Curriculum

Indiana BIT MS Curriculum


 * ~ //**Curriculum Links**// ||~  ||
 * Indiana Standards Resource (Indiana Department of Education) ||
 * [|FINAL BIT MS Curriculum Revision 11-2008.doc] ||
 * [|FINAL BIT MS Proficiency Checkoff Sheet.xls] ||
 * [|FINAL BIT MS 6-8 Proficiency Grids 11-2008.xls] ||
 * [|2009 Technology Matrix.doc] || [|2009 Career Exploration Matrix.doc] ||
 * [|2009 Financial Literacy Matrix.doc] || [|2009 Entrepreneurship Matrix.doc] ||

**Introduction to the Business, Marketing, and Information Technology Middle School Curriculum ** The entire Middle School Business, Marketing, and Information Technology curriculum (Technology, Career Exploration, Financial Literacy, and Entrepreneurship/Business Foundations) cannot be attained in just one overview class session or in one rotation class in a semester, trimester, or block program. It is a sequential and developmental program of study. Because Career Exploration, Financial Literacy, and Entrepreneurship/Business Foundations proficiencies draw heavily on technology competencies, the Technology component should be the first curriculum area taught. However, many of the Technology standards for software applications can be taught through “just-in-time” instruction as the need for these specific applications occurs in the other three curriculum components. Obviously, touch keyboarding competency is a prerequisite for efficient, effective use of the computer keyboard; development of this competency should precede instruction in all other areas involving a computer keyboard. Technology concepts and operations are other areas for which instruction should be given prior to teaching content in the other components of the business middle school curriculum. The number of weeks and amount of instructional time available for business content instruction at each grade level in the middle school will determine the extent to which the entire curriculum can be implemented. Schools/teachers need to select content for their curriculum that will best serve their students’ needs and interests.

Important points pertinent to achieving the content standards and performance proficiencies for the Middle School Business, Marketing, and Information Technology curriculum include: The Middle School Business, Marketing, and Information Technology curriculum contributes to student success in a variety of contexts, including the attainment of the:
 * Capitalizing on the flexibility for teaching content in the program components. Most performance proficiencies do not have to be taught in the order listed; however, in a few instances, prerequisite material will need to be taught.
 * Providing continuous monitoring of good input techniques (especially keyboarding) in the use of application software. Students will not develop habits that lead to personal (and workplace) productivity unless they practice them all the time.
 * Using a project-based method for teaching. A project-based activity can use authentic experiences and may encompass a variety of proficiencies across several curricular areas.
 * Recognizing “teachable moments” that result from middle school students’ inquisitive and questioning nature. These moments can be used to teach relevant concepts, etc.
 * Assisting students with the development of social skills, personal values, and self-esteem. Opportunities to reinforce student development in these areas is dependent on both how we teach and what we teach; good role modeling is one of the keys to teacher effectiveness in this area.
 * Indiana mandate for financial literacy at the middle school level
 * NCLB technological proficiencies.
 * Competencies needed for academic core and other courses.
 * Knowledge and skills needed for personal and business roles.
 * Business and information technology foundation for high school courses and post secondary interests.
 * An awareness of the use of technology in careers.
 * Development of problem-solving and decision-making skills through the use of technology tools.
 * Reinforcement of content in many of the Indiana Academic Standards.