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BAF3M, Grade 11, Financial Accounting Fundamentals

BAF3M, Grade 11, Financial Accounting Fundamentals

C$600.00Price

  • BAF3M COURSE OUTLINE

    Course Title: Financial Accounting Fundamentals

    Grade: 11

    Ministry Course Code: BAF3M

    Course Type: University/College Preparatio

    Credit Value: 1.00

    Course Hours: 110

    Department: Business Studies

    Revision Date: N/A

    Policy Document: Business Studies, The Ontario Curriculum, Grades 11 and 12, 2006 (Revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/business1112currb.pdf

    Prerequisite: None


    COURSE DESCRIPTION


    This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.



    OVERALL EXPECTATIONS


    Fundamental Accounting Practices

    By the end of this course, students will:

    1. describe the discipline of accounting and its importance for business;

    2. describe the differences among the various forms of business organization;

    3. demonstrate an understanding of the basic procedures and principles of the accounting cycle for a service business.

    Advanced Accounting Practices

    By the end of this course, students will:

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

    2. demonstrate an understanding of the accounting practices for sales tax;

    3. apply accounting practices in a computerized environment.

    Internal Control, Financial Analysis and Decision Making

    By the end of this course, students will:

    1. demonstrate an understanding of internal control procedures in the financial management of a business;

    2. evaluate the financial status of a business by analysing performance measures and financial statements;

    3. explain how accounting information is used in decision making.

    Ethics, Impact of Technology and Careers

    By the end of this course, students will:

    1. assess the role of ethics in, and the impact of current issues on, the practice of accounting;

    2. assess the impact of technology on the accounting functions in business;

    3. describe professional accounting designations and career opportunities.

    OUTLINE OF COURSE CONTENT


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    EVALUATION SCHEME


    A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.


    The final grade will be determined as follows:


    • Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.


    • Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

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TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

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Growing Success describes the three assessment types as follows:

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  • Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.

     

  • Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.

     

  • Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

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PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

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