BAT4M - Grade 12 Financial Accounting Principles
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BAT4M - Grade 12 Financial Accounting Principles
Course Code: BAT4M
Course Type: University Preparation
Credit Value: 1.0
Format:Â Online School Course
Prerequisite:Financial Accounting Fundamentals, University/College Preparation, BAF3M
Tuition Fee (CAD):Â $574
Course Description For BAT4M Grade 12 Financial Accounting Principles Online Course
Financial Accounting Principles: This course introduces students to advanced accounting principles that will prepare them for postsecondary studies in business. Students will learn about financial statements for various forms of business ownership and how those statements are interpreted in making business decisions. This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for partnerships and corporations.
Summary Of Units And Timelines For Grade 12 Financial Accounting Principles BAT4M
Unit
Titles and Descriptions
Time and Sequence
Unit 1
The Accounting Cycle
Students review and demonstrate the accounting practices for both a service and merchandising business, in both a manual and computerized environment. In addition to consistently applying GAAP, students further the application with particular emphasis on the matching principle and adjusting and reversing entries.
20 hours
Unit 2
Merchandising Business & Inventory Costing
Students are introduced to the proper accounting methods for a perpetual inventory system. Such as preparing entries for a sale and performing the steps in the accounting cycle for a merchandising company.
Students will also describe the steps in determining inventory quantities, calculating the cost of goods sold in a simple periodic inventory system. Students will also calculate the gross profit margin and the profit margin.
15 hours
Unit 3
Accounting Practices for Assets
Students focus on the accounting procedures for short-term assets, with an emphasis on inventory control, the nature of accounts receivable and notes receivable, and the accounting principles relating to the acquisition, use and disposal of capital assets. The elements of depreciation methods used for plant and equipment are studied in depth, as well as the accounting for intangible assets and for natural resources. The different methods of allocating the costs of purchased merchandise between inventory and the cost of goods sold, including the valuation of inventory, are covered, as well as the taking of a physical inventory and the methods for estimating the cost of goods sold.
25 hours
Unit 4
Partnerships and Corporations
Students examine the financing options and procedures for both a partnership and a corporation form of ownership.
communication skills and elements of visual production.
25 hours
Unit 5
Financing, Financial Analysis & Ethics
Students will discuss the impact of debt financing versus equity financing, and describe alternative sources of funding available to businesses. Students will then analyze various sections of financial statements, contrast annual reports and assess the current and projected financial strength of a corporation. Students will analyze liquidity, solvency and profitability as well a numerous financial ratios. Finally, they will prepare a statement of cash flow. In this unit all of the above will be related to the ethical practices in accounting and we will review a few current issues in the field of accounting.
22 hours
Unit 6
Final Evaluation
The final assessment task is a two-hour exam worth 30% of the student’s final mark.
03 hours
Total
110 hours
Financial Accounting Principles: 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 |
Financial Accounting Principles: 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.
|
Strategy |
Purpose |
Who |
Assessment Tool |
|
Class discussion |
Formative |
Teacher/student |
Observation Checklist |
|
Practical Exercises |
 Formative |
 Teacher |
Rubric or marking scheme |
|
Daily class work |
Formative |
Teacher/student |
Observation Checklist |
|
Assignments |
 Summative |
 Teacher |
Rubric or marking scheme |
|
Written test |
Summative |
Student |
Marking scheme |
|
Simply accounting |
Formative |
Teacher/student |
Marking scheme |
|
Final written exam |
Summative |
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 achievement.
- 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 multiple-choice questions. These will be evaluated using a checklist.
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Potential Resources
Accounting Principles, Part 1, 4th Edition – Weygandt
Frequently Asked Questions (FAQ)​​
The prerequisite is Financial Accounting Fundamentals, University/College Preparation (BAF3M).
Topics include the accounting cycle, merchandising business & inventory costing, accounting practices for assets, partnerships and corporations, financing, financial analysis, and ethics.
Assessment includes formative and summative tasks like assignments, tests, and a final exam (30% of the grade). Evaluation is based on knowledge, thinking, communication, and application.
The course spans 110 hours, divided into six units, including a final evaluation.
Students will learn advanced accounting principles, financial statement analysis, ethical practices, and preparation for postsecondary business studies.