When selecting and developing learning activities, consideration must be given to safety, gender equity, sensitive content, and diverse student needs.

Safety

The nature of business education requires that correct safety practices be established as soon as students begin their studies. It is the responsibility of the teacher to ensure that students are aware of any hazards in facilities and follow established safety procedures. Safety education is a continuing experience. Teachers must use good judgment when instructing students in safety practices, remembering that the main objective is education.

It is essential that teachers address the following questions before, during, and after an activity:

• Do the facilities provide proper lighting and adequate ventilation for the activity?
• Have students been introduced to any hazards in the facility area?
• Have students been made aware of home, school, and workplace safety standards?
• Is equipment in good repair and suitably arranged?
• Have students been given specific instruction in using equipment correctly?
• Are students being properly supervised in class and on trips into the community?
• Are students practising proper techniques in an ergonomically safe environment?
• Are students wearing appropriate apparel when visiting community businesses?
• Do students follow established rules and routines?
• Do students demonstrate self-control and show respect for the safety of others?

Gender Equity

The education system is committed to helping all students succeed in their daily lives. This is particularly important in subject areas in which males or females are underrepresented. Teaching practices, learning activities, assessment materials, and classroom environments must place value on the experiences and contributions of both girls and boys. Teachers should consider gender bias in learning resources and be aware of the potential for gender bias when teaching.

The following instructional guidelines are suggested to help teachers implement a gender-sensitive business education curriculum:

• feature atypical role models
• address gender-related stereotypes, bias, and pressures in society and the home
• provide practical learning opportunities designed to develop confidence and interest in non-traditional roles
• design instruction to acknowledge differences in experiences, interests, and learning styles among male and female students
• explore historical, social, and ethical considerations in addition to technical applications of business education subjects
• reinforce the significance of business education to daily life and to careers

Sensitive Content

Some components of the business education curriculum address issues and concerns related to business, consumer, and employee activities and responsibilities. These issues may be a source of sensitivity for some students and their parents. The following are some suggested guidelines for dealing with such sensitive issues:

• Obtain appropriate in-service training before beginning instruction in a new, unfamiliar, or potentially sensitive area of study.
• Provide opportunities for parents and guardians to be involved in their children's learning.
• Obtain the support of the school administration before beginning instruction on any potentially sensitive issues.
• Be aware of provincial and district policy and legislation on disclosure of personal information.
• Promote critical thinking and refrain from taking sides, denigrating, or propagandizing one point of view.

Diverse Student Needs

Skills and knowledge about families, social relationships, personal and business communication, basic management principles, and practical living are crucial for many students with special needs. Some of these students require significant assistance to successfully develop strategies for independent living and managing everyday business and personal relationships.

Instruction and assessment methods should be adapted to meet the needs of all students. When students with special needs can be expected to achieve or surpass the learning outcomes set out in the business education curriculum, regular grading practices and reporting procedures are followed. However, when students are not able to achieve the learning outcomes because of disabilities, modifications must be noted in their Independent Education Plans (IEPs).

The following strategies may help students with special needs succeed in business education.

• Adapt the environment:
  • use co-operative activities and experiences to encourage students to work in pairs and teams
  • vary student seating arrangements to encourage interaction
• Adapt presentations:
  • use open and inclusive language to engage all learners
  • demonstrate and model new concepts
  • make connections with student interests and experiences and link these with other curricular areas
  • use bilingual peers and volunteers to help ESL students
  • adjust the pace of activities and learning as required
• Adapt materials:
  • use multi-sensory, hands-on, practical applications
  • use techniques that make the organization of activities more explicit (e.g., colour-code the steps used to solve problems and complete projects)
  • use concrete materials, manipulatives, or large-print materials
  • use visual, verbal, and physical representations
  • use translated materials for information such as safety rules
• Adapt methods of assistance:
  • use special education technologies to assist with keyboarding
  • partner students with peer volunteers
  • have teacher assistants work with students
  • work with consultants and support teachers to develop appropriate problem-solving activities and strategies
• Adapt methods of assessment:
  • allow students to demonstrate their understanding of business education concepts in a variety of ways (e.g., posters, display models, puzzles, game boards)
  • modify assessment tools to match student needs (e.g., oral tests, open-book tests, tests with no time limit)
  • set achievable goals
  • use computer programs that allow students to practise word processing and to record and track their results
  • use audiotapes or video to record individual student presentations
• Provide opportunities for extension and practice:
  • vary the amount of work for completion at any given time
  • simplify the way questions are worded to match each student's level of understanding
  • provide opportunities for students to practise skills
  • design creative learning experiences and critical-thinking activities for students with exceptional gifts or talents

Previous Page Next Page

  BC Ministry of Education Home Page