Professional Documents
Culture Documents
BUSINESS COMMUNICATIONS
Ms. Kelly A. Macaw
Kelly.Macaw@barrow.k12.ga.us
PATHWAY
Business, Management & Technology
SOFTWARE: MICROSOFT OFFICE 2010, MICROSOFT POWERPOINT 2010, INTERNET EXPLORER, AND OTHER
BUSINESS RELATED SOFTWARE.
TEXTBOOK: INTRODUCTION TO BUSINESS.
Betty J. Brown and John E. Clow. McGraw-Hill Glencoe, 2008, California;
MICROSOFT OFFICIAL ACADEMIC COURSE. Word 2010 John Wiley and Sons, Inc., 2012, USA. Integrated Business
Projects; Teacher Resource Files; Supplemental Magazines, Publications and other Online Resources.
COURSE DESCRIPTION:
Business Communications students will create, edit, and publish professional-appearing business documents with clear and concise
communication. Creative design, persuasive personal and professional communications will be applied through research,
evaluation, validation, written, and oral communication. Leadership development and teamwork skills will be stressed as students
work independently and collaboratively. Presentation skills will be developed and modeled for students master presentation
software in this course.
Business Communications is for students that successfully completed Introduction to Business and Technology and Business and
Technology. After mastery of the standards in this course, students should be prepared to earn an industry recognized credential:
Microsoft Office Specialist for PowerPoint Core Certification and complete the end of pathway assessment.
FUTURE BUSINESS LEADERS OF AMERICA (FBLA):
FBLA is the co-curricular student organization that plays an integral role in the components of Business and Technology Course
standards. FBLA activities are incorporated throughout this course and the rest of the Business and Computer Science courses.
Students are strongly urged to join FBLA ($15.00) to benefit from the wealth of opportunities the organization has to offer.
CAREERS:
Business professionals may be entrepreneurs, accountants, economists, managers, administrators, or analysts. Those considering a
career in small business or accounting should be analytical, detail-oriented, flexible, and decisive.
BMA-BC-1 Demonstrate employability skills required by business and industry.
BMA-BC-2 Examine and practice grammar, mechanics, and process of composing professionally written business
communications.
BMA-BC-3 Apply effective oral communication by communicating in a clear, courteous, concise, and professional manner.
BMA-BC-4 Use active and intentional listening skills to respond appropriately to oral communication.
BMA-BC-5 Master word processing software at an expert level to create, edit, and publish professional-appearing business documents.
BMA-BC-6 Integrate multiple forms of communication in the successful pursuit of a career/employment.
BMA-BC-7 Apply skills and strategies for the delivery of effective oral communication and presentations
BMA-BC-8 Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools, and social networks
appropriately to access, manage, integrate, evaluate, and create information to successfully function in professional settings.
BMA-BC-9 Master presentation software to create, edit, publish, and deliver professional-appearing business presentations.
BMA-BC-10 Explore how related student organizations are integral parts of career and technology education courses through leadership
development, school and community service projects, entrepreneurship development, and competitive events.
BUSINESS COMMUNICATIONS
EXEMPTION INFORMATION:
ENTREPRENEURSHIP
INTRO. TO BUSINESS AND TECHNOLOGY
BUSINESS COMMUNICATIONS AND
PRESENTATION
ENTREPRENEURSHIP
RESPECT
ON TASK
END-OF-PATHWAY ASSESSMENT:
After completing the three courses in a
pathway, students will be prepared to take
an End-of-Pathway exam to certify
knowledge, skill and understanding.
Completing the assessment successfully,
allows the student to earn certification in
Business and Technology and/or
Entrepreneurship under the Business
Management & Administration Career
Cluster. This mandate for end of pathway
assessment, set forth in the new Perkins IV
Legislation, requires states to implement a
mechanism to ascertain the level of the
technical skill attainment on behalf of its
CTAE students.
Expectations
Be respectful to others
opinions, property, and
education
Positive attitude
Clean your area before exiting
ATTENTIVE
READY
Complete assignments on
time
Maintain appropriate use of
the computers
Be on time and in the correct
seat
Turn off electronic devices
unless instructed differently
by the teacher
Be present mentally and
physically
Participate in all activities
WORKLOAD EXPECTATIONS:
Students are expected to complete all class work in the classroom. No homework unless a project is assigned since there is only one
set of textbooks that are kept in the classroom.
GRADING:
Progress reports will be issued at 4 weeks and 13 weeks; a parent/guardians signature is required on the progress reports. Report
cards will be sent out at 9 weeks and 18 weeks. A midterm exam and a final exam will be given only the final exam can be
exempted. REMEDIATION:
Students will have the opportunity to receive additional assistance to complete assignments. They should arrange that time with the
teacher.
Grading Policy
Daily Work
Worksheets, production,
demonstration, projects
Tests
Projects, Portfolio pieces
Midterm
Final Exam
will complete paper-pencil tests and computer-based tests along with surveys related to course content. Parents are encouraged to
access their childs grades and attendance daily via parent-portal a website supported by Barrow County Schools. See Barrow
County School Web site for paperwork.
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PARENT/GUARDIAN SIGNATURE
STUDENT SIGNATURE
Students are REQUIRED to return the course syllabus with a student signature and parent signature.
All items are subject to change without proper notification.
Barrow County School System is an Equal Opportunity Educator/Employer with established policies prohibiting the discrimination on the basis of
age, race, creed, religion, color, sex, national origin, disability or handicap, sexual orientation, or political affiliation in an educational program,
activity, or employment in the district and provides equal access to the Boy Scouts and other designated youth groups.
Our goal at Winder-Barrow High School is to promote the academic success of each student. Students are expected to take advantage of all
opportunities for success, which are made available to them by all teachers.