Instructional strategies have been included for each curriculum organizer and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both. For each organizer, a list of specific strategies is introduced by a context statement that focusses the reader on the important aspects of this section of the curriculum and links the prescribed learning outcomes with instruction.

There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements.

Strategies

The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Emphasis is given to the following:

• Strategies that use technology.

  The ability to use technology to solve problems is an essential skill in the workplace and is an important 'new basic' in postsecondary education. Students use technology in the business education subjects to access information, to calculate, and to enhance the presentation of ideas.

• Strategies that foster the development of individual and group skills.

  The workplace requires that people work effectivelyăindividually and with othersăto solve problems and to complete tasks. Students need to experience the dynamics of group work to enhance their understanding of the problem-solving process. Group work focusses on skills such as collaboration, communication, leadership, and co-operation.

• Strategies that foster the development of research skills and critical thinking.

  In order to make informed and responsible choices, students need to listen, view, and read critically.

• Strategies that require problem-solving skills.

  Students identify needs, pose real or invented problems of their own, and respond to problems presented by others. To develop decision-making and problem-solving skills, students need to be challenged to identify problems and present possible solutions.

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