1

Ontario eSecondary School

Course Outline
2022-2023

Ministry of Education Course Title: Marketing Goods, Services and Events

Ministry Course Code:BMI3C

Course Type: College

Grade: 11

Credit Value: 1.0

Prerequisite(s): None

Department: Business Studies

Course developed by: Date: April 24th, 2022

Vitaliy Bilous
Length: Hours:
110
One Semester
This course has been developed based on the following Ministry documents:
1. Business Studies, The Ontario Curriculum, Grades 9 and 10, 2006, (revised)
2. Growing Success: Assessment, Evaluation, and Reporting in Ontario’s Schools (2010)
2

COURSE DESCRIPTION/RATIONALE

This course introduces the fundamental concepts of product marketing, which includes the marketing of goods,
services, and events. Students will examine how trends, issues, global economic changes, and information
technology influence consumer buying habits. Students will engage in marketing research, develop marketing
strategies, and produce a marketing plan for a product of their choice.

OVERALL CURRICULUM
EXPECTATIONS
Unit 1 Marketing Fundamentals By the end of this course, students will:
• describe the process by which goods and services
are exchanged;
• explain how marketing influences consumers
and competition;
• demonstrate an understanding of the importance
of marketing research to a business and how
information technology can be used to obtain and
analyse marketing-related information;
• analyse marketing strategies used by organizations in
the not-for-profit sector;
• compare the factors that influence marketing methods
and activities in the global economy

Unit 2 The Marketing Mix By the end of this course, students will:
• explain the stages of product development;
• explain the factors involved in the pricing of goods,
services, and events;
• compare a variety of distribution strategies and the
logistics associated with them;
• demonstrate an understanding of the strategies involved
in the promotion of goods, services, and events

Unit 3 Trends in Marketing By the end of this course, students will:

• explain the effects of new information technologies
on marketing strategies and consumer trends;
• identify and describe various environmental, ethical,
social, and legal issues that affect marketing activities;
• demonstrate an understanding of the potential
for participation in the global marketplace;
• summarize, on the basis of computer research,
career pathways in marketing.

By the end of this course, students will:

Unit 4 The Marketing Plan • explain the process of developing a marketing plan;
• develop a marketing plan for a good, service, or event;
• analyse the uses of a marketing plan
3

COURSE CONTENT

Unit 1: Marketing Fundamentals 22 hours

Unit 2: The Marketing Mix 32 hours
Unit 3: Trends in Marketing 28 hours
Unit 4: The Marketing Plan 28 hours

Total *110 Hours

UNIT DESCRIPTIONS
UNIT 1: MARKETING FUNDAMENTALS
In this unit, students are introduced to the foundations of marketing by being exposed to concepts, such as supply and
demand, competition, and targeting, with an emphasis on how the technological age has influenced all facets in the
marketing environment. Students demonstrate the importance of market research in the marketing process. In this
unit, students will also explore various marketing careers with students researching a variety of marketing careers
and/or profiling a specific individual’s responsibilities within a marketing environment. Students evaluate their own
strengths and weaknesses and ultimately determine the areas of marketing for which they are best suited.

UNIT 2: THE MARKETING MIX

In this unit, students will explain what is required for a product to be positioned successfully; identify the factors
involved in product pricing; compare a variety of distribution strategies; and distinguish between product marketing
and product promotion. The unit considers each of the components of the marketing mix. The central ingredient of the
marketing plan is a marketing mix of product, price, place, and promotion strategies necessary to ensure that the
product meets the demands of targeted customers.

UNIT 3: TRENDS IN MARKETING

In this unit students will interpret the effects of new information technologies on marketing strategies; identify
and describe various environmental, ethical, and legal concerns that relate to marketing; distinguish international
marketing from national, regional, and local marketing; and analyse effective marketing strategies used by
organizations in the not-for-profit (NFP) sector.

UNIT 4 + CULMINATING PROJECT: THE MARKETING PLAN

By the end of this unit, students will have designed an effective marketing plan for an event and launched it for
their peers and members of the community.
4

TEACHING AND LEARNING STRATEGIES

The students will experience a variety of activities:
Whole-Class Activities
Whole class activities are designed to introduce concepts and skills that are directly applicable to the workplace and
to build on the content being studied during small group and individual activities. These activities include the
following:
Class discussions that are facilitated through video conferencing and telephone conversations with their subject
teacher or discussions with other students concerning the concepts and skills being studied. This is done with
the use of Socratic circles for discussions.
Teacher demonstrations (research skills, etc.) through video conferencing, email, or telephone conversations
with subject teacher, or videos provided of a teacher or student demonstrating the concepts and skills being
studied. This helps the student and teacher create an atmosphere of trust and respect to aid in the online
learning environment.
Video presentations and technological aids (research) with videos embedded to enrich the course content and
clarify concepts and skills being studied. Also the use of online pre-approved quizzes and games to help a
student become more familiar with the concepts and skills being studied.
Diagnostic and review activities (audio and video taping) can be student-lead or teacher lead to work as a
review for students through audio and video made to share among each other to help reinforce the concepts
and skills being studied.
Brainstorming, charts and graphs are a great way for students to demonstrate their knowledge of subject
matter through graphic organizers, pictures, and texts. This is communicated through assignments in Moodle.
Small Group Activities
The teacher sets up small group activities to provide opportunities for active and oral learning as well as to bolster
practical communication and teamwork skills. The teacher plays a critical role during group activities by
monitoring group progress as well as answering questions that arise and using questions to assist students in their
understanding. In this way, the teacher also facilitates student understanding of effective learning,
communication, and team building during group activities.
The small group activities include the following:
Paired or small group research activities students are able to share their work online with not only their
teachers, but their classmates too. Students are able to share resources through online chat and video
conferencing. The ability to learn from each other, work on teamwork skills, and practice communication are
valued and encouraged throughout the course.
Comparison and evaluation of written work is very important in this course. This course focuses on giving many
examples of correct work, and helping students build the skills needed to peer-correct and self- correct.
Students are given a variety of texts to read through embedded links, to make comparisons with different texts,
real life situations, and their own writing.
Practical extension and application of knowledge is used as an effective learning strategy in this course
because it allows the students to read and listen to the texts and stories and reflect back with connections to
themselves, other texts and the world. Students are encouraged to share their understandings through work
submitted each day, phone conversations about course work, or videoconferencing.
Oral presentations in an online environment we have the equipment to have student either live video
conference oral presentations, or make videos and submit them for their oral presentations. These oral
presentations can be viewed by fellow students (when appropriate) and the teacher. Students can learn from
one another, and from their teacher. Such activities include dramatic readings and performances.
5

Individual Activities
The teacher should provide a variety of individual assignments to expand and consolidate the learning that takes
place in the whole-class and small group activities. Individual activities allow the teacher to accommodate
interests and needs and to access the progress of individual students. The teacher plays an important role in
supporting these activities through the provision of ongoing feedback to the students, both orally and in writing.
Teachers are encouraged to include individual activities such as the following in the course:
Research is completed in an online environment by teaching the students first about plagiarism rules and giving
examples of good sources to use. The students are not only limited to the online search for information, but
have resources available by links on the Moodle page of information that has been scanned and uploaded.
Individual assignments are worked on at a student’s own pace. The teacher can support the student in these
activities with ongoing feedback.
Oral presentations are facilitated through the use of video conferencing and video recording.
Practical extension and application of knowledge helps students develop their own voice, and gives them the
ability to make personal connections, and connections to the world throughout their course. Students are given
a variety or reading and viewing texts to give them many chances to apply their new concepts, skills, and
knowledge.
Ongoing project work is something that is valued in the earning of an English credit. The ongoing project can be
submitted to the teacher for ongoing feedback in both written and oral work.
Written assignments are used to allow students to develop their skills in writing, comprehension, and
communication. With the online format students submit their work, and have a chance to get feedback from
the teacher, and submit their best work. This can be demonstrated with reading responses, personal writing,
report writing, essay writing, script writing, business and technical writing, and individual research
assignments.

ASSESSMENT, EVALUATION, AND REPORTING

Assessment: The process of gathering information that accurately reflects how well a student is achieving the
identified curriculum expectations. Teachers provide students with descriptive feedback that guides their efforts
towards improved performance.

Evaluation: Assessment of Learning focuses on Evaluation which is the process of making a judgement about
the quality of student work on the basis of established criteria over a limited, reasonable period of time.

Reporting: Involves communicating student achievement of the curriculum expectations and Learning Skills
and Work Habits in the form of marks and comments as determined by the teacher’s use of professional
judgement.

STRATEGIES FOR ASSESSMENT

Assessment practices can nurture students’ sense of progress and competency and information instruction.
Many diagnostic tools, e.g. checklists and inventories, are used at regular intervals throughout the units to
encourage students’ understanding of their current status as learners and to provide frequent and timely
reviews of their progress. Assessment of student acquisition of listening and talking, reading and viewing and
writing skills also occurs regularly through unobtrusive teacher observation and conferencing.

Units conclude with performance tasks, e.g., interviews and from essays that build towards and prepare students for
the end-of-course culminating task in Unit Five. Teachers are encouraged to share goals with
6

students early in the course and to connect unit learning experiences frequently and explicitly with big ideas,
overall expectations, and performance tasks, i.e. check bricks; teacher-adapted generic rubrics available in many
sources, including the Ontario Secondary School Literacy Course (OSSLC) Profile, so that they are more
task-specific. The teacher might ask: “What does the criteria look like for this particular task?” Or “What does
limited effectiveness look like?” The teacher could involve students in the discussion, modification, or creation of
rubrics, and teach students to use rubrics as a learning tool that can support the writing process and practice.

ASSESSMENT ACTIVITIES
❑ Homework assignments
❑ Individual conference meetings
❑ Discussion Forums
❑ Diagnostic tests and writing tasks
❑ Free-writing journals/blogs
❑ Outlining and planning sheets
❑ Completed Templates & Graphic Organizers
❑ Editing Checklists
❑ Reflections
❑ Oral presentations & Active Listening
❑ Creative Writing & Story Development
❑ Evaluations

EVALUATION
The final grade will be determined as follows:
❑ Seventy per cent of the grade will be based on evaluation conducted throughout the course. This
portion of the grade should reflect the student’s most consistent level of achievement throughout
the course, although special consideration will be given to more recent evidence of achievement.
❑ Thirty per cent of the grade will be based on a final evaluation administered at or towards the end
of the course. This evaluation will be based on evidence from one or a combination of the following:
an examination, a performance, an essay, and/or another method of evaluation suitable to the
course content. The final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the course.

Weightings

Course Work 70
Knowledge/Understanding 17.5
Thinking/Inquiry 17.5
Communication 17.5
Application 17.5
Final 30
Culminating Activity 30
(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario Ministry of Education
Publication, 2010 p.41
7

TERM WORK EVALUATIONS (70%):

Evaluation Item Description Category
Unit 1: Corporate Students will select someone in the field of K, T/I, C, A
Challenge #1: The marketing to conduct your interview with
Interview (could be a parent, an aunt, an uncle, a
cousin, a friend of your parent, a neighbor).
The marketing industry is vast and covers
many career paths (sales, research,
advertising, graphic design, branding,
management, entrepreneurship.. Then
individually, you are required to interview
someone employed within the field of
corporate marketing and prepare a report
which will describe the marketing career,
according to your research.
Unit 1: Test Students are going to show what they have K, T/I, C, A
learned through writing a unit test.

Unit 2: Major Students will construct a package for a small but K, T/I, A
Project #1 very fragile product. The product can be
anything you wish as long as it is fragile. Your
package will be a good example of all the
packaging criteria studied in class.
Unit 2: Corporate Students now been exposed to various methods K, T/I, C, A
Challenge #2: of gathering both primary and secondary market
Comparing Brands research. This corporate challenge will give you
Product Research the opportunity to conduct primary and
secondary research of your own – based on
comparing two competing brands within the
same industry.
Unit 2: Test Students are going to show what they have K, T/I, C, A
learned through writing a unit test.

Unit 3: Major Society has often deemed "Business Ethics" to be K, T/I, C, A

Project #2 an oxymoron (words that are mutually exclusive
and do not belong together as they contradict
each other - like "Jumbo Shrimp"). Many believe
that business and ethics are separate since the
main objective in business is to "maximize
profits" and question how a business can go
about doing this without crossing ethical lines.
Over the course of the last century, businesses
are learning that they can do well (financially) by
doing right by society and consumers. It is a
win-win. Businesses that behave unethically are
held to account by public opinion and will result
in a decline in customers. Students will need to
choose a recent news/media article that has
been published within the last 2 years that
concerns business ethics issues around the
world. This report can be taken from sources
8

such as newspapers, magazines, Internet, etc

Unit 3: Corporate We’ve all sat down to a bowl of cereal for K, T/I, C, A
Challenge #3: breakfast or as a snack. There are many cereals
Cereal Box Creation on the shelves of your local grocery stores.
Although they are all in the same product
category, they are marketed to many different
groups of people and positioned differently. For
example, Kellogg’s Corn Flakes, Kellogg’s Fruit
Loops, and Post Grape Nuts are all marketed to
different groups and positioned differently in the
market. In this assignment students will get a
chance to create your own cereal brand and the
virtual box for it.
Unit 4: The The Marketing Plan serves as a blueprint for K, T/I, C, A
Marketing Plan: building an effective business campaign. It is a
The Event vehicle for describing the goals of the business,
why the goals are economically and
technologically feasible, and how these goals can
be reached.
Business executives recognize the value of the
marketing plan for securing capital, allocating
resources effectively, and for sustaining the
growth of their companies. Without investment
capital – your ideas will go nowhere. Therefore, it
is crucial to prepare a concise plan of action that
will secure investors’ faith and funds.
The Marketing Plan is the culminating activities of
the course and will account for 30% of your final
grade.
For this task, students will work on creating,
organizing and executing a marketing plan for a
predetermined hypothetical fundraising event
that will have to be presented via LIVE
PRESENTATION.
9

FINAL EVALUATIONS (30%):

Evaluation Item Description Category
Summative Project The Marketing Plan from Unit 4. K, T/I, C, A
1

AFL/AAL/AOL Tracking sheet:

Unit 1: Marketing Fundamentals – 22 hours
AAL AFL AOL
U1 Vocabulary Log U1:L1 Marketing Mix Assignment Challenge 1 Assignment

U1:L1 Product ID Exercise U1:L3 Market Segmentation Assignment Unit 1 Test

U1:L2 Factors Affecting Your Purchase Decision U1:L6 Consumer Behaviour - Why do people buy
Making what they buy
U1:L4 Demand Discussion Forum Unit 1: Feedback session with
Teacher
U1:L5 Lack of Research Assignment

Unit 2: Marketing Mix – 32 hours

AAL AFL AOL
U2 Vocabulary U2:L1 Traditional Product Life Cycle Assignment Major Project #1

U2:L1 Out-of-season Product Assignment U2:L2 The Founder Movie + Questions Challenge 2 Assignment
U2:L2 Comparing Restaurants Assignment U2:L3 Advertising Appeal Assignment Unit 2 Test

U2:L5 Positioning Exercise U2:L6 Pricing Exercise

U2:L7 Distribution Channel Selection Exercise Unit 2: Feedback session with

Teacher
U2:L8 Warm Up Exercise

Unit 3: Trends in Marketing – 28 hours

AAL AFL AOL
U3 Vocabulary U3:L1 Practice Presentation Major Project #2

U3:L1 Politics in the Olympic Games Discussion U3:L2 Debate #1: Did Nestle Kill Babies Challenge 3 Assignment
Forum
U3:L2 Dell: An Ethical Case U3:L2 Debate #2: Pinto - Product Liability
U3:L3 Marketing Trends Discussion Forum U3:L2 Debate #3: Should Tobacco Advertising be
banned?
U3:L4 Killing Us Softly Documentary Worksheet U3:L4 Debate #4: Marketing Body Image
Unit 3: Feedback session with
Teacher

Unit 4: Marketing Plan – 28 hours

AAL AFL AOL
U4:L1 Use Your Imagination Contest The Marketing Plan: The
Event
1

CONSIDERATION FOR PROGRAM PLANNING

Students learn best when they are engaged in a variety of ways of learning. Guidance and career education
courses lend themselves to a wide range of approaches in that they require students to research, think critically,
work cooperatively, discuss relevant issues, and learn through practice in a variety of settings.
Helping students become self-directed, lifelong learners is a fundamental aim of the guidance and career
education curriculum. When students are engaged in active and experiential learning strategies, they tend to
retain knowledge for longer periods and develop meaningful skills. Active and experiential learning strategies
also enable students to apply their knowledge and skills to real-life issues and situations.

ANTIDISCRIMINATION EDUCATION IN GUIDANCE AND CAREER EDUCATION

Classroom teachers are the key educators of students who have special education needs. They have a
responsibility to help all students learn, and they work collaboratively with special education teachers, where
appropriate, to achieve this goal. Special Education Transformation: The Report of the Co-Chairs with the
Recommendations of the Working Table on Special Education, 2006 endorses a set of beliefs that should guide
program planning for students with special education needs in all disciplines. Those beliefs are as follows: All
students can succeed. Universal design and differentiated instruction are effective and interconnected means of
meeting the learning or productivity needs of any group of students. Successful instructional practices are
founded on evidence-based research, tempered by experience.

PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

Ontario schools have some of the most multilingual student populations in the world. The first language of
approximately 20 per cent of the students in Ontario’s English language schools is a language other than English.
Ontario’s linguistic heritage includes several Aboriginal languages; many African, Asian, and European languages;
and some varieties of English, such as Jamaican Creole. Many English language learners were born in Canada and
raised in families and communities in which languages other than English were spoken, or in which the variety of
English spoken differed significantly from the English of Ontario classrooms. Other English language learners
arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated
educational systems, or they may have come from regions where access to formal schooling was limited. When
they start school in Ontario, many of these students are entering a new linguistic and cultural environment.

THE ROLE OF TECHNOLOGY IN THE ENGLISH PROGRAM

Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich
teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources,
databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students
to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.
Information and communications technologies can also be used to connect students to other schools, at home and
abroad, and to bring the global community into the local classroom. Whenever appropriate, therefore, students
should be encouraged to use ICT to support and communicate their learning.

ACCOMMODATIONS
Accommodations will be based on meeting with parent, teachers, administration and external educational
assessment report. The following three types of accommodations may be provided:
1

❑ Instructional accommodations: such as changes in teaching strategies, including styles

of presentation, methods of organization, or use of technology and multimedia.
❑ Environmental accommodations: such as preferential seating or special lighting.
❑ Assessment accommodations: such as allowing additional time to complete tests or assignments
or permitting oral responses to test questions.

Other examples of modifications and aids, which may be used in this course, are:
❑ Provide step-by-step instructions.
❑ Help students create organizers for planning writing tasks.
❑ Record key words on the board or overhead when students are expected to make their own notes.
❑ Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
❑ Permit students a range of options for reading and writing tasks.
❑ Where an activity requires reading, provide it in advance.
❑ Provide opportunities for enrichment.