Each performance indicator is assigned to one of six curriculum-planning levels that represent a continuum of instruction ranging from simple to complex. The levels can serve as building blocks for curriculum development in that students should know and be able to perform the performance indicators at one level before tackling more complex skills and knowledge at the next level. The levels can also be used as the basis for developing an unduplicated sequence of instruction for articulation between high school and postsecondary business courses. In these cases, instructors can agree as to how far along the continuum students will advance in high school so that postsecondary instructors can initiate instruction at that point in the continuum. This will enable students to focus on new, more advanced subject matter rather than on content previously mastered. The curriculum-planning level for each performance indicator is referenced on the planning guide sheets found in Section 5. The six curriculum-planning levels are described as follows:
Content develops employability and job-survival skills and concepts, including work ethics, personal appearance, and general business behavior.
Content develops skills and knowledge needed for continued employment in or study of business based on the application of basic academics and business skills.
Content provides in-depth, solid understanding and skill development in all business functions.
Content provides the same in-depth, solid understanding and skill development in all business functions as in the specialist curriculum, and in addition, incorporates content that addresses the supervision of people.
Content develops strategic decision-making skills in all business functions needed to manage a business or department within an organization.
Content develops strategic decision-making skills in all aspects of business that are needed to own and operate a business.
In general, a framework is a skeleton structure that supports or encloses some-thing. In education, frameworks are used to support and enclose the curriculum of a discipline by defining the discipline’s main elements, thereby providing a big picture overview of the discipline’s curriculum. They can act as gatekeepers by helping educators and curriculum developers make decisions about what should be addressed or eliminated from consideration in a curriculum. Once educators have determined what content should be addressed, they can use the scaffolding that frameworks provide as a basis around which curricular content is developed, organized, and implemented. Its visual presentation, or schematic, can serve as a communications tool to share with those interested in a discipline. It quickly communicates the main topics or areas of instruction that will be addressed.
In the Marketing Principles course, four of the 13 Business Administration Core’s Knowledge and Skills Statements and all six of the Marketing Core’s Knowledge and Skill Statements are addressed. The title of each Knowledge and Skill Statement in the entire Business Administration Core and the Marketing Core are depicted in the schematic in Figure 2. The schematic also shows that the study of marketing integrates academic concepts from Language Arts, Mathematics, Social Sciences, and Social Studies. The successful application of these academic skills is imperative for obtaining a marketing career and advancing in business.
Figure 2: Schematic of Curriculum Framework for the Business Administration Core and Marketing Core
Course Philosophy, Purpose, and Goals Section 2
Marketing Principles should introduce students to the dynamic processes and activities involved in marketing. The course should provide core content applicable to all aspects of marketing so that students acquire a deep understanding of all marketing activities.
A primary contributor to course success should be the use of and involvement with the local business community. Putting the activities and projects in the context of the local community should make them real to students, thereby creating student interest in the course.
To complete the activities and projects, students should use technological business tools. Tools will be recommended; however, the instructor should modify the activity or project so that the most current, available technology can be used. In addition, this course should integrate academic skills such as writing, reading, communication, and research.
A business-oriented student organization should be an integral part of the Marketing Principles course. Through membership in a student organization, students should develop respect for education that contributes to competence in the application of marketing knowledge and skills. In addition, membership should promote leadership development and an understanding of the responsibilities of citizens in a private-enterprise system.
The purpose of the Marketing Principles course is to enable students to acquire a realistic understanding of marketing processes and activities. The course is designed to introduce students to all marketing activities so that they can begin to identify and focus on those activities of interest. Students will investigate marketing functions, analyze ethical and legal issues associated with each marketing function, recognize how technology is used in marketing, acquire in-depth knowledge of marketing-information, product/service management, and selling.
Admission to the course should be open to all students who are interested in pursuing a career in marketing. Students with special needs should be admitted to the course after an individual educational plan (IEP) has been prepared. The course instructor should have input into the prescription process.
Students in Marketing Principles shouldrepresent a cross section of the student body in terms of gender, race, handicap, and academic ability. Students are 16- to 17-years old and have an interest in pursuing a career in marketing.
This course develops student understanding and skills in such areas as channel management, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Through the use of three projects, students acquire an understanding and appreciation of marketing activities. Current technology will be used to acquire information and to complete the projects. Throughout the course, students are presented problem-solving situations for which they must apply academic and critical-thinking skills. Formal reflection is an on-going component of the course.
To encourage immediate excitement about a future in marketing, Marketing Principles utilizes project-based learning for optional content delivery for some aspects of the course. During these projects, students work individually and in teams to conduct primary and secondary research to obtain the necessary knowledge required to complete the projects. Information about using project-based learning as an instructional method is found in Section 6.
A variety of additional strategies should be utilized to deliver instruction effectively. Examples of these instructional strategies include, but are not limited to, small- and large-group activities, discussions, brainstorming, oral and written reports, online research, and community/school interactions.
Use of instructional aids such as presentation software programs/transparencies, handouts, videotapes/DVDs, Internet access, CD-ROMs, and guest speakers is recommended.
Instructors should use formative and summative tests to evaluate student progress. Rubrics are provided to evaluate specified aspects of projects and appear in Section 6. Objective tests should be used for quizzes and end-of-year testing.
Remedial activities should be planned and provided for students who do not meet the mastery level designated by the instructor. Successful completion of Marketing Principlesrequires mastery of all learning outcomes identified in the course outline.