| Course Type : | University/College Preparation |
| Credit Value : | 1.0 |
| 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. Contact us to know more.
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Introduction to Accounting for a Service Business
Students are introduced to the discipline of accounting and learn the skills necessary to complete the accounting cycle for a service business. In addition, students explore career opportunities in Accounting. The fundamental accounting equation, although not specifically mentioned in the expectations, is an integral part of any introductory accounting course.
30 hours
Unit 2
Accounting for a Merchandising Business
Students learn the key role of inventory in a business that sells products not services. They learn how inventory impacts the accounting entries that are made, the statements that are produced, and the adjusting and closing process.
25 hours
Unit 3
Business Structures and Accounting Implications
Students learn the role of the owner in the different business structures. They learn the differences in the Accounting for equity required in a sole proprietorship, a partnership or corporation. Particular focus is given to the Partnership in its various forms.
25 hours
Unit 4
Advanced Topics
In this unit students will pursue one of the following four topics in depth after being briefly introduced to each one: Extended Partnership Accounting, Corporate Accounting, Accounting for Manufacturing Businesses and Financial Control Systems.
27 hours
Unit 5
Final Evaluation
The final assessment task is a two-hour exam worth 30% of the student’s final mark.
3 hours
Total
110 hours
Financial Accounting Fundamentals
Since the over-riding aim of this course is to an accounting literacy in all students, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:
Problem-based models | Guided internet research | Direct Instructions |
Independent Research | Discussion Groups | Research process |
Oral Presentations | Interviews | Excel work sheets |
Case studies | Multimedia presentations | Word processor sheets |
Problem solving | Discussion groups | Interviews |
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
The assessment will be based on the following processes that take place in the classroom:
| Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
|---|---|---|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
| Conversation | Conversation | Conversation |
Classroom discussion Self-evaluation Peer assessment | Classroom discussion Small group discussion Post-lab conferences | Presentations of research Debates |
| Observation | Observation | Observation |
| Drama workshops (taking direction) Steps in problem solving | Group discussions | Presentations Group Presentations |
| Student Products | Student Products | Student Products |
| Reflection journals (to be kept throughout the duration of the course) Check Lists Success Criteria | Practice sheets Socrative quizzes | Projects Poster presentations Tests In Class Presentations |
A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.
Some of the approaches to teaching/learning include
Strategy | Who | Assessment Tool |
Class discussion | Teacher/student | Observation Checklist |
Practical Exercises | Teacher | Rubric or marking scheme |
Daily class work | Teacher/student | Observation Checklist |
Assignments | Teacher | Rubric or marking scheme |
Written test | Student | Marking scheme |
Simply accounting | Teacher/student | Marking scheme |
Final written exam | Teacher/student | Marking scheme |
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
- 30% of the grade will be based on a final exam administered at the end of the The exam will contain a summary of information from the course and will consist of well-formulated questions. These will be evaluated using a checklist.
Potential Resources
Accounting 1, Syme, et al., Prentice Hall, 2002 Simply Accounting 2011, Sage