This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement the Business Education 8 to 10 curriculum. This document supersedes the Business Education 8 to 10 Integrated Resource Package. The information contained in this IRP is also available via the Ministry web site: http://www.bced.gov.bc.ca/irp/irp.htm . The following paragraphs provide brief descriptions about each section of the IRP.

The Introduction

The Introduction provides general information about Business Education 8 to 10, including special features and requirements. It also provides a rationale for teaching Business Education 8 to 10 in BC schools.

Business Education 8 to 10 Curriculum

The provincially prescribed curriculum for Business Education 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

• provincially prescribed learning outcome statements
• suggested instructional strategies for achieving the outcomes
• suggested assessment strategies for determining how well students are achieving the outcomes
• provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed learning outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a "starter set" of basic resources to deliver the curriculum. These resources are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific
local needs.

The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Further information about these recommended learning resources is found in Appendix B.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

• Appendix A lists the curriculum organizers and the prescribed learning outcomes for each grade for the curriculum.
• Appendix B consists of general information on learning resources as well as Grade Collection organizational charts and annotations for the provincially recommended resources. New resources are evaluated and added to the Grade Collections on a regular basis.
• Appendix C contains assistance for teachers regarding provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluations.
• Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP.

Explanation of Section		Curriculum Sub-Organizer as seen on the World Wide Web
Grade and Curriculum Organizer		Grade 8: Marketing This sub-organizer contains the following sections: Prescribed Learning Outcomes Suggested Instructional Strategies Suggested Assessment Strategies Recommended Learning Resources
Internal links to each section of the document
Prescribed Learning Outcomes		PRESCRIBED LEARNING OUTCOMES It is expected that students will: explain how marketing practices within the marketing mix affect consumers describe the channels of distribution involved in the flow of products and services from producer to consumer To view the prescribed learning outcomes for Marketing in other grades click on an icon below.
Navigational Links to similar sub-organizers
Suggested Instructional Strategies		SUGGESTED INSTRUCTIONAL STRATEGIES Students further their practical understanding of marketing as it applies to them as consumers. By tracking various products, they begin to understand the channels of distribution. As a class, brainstorm and develop a needs survey for a specific product. After students have administered their survey to a target population (e.g., other students), ask them to use spreadsheets to summarize their results. Suggest that students interview local manufacturers or retailers regarding distribution paths for similar products. Challenge students to identify and evaluate alternatives to these paths for their own product. Assign students an imaginary or real product or service. Ask them to work in groups to research these questions: Who are your customers? How do you want to distribute your product (service)? When do you want to sell, and at what price? Have students use multimedia resources to prepare and present marketing plans. Encourage them to incorporate original research (e.g., taste tests, comparisons of competitive product pricing, identification of channels of distribution). Assist students, working in groups, as they organize, promote, and manage a simple in-school business activity (e.g., bake sale, food-hamper drive). After the activity, ask each group to reflect on its experience and present a summary to the class. As a class, propose alternative strategies for marketing products (e.g., consignment, mail orders, exporting, home page on the Internet). Invite students to cite possible advantages and disadvantages of each strategy. Have students suggest appropriate distribution methods for given products (e.g., raspberries from Fraser Valley farms going to northern BC communities), considering the nature of the products (e.g., perishability, fragility, weight) and their consumer destinations (e.g., distance, available transportation networks). Then have them create a table in which the nature of products is matched against transportation and distribution methods, and draw conclusions based upon information in the table.
Suggested Assessment Strategies		SUGGESTED ASSESSMENT STRATEGIES Students demonstrate their understanding of the channels of distribution as they describe the flow of products and services, conduct needs assessments, and use the information to develop marketing plans in real and simulated settings. Challenge students to compare the distribution channels from producer to consumer for various specific goods and explain the purpose for each of the processes involved (e.g., BC fruit compared with fruit from South America). Check their work for accuracy, and note the extent to which they recognize and can recount the processes involved in the distribution channels. Review several marketing case studies with students, then engage them in developing criteria for an effective marketing plan. Have students in groups use their needs surveys to identify products and develop marketing plans for them, including product strategies, pricing strategies, distribution elements, and promotional strategies. Use the criteria to show students the extent to which their plans reflect effective marketing practices. Ask them to revise their plans in light of new information.
Provincially Recommended Learning Resources		RECOMMENDED LEARNING RESOURCES Print Materials Media Messages Product Testing Activities by Consumer Reports Video Secrets of Selling Supermarket Persuasion Multimedia Exploring Business 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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