Accounting 11

Guide

2010
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Accounting 11

© Crown copyright, Province of Nova Scotia, 2010, 2019

Prepared by the Department of Education and Early Childhood Development

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non-
commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.
 Accounting 11

IMPLEMENTATION DRAFT
April 2010
A ckno w ledg m ents

Acknowledgments
The Nova Scotia Department of Education gratefully acknowledges the contribution of the Business Workgroup to
the development of this curriculum guide. Members of the workgroup include the following:

Ellen Boyd Annapolis Valley Regional School Board

Patsy Clothier Annapolis Valley Regional School Board (retired)
Louise Connors Nova Scotia Community College
Beth Hamilton Tri-County Regional School Board
Paul Hanson Annapolis Valley Regional School Board
Cheryl MacRae Halifax Regional School Board
Norma McDonald Cape Breton-Victoria Regional School Board
Dawn McLean Chignecto-Central Regional School Board
Dawn Randall South Shore Regional School Board (retired)

ii A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 C ontents

Contents
INTRODUCTION
Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Rationale for Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Careers in Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
LifeWork Portfolio Development.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Nature of Accounting 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Course Designation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Use of Instructional Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Case Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Computerized Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Language of Accounting.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

C OURSE DESIGN AND C OM PONENTS

Features of Accounting 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Course Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

OUTCOM ES
Essential Graduation Learnings and Accounting 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Accounting 11 Unifying Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Specific Curriculum Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Module 1: Beginning the Accounting Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Module 2: Completing the Accounting Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Module 3: Cash Control and Banking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Module 4: Subsidiary Ledgers.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Module 5: Careers in Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

C ONTEXTS FOR LEARNING AND TEACHING

Principles of Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
A Variety of Learning Styles and Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
The Senior High Learning Environment.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Creating Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Building the Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Engaging All Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Health and Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Meeting the Needs of All Students.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
The Role of Technology in Accounting 11.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Vision for the Integration of Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

ASSESSING AND EVALUATING STUDENT LEARNING

Effective Assessment and Evaluation Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Involving Students in the Assessment Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Portfolios for Assessment.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Tests and Examinations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

APPENDICES
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Table of Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

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Introduction

Introduction
Background
Accounting is the language of business. It is difficult to imagine an organization or an individual not affected by
accounting. From the local farmer’s market to a global corporation, successful people and businesses use
accounting to summarize and report information in financial statements for analysis and decision making.
Ultimately, it is this understanding that helps people make wise business decisions. Students who learn not just
the fundamentals of accounting but how to think and apply that knowledge will have the confidence to integrate
accounting into a wide spectrum of careers.

This course introduces students to the use of accounting in business. Students will study ways in which
accounting procedures are applied in the different types of businesses with regard to recording transactions,
preparing financial statements, and analyzing the process of cash management. They will learn about risks
related to credit sales and about the collection of debts.

The Conference Board of Canada (CBC), Canada’s most influential independent research institute, monitors the
impact of two main forces on management decisions: the external environment (national and global issues and
trends) and the internal environment (change in management systems such as strategy, organizational
structure, technology, human resource management, and information management). Working with employers
across the country, CBC has identified the most important characteristics required of new employees. Many
attributes previously required at the management level are now being considered critical for satisfactory
employee performance. Employability skills are incorporated into business education programs. Because the
range of knowledge, skills, and personal abilities developed in business courses is so extensive, the National
Business Education Association states that:

Perhaps no other discipline better enables students to think, make decisions, simulate the real world, and apply
academic subject matter than does business education. Students who study business education will have
increased opportunities to succeed in whatever field they may choose to pursue. (National Standards for
Business Education, NBEA, 2001, p. 4)

Accounting 11 provides students with opportunities to investigate the range of careers and employment
opportunities that exist in the expanding role of business in all sectors of the economy.

Rationale for Accounting 11

Accounting 11 provides young people with the practical business and financial knowledge and skills necessary
to function effectively in our changing and complex technological and market-based society. The needs of all
students for decision making, resource management, citizenship, career and personal planning, and financial
skills must be included in the curriculum.

Constant change in our social and economic environments imposes increasing demands on the individual.
Students must be able to manage personal finances, act appropriately according to their rights and

4 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 Introduction

responsibilities as citizens, process information effectively and efficiently, make sound decisions about life
careers and choices, and participate constructively as consumers and producers. These general competencies
will enhance employment opportunities and support future studies in business.

Most students will experience at least four or five career changes during their working years. They will require
flexibility, positive attitudes, strong communication, problem solving and decision-making skills, and a
commitment to lifelong learning. Business education can provide tools they will need to manage their lives and
careers. Employers are looking for graduates who can work independently, work collaboratively, and adapt to
rapid and continuous change.

Careers in Accounting
The study of accounting can lead to a broad range of occupations within Atlantic Canada’s growing service
sector, including:

– accounts receivable clerk

– accounts payable clerk
– Certified General Accountant
– Certified Management Accountant
– Chartered Accountant
– Chief Financial Officer
– Chief Executive Officer
– Chief Administrative Officer
– Controller
– payroll clerk

The study of accounting can also be applied across a broad range of other disciplines and occupations,
including:

– administrative assistants
– advertising and marketing
– education
– law enforcement
– media and communications
– public relations
– publishing and printing
– research
– tourism and hospitality
– transportation

LifeWork Portfolio Development

Many post secondary institutions expect students to provide an entrance portfolio and to offer additional
support to their applications through demonstration of both skills and attitudes aligned with an occupational
profile. Indicators may include computer functionality tests, and personality inventories, as well as interviews. A

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 5

Introduction

typical entrance portfolio will include a specified number of copies projects, assignments, and an essay or
rationale statement explaining the student’s interest in the discipline. Accounting 11 provides opportunities for
students to collect and articulate their best work as they continue to build LifeWork Portfolios.

Portfolio development helps students to demonstrate their skills and commitment to the study, and helps
institutions to meet the students at their current level of skill and interest. The components of the portfolio or
pre-admission testing are often dependent on the approach to the subject, whether integrated into a program, a
technology program, or as a commercial and vocational study. Students will have opportunities to examine
admission requirements and the placement of the program within the institution’s overall academic offerings to
determine the fit with their own career goals.

The Nature of Accounting 11

Accounting 11 provides a context in which students may

• become skilled, critical users of information and communication technology

• become aware of and respect ethical/social and legal implications of accounting document production
• apply the conventions and principles of accounting document production
• construct accounting documents which efficiently and effectively communicate information
• become contributing and collaborative members of a work culture

Accounting 11 consists of five modules:

Module 1: Beginning the Accounting Cycle

Module 2: Completing the Accounting Cycle
Module 3: Cash Control and Banking
Module 4: Subsidiary Ledgers
Module 5: Careers in Accounting

Modules 1-4 should be completed in order. Module 5 is integrated throughout all modules.

Course Designation
Accounting 11 Academic is an academic credit.
Course code for Accounting 11 Academic is: 002357

Use of Instructional Time in Accounting 11

Module 1 (50-55 hours)
Module 2 (40-45 hours)
Module 3 (5-10 hours)
Module 4 (15-20 hours)
Module 5 integrated with modules 1-4

Case Studies
6 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010
 Introduction

Realistic case studies provide students with authentic learning opportunities to analyze advanced applications of
the Generally Accepted Accounting Principles (GAAPs) and their underlying concepts are the guiding principles
for professional accountants. Case studies provide an opportunity for students to work collaboratively to apply
the theory learned, to consider a range of possible solutions, and to select the solution which best fits the
situation.

Computerized Accounting
In Accounting 11, it is important for students to complete the accounting cycle manually (using accounting
forms to record and manipulate data by hand), with an emphasis on analysis, problem-solving, and decision
making. These skills are transferrable to computer accounting applications. Teachers may choose to integrate
technology as a tool to aid in the transfer of manual accounting skills to computer applications. Each chapter in
the recommended text, Principles of Accounting, includes a series of computer accounting activities and
assignments to facilitate this transfer of skills.

The Language of Accounting

Accounting is a financial language. Throughout this document, accounting terminology is prevalent. Teachers
and students should be familiar with these terms and use them appropriately throughout this course. Terms are
clearly defined within the unit of the text where they are introduced and within the glossary of most accounting
textbooks.

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 7

C ourse D esign and C om ponen ts

Course Design and

Components
Features of Accounting 11
Accounting 11 is characterized by the following features:

• an emphasis on integrating, applying, and reinforcing the knowledge, skills, and attitudes developed in other
courses
• a connection to the Essential Graduation Learnings
• a refining of career-planning skills to explore a wide range of post-secondary options
• a relationship to the community and workplace with a focus on using real community and workplace
problems and situations as contexts for the application of knowledge and skills and for further learning
• hands-on, project based learning experiences
• development of personal and interpersonal skills required for personal and career success

Curriculum Components
Outcomes
This section provides specific curriculum outcomes related to the unifying concepts. While the outcomes may
be clustered, they are not necessarily sequential.

Suggestions for Assessment

This section provides suggestions for assessment of achievement of the outcomes. The suggestions are often
linked to the Suggestions for Learning and Teaching. The suggestions are only samples; for more information,
read the section Assessing and Evaluating Student Learning and see Appendices for sample assessment tools.

Suggestions for Learning and Teaching

This section offers a range of strategies from which teachers and students may choose. Suggested learning
experiences can be used in various combinations to help students achieve an outcome or outcomes. The
suggested strategies may also provide a springboard for teachers to choose other strategies that would be
effective for their students. It is not necessary to use all the suggestions that are included, nor is it necessary
for all students to be involved in the same learning experience.

Notes and Resources

This section contains a variety of information related to the items in the other sections, including suggested
resources, elaborations on strategies, successes, cautions, and definitions.

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 O utcom es

Outcomes
Essential Graduation Learnings and Accounting 11
The Atlantic provinces worked together to identify the abilities and areas of knowledge that they considered
essential for students graduating from high school. These are referred to as Essential Graduation Learnings.
Details may be found in the document Public School Programs. Some examples of learning in Accounting 11
which helps students move toward attainment of the Essential Graduation Learnings are given below.

Aesthetic Expression
Graduates will be able to respond with critical awareness to various forms of the arts and be able to express
themselves through the arts.
Students will be expected to
1.1 prepare a balance sheet from a completed transaction analysis sheet to determine the financial position of a
business.
1.3 prepare and interpret financial statements (income statement, balance sheet with equity accounts).
1.5 prepare a columnar work sheet and classified financial statements.
3.1 identify banking activities to prepare and analyze a bank reconciliation.

Citizenship

Graduates will be able to assess social, cultural, economic and environmental interdependence in a local and
global context.
Students will be expected to
1.1 prepare and interpret financial statements (income statement, balance sheet with equity accounts).
3.1 explain the purpose and importance of the internal control system of a business.

Communication
Graduates will be able to use the listening, viewing, speaking, reading, and writing modes of language(s) as well
as mathematical and scientific concepts and symbols to think, learn, and communicate effectively.
Students will be expected to
1.1 prepare and interpret financial statements (income statement, balance sheet with equity accounts).
3.2 explain the purpose and importance of the internal control system of a business.
4.1 explain the use and advantages of subsidiary ledgers and control accounts.
4.4 describe the importance of division of labour through the use of a three-ledger system.

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O utcom es

Personal Development
Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.
Students will be expected to
5.1 acquire employability skills and attitudes needed for life and work experiences
5.2 investigate career opportunities related to accounting

Problem Solving
Graduates will be able to use the strategies and processes needed to solve a wide variety of problems,
including those requiring language, mathematical, and scientific concepts.
Students will be expected to
1.2 analyze and record transactions in a general journal and post to the general ledger
1.3 prepare and interpret financial statements (income statement, balance sheet with equity accounts)
2.1 prepare adjusting entries for prepaid and depreciation expenses
3.3 identify banking activities to prepare and analyze a bank reconciliation

Technological Competence
Graduates will be able to use a variety of technologies, demonstrate an understanding of technological
applications, and apply appropriate technologies for solving problems.
Students will be expected to
4.3 verify each of the three ledgers by preparing a general ledger trial balance, a schedule of accounts payable,
and a schedule of accounts receivable
5.2 investigate career opportunities related to accounting

Accounting 11 Unifying Concepts

As a result of their learning experiences in Accounting 11, students will:

• be able to begin the accounting cycle for a service industry in accordance with Generally Accepted
Accounting Principles
• be able to complete the accounting cycle for a service industry
• be able to maintain internal cash control procedures of a business
• be expected to complete the tasks of the accounts payable clerk, the accounts receivable clerk, and the
accounting supervisor
• be expected to investigate and learn about the various career opportunities available in the accounting
professions and discover how accounting relates to all career fields

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 O utcom es

Specific Curriculum Outcomes

Module 1: Beginning the Accounting Cycle

Students will be expected to

1.1 prepare a balance sheet from a completed transaction analysis sheet to determine the financial
position of a business.
1.2 apply the concepts of debit and credit to the balance sheet accounts.
1.3 prepare and interpret financial statements (income statement and balance sheet with equity
accounts).
1.4 analyze and record transactions in a general journal and post to the general ledger.
1.5 prepare a columnar work sheet and classified financial statements.

Module 2: Completing the Accounting Cycle

Students will be expected to

2.1 prepare adjusting entries for prepaid and depreciation expenses
2.2 prepare an expanded work sheet that incorporates adjusting entries
2.3 journalize and post closing entries
2.4 prepare a post-closing trial balance to complete the accounting cycle

Module 3: Cash Control and Banking

Students will be expected to

3.1 explain the purpose and importance of the internal control system of a business.
3.2 identify banking activities to prepare and analyze a bank reconciliation.

Module 4: Subsidiary Ledgers

Students will be expected to

4.1 explain the use and advantages of subsidiary ledgers and control accounts.
4.2 journalize and post transactions using subsidiary ledgers.
4.3 verify each of the three ledgers by preparing a general ledger trial balance, a schedule of accounts
payable, and a schedule of accounts receivable.
4.4 describe the importance of division of labour through the use of a three-ledger system.

Module 5: Careers in Accounting

Students will be expected to

5.1 acquire employability skills and attitudes needed for life and work experiences
5.2 investigate career opportunities related to accounting
5.3 develop and maintain a LifeWork Portfolio

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 Specific Curriculum Outcomes

12 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M o d u le 1 : B eg in n in g th e A cco u n tin g C ycle

Module 1: Beginning the

Accounting Cycle
Unifying concept: Students will be able to manually begin the accounting
cycle for a service industry in accordance with Generally Accepted
Accounting Principles.

Students will be expected to:

1.1 prepare a balance sheet from a completed transaction analysis sheet to determine the financial position of a
business

1.2 apply the concepts of debit and credit to the balance sheet accounts

1.3 prepare and interpret financial statements (income statement and balance sheet with equity accounts)

1.4 analyze and record transactions in a general journal and post to the general ledger

1.5 prepare a columnar work sheet and classified financial statements

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 13

M odule 1: Beginning th e A ccounting C ycle

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Students will be expected to:

1.1 prepare a balance sheet from a completed transaction analysis sheet to determ ine
the financial position of a business.

Suggestions for Assessment

Students can:
• complete a transaction analysis sheet
• construct a balance sheet and interpret the net worth of a business
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• provide a variety of exercises that demonstrate student understanding of the concepts in this unit
• monitor students and provide constructive, positive feedback as they complete a balance sheet
• frequently check students’ progress with quizzes and tests

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• introduce the accounting equation (Appendices 1-1, 1-3, 1-4)
• demonstrate the process of analyzing and recording transactions
• demonstrate how to prepare a balance sheet from the transaction analysis sheet
• provide examples of balance sheets to illustrate how to determine the financial position of a business

Students can:
• define accounting and explain the purpose of the accounting system
• identify and use the accounting equation to calculate assets, liabilities, and owner’s equity
• classify items as assets, liabilities, or owner’s equity
• analyze and record transactions on a transaction analysis sheet
• prove the mathematical accuracy of a transaction analysis sheet
• prepare a correctly formatted balance sheet
• examine a balance sheet to determine the financial position of a business
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

NOTES
Principles of Accounting Third Edition, Chapter 1
Principles of Accounting, Teachers’ Manual, Black Line Masters for Chapter 1
Appendix 1-1:The Accounting Equation, Appendix 1-2: Financial Position (Teacher Notes)*, Appendix 1-3:
Financial Position (Student Notes), Appendix 1-4: Business Transactions (Teacher Notes), Appendix 1-5:
Chapter 1 Terms (Student Quiz), Appendix 1-6: Chapter 1 Terms (Answer Key).
* Teacher Notes are provided in reference to Principles of Accounting, the recommended text.

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 M o d u le 1 : B eg in n in g th e A cco u n tin g C ycle

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Students will be expected to:

1.2 apply the concepts of debit and credit to the balance sheet accounts.

Suggestions for Assessment

Students can:
• work collaboratively or individually to analyze and record transactions in T-accounts, prepare a trial balance
and balance sheet
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• observe students as they record transactions in T-accounts
• frequently check students’ progress with quizzes, tests, and assignments
• monitor students in groups as they discuss case studies

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• demonstrate the application of debit and credit rules when recording and analyzing business transactions
• provide peer learning opportunities by encouraging students to collaborate as they complete transactions in
T-accounts

Students can:
• identify accounts and account titles.
• record opening balances in T-accounts.
• recognize T-account balances as normal or abnormal.
• explain normal and abnormal T-account balances.
• analyze and record transactions in T-accounts using the double-entry system of accounting.
• prepare a trial balance from the T-account balances.
• explain the purpose of a trial balance.
• prepare a balance sheet from the trial balance.
• analyze the impact of transactions on the balance sheet.
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments.

NOTES
Principles of Accounting Third Edition, Chapter 2
Principles of Accounting Teachers’ Manual, Black Line Masters for Chapter 2
Appendix 1-7: Recording Transactions in T-Accounts (Teacher Notes), Appendix 1-8: Recording Transactions in
T-Accounts (Student Notes), Appendix 1-9: Chapter 2 Homework Check Question

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 15

M odule 1: Beginning th e A ccounting C ycle

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Students will be expected to:

1.3 prepare and interpret financial statem ents (income statem ent and balance sheet
with equity accounts.

Suggestions for Assessment

Students can:
• work collaboratively or individually to analyze and record all types of transactions using the accrual method
of accounting
• distinguish between income statement and balance sheet accounts to prepare financial statements
• analyze case studies to demonstrate understanding of terminology, concepts, and principles
• explain the relationship between an income statement and a balance sheet
• discuss who would use financial statements and for what purpose(s)

Teachers can:
• monitor and provide feedback to students as they prepare financial statements to ensure the proper
placement of accounts on the appropriate statements
• frequently check students’ progress with quizzes and tests

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• demonstrate preparation of the income statement and the balance sheet
• provide authentic documents (income statement and balance sheet) as examples
• provide peer learning opportunities by having students compare and correct their completed income
statements and balance sheets

Students can:
• identify the parts of an income statement
• explain the purpose of an income statement
• classify accounts as revenue or expense
• identify new owner’s equity accounts (revenue, and expense accounts)
• explain the purpose of the owner’s drawing account and its effect on owner’s equity
• record transactions in owner’s equity T-accounts (revenue, expense, drawing, and capital)
• separate accounts into income statement and balance sheet accounts
• distinguish between net income or net loss
• explain how income statement accounts and drawings affect owner’s equity
• prepare financial statements from a trial balance (income statement and balance sheet with equity
accounts)
• distinguish between accrual and cash basis of accounting

16 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M o d u le 1 : B eg in n in g th e A cco u n tin g C ycle

• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

NOTES

Principles of Accounting Third Edition, Chapter 3

Principles of Accounting, Teacher Manual Black Line Masters for Chapter 3
Appendix 1-10: Preparing the Income Statement (Teacher Notes), Appendix 1-11: Preparing the Income
Statement (Student Notes), Appendix 1-12: Revenue and Expense Accounts (Teacher Notes)

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 17

M odule 1: Beginning th e A ccounting C ycle

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Students will be expected to:

1.4 analyze and record transactions in a general journal and post to the general ledger.

Suggestions for Assessment

Students can:
• complete the steps in the accounting cycle:
– analyze transactions using source documents
– journalize transactions in the general journal
– post from the general journal to the general ledger
– prepare a trial balance from the general ledger
– prepare financial statements.
• compare and contrast the uses of the general journal and the general ledger
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• monitor students and provide constructive, positive feedback as they complete the steps in the accounting
cycle.
• frequently check students’ progress with quizzes and tests.

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• provide examples of source documents and how to record them
• provide an example of a chart of accounts and its relationship to the general ledger
• observe students and provide feedback during the posting process to ensure that the post reference
column is used correctly

Students can:
• record transactions in the general journal from source documents
• prepare a chart of accounts and set up a general ledger
• post from the general journal to the general ledger
• identify the advantages and limitations of the general journal and the general ledger
• prove the general ledger accurately using different forms of the trial balance
• locate errors in the trial balance, analyze them, and make corrections
• identify the steps in the accounting cycle
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

18 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M o d u le 1 : B eg in n in g th e A cco u n tin g C ycle

NOTES

Principles of Accounting Third Edition, Chapter 4

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 4
Case five at the end of chapter four provides a scenario to help students understand concepts that have been
studied up to this point. Adding the step of posting will further enhance students’ comprehension.
Appendix 1-13: The Journal (Teacher Notes), Appendix 1-14: The Journal (Student Notes), Appendix 1-15:
Posting to the Ledger (Student Notes), Appendix 1-16: Source Documents (Teacher Notes)

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 19

M odule 1: Beginning th e A ccounting C ycle

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Students will be expected to:

1.5 prepare a colum nar work sheet and classified financial statem ents.

Suggestions for Assessment

Students can:
• construct a work sheet and prepare financial statements
• interpret and compare financial statements (income statement and classified balance sheet)
• analyze case studies to demonstrate understanding of terminology, concepts, and principles
• complete a project-based assignment such as Performance Task 1 (see notes)

Teachers can:
• provide key figure checks (for example, account balances) so students can do a self-assessment of their
progress on the project-based assignment
• frequently check students’ progress with quizzes and tests
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• observe students and provide feedback as they prepare a six-column work sheet
• involve students in the development of assessment tasks and rubrics

Students can:
• prepare a six-column work sheet
• define current and fixed assets, and current and long-term liabilities
• produce an income statement and a classified balance sheet from the six-column work sheet
• prepare statement of owner’s equity.
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments
• identify the steps of the accounting cycle

NOTES

Principles of Accounting Third Edition, Chapter 5

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 5
Performance Task 1 at the end of Chapter 5 reviews the steps in the accounting cycle that have been covered
to this point.
Appendix 1-17: The Work Sheet (Teacher Notes), Appendix 1-18: The Work Sheet (Student Notes), Appendix 1-
19: Classified Financial Statements (Teacher Notes) Appendix 1-20: Classified Financial Statements (Student
Notes)

20 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M o d u le 1 : B eg in n in g th e A cco u n tin g C ycle

MODULE 2: Completing the

Accounting Cycle
Unifying concept: Students will be able to complete the accounting cycle for
a service industry.

Students will be expected to:

2.1 prepare adjusting entries for prepaid and depreciation expenses

2.2 prepare an expanded work sheet that incorporates adjusting entries

2.3 journalize and post closing entries

2.4 prepare a post-closing trial balance to complete the accounting cycle

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 21

M odule 2: Com pleting th e A ccounting C ycle

MODULE 2: COMPLETING THE ACCOUNTING CYCLE

Students will be expected to:

2.1 prepare adjusting entries for prepaid and depreciation expenses

Suggestions for Assessment

Students can:
• explain why adjustments are required if financial statements are to be accurate
• work collaboratively or individually to determine which adjustments need to be made and calculate the
adjusting entries
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• monitor students and provide constructive, positive feedback as students work collaboratively to determine
which adjustments need to be made
• involve students in the development of assessment tasks and rubrics
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (Generally
Accepted Accounting Principles—GAAPs)
• coach students to use proper terminology
• provide examples of adjusting entries
• use T-accounts to show how adjusting entries are prepared
• demonstrate the two methods of calculating depreciation (straight-line and declining-balance)
• observe students and provide feedback as they calculate depreciation using declining balance and
straight-line methods

Students can:
• explain why adjustments are necessary
• identify which accounts need to be adjusted
• define prepaid expenses
• calculate depreciation using declining-balance and straight-line methods
• prepare T-accounts to demonstrate the effects of adjustments on current asset, expense, and contra
accounts

NOTES
1. Principles of Accounting Third Edition, Chapter 6
2. Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 6
Appendix 2-1: Adjusting the Books (Teacher Notes), Appendix 2-2: Prepaid Expense (Student Exercises), Appendix
2-3: Prepaid Expense Quiz, Appendix 2-4: Depreciation Expense (Teacher Notes), Appendix 2-5: Adjusting for
Depreciation (Student Work Sheet), Appendix 2-6: Adjusting for Depreciation Quiz

22 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 2: Com pleting th e A ccounting C ycle

MODULE 2: COMPLETING THE ACCOUNTING CYCLE

Students will be expected to:

2.2 prepare an expanded work sheet that incorporates adjusting entries.

Suggestions for Assessment

Students can:
• work collaboratively or individually to determine which adjustments need to be made and record them on
the work sheet
• complete an expanded work sheet
• prepare financial statements from the expanded work sheet
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• monitor students and provide constructive, positive feedback as they complete an expanded work sheet
• frequently check students’ progress with quizzes and tests.

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• provide examples of expanded work sheets
• demonstrate the preparation of adjusting entries on the work sheet
• demonstrate the completion of an expanded work sheet
• illustrate changes to the financial statements resulting from adjusting entries
• explain how general ledger accounts are updated by journalizing and posting adjusting entries

Students can:
• prepare adjustments on a work sheet for prepaid expenses and depreciation
• identify the differences between an eight-column and a ten-column expanded work sheet
• complete an eight- or ten-column work sheet
• prepare financial statements from an expanded work sheet
• journalize and post adjusting entries to update general ledger accounts
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

NOTES
1. Principles of Accounting Third Edition, Chapter 6
2. Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 6
Appendix 2-7: Ten-Column Worksheet (Teacher Notes)

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 23

M odule 2: Com pleting th e A ccounting C ycle

MODULE 2: COMPLETING THE ACCOUNTING CYCLE

Students will be expected to:

2.3 journalize and post closing entries from the work sheet

Suggestions for Assessment

Students can:
• describe the purpose of the closing process
• prepare closing entries
• analyze case studies to demonstrate understanding of terminology, concepts, and principles

Teachers can:
• monitor and provide constructive, positive feedback as students discuss case studies in small groups.
• frequently check students’ progress with quizzes and tests.

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• explain the purpose of closing the books
• categorize accounts as temporary or permanent accounts
• demonstrate the process of journalizing and posting closing entries
• involve students in the development of assessment tasks and rubrics

Students can:
• distinguish between temporary and permanent accounts.
• explain how closing entries prepare the revenue and expense accounts for the next accounting period.
• explain how closing entries update the capital account.
• prepare entries to close the temporary accounts.
• journalize and post closing entries from the work sheet
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments.

NOTES

1. Principles of Accounting Third Edition, Chapter 6

2. Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 6
Appendix 2-8: Adjusting and Closing Entries (Teacher Notes). Appendix 2-9: Closing Entries (Student Notes),
Appendix 2-10: Closing Entries Quiz, Appendix 2-11: Closing Temporary Capital Accounts

24 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 2: Com pleting th e A ccounting C ycle

MODULE 2: COMPLETING THE ACCOUNTING CYCLE

Students will be expected to:

2.4 prepare a post-closing trial balance to com plete the accounting cycle

Suggestions for Assessment

Students can:
• prepare and analyze a post-closing trial balance
• analyze case studies to demonstrate understanding of terminology, concepts, and principles
• complete a project-based assignment that incorporates the accounting cycle. (see notes)

Teachers can:
• provide key figure checks (for example, account balances) so students can do a self-assessment of their
progress on the project-based assignment
• observe and question students as they progress through their project-based assignment
• frequently check students’ progress with quizzes and/or tests
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• demonstrate the preparation of a post-closing trial balance
• compare a trial balance on the work sheet and a post-closing trial balance

Students can:
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments
• prepare a post-closing trial balance
• recognize that the post-closing trial balance contains only asset, liability, and capital accounts
• identify errors in the post-closing trial balance
• distinguish between the trial balance on the work sheet and the post-closing trial balance
• complete the steps in the accounting cycle

NOTES

1. Principles of Accounting Third Edition, Chapter 6

2. Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 6
3. Performance Task 2 at the end of Chapter 6 is a project that incorporates all of the steps in the accounting cycle
that have been covered to this point.
Appendix 2-9: Closing Entries (Student Notes), Appendix 2-12: Chapter 6 Review Problem

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 25

M odule 3: Cash Control and B anking

Module 3: Cash Control and

Banking
Unifying Concept: students will be able to maintain internal cash control
procedures of a business.

3.1 explain the purpose and importance of the internal control system of a business.

3.2. identify banking activities to prepare and analyze a bank reconciliation.

26 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 3: Cash Control and B anking

MODULE 3: CASH CONTROL AND BANKING

Students will be expected to:

3.1 explain the purpose and im portance of the internal control system of a business.

Suggestions for Assessment

Students can:
• complete cheques and deposit slips
• differentiate between cash shortages and overages
• open, maintain, and replenish a petty cash fund
• complete a cash proof, define the result as a shortage or overage, and make the appropriate journal entry

Teachers can:
• monitor students and provide constructive, positive feedback as they complete cheques and deposit slips
• frequently check students’ progress with quizzes and tests
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles ( GAAPs)
• coach students to use proper terminology
• provide authentic examples of banking documents
• invite guest speakers from various kinds of financial institutions

Students can:
• demonstrate why cash control is necessary
• explain why the tasks of handling and recording cash are separated for control purposes
• explain why cash receipts are immediately recorded by cash register or on a list
• explain why source documents are pre-numbered
• prepare a daily cash proof and record shortages and overages
• prepare deposit slips
• explain why cash payments should be made by cheque
• establish and maintain a petty cash fund to pay small bills
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

NOTES
Principles of Accounting Third Edition, Chapter 11
Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 11
Appendix 3-1: Cash Control and Banking (Teacher Notes), Appendix 3-2 Cash Control and Banking (Student
Notes), Appendix 3-3: Cash Proof Form, Appendix 3-8: Preparing a Deposit Slip (Student Work Sheet), Appendix
3-9: Preparing a Deposit Slip Quiz

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 27

M odule 3: Cash Control and B anking

MODULE 3: CASH CONTROL AND BANKING

Students will be expected to:

3.2. identify banking activities to prepare and analyze a bank reconciliation.

Suggestions for Assessment

Students can:
• assess the effectiveness of bank reconciliation as a cash control
• complete banking forms
• create a bank reconciliation and record journal entries

Teachers can:
• frequently check students’ progress with quizzes and tests
• provide case studies for analysis
• provide a project-based assignment such as Performance Task 4 (see notes)

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• observe students and provide feedback as they prepare a bank reconciliation
• involve students in the development of assessment tasks and rubrics

Students can:
• identify outstanding cheques, cancelled cheques, and outstanding deposits
• interpret bank memoranda
• prepare a reconciliation statement
• explain the purpose of the bank reconciliation as a method of cash control
• examine the routine procedure of preparing a bank reconciliation
• prepare journal entries involving bank transactions
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments

NOTES

Principles of Accounting Third Edition, Chapter 11

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 11
Performance Task 4 at the end of Chapter 11 focuses on personal and business banking skills, and provides the
documentation for students to complete banking forms, record journal entries, and prepare bank reconciliation
statements.
See Money Instructor website
Appendix 3-3: Cash Proof Form, Appendix 3-4: Checking Cash Records (Teacher Notes), Appendix 3-5: Deposit
Slip, Appendix 3-6: Questions for Chapter 11 (Student Work Sheet), Appendix 3-7: Bank Reconciliation Quiz,
Appendix 3-8: Preparing a Deposit Slip (Student Work Sheet), Appendix 3-9: Preparing a Deposit Slip Quiz

28 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 4: S ubsidiary Ledgers

Module 4: Subsidiary Ledgers

Unifying concept: Students will be expected to complete the tasks of the
accounts payable clerk, the accounts receivable clerk, and the accounting
supervisor.

Students will be expected to:

4.1 explain the use and advantages of subsidiary ledgers and control accounts.

4.2 journalize and post transactions using special ledgers.

4.3 verify each of the three ledgers by preparing a general ledger trial balance, a schedule of accounts payable,
and a schedule of accounts receivable.
4.4 describe the importance of division of labour through the use of a three-ledger system.

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 29

M odule 4: S ubsidiary Ledgers

MODULE 4: SUBSIDIARY LEDGERS

Students will be expected to:

4.1 explain the use and advantages of subsidiary ledgers and control accounts.

Suggestions for Assessment

Students can:
• distinguish between the two subsidiary ledgers used (accounts receivable and accounts payable ledgers)
• explain the relationship between the subsidiary ledgers and the controlling accounts

Teachers can:
• use observation and conversation to check for understanding and to aid students in self-correcting

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology.
• provide examples of subsidiary ledgers and show the relationship between the subsidiary ledgers and the
controlling accounts in the general ledger.

Students can:
• recognize and use the basic vocabulary of accounting in classroom discussions and assignments
• identify the two subsidiary ledgers used (accounts receivable and accounts payable ledgers)
• identify and explain the two controlling accounts in the general ledger.

NOTES

Principles of Accounting Third Edition, Chapter 8

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 8
Appendix 4-1: The Three-Ledger System (Teacher Notes), Appendix 4-2: The Three-Ledger System (Student
Notes)

30 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 4: S ubsidiary Ledgers

MODULE 4: SUBSIDIARY LEDGERS

Students will be expected to:

4.2 journalize and post transactions using subsitiary ledgers.

Suggestions for Assessment

Students can:
• journalize batch totals and individual amounts
• post transactions to the appropriate ledgers using both the indirect and direct methods

Teachers can:
• monitor students and provide constructive, positive feedback as they post transactions to the appropriate
ledgers
• frequently check students’ progress with quizzes and tests
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to regularly use proper terminology
• illustrate the difference between journalizing batch totals and individual amounts
• illustrate indirect and direct posting procedures
• show the relationship between the controlling account balance and the appropriate subsidiary ledger
account totals
• provide activities for students to practice indirect and direct posting procedures

Students can:
• complete exercises to practice journalizing batch totals and individual amounts
• complete exercises to practice indirect and direct posting procedures
• prove the accuracy of the subsidiary ledgers
• work collaboratively to complete selected exercises
• recognize and use appropriate vocabulary in classroom assignments and discussions

NOTES

Principles of Accounting Third Edition, Chapter 8

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 8

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 31

M odule 4: S ubsidiary Ledgers

MODULE 4: SUBSIDIARY LEDGERS

Students will be expected to:

4.3 verify each of the three ledgers by preparing a general ledger trial balance, a
schedule of accounts payable, and a schedule of accounts receivable.

Suggestions for Assessment

Students can:
• prepare a general ledger trial balance, a schedule of accounts payable, and a schedule of accounts
receivable from the appropriate ledgers to determine whether the ledgers are in balance
• compare a schedule of accounts payable with the appropriate controlling account to determine its accuracy
• compare a schedule of accounts receivable with the appropriate controlling account to determine its
accuracy

Teachers can:
• provide a variety of exercises that demonstrate student understanding of the accounting cycle using
subsidiary ledgers
• frequently check students’ progress with quizzes and tests
• provide case studies for analysis

Suggestions for Learning and Teaching

Teachers can:
• use accounting terminology to familiarize students with business concepts and principles (Generally
Accepted Accounting Principles—GAAPs)
• coach students to use proper terminology.
• give examples of appropriately formatted schedules.
• illustrate the step-by-step procedure of formatting schedules.

Students can:
• use appropriate accounting terminology.
• identify which accounts are used in each of the three proofs (trial balance and schedules of accounts
receivable and accounts payable).
• produce a general ledger trial balance, a schedule of accounts payable, and a schedule of accounts
receivable from the appropriate ledgers.

NOTES

Principles of Accounting Third Edition, Chapter 8

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 8

32 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 4: S ubsidiary Ledgers

MODULE 4: SUBSIDIARY LEDGERS

Students will be expected to:

4.4 describe the im portance of division of labour through the use of a three-ledger
system .

Suggestions for Assessment

Students can:
• distinguish between the roles of the accounts receivable and payable clerks, and the accounting supervisor
• analyze case studies to demonstrate understanding of the division of labour
• complete a project-based assignment that incorporates the accounting cycle using the three-ledger system
(See Note)

Teachers can:
• use conversation to monitor understanding and coach students to self-correct as they assume the roles of
accounts receivable and payable clerks, and the accounting supervisor
• frequently check students’ progress with quizzes and tests

Suggestions for Learning and Teaching:

Teachers can:
• introduce the division-of-labour concept to summarize the efficiencies of specialization
• use accounting terminology to familiarize students with business concepts and principles (GAAPs)
• coach students to use proper terminology
• observe students and provide feedback as students work in groups of three assuming the roles of accounts
payable clerk, accounts receivable clerk and accounting supervisor
• involve students in the development of assessment tasks and rubrics

Students can:
• assume the roles of accounts payable clerks, accounts receivable clerks, and accounting supervisors to
complete practice exercises
• outline the steps in the accounts receivable and accounts payable systems and the tasks of the accounts
receivable and accounts payable clerks

NOTES

Principles of Accounting Third Edition, Chapter 8

Principles of Accounting, Teacher Manual, Black Line Masters for Chapter 8
There is no Performance Task provided in the text. The teacher may modify Exercises Part B (11 and 12) from
Chapter 8 as a project-based assignment.

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 33

M odule 5: Careers in A ccounting

Module 5: Careers in
Accounting
Unifying concept: Students will be expected to investigate and learn about
the various career opportunities available in the accounting professions and
discover how accounting relates to all career fields.

Students will be expected to:

5.1 acquire employability skills and attitudes needed for life and work experiences.

5.2 investigate career opportunities related to accounting

5.3 develop and maintain a LifeWork Portfolio

NOTE: this module is integrated throughout modules 1 through 4.

34 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 5: Careers in A ccounting

MODULE 5: CAREERS IN ACCOUNTING

Students will be expected to:

5.1 acquire em ployability skills and attitudes needed for life and work experiences.

Suggestions for Assessment

Students can:
• apply their understanding of developing positive work habits and attitudes by:
– arriving to class on time
– being prepared for class
– accepting constructive criticism from teachers as well as peers
– having pride in their work
• assess their employability skills using the Employability Skills Web from LifeWork Portfolio: A Teaching
Resource.

Teachers can:
• respond to positive work habits and attitudes with constructive, positive feedback and encouragement
• use an employability skills rubric for evaluations
• use checklists that reflect positive work habits and attitudes

Suggestions for Learning and Teaching:

Teachers can:
• provide examples of workplaces using scenarios, videos, case studies, guest speakers and interviews.
• model these strategies in the classroom (attendance, reliability, respect, accountability)
• provide a goal-setting sheet Appendices, LifeWork Portfolio: A Teaching Resource
• encourage time-management skills and habits in students’ daily activities

Students can:
• assess their skills by completing some of the career education activities at the end of each chapter.
• track their growing awareness of employability skills as they relate to the work environment.
• identify examples of positive and negative work habit issues and problems through Internet research and
produce a one-page report
• develop and complete a checklist of positive work habits and develop a plan for personal improvement
• develop the habits of regular attendance and punctuality that are expected in the workplace

NOTES
Principles of Accounting Third Edition, Career Profiles and Career Education Activities at the end of each
chapter.
LifeWork Portfolio: A Teaching Resource

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 35

M odule 5: Careers in A ccounting

MODULE 5: CAREERS IN ACCOUNTING

Students will be expected to:

5.2 investigate career opportunities related to accounting

Suggestions for Assessment:

Students can:
• prepare a presentation on various career opportunities in the accounting field
• maintain a journal of their on-going research into careers in accounting.

Teachers can:
• monitor students and provide constructive, positive feedback as they complete journal entries
• use conversation to monitor students’ understanding of the accounting designations (CA, CGA, CMA)

Suggestions for Learning and Teaching:

Teachers can:
• invite guest speakers from the business community.
• arrange field trips to post-secondary institutions offering business programs.
• encourage students to individually visit post-secondary institutions.

Students can:
• discuss the employment opportunities and job responsibilities in business, industry, public practice,
government, education, and not-for-profit professions.
• discuss federal and provincial educational and licensing requirements for careers in the business and
finance professions.
• become aware of the post-secondary programs offered in Nova Scotia that are related to the field of
accounting.
• summarize and describe briefly the available professional designations in accounting.
• describe the differences among accountants, controllers, auditors, bookkeepers, accounting clerks, office
clerks
• explore opportunities that are available for training as an accountant.
• interview employees in the field of accounting.

NOTES
Principles of Accounting Third Edition, Career Profiles and Career Education Activities, end of each chapter.
LifeWork Portfolio: A Teaching Resource
Service Canada web site
Career Cruising web site
Conference Board of Canada, Employability Skills, downloadable from their web site
Appendix 5-1: Career Profile Assignment, Appendix 5-2: Career Profile Assignment, Appendix 4-3 Career
Research Interview

36 A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010

 M odule 5: Careers in A ccounting

MODULE 5: CAREERS IN ACCOUNTING

Students will be expected to:

5.3 develop and m aintain a LifeW ork Portfolio

Suggestions for Assessment:

Students can:
• select items to include in their LifeWork Portfolio
• produce or refine a career plan
• seek feedback on a career plan
• seek feedback from peers, teacher, and family in the selection of items for their LifeWork Portfolio

Teachers can:
• monitor students and provide constructive, positive feedback as they develop a LifeWork Portfolio

Suggestions for Learning and Teaching:

Teachers can:
• provide access to Internet and other career resources
• provide samples of different types of portfolios

Students can:
• identify and organize artifacts for their portfolios
• reflect on their choices to identify their strengths and career interests

A ccounting 11 IM PLEM EN TA TIO N D R A FT April 2010 37

C ontexts for Learning and Teaching

Contexts for Learning and

Teaching
Principles of Learning
The public school program is based on principles of learning that teachers and administrators should use as the
basis of the experiences they plan for their students. These principles include the following:

1. Learning is a process of actively constructing knowledge.

Therefore, teachers and administrators have a responsibility to
• create environments and plan experiences that foster inquiry, questioning, predicting, exploring, collecting,
educational play, and communicating
• engage learners in experiences that encourage their personal construction of knowledge, for example,
hands-on, minds-on science and math; drama; creative movement; artistic representation; writing and
talking to learn
• provide learners with experiences that actively involve them and are personally meaningful

2. Students construct knowledge and make it meaningful in terms of their

prior knowledge and experiences.
Therefore, teachers and administrators have a responsibility to
• find out what students already know and can do
• create learning environments and plan experiences that build on learners' prior knowledge
• ensure that learners are able to see themselves reflected in the learning materials used in the school
• recognize, value, and use the great diversity of experiences and information students bring to school
• provide learning opportunities that respect and support students' racial, cultural, and social identity
• ensure that students are invited to build on prior knowledge, integrating new understandings with existing
understandings

3. Learning is enhanced when it takes place in a social and collaborative

environment.
Therefore, teachers and administrators have a responsibility to
• ensure that talk, group work, and collaborative ventures are central to class activities
• see that learners have frequent opportunities to learn from and with others
• structure opportunities for learners to engage in diverse social interactions with peers and adults
• help students to see themselves as members of a community of learners

4. Students need to continue to view learning as an integrated whole.

Therefore, teachers and administrators have a responsibility to
• plan opportunities to help students make connections across the curriculum and with the world outside and
structure activities that require students to reflect on those connections
• invite students to apply strategies from across the curriculum to solve problems in real situations

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5. Learners must see themselves as capable and successful.

Therefore, teachers and administrators have a responsibility to
• provide activities, resources, and challenges that are developmentally appropriate to the learner
• communicate high expectations for achievement to all students
• encourage risk-taking in learning
• ensure that all students experience genuine success on a regular basis
• value experimentation and treat approximation as signs of growth
• provide frequent opportunities for students to reflect on and describe what they know and can do
• provide learning experiences and resources that reflect the diversity of the local and global community
• provide learning opportunities that develop self-esteem

6. Learners have different ways of knowing and representing knowledge.

Therefore, teachers and administrators have a responsibility to
• recognize each learner's preferred ways of constructing meaning and provide opportunities for exploring
alternative ways
• plan a wide variety of open-ended experiences and assessment strategies
• recognize, acknowledge, and build on students' diverse ways of knowing and representing their knowledge
• structure frequent opportunities for students to use various art forms music, drama, visual arts, dance,
movement, crafts as a means of exploring, formulating, and expressing ideas

7. Reflection is an integral part of learning.

Therefore, teachers and administrators have a responsibility to
• challenge their beliefs and practices based on continuous reflection
• reflect on their own learning processes and experiences
• encourage students to reflect on their learning processes and experiences
• encourage students to acknowledge and articulate their learnings
• help students use their reflections to understand themselves as learners, make connections with other
learnings, and proceed with learning

A Variety of Learning Styles and Needs

Learners have many ways of learning, knowing, understanding, and creating meaning. Research into links
between learning styles and preferences and the physiology and function of the brain has provided educators
with a number of helpful concepts of and models for learning. Howard Gardner, for example, identifies eight
broad frames of mind or intelligences. Gardner believes that each learner has a unique combination of
strengths and weaknesses in these eight areas, but that the intelligences can be more fully developed through
diverse learning experiences. Other researchers and education psychologists use different models to describe
and organize learning preferences.

Students' ability to learn is also influenced by individual preferences and needs within a range of environmental
factors, including light, temperature, sound levels, nutrition, proximity to others, opportunities to move around,
and time of day.

How students receive and process information and the ways they interact with peers and their environment, in
specific contexts, are both indicators and shapers of their preferred learning styles. Most learners have a

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C ontexts for Learning and Teaching

preferred learning style, depending on the situation and the type and form of information the student is dealing
with, just as most teachers have a preferred teaching style, depending on the context. By reflecting on their
own styles and preferences as learners and as teachers in various contexts, teachers can

• build on their own teaching-style strengths

• develop awareness of and expertise in a number of learning and teaching styles and preferences
• identify differences in student learning styles and preferences
• organize learning experiences to accommodate the range of ways in which students learn, especially for
whom the range of ways of learning is limited

The Senior High School Learning Environment

Learning experiences and resources that engage students' multiple ways of understanding allow them to
become aware of and reflect on their learning processes and preferences. To enhance their opportunities for
success, students need

• a variety of learning experiences to accommodate their diverse learning styles and preferences
• opportunities to reflect on their preferences and the preferences of others to understand how they learn
best and that others may learn differently
• opportunities to explore, apply, and experiment with learning styles other than those they prefer, in learning
contexts that encourage risk taking
• opportunities to return to preferred learning styles at critical stages in their learning
• opportunities to reflect on other factors that affect their learning, for example, environmental, emotional,
sociological, cultural, and physical factors
• a time line appropriate for their individual learning needs within which to complete their work

Creating Community
To establish the supportive environment which characterizes a community of learners, teachers need to
demonstrate a valuing of all learners, illustrating how diversity enhances the learning experiences of all
students. For example, by emphasizing courtesy in the classroom through greeting students by name, thanking
them for answers, and inviting, rather than demanding participation. Students could also be encouraged to
share interests, experiences, and expertise.

Students must know one another in order to take learning risks, make good decisions about their learning, and
build peer partnerships for tutoring, sharing, cooperative learning, and other collaborative learning experiences.
Through mini-lessons, workshops, and small-group dynamic activities during initial classes, knowledge is
shared about individual learning styles, interpersonal skills, and team building.

The teacher should act as a facilitator, attending to both active and passive students during group activities,
modeling ways of drawing everyone into the activity as well as ways of respecting and valuing each person's
contribution, and identifying learners' strengths and needs for future conferences on an individual basis.

Having established community within the classroom, the teacher and students together can make decisions
about learning activities Whether students are working as a whole class, in small groups, in triads, in pairs, or
individually, teachers can

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• encourage comments from all students during whole class discussion, demonstrating confidence in and
respect for their ideas
• guide students to direct questions evenly to members of the group
• encourage students to discover and work from the prior knowledge in their own social, racial, or cultural
experiences
• encourage questions, probing but never assuming prior knowledge
• select partners or encourage students to select different partners for specific purposes
• help students establish a comfort zone in small groups where they will be willing to contribute to the
learning experience
• observe students during group work, identifying strengths and needs, and conference with individuals to
help them develop new roles and strategies
• include options for students to work alone for specific and clearly defined purposes

Building the Climate

The development of a positive and productive classroom climate is vital to Accounting 11. It is essential that
teachers spend time during the first few weeks of the course to develop a positive classroom atmosphere that
emphasizes respect for the feelings and values of others, and a focus on the skills and attitudes expected in
the workplace. A positive classroom environment generates a sense of significance. Students feel that they are
significant, that they will be heard and listened to, and that their opinions will be valued by both the teacher and
their peers.
TRUST
Students perceive an honest and genuine interest in their development on the part of the teacher and their
peers
COM FORT
Students feel that they can interact openly with others and that their need for privacy will be respected.

Teachers may find the following suggestions helpful as they work toward developing a positive classroom
climate:
• Accentuate the positive. Teachers openly show concern and respect for students, are supportive, and
provide positive feedback.
• Establish ground rules at the outset and adhere to them. Invite students to help to develop the
expectations for the classroom.
• Balance the level of student participation. Ensure that all students have opportunities to participate.
• Be a good listener and encourage your students to become good listeners. It is often useful to ask a
student to rephrase a question to discover its true intent or meaning. It is also helpful sometimes for the
teacher to rephrase the questions and ask, "Did you mean ?" or "Did I understand you correctly to say that ?"
• Analyze your own level of participation. Be the organizer, the
• facilitator, but do not dominate discussion. Give students the responsibility to control their own discussion.
• Encourage students' input on difficult issues. Do not attempt to be the authority. Give students time to
consider their responses. Values-related matters may not have a right answer.
Respect students' rights to privacy. Information gained about students' personal lives is confidential and the
right to privacy must be respected. Students may choose to share information but the option to "pass" should
be clearly stated.

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C ONFIDENTIALITY
The duty to report suspected child abuse and neglect overrides the confidential requirement of all professional
relationships. Students must be aware of the teacher's responsibilities in such instances.

Some topics in this course may be considered sensitive or controversial. The degree of sensitivity will vary
from community to community and from individual to individual, depending on personal, religious, or ethnic
beliefs and values. Examples of such issues include abortion, contraception, homosexuality, masturbation,
sexual abuse, and sexually transmitted diseases.

SENSITIVE ISSUES
Many school boards have developed policies or guidelines which provide direction for teachers who may
address these and other sensitive issues in their classrooms. Teachers must avail themselves of such
information.

Teachers should avoid taking a one-sided approach when addressing issues of a controversial nature. Students
need to explore a variety of perspectives regarding a particular issue to enable them to make appropriate
personal decisions. They also need the opportunity to discuss value issues with others, to hear divergent
opinions, and to express their own opinions. It is important that students be allowed to clarify their own values
in a non-judgmental environment, confident that the teacher's value position on an issue will not be imposed
and assured that no one in the class will be put down or criticized for holding a certain value.

Stress the students' right to privacy. Encourage students to discuss issues that concern them, but support their
right to privacy.

Be sensitive to values. Values are conveyed as much by what is not said or done as by what is said or done. At
the same time, help students to understand the role of values in decision making and interaction between
people.

Be prepared to discuss all sides of controversial issues so that students can identify their personal feelings on
the issue.

Provide information to all students about school and community agencies and resources available to them if
they need help with a problem.

Assess your own thoughts and feelings about sensitive issues.

Engaging All Students

A supportive environment is important for all learners. Teachers can engage learners by

• getting to know their students as persons, while at the same time respecting their privacy. incorporating
opportunities for students to have a voice.
• establishing criteria for learning and for individual assignments collaboratively to ensure students'
ownership of their learning.
• setting goals that are attainable and that will promote a sense of accomplishment and self-satisfaction.
• offering choice, whenever possible, of reading material, of methods to present knowledge and information,
and of assignment topic or focus within a topic.

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• being honest and sincere in order to develop a trusting relationship, while at the same time responding to
student work in a positive and encouraging way.
• Students need to engage fully in learning experiences that
• are perceived as authentic and worthwhile
• build on their prior knowledge
• allow them to construct meaning in their own way, at their own pace
• link learning to understanding and affirming their own experiences
• encourage them to experience ownership and control of their learning
• feature frequent feedback and encouragement
• include opportunities for teachers and others to provide individuals with clarification and elaboration
• are not threatening or intimidating
• focus on successes rather than failures
• are organized into clear, structured segments

Acting as facilitators to encourage students to take more responsibility for their own learning, teachers can
provide opportunities for students to decide how intensively to focus on particular areas within the Accounting
11 curriculum outcomes framework.

Teachers can work with individual students to identify learning outcomes that reflect the student's interests
and career plans. It is important that teachers design learning experiences that provide a balance between
challenge and success, and between support and autonomy.

All students benefit from a variety of grouping arrangements that allow optimum opportunities for meaningful
teacher-student and student-student interaction. An effective instructional design provides a balance of the
following grouping strategies:

• large-group or whole-class learning

• teacher-directed small-group learning
• small-group-directed learning
• co-operative learning groups
• one-to-one teacher-student learning
• independent learning
• partnered learning
• peer or cross-age tutoring
• mentoring

Health and Safety

Activities in skilled-trades centres, shops, laboratory, or workplace settings should include an element of safety
education. Teachers should plan learning experiences with a specific safety focus, and also embed safe
practices in classroom procedures and routines in order that students may acquire

• a strong orientation toward both personal and group safety

• an awareness of potential safety hazards at school and in the workplace
• a knowledge of safety procedures and safe work habits
• a knowledge of emergency procedures

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• the ability to design and maintain safe work areas

Meeting the Needs of All Students

Learners require inclusive classrooms, where a wide variety of learning experiences ensures that all students
have equitable opportunities to reach their potential.

In designing learning experiences, teachers must accommodate the learning needs of individuals, and consider
the abilities, experiences, interests, and values that they bring to the classroom.

In recognizing and valuing the diversity of students, teachers should consider ways to

• create a climate and design learning experiences to affirm the dignity and worth of all learners in the
classroom community
• give consideration to the social and economic situations of all learners
• model the use of inclusive language, attitudes, and actions supportive of all learners
• acknowledge racial and cultural uniqueness
• adapt classroom organization, teaching strategies, assessment
• practices, time, and learning resources to address learners' needs and build on their strengths
• provide opportunities for learners to work in a variety of contexts, including mixed-ability groupings
• identify and utilize strategies and resources that respond to the range of students' learning styles and
preferences
• build on students' individual levels of knowledge, skills, and attitudes
• design learning and assessment tasks that draw on learners' strengths
• use students' strengths and abilities to motivate and support their learning
• provide opportunities for students to make choices that will broaden their access to a range of learning
experiences
• acknowledge the accomplishment of learning tasks, especially those that learners believed were too
challenging for them

In a supportive learning environment, all students receive equitable access to resources, including the teacher's
time and attention, technology, learning assistance, a range of roles in group activities, and choices of learning
experiences when options are available. All students are disadvantaged when oral, written, and visual language
creates, reflects, and reinforces stereotyping.

Teachers promote social, cultural, racial, and gender equity when they provide opportunities for students to
critically examine the texts, contexts, and environments associated with Accounting 11 in the classroom, in the
community, in the workplace, and in the media.

Teachers should look for opportunities to

• promote critical thinking

• recognize knowledge as socially constructed
• model gender-fair language and respectful listening in all their interactions with students
• articulate high expectations for all students
• provide equal opportunity for input and response from all students

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• encourage all students to assume leadership roles

• ensure that all students have a broad range of choice in learning and assessment tasks
• encourage students to avoid making decisions about roles and language choices based on stereotyping
• include the experiences and perceptions of all students in all aspects of their learning
• recognize the contributions of men and women of all social, cultural, linguistic, and racial backgrounds to all
disciplines throughout history

Social and cultural diversity in student populations expands and enriches the learning experiences of all
students. Students can learn much from the backgrounds, experiences, and perspectives of their classmates.
In a community of learners, participants explore the diversity of their own and others' customs, histories,
values, beliefs, languages, and ways of seeing and making sense of the world.

When learning experiences are structured to allow for a range of perspectives, students from varied social and
cultural backgrounds realize that their ways of seeing and knowing are not the only ones possible. They can
come to examine more carefully the complexity of ideas and issues arising from the differences in their
perspectives and understand how cultural and social diversity enriches their lives and their culture.

A range of learning experiences, teaching and learning strategies, resources, and environments provide
expanded opportunities for all learners to experience success as they work toward the achievement of
designated outcomes. Many of the learning experiences suggested in this guide provide access for a wide
range of learners, simultaneously emphasizing both group support and individual activity. Similarly, the
suggestions for a variety of assessment practices provide multiple ways for students to demonstrate their
achievements.

In order to provide a range of learning experiences to challenge all students, teachers may adapt learning
contexts to stimulate and extend learning. Teachers should consider ways that students can extend their
knowledge base, thinking processes, learning strategies, self-awareness, and insights. Some learners can
benefit from opportunities to negotiate their own challenges, design their own learning experiences, set their
own schedules, and work individually or with learning partners.

Some students' learning needs may be met by opportunities for them to focus on learning contexts which
emphasize experimentation, inquiry, and critical and personal perspectives; in these contexts, teachers should
work with students to identify and obtain access to appropriate resources.

The Role of Technologies

Integration
Students of Accounting 11 require access to communication and information technology on a daily basis in
order to achieve the outcomes of the course. As students become skilled users of office productivity software,
they will use it to facilitate their learning across the curriculum, creating a need for access to technologies
throughout the school day.

The outcomes in Accounting 11 depend upon current career and labor market information as well as personal
inventories available almost exclusively on the Internet. Students need access, on an individual basis to
networked computers.

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Vision for the Integration of Information Technologies

The Nova Scotia Department of Education has articulated five strands in the learning outcomes framework
areas for the integration of information and communication technology within public school programs.

Basic Operations and Concepts

Concepts and skills associated with the safe and efficient operation of a range of information technologies

Social, Ethical, and Human Issues

The understanding associated with the use of information/communication technology, which encourages in
students a commitment to pursue personal and social good, particularly to build and improve their learning
environments and to foster strong relationships with their peers and others who support their learning

Productivity
The efficient selection and use of information and communication technology to perform tasks such as the
exploration of ideas, data collection, data manipulation, including the discovery of patterns and relationships,
problem solving, and the representation of learning

Communication
Specific, interactive technology use that supports student collaboration and sharing through communication

Research, Problem Solving, and Decision Making

Students' organization, reasoning, and evaluation of their learning, which rationalize their use of information and
communication technology.

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 A ssessing and Evaluating Student Learning

Assessing and Evaluating

Student Learning
Assessment is the systematic process of gathering information on student learning. Evaluation is the process
of analyzing, reflecting upon, and summarizing assessment information; and making judgments or decisions
based upon the information gathered. The Principles of Assessment and Evaluation articulated in the document
Public School Program should be used as the basis of assessment and evaluation policies, procedures, and
practices.

Assessment in Accounting 11
Students entering Accounting 11 do so with differing degrees of knowledge and understanding of the elements
of developing a career, different skill levels, and different levels of understanding how important these things
are to preparing for a career. In some instances, students’ attitudes toward certain skills may be that they are
only useful for doing school work and not in what they perceive to be the real world. Accounting 11 works to
change these attitudes and aid students in the development of the skills necessary for success in the
workplace, both in their presents as well as their futures.

Assessment for Accounting 11 should facilitate these changes and, as a result, should be considered an
ongoing process, not an event. Teachers need to think of assessment as being of three kinds: assessment of
learning, assessment for learning, and assessment as learning.

Assessment of Learning

Assessment of learning is what teachers associate with summative assessment, that is, tending to be mark-
driven, used to accumulate numerical data for the purpose of assigning grades. Tests, exams, and assignments
given for the purpose of attaining marks fall in this group.

Assessment for Learning

Assessment for learning, on the other hand, works to provide students with ongoing checks of how they are
doing, what kind of progress they are making, what they need to learn next in order to be successful. Student
self-assessment is an important factor in assessment for learning. Anecdotal feedback, rubrics, scales, and
checklists are all important ways for teachers and students to learn more about how they are doing and what
they are having difficulty with.

More information on assessment can be found in Contexts for Learning and Teaching.

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Effective Assessment and Evaluation Practices

Effective assessment improves the quality of learning and teaching. It can help students to become more
reflective and to have control of their own learning, and it can help teachers to monitor and focus their
instructional programs.

Assessment and evaluation of student learning should accommodate the complexity of learning and reflect the
complexity of the curriculum. Evaluation should be based on the full range of learning outcomes towards which
students have been working during the reporting period, be proportionate to the learning experiences related to
each outcome, and focus on patterns of achievement as well as specific achievement.

In reflecting on the effectiveness of their assessment program, teachers should consider the extent to which
their practices are fair in terms of the student’s background or circumstances are integrated with learning
provide opportunities for authentic learning

• provide students with relevant, supportive feedback that helps them to shape their learning
• describe students’ progress toward learning outcomes
• help them to make decisions about revising, supporting, or extending learning experiences support learning
risk taking
• provide specific information about the processes and strategies students are using
• provide students with diverse and multiple opportunities to demonstrate their achievement
• accommodate multiple responses and a range of tasks
• provide evidence of achievement in which students can take pride
• acknowledge attitudes and values as significant learning outcome
• encourage students to reflect on their learning and to articulate personal learning plans
• help them to make decisions about teaching strategies, learning experiences and environments, student
grouping, and resources include students in developing, interpreting, and reporting

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Involving Students in the Assessment Process

Diverse Learning Styles and Needs

It is important that students participate actively in the assessment and evaluation of their learning, developing
their own criteria and learning to judge a range of qualities in their work. Students should have access to
models in the form of scoring criteria, rubrics, and work samples.

As lifelong learners, students assess their own progress, rather than relying on external measures, for example
marks, to tell them how well they are doing. Students who are empowered to assess their own progress are
more likely to perceive their learning as its own reward. Rather than asking What does the teacher want?
students need to ask questions such as What have I learned? What can I do now that I couldn’t do before?
What do I need to learn next? Effective assessment practices provide opportunities for students to

• assess and evaluate their learning

• set goals for future learning

Teachers should develop assessment practices that affirm and accommodate students’ cultural and linguistic
diversity. Teachers should consider patterns of social interaction, diverse learning styles, and the multiple ways
oral, written, and visual language are used in different cultures for a range of purposes, not only in a learning
context, but in a social and cultural context as well. Assessment practices must be fair, equitable, and without
bias, providing a range of opportunities for students to demonstrate their learning. Teachers should be flexible
in evaluating the learning success of students and seek diverse ways for students to demonstrate their
personal best. In inclusive classrooms, students with special needs have opportunities to demonstrate their
learning in their own way, using media which accommodate their needs, and at their own pace.

When students are aware of the outcomes they are responsible for and the criteria by which their work will be
assessed or evaluated, they can make informed decisions about the most effective ways to demonstrates
what they know, are able to do, and value.

Using a Variety of Assessment Strategies

When teachers make decisions about what learning to assess and evaluate, how to assess and evaluate, and
how to communicate the results, they send clear messages to students and others about what they value; for
example, teachers can communicate that they value risk taking or lateral thinking by including these elements
in assessment.

Assessment involves the use of a variety of methods to gather information about a wide range of student
learning and to develop a valid and reliable snapshot of what students know and are able to do that is clear,
comprehensive, and balanced. The assessment process provides information about each student’s progress
toward achievement of learning outcomes that teachers can use to assign marks, to initiate conversations with
students, or to make decisions in planning subsequent learning experiences.

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Teachers align evaluation and assessment practices with student-centred learning practices when they

• design assessment and evaluation tasks that help students make judgments about their own learning and
performance
• provide assessment and evaluation tasks that allow for a variety of learning styles and preferences
• individualize assessment and evaluation tasks to accommodate specific learning needs
• work with students to describe and clarify what will be assessed and evaluated and how it will be assessed
and evaluated
• provide students with regular and specific feedback on learning

Assessment activities, tasks, and strategies include, for example,

• anecdotal records
• artifacts
• audiotapes
• checklists
• conferences
• certifications
• demonstrations
• dramatizations
• exhibitions
• rating scales
• interviews (structured or informal)
• inventories
• investigations
• learning logs or journals
• media products
• observations (structured or informal)
• peer assessments
• performance tasks
• portfolios
• reports/presentations
• projects
• questioning
• questionnaires
• quizzes, tests, examinations
• reviews of performance
• sorting scales (rubrics)
• self-assessments
• surveys
• videotapes
• work samples
• written assignments

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Portfolios for Assessment

A major feature of assessment and evaluation in Accounting 11 is the use of portfolios. A portfolio is a
purposeful selection of a student’s work that tells the story of the student’s efforts, progress, and
achievement. The portfolio documents Accounting 11 activities.

Portfolios engage students in the assessment process and allow them to participate in the evaluation of their
learning. Portfolios are most effective when they provide opportunities for students to reflect on and make
decisions about their learning. The students and teacher should collaborate to make decisions about the
contents of the portfolio and to develop the criteria for evaluating the portfolio. Portfolios should include

• the guidelines for selection

• the criteria for judging merit
• evidence of student reflection

Portfolio assessment is especially helpful for the student who needs significant support. Teachers should place
notes and work samples from informal assessment in the portfolio and use the portfolio to collaborate with the
student in identifying strengths and needs, selecting learning experiences, and selecting work that best reflects
the student’s progress toward achievement of learning outcomes.

It is important that students share their portfolios with other students so that all students may see exemplars
that represent a range of strategies for expression and levels of complexity in ideas and understanding.
Outlines and other evidence of planning allow students to examine their progress and demonstrate
achievement to teachers, parents, and others.

Students should be encouraged to develop a portfolio that demonstrates their achievements in a context
beyond a particular course, including letters, certificates, and photographs, for example, as well as written
documents. A portfolio can be very helpful when students need to demonstrate their achievements to potential
employers or admission offices of post-secondary institutions.

Tests and Examinations

Traditional tests and examinations are not, by themselves, adequate to assess student learning. The format of
tests and examinations can be revised and adapted to reflect key aspects of the curriculum. Some teachers, for
example, have designed tests and examinations based on collaborative or small-group learning, projects, or
portfolio learning. Creating opportunities for students to collaborate on a test or examination is an effective
practice in the interactive classroom to assess learning of a higher order than recall of information, for example,
learning that requires synthesis, analysis, or evaluation.

In learning activities that involve solving a Accounting 11 problem, for example, students might work
collaboratively to clarify and define the task, and then work either collaboratively or individually to develop a
solution. Students might be given a range of questions, issues, or problems, and work collaboratively to clarify
their understanding of the assignments and plan responses in preparation for the examination for which only
one of the questions, issues, or problems will be assigned.

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The initial list of questions, issues, or problems can be developed by the teacher, negotiated by the teacher
with students, or developed by students and screened by the teacher.

Process-based tests and examinations allow students to demonstrate knowledge and skills and apply
strategies at multiple stages in learning processes, for example, in identifying problems, challenges, and
opportunities; gathering, evaluating, and synthesizing information; generating options; and developing and
evaluating solutions.

Traditional tests and examinations may present a number of problems in scheduling and resource allocation.
Process-based tests and examinations may be undertaken in steps during several class periods over a number
of days. Students have opportunities to revise, reflect on, and extend their knowledge and understanding.
Teachers have opportunities to develop comprehensive assessments, to monitor and evaluate learning at
multiple points in a process, and to use time flexibly.

Certification

In some courses, students will need to prepare to demonstrate their learning through entrance tests and
examinations, or to obtain or upgrade a certification. Replicating this type of assessment in the classroom can
help students prepare for the conditions and assessment formats they may encounter in workplace and post-
secondary situations.

To make this kind of assessment an effective learning experience, teachers should define a specific context
and purpose, for example, the operation of a device, the identification of materials labels, or the demonstration
of a technique or procedure.

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 A ppendices

A ccounting 11 D R A FT April 2010 53

A ppendices

Appendices

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 A ppendices

Resources
Vic D’Amico, Ted Palmer, Tom D’Amico. Principles of Accounting, Third Edition. Toronto, Canada:
PearsonEducation Canada Inc., 2002.
Vic D’Amico, Ted Palmer, Tom D’Amico. Principles of Accounting Study Guide and Working Papers, Third
Edition. Toronto, Canada: Pearson Education Canada Inc., 2002.
Vic D’Amico, Ted Palmer, Tom D’Amico. Principles of Accounting Teacher’s Manual, Third Edition. Toronto,
Canada: Pearson Education Canada Inc., 2002.

NOTES
1. The Teacher’s Manual includes a CD-ROM with Unit Reviews, Tests, Exams, Spreadsheet Templates,
Simply Accounting Templates, and Assessment Rubrics.
2. The Teacher’s Manual includes a section of Black Line Masters.

Internet Resources

Career Options
Career planning information specifically for Nova Scotians

LifeWork Portfolio (lifeworkednet)

Youth Canada
Government of Canada site preparing youth for work. Self-assessment, information on job search techniques
and opportunities as well as links

Simply Accounting

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Table of Appendices
The following appendices are available as Word and Excel files. They may be downloaded from

http://educator.ednet.ns.ca

NS teachers can log into this site using their IMP Webmail user ID and password

MODULE 1: BEGINNING THE ACCOUNTING CYCLE

Appendix 1-1:The Accounting Equation
Appendix 1-2: Financial Position (Teacher Notes)
Appendix 1-3: Financial Position (Student Notes)
Appendix 1-4: Business Transactions (Teacher Notes)
Appendix 1-5: Chapter 1 Terms (Student Quiz)
Appendix 1-6: Chapter 1 Terms (Answer Key).
Appendix 1-7: Recording Transactions in T-Accounts (Teacher Notes)
Appendix 1-8: Recording Transactions in T-Accounts (Student Notes)
Appendix 1-9: Chapter 2 Homework Check Question
Appendix 1-10: Preparing the Income Statement (Teacher Notes)
Appendix 1-11: Preparing the Income Statement (Student Notes)
Appendix 1-12: Revenue and Expense Accounts (Teacher Notes)
Appendix 1-13: The Journal (Teacher Notes)
Appendix 1-14: The Journal (Student Notes)
Appendix 1-15: Posting to the Ledger (Student Notes)
Appendix 1-16: Source Documents (Teacher Notes)
Appendix 1-17: The Work Sheet (Teacher Notes)
Appendix 1-18: The Work Sheet (Student Notes)
Appendix 1-19: Classified Financial Statements (Teacher Notes)
Appendix 1-20: Classified Financial Statements (Student Notes)

MODULE 2: COMPLETING THE ACCOUNTING CYCLE

Appendix 2-1: Adjusting the Books (Teacher Notes)
Appendix 2-2: Prepaid Expense (Student Exercises)
Appendix 2-3: Prepaid Expense Quiz
Appendix 2-4: Depreciation Expense (Teacher Notes)
Appendix 2-5: Adjusting for Depreciation (Student Work Sheet)
Appendix 2-6: Adjusting for Depreciation Quiz
Appendix 2-7: Ten-Column Worksheet (Teacher Notes)
Appendix 2-8: Adjusting and Closing Entries (Teacher Notes)
Appendix 2-9: Closing Entries (Student Notes)
Appendix 2-10: Closing Entries Quiz
Appendix 2-11: Closing Temporary Capital Accounts
Appendix 2-9: Closing Entries (Student Notes)
Appendix 2-12: Chapter 6 Review Problem

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MODULE 3: CASH CONTROL AND BANKING

Appendix 3-1: Cash Control and Banking (Teacher Notes)
Appendix 3-2 Cash Control and Banking (Student Notes)
Appendix 3-3: Cash Proof Form
Appendix 3-4: Checking Cash Records (Teacher Notes)
Appendix 3-5: Deposit Slip
Appendix 3-6: Questions for Chapter 11 (Student Work Sheet)
Appendix 3-7: Bank Reconciliation Quiz
Appendix 3-8: Preparing a Deposit Slip (Student Work Sheet)
Appendix 3-9: Preparing a Deposit Slip Quiz

MODULE 4: SUBSIDIARY LEDGERS

Appendix 4-1: The Three-Ledger System (Teacher Notes)
Appendix 4-2: The Three-Ledger System (Student Notes)

FORMS
2-column paper
Balance Sheet (ACC Equation)
Blank Cheque
Cash Proof Form
Cheque Appendix
Deposit Slip
General Ledger
General Ledger 2
T Accounts
Trial Balance Form
Transaction Analysis Sheet
Transaction Analysis Sheet 2
Worksheet 10 Column
Worksheet 6 column

SPREADSHEETS
Balance Sheet Template
Capital Statement
General Journal
General Journal, Details
Income Statement for Month’s End
Ledger Templates
Post-Closing Trial Balance
Schedule of Accounts Payable
Transaction Analysis Chapter 2
Trial Balance
Worksheet Template 6 Column
Worksheet Template 8 Column
Worksheet Template 10 Column

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