledger accounts.

Prior Knowledge & Skills

·         Students have the knowledge and skills obtained from Activity 3.1 content; debit and credit entries, T-accounts.

·         Roles and behaviours in groups, if extra work is needed refer to Overview Pedagogy Resources.

Planning Notes

·         Review transactions used for T-accounts in Activity 3.1 for application to General Journal and Ledger activities.

·         Prepare overhead of General Journal template.

·         Prepare ‘Shoe Box’ Activity – A approx. 10 shoe boxes (30 students/3) required, B) 10 photocopies of module 1- CGA binder cut up and placed in shoe box, C) Photocopy blank general journal sheets.

·         Prepare overheads of Ledger Accounts – photocopy blank ledger account sheets for demonstration.

Teaching/Learning Strategies

Step 1 - Lecture/Individual

The teacher:

·         explains what the methods of assessment will be used for the three steps in Activity –1. Formative-quiz on General Journal entries, Group “Shoebox project,” Peer Assessment of Group process, and self-assessment;

·         explains to the student that T-accounts (Ledgers) ease the understanding of Transaction Analysis and Double entry accounting. The teacher then explains that there is a step missing;

·         introduces the missing step, The General Journal. Explains that it is the “original book of entry” and that in the real world it must be completed first. Using a blank overhead of a General Journal, completes a question used previously to explain transaction analysis to complete the general journal;

·         provides question to be completed in class, assigns various questions for homework;

·         makes available homework solutions; and provides a question as a quiz.

Students:

·         complete blank general journal with teacher;

·         complete a question in class to make sure they understand the concept;

·         complete various questions for homework;

·         complete quiz question (150 minutes).

Step 2-Questioning/Pairs/Groups

The teacher:

·         uses overhead to introduce and identify main source documents – memorandums, sales invoice, purchase invoice, deposit slips and cheques, a good chart that summarizes source documents could be posted on board for easy reference (see Resources);

·         explains PST and GST;

·         introduces “Shoe box” group exercise –Source documents photocopied from Module 1 of the CGA document photocopied, cut up and placed in shoe box;

·         divides students into groups of three. Explains that an accountant often is given a shoe box of receipts, etc., and must make sense of the disorder and prepare the “books” for a company;

·         gives each group a box and has them place each form in numerical order, then together prepare the general journal entries. If all of module one is given to the students, there will be 37 entries.

Students:

·         in pairs, complete questions on source documents (see Resources); then identify and prepare journal entries using various source documents from their textbook (150 minutes);

·         completes ‘shoebox’ exercise and as a group hands in one copy (150 minutes).

Step 3-Lecture/Pairs

The teacher:

·         reiterates that T-accounts are a form of Ledger Account and show the students an example of how the ledger for each account is completed in the Business World. Using a question previously used in completing the general journal, teacher and student work together to use the Balance sheet to open the ledger accounts, then the procedure to post the general journal entries to the ledger;

·         assigns question to be completed in pairs;

·         makes solutions available when students complete for comparison;

·         provides a lead to Unit 4, where the Trial Balance is introduced and prepared.

Students:

·         works with teacher to complete ledger;

·         complete questions in pairs (90 minutes).

Assessment & Evaluation of Student Achievement

·         Diagnostic and Formative: Knowledge/Understanding, Thinking/Inquiry: Recording transactions in General Journal (class/homework questions), General Journal quiz, ‘Shoebox’ exercise, posting general journal entries to ledger

·         Formative: Application: Class/Homework assignment on General Journal Entries, Shoebox exercise, posting general journal entries to ledger

·         Formative: Communication: Peer assessment of group process (see Pedagogy Resources for tools)

Accommodation

The following are ways in which the activity can meet student’s individual needs:

·         provide review/exercise questions of the lesson in both written and oral form;

·         use peer tutoring to assist students who require more instruction;

·         pair weaker student with stronger student (shoe box exercise);

·         group/reduce or adapt the number of journal entries in shoebox exercise;

·         provide extension activities for students requiring enrichment. Assign task of investigation of the trial balance and teaching class how to complete.

Resources

Bennett, B., C. Rolheiser-Bennett, and L Stevahn. Cooperative Learning Where Heart Meets Mind. Toronto: Educational Connections. 1991 ISBN 0-4444-555-6, p. 170

D’Amico, Vic and T. Palmer. Principles of Accounting, 2nd ed. Toronto: Copp Clark Pitman Ltd., 1994.
ISBN 0-7730-5264, pp. 153-174

Ireland, Tim. School Accounting Modules “Module 1” CGA – Canada 2000. ISBN 1-55219-287-3
pp. 3-14

Syme, G.E. Accounting , 5th ed. Scarborough: Prentice Hall. 1993. ISBN 1-13-333825-8, pp. 64-67, 175, 190, 203-214. Workbook: ISBN 0l-13-334161-5 Teacher’s Key: ISBN 0-13-334285-9

 

Activity 3.3:  The Importance of Recording Transactions, Journalizing, and

Posting to Good Accounting Systems

Time:  60 minutes

Description

In Activities 3.1 and 3.2, students learn the double-entry accounting system so that they are able to journalize and post. They become technicians of these operations. However, they may not appreciate the importance of such procedures. Some students may view the detail of accounting procedures as overly rigid, and some may even think it to be wasteful in terms of the use of paper trails and the periodic creation of reports and statements. They may be lacking in the appreciation of the prevalence of loss due to incompetence, fraud, and/or theft. Moreover, students certainly have not experienced an audit at the hands of a qualified team of experts.

Strand(s) & Learning Expectations

Strand(s):  The Accounting Cycle, The World of Accounting

Overall Expectations

ACV.02 - apply the recording and reporting process in manual accounting;

WAV.01 - describe the nature of accounting and its importance in managing a business;

DMV.03 - demonstrate an understanding of human, environmental, and ethical issues in the field of accounting.

Specific Expectations

WA1.02 - describe the benefits of a good accounting system.

Prior Knowledge & Skills

Students have the knowledge and skills obtained from completing Activity 3.1 and 3.2 from this unit.

Planning Notes

Some or all of the following may be advantageous:

·         obtain current local statistics available from financial institutions, commercial departments, on the rate of business failure due to incompetence (i.e., poor business practices which may include shoddy accounting practices);

·         obtain current local statistics available from local police services fraud departments on the annual rate of white collar crime;

·         obtain current local statistics or information available from local Chamber of Commerce, BBB (Better Business Bureau), or Ministry of Labour relating to incidence of non-payment of employees (due to poor recording keeping), etc.;

·         Contacting Canada Customs and Revenue Agency (CCRA) for business forms necessary for meeting legal regulations (i.e., GST);

·         Contacting financial institutions for requirements for established firms requiring short-term loans;

·         Book computer lab, Library/Resource Centre, student services lab booking for Internet research regarding internal company theft;

·         Invite guest speakers from any of the following: Chamber of Commerce, Ministry of Labour, financial institutions, accounting firms, local banks, police, or CCRA to address their position on how accuracy behoves a healthy company status and thwarts attempts of criminal activity;

·         Creating a fictitious business situation where theft/embezzlement has occurred. Contrasting companies with good practices and poor practices attempt to resolve the situation.

Teaching/Learning Strategies

Activity 3.3 may be assigned as a student (individual or group) research project or it may be handled in class. If the activity is handled as a research project, it may be one that is submitted for marking or it may feature a class presentation component. Where the assignment is a group project, each student must report individually for evaluation.

If it is handled as a class activity, then the teacher:

·         clearly outlines the expectation for evaluating this activity;

·         highlights the features of the double-entry system in review;

·         shows how journalizing and posting on a daily basis allow timely and appropriate production of financial documents periodically or on a non-scheduled basis;

·         focuses on how businesses of different sizes may incur voluminous transactions on a daily basis which must be accounted for;

·         emphasizes conditions of cash flow such that an asset-wealthy firm may be in hardship if it is cash poor;

·         notes that textbook and classroom exercises are but a means of providing isolated experience in dealing with transactions and that they in no way are representative of the quantity of transactions a firm may encounter;

·         gives a preview into future topics such as cash controls and a firm’s ability to be able to manage its time for service;

·         includes didactic or Socratic style, board/overhead work, presentation of financial institution or CCRA requirements, or a guest speaker, if desired;

·         creates a fictitious business situation where theft/embezzlement has occurred and have student(s) describe their process of solving the problem from a proper paper trail perspective as compared to one that is lacking;

·         emphasizes that hunches, although sometimes helpful, may not replace hard data as evidence of transactions.

If it is handled as a class activity, then students:

·         review expectations with the purpose of addressing them in a timely fashion;

·         take notes of the teacher’s presentation or that of the guest speaker;

·         prepare and ask clarifying questions of the material presented;

·         realize that hunches are implicit assumptions and, although sometimes helpful, may not replace hard data as evidence of transactions;

·         analyse their class work to see how it compares to good accounting practice. Is it timely? Is it accurate? Is it neat? Do corrections follow standard operating procedures?

Assessment & Evaluation of Student Achievement

Knowledge/Understanding, Thinking/Inquiry, Application, Communication.

The teacher, individual students, or small groups of students prepare a formative assessment such as a word search or crossword based on the terminology involved in accounting procedures that has the ability to address the following:

·         is able to list a number of problems associated with poor accounting procedures;

·         recognizes that good accounting procedures both limits errors and crime and allows one to more efficiently spot errors or criminal activity;

·         recognizes that borrowing money from financial institutions is enhanced with good accounting records;

·         acknowledges that timely financial reports are only possible if business transactions are systematic and timely;

·         considers how management addresses concerns such as internal theft;

·         has a broader understanding of the types of accounting and their purpose, the necessity of good accounting practice in identifying error or crime, and that accounting transcends the stereotype of “bean counting.”

Accommodations

The following are ways in which the activity can meet student’s individual needs:

·         Provide review/exercise questions of the lesson in both written and oral form.

·         Use peer tutoring to assist students who require more instruction.

·         Allow extra time for the creation of a crossword/word search should that option be used.

·         Provide extension activities for students requiring enrichment.

Resources

Class textbook or elements suggested in Planning Notes.

Appendices

Appendix 3.3.1 – Presentation Rubric that may be used if the teacher chooses to have presentations

Appendix 3.3.1

Presentation Rubric

Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/Understanding

Knowledge of facts and terms

Expectation:

- demonstrates limited knowledge of facts and terms

- demonstrates  some knowledge of facts and terms

- demonstrates considerable knowledge of facts and terms

- demonstrates  thorough insightful knowledge of facts and terms

Understanding of concepts, principles, and theories

Expectation:

- demonstrates limited ability to identify and explain content on topic

- demonstrates some ability to identify and explain content on topic

- demonstrates considerable ability to explain content on topic

- demonstrates through ability to explain all aspects of content on topic

Thinking/Inquiry

Critical and creative thinking skills (e.g., to identify the problem, topic, issue, explore alternative, collect the data)

Expectation:

- demonstrates limited ability to use specific strategies to gather information and generate ideas for a presentation

- demonstrates some ability to use specific strategies to gather information and to generate ideas for a presentation

- demonstrates considerable ability to use specific strategies to gather information and to generate ideas for a presentation

- demonstrates considerable ability to use specific strategies to gather information and to generate ideas for a presentation

Application

Application of concepts, skills, and procedures in familiar (to new) contexts

Expectation:

- demonstrates limited ability to  use an organizational pattern to structure ideas for a presentation

- demonstrates some ability to  use an organizational pattern to structure ideas for a presentation

- demonstrates considerable ability to use an organizational pattern to structure ideas for a presentation

- demonstrates a high degree of ability to use an organizational pattern to structure ideas for a presentation

Use of equipment, materials and technology

Expectation:

- demonstrates limited ability to use strategies for style, text,  background, timing or transitions

- demonstrates limited ability to use strategies for style, text,  background, timing or transitions

- demonstrates limited ability to use strategies for style, text,  background, timing or transitions

- demonstrates limited ability to use strategies for style, text,  background, timing or transitions

Note: Space is provided to include the specific expectation related to the assignment.

Note: A student whose achievement is below level 1(50%) has not met the expectations for this assignment or activity.

Activity 3.4:  Careers in Accounting

Time:  75 minutes

Description

Students are introduced to the different aspects of accounting related careers. Particular attention is placed on the necessary educational and preparatory job requirements, level of present and future demand, and compensation levels. Students evaluate their career aspirations in light of personal abilities and interests. They are, at the same time, adjusting their ideas concerning the purpose of work, employability skills, and notions of entrepreneurship. (See Description, in the Course Overview.)

Strand(s) & Learning Expectations

Strand(s):  The World of Accounting

Overall Expectations

WAV.03 - describe career opportunities in the field of accounting;

DMV.03 - demonstrate an understanding of human, environmental, and ethical issues in the field of accounting.

Specific Expectations

WA3.01 - define the challenges and benefits of a variety of accounting careers.

Planning Notes

Though not necessary, following the sequence suggested in this profile would give students a clearer, albeit incomplete, picture of some aspects of accounting.

Some or all of the following may be advantageous:

·         Internet research may require lab bookings.

·         Journal/newspaper/school calendar research may require Student Services booking and/or Library/Resource Centre;

·         Book guest speaker (if required).

·         If presentations are used, a presentation schedule may be necessary.

Teaching/Learning Strategies

The teacher:

·         clearly outlines the expectations of their evaluation of this activity;

·         introduces accounting related careers on the basis of educational requirements, career duties, and compensation;

·         introduces a assignment about unusual careers in accounting e.g., forensic accounting;

·         introduces on-line URLs for subsequent or required research (see Overview Career Resources);

·         introduces or reminds students of the resources available in the Library/Resource Centre and student services;

·         explores the relationship between compensation and required training and education, and on personal discipline to render a realistic understanding of what a good career choice entails;

·         arranges that student projects, if required, include actual interviews with local business;

·         techniques may include questioning style, board/overhead work, presentation of educational institution or professional body (e.g., CICA) requirements, or a guest speaker.

Students:

·         review expectations with the purpose of addressing them in a timely fashion;

·         take notes of the teacher’s presentation or that of the guest speaker;

·         prepare and ask clarifying questions of the material presented;

·         analyse their academic progress to date to see what further educational pursuits would be realistic;

·         review expectations with the purpose of addressing them in a timely fashion.

Assessment & Evaluation of Student Achievement

The teacher, individual students, or small groups of students prepare a formative assessment such as a quiz that has the ability to address the following:

·         is able to list a number of general accounting careers;

·         is able to list a number of business career paths that entail accounting expertise;

·         knows the level of education for such general accounting and business career paths;

·         creates study notes appropriate to the quiz assessment if it is an option.

Peer assessment of Group Presentation (Several examples can be found in Pedagogy Resources).

Accommodations

The following are ways in which the activity can meet student’s individual needs:

·         Provide review/exercise questions of the lesson in both written and oral form.

·         Provide a glossary of difficult vocabulary and idioms such as: power suit, beleaguered, drew the assignment, demure, posed a threat, pieced together, ousted, resorted to, secondment, anti-rackets, breach of contract, ingenious, procurement, fraud.

·         Use peer tutoring to assist students who require reinforcement.

·         Allow extra time for the creation of a quiz should that option be used.

·         Provide extension activities for students requiring enrichment, (e.g., interview forensic accountants, arrange for RCMP speaker from the Proceeds of Crime or Commercial Crime sections).

Resources

Batten, Jack. “Super Sleuths.” Elm Street, October 1997, p. 16. This article is used by permission from Elm Street Magazine and can be found in its entirety in the Appendix;

Career Explorer and Career Cruising that may be available in your school’s Student Services department that would assist students in identifying jobs in the accounting field that would fit with their workplace destination pathway;

Jackson Vocational Interest Survey (JVIS) and Career Directions Inventory (CDI) offer easily digestible information activities involving sales, services, and technology;

Ashland Interest Assessment (AIA) offers assistance to those students who may have barriers to employment that include learning disabilities, those developmentally delayed, or those that have a limited familiarity with the English language;

Further resources may be had from the Research Psychologists Press at www.rpp.on.ca.

 

 

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