This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• demonstrate Level I touch keyboarding on alphanumeric keyboards
• use appropriate communication tools and skills needed for business and the workplace
• outline ways that businesses communicate information regarding copyright, potential risks, and products or services

To view the prescribed learning outcomes for Business Communication in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Assess students' computer and keyboarding performance and have them set realistic objectives. Ask them to work toward demonstrating Level I proficiency of 20 to 30 wpm with accuracy on a timed test, using correct keying technique in an ergonomically safe environment. Level I also requires students to use appropriate software in production activities (see Appendix D).
• Have students brainstorm possible tools and methods for sending specific business messages and then create sample communications. Examples include:
  • calling a meeting
  • responding to a customer complaint
  • advising customers of a price change
  • making travel arrangements
  • ordering supplies

  Students should consider the perspectives of both senders and receivers (individuals and organizations), and incorporate internal communication tools (e.g., memos, bulletins, conversations) and external tools (e.g., telephone, e-mail, flyers).

• As a class, make a web chart that shows the qualities needed to be successful in business (e.g., leadership, commitment to customer service, creativity, communication skills, honesty, integrity) and discuss why each is important.
• Arrange a class visit to a local business site (e.g., not-for-profit business, home-based business) to meet with staff and ask questions related to the modes of communication used in that business.
• Invite students to collect and create a classroom display of samples of business communications to consumers (e.g., CD copyright, portable stereo warranty, software licence, cigarette health warning, metric and bilingual labelling, marketing information). Discuss the purpose and effectiveness of each form of communication and the implications for businesses when consumers break laws with respect to information in the communications.

SUGGESTED ASSESSMENT STRATEGIES

• Suggest that students keep journals to track their weekly progress in touch keyboarding, commenting on their strengths and goals relative to predetermined criteria. Criteria might include:
  • displays correct posture to comply with ergonomic standards
  • keeps eyes on the copy
  • uses home-row keys correctly
  • uses accurate key reaches, key combinations, and shift key
  • uses punctuation keys correctly

  Check students' journals periodically for evidence that they are progressing in speed and accuracy, and offer suggestions to help them achieve the goals they have set for themselves.

• As students identify and discuss the implications of copyright infringement, record evidence that they:
  • refer to copyright legislation to justify their positions
  • recognize the benefits of copyright for copyright holders
  • understand the implications of copyright for consumers
  • present ideas clearly

• Following a research project in which students contact sources outside the school, have them develop reports describing:
  • communication methods they used to contact various people and organizations, including their reasons for selecting those methods
  • types of information they received from different sources
  • communication methods their sources used to reply to requests for information
  • why they think each source replied in that manner

  Record evidence that students select and use business communication tools appropriate for their purpose and that they recognize the ways businesses adjust communications depending on the information they wish to convey.

RECOMMENDED LEARNING RESOURCES

• Database Applications and Exercises
• Media Messages

Software

• All the Right Type
• Graph Links
• Type to Learn
• UltraKey

Games/Manipulatives

• The Real Game

Note: It is anticipated that existing classroom and school materials will also be used to support the prescribed learning outcomes until additional learning resources are identified.

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