Course Title: Financial Accounting Fundamentals

Hanson International Academy

COURSE OUTLINE

Course Grade & Type: Grade 11, University/College Preparation

Ministry Course Code: BAF3M

Credit Value: 1

Ministry Guideline: Business Studies, the Ontario Curriculum, Grades 11 and 12, 2006(Revised)

Prerequisite: None

Teacher: Mr. Singh

Course website:

E-mail:

COURSE DESCRIPTION

This course introduces students to the fundamental accounting principles that will prepare them for the Financial Accounting Principles course. Students will learn about financial practices that are important to the operation of the business. Students will gain knowledge in the area of business ownership as reviewing the details of the accounting cycle.Students will also obtain information in the area of making concrete financial decisions while preparing financial statements.

OVERALL CURRICULUM EXPECTATIONS

Fundamental Accounting Principles

describe the discipline of accounting and its importance for business;
describe the differences among the various forms of business organization;
demonstrate an understanding of the basic procedures and principles of the accounting cycle for a service business

Advanced Accounting Principles

demonstrate an understanding of the procedures and principles of the accounting cycle for a merchandising business;

demonstrate an understanding of the accounting practices for sales tax;
apply accounting practices in a computerized environment

Internal Control, Financial Analysis, and Decision Making

demonstrate an understanding of internal control procedures in the financial management of a business;
evaluate the financial status of a business by analyzing performance measures and financial statements;
explain how accounting information is used in decision making

Ethics, Impact of Technology, and Careers

assess the role of ethics in, and the impact of current issues on, the practice of accounting;
assess the impact of technology on the accounting functions in business;
describe professional accounting designations and career opportunities

Accounting consists of content that reviews vital components that comprise good record keeping methods. To properly understand accounting, one must be able to interpret financial statements, creatively solve accounting situations, and make moral financial decisions. To cultivate these skills, the following teaching/learning strategies will be employed:

Case study
Mathematical problem solving
Lateral thinking
Discussion

OUTLINE OF COURSE CONTENT

Unit Number / Unit Title / Allocated Time
1 / Introduction to Accounting Business Structures / 20
2 / The Accounting Cycle / 30
3 / Merchandising Business / 10
4 / Internal Control Procedures / 10
5 / Financial Analysis and Decision Making / 20
6 / Issues in Accounting: Ethics/Technology and Careers / 20
TOTAL TIME / 110 hours

TEACHING & LEARNING STRATEGIES

Strategies marked with “x” are used in the course.
Direct Instruction (teacher-led) / X / Class Activity (teacher facilitation) / X
Direct Instruction (discussion possible) / X / Experiential learning (learn by doing) / X
Class Discussion (teacher facilitated) / X / Worksheets/Surveys
Small Group Discussion / X / Individual or Group Research / X
Partner Discussion/Conferencing / X / Teacher modeling / X
1:1 Conferencing Teacher & Student / X / Text-based modeling / X
Teacher reading to class / Use of Computers / Internet / X
Silent individual reading / Use of video tape or audio materials / X
Group based reading / X / Role Playing / X
Independent Work (teacher facilitation) / X / Presentations / X
Group Work (teacher facilitation) / X / Guest Speaker / Interviews / Questions / X
Brainstorming / Field Trip

ASSESSMENT & EVALUATION

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality.

Your Report Card Grade will be determined as follows:

Term work:
70%of your grade will be based on all of the evidence you have provided. It will reflect your most consistent level of achievement with special consideration given to more recent evidence. / 25%Knowledge & Understanding: Knowledge of content and the understanding of business concepts.
20%Application: the application of knowledge and skills in familiar contexts; transfer of knowledge and skills to new contexts; making connections within and between various contexts.
15%Thinking: use of planning and processing skills; use of critical and creative thinking processes.
10% Communication: Expression and organization of ideas and business thinking, communication for different audiences/purposes and use of conventions, vocabulary and terminology of the discipline … all using oral, visual and written forms.
Final Evaluation:
30%of your grade will be determined at the end of the course. / 10% Performance Task: Consisting of a business investigation or contextual, open-ended problematic situation suited to a variety of approaches including use of technology where appropriate.
20% Exam: Consisting of a variety of question types (e.g. short answer, multiple choice, extended tasks) sampling all strands and categories of 2.5 hours duration or less.
Your final grade will be calculated by combining your Term (70%) grade and your Exam and Performance Task Evaluations (30%).

Grading

The final grade is based on performance in 3 areas: products, observations, conversations.

70% of the grade is based on evaluations conducted throughout the course.

30% is based on a final evaluation.

Assessment Tools

Marking schemes / X / Rubrics / X
Anecdotal comments / X / Checklists / X
Rating scales / X

Assessment Strategies

Strategies marked with “x” are used in the course.
Assessment for Learning / Assessment as Learning / Assessment of Learning
Quizzes / X / Journals / X / Tests / X
Observation / X / Exit and Entrance Cards / X / Presentations / X
Tests / X / Self/Peer assessment / X / Journals / X
Essays / X / Logs / X / Essays / X
Models / X / Models / X
Projects / X / Projects / X
Demonstrations / X / Demonstrations / X
Conferencing / X / Conferencing / X
Questioning / X / Questioning / X
Independent Study Assignment / X / Independent Study
Assignment / X
Presentations / X / Debates / X
Art Exhibits / Art Exhibits
Researching / X
Reading Aloud / X
Problem Solving (process focused) / X
Debates / X
Work Sheets
Role Playing
Direct Instruction / X
Journals / X

CONSIDERATIONS FOR PROGRAM PLANNING

Instructional Approaches
Teachers in the school are expected to:

clarify the purpose for learning
help students activate prior knowledge
differentiate instruction for individual students and small groups according to need
explicitly teach and model learning strategies
encourage students to talk through their thinking and learning processes
provide many opportunities for students to practise and apply their developing knowledge and skills
apply effective teaching approaches involve students in the use of higher-level thinking skill
encourage students to look beyond the literal meaning of texts

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

individually
cooperatively
independently with teacher direction
through investigation involving hands-on experience
through examples followed by practice
by using concrete learning tools - manipulatives - in mathematics such as connecting cubes, measurement tools, algebra tiles, and number cubes
by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Program Considerations for English Language Learners
Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

adaptation of some or all of the subject expectations depending on the level of English proficiency
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)
use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Antidiscrimination Education
Learning resources reflect students’ interests, backgrounds, cultures,
and experiences. Learning materials:

involve protagonists of both sexes from a wide variety of backgrounds
reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples
include, in English, use of short stories, novels, magazine and newspaper articles, television programs, and films
provide opportunities for students to explore issues relating to their self-identity
make students aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying.

Literacy and Inquiry/Research Skills
The school emphasizes the importance of the following:

using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs
emphasizing students’ ability to interpret and use graphic texts.
acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet.
learning that all sources of information have a particular point of view
learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Role of Technology
Information and communications technologies (ICT) tools used in many ways:

Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs.
They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.
Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in

groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world.

Students use digital cameras and projectors to design and present the results of their research to their classmates.
The school plans to use ICT to connect students to other schools and to bring the global community into the classroom.
Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education
Students are given opportunities to develop career-related skills by:

applying their skills to work-related situations
exploring educational and career options
developing research skills
practising expository writing
learning strategies for understanding informational reading material
making oral presentations
working in small groups with classmates to help students express themselves confidently and work cooperatively with others.

TEACHING RESOURCES
All ppt slides, notes, videos, etc will be e-mailed to all students.

Academic Honesty

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on texts or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records.

Late Assignments

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late. Students will be deducted 5% per day for all late assignments or missed written tests.