ED3601 CTS Module Plan Assignment

Component 1: Description and Rationale

Jessica Hemstreet

Student Teacher: Jessica Hemstreet

CTS Module MAM1020 – Quality Customer Service
CTS Cluster Business, Administration, Finance & Information Technology (BIT)
Occupational Area Marketing & Management (MAM)
Level 1000 – Introductory
Prerequisite None

Description:
• CTS Program:
CTS was created to allow students the opportunity of a safe environment to explore and
experiment their interests and passions. It opens the doors for students to build skills for their lives
and possible future careers. CTS is built to allow schools (and students) to choose specific module
pathways that excite, interest and call to them; while building skills for the future. Students are
able to personalize their learning experience while taking CTS courses. Schools can draw on the
community members and local resources to reach their specific students.
CTS courses begin in senior high school, following CTF courses, this allows students 6 years of
career development before leaving school. CTS focuses on career development in a safe, secure,
fun, educational and personalized experience for students in their purpose statement. Career
development is such a large part of CTS since the term career has changed its meaning, it is no
longer your specific job but a collection of everything you have and can do. CTS gives students
the opportunity to find out what their future career, as a whole, will entail.
CTS was built to have everything connected within it. There are relationships between the CTS
clusters, modules, occupational areas, module levels and pathways. There are five CTS clusters
and for each cluster there are related occupational areas aligned from the National
Occupational Classification (NOC.) Within each CTS cluster there are 3-11 occupational areas,
to organize all of the modules. The Business, Administration, Finance & Information Technology
(BIT) cluster for example holds six occupational areas within it; Computing Science (CSE,)
Enterprise & Innovation (ENT,) Financial Management (FIN,) Information Processing (INF,)
Marketing & Management (MAM) and Networking (NET.) Between these six occupational areas
there are 158 modules available to students, split into three levels; Introductory, Intermediate
and Advanced. These modules are then taken and split up into logical sequences that are called
pathways. There are specialized, and credentialed pathways built by Alberta Education.
Specialized pathways are to give students the skills and knowledge they

would need for employment or further education. Credentialed pathways give students industry
credential or articulation.
• BIT Cluster:
The CTS cluster that this module plan falls under is the Business, Administration, Finance &
Information (BIT) cluster. BIT focuses on encouraging students to build their confidence, experience
and skills as innovators and leaders. It uses management, marketing and technology skills to
manipulate information within many different contexts. Allowing students to explore these skills in
a safe environment is key for students who want to explore business, finances and IT in more
depth. BIT has modules from Robotics Programming 1 to Small Business Taxation and everything
in-between. BIT focuses on bringing the huge world of business and breaking it into smaller
pieces, occupational areas, for students to focus on and learn about more in-depth to help them
pursue their passions and interests later on in life.
• MAM Occupational Area:
The occupational area that this module falls under is the Marketing & Management (MAM), one
of six as mentioned above. By splitting up BIT into these occupational areas it allows the modules
to be focused to specific areas of work. MAM allows students to look at marketing and
management modules specifically. This focuses on such topics as marketing, management, e-
commerce, consumers and office systems to name a few. Occupational areas allow students the
advantage of having modules sorted out for them but also the ease of finding future careers
related in a more organized fashion.
• Pathways
There are five pathways that MAM1020, the module this plan is focusing on, could fall into. This
module plan was focused around the Business Basics specialized pathway. This pathway
incorporates MAM modules as well as FIN modules to give students the specialized knowledge
they would require to be able to comprehend and apply business basics. Pathways work by
combining a number of modules, increasing from introductory to advanced levels, all working
towards a common goal, skill set and knowledge base.

The other possible pathways students could get credit for MAM1020 in are Digital Technologist,
Display Designer, E-Commerce and Retail Management.

• Module Plan:
MAM1020: Quality Customer Service is a one-credit MAM module under the BIT cluster. This
module focuses on giving students the skills and knowledge to succeed in a career where customer
service is a large focus.
This module has no prerequisite courses. Students will be asked to have OHS completed before
entering the school store portion of this module. Basic skills and competencies, focusing in
management, customer service and business would be an asset for students. MAM1010:
Marketing & Management is a supporting course to MAM1020. MAM1010 focuses on basic skills
in marketing, management and retail merchandising strategies, this knowledge would help a
student succeed in MAM1020; but is not a requirement. I would recommend students enter into
MAM2040: Retail Operations following MAM1020 if they enjoyed it. MAM2040 focuses more on
retail organizations, which have a large focus on customer service. This would be a good module
to take students skills and knowledge learnt in MAM1020 and push it to a higher level. Students
can enter into MAM1910 (2910, 2920, 3910 and/or 3920) following MAM1020 and complete
a MAM Project, which allows students to extend and strengthen their knowledge into other CTS
courses. Students can also enter MAM2950 and MAM3950 which are MAM Practicums that allow
students to apply their learnings, skills and knowledge into real life situations in an off-campus
organization and gain credential(s).
There are two overarching essential questions corresponding to MAM1020. ‘To what extent do
target markets affect products and/or services?’ this looks into how students will be learning the
ins and outs of target markets and what/who they affect. Students will also be learning how to
identify target markets for products and/or services. ‘To what extent does consumer behavior
affect quality customer service?’ this asks students how different consumer behaviors can affect
quality customer service, if it should at all and what does quality customer service look like?

Throughout 25 hours of instruction time students will cover 47 outcomes and come out quality
customer service experts. It is important to assess students’ knowledge of the content as well as
how they apply this knowledge once they are in a real-world setting, their school store. Students
will receive self, peer, individual and group feedback in many different forms throughout this
module. Assessments will look like:
• Creating a Quality Customer Service Handbook
• Creating promotional campaigns for school store
• Working in school store (real-world experience)
• Creating a resume and jobs they would apply to with it based off this module)
• Basic competencies will be assessed throughout module and all assessments

Rationale:
• Program / Students:
In MAM1020 we are teaching students the basics of working in a customer service-based
environment and then opening the doors to a school store for students to take these basics and
apply them to real-life scenarios. This process is built into the fundamentals of CTS, teaching
students skills and then allowing them to use these skills. This pushes students to explore further
than the content to really find what they are interested in and enjoy doing. By allowing students
into a working store to put what they have learnt into practice they will very quickly learn if they
want to do something in the future related to customer service or not. The sooner that students can
experience career related concepts the easier time they will have when it comes to picking a
future job or education.
• Outcomes:
For this module and its assessment purposes I have grouped the outcomes together into groups of
likeminded outcomes. They have been grouped by level of thinking according to Blooms
Taxonomy and by the type of assessment that will be used for them. There are 47 outcomes and
they have been put into 6 groups. Whether they are or aren’t grouped all of the outcomes will
be hit by the assessment techniques used in this module. Grouping them just allows for less
assessments, we all assess multiple outcomes under one assessment this way. This simplifies
workload for the students and streamlines their learning, it saves time for everyone involved. The
goal of teaching this module by this module plan is to make sure each student hits each outcome
and does so in the best way possible for each individual. By grouping the outcomes, we are
streamlining the Integrated Assessment Plan that is a part of this module plan.

• Sequencing:
The sequencing of teaching is important in any class, but specifically a CTS class. Students must
complete any necessary safety modules before entering certain CTS modules. I am requesting for
MAM1020 for students to complete a OHS module before entering the school store as there can
be many hazards and workplace safety issues in there. Once students have completed OHS they
can enter the school store workplace portion of MAM1020. It makes sense to start teaching the
basics of all of the outcomes and begin working on students Quality Customer Service Handbooks
also before they enter the school store. Once students have the basics down and a little bit of
experience in the school store I would go back over the outcomes and teach them in more depth
and students can continuously add to their handbooks. Outcome five – Demonstrate effective
retail sales and service techniques, will be solely covered and assessed while students are in the
school store, but this will occur throughout the semester. Outcome six, which focuses on basic
competencies, will also be assessed throughout the entire module. The resume assessment will
come at the end of the module as it will serve as a reflection piece for students to sit back and
think of the skills and knowledge they have picked up throughout this module.
Allowing students to start with the basics, go into the store and test their knowledge against real-
world experiences with teacher support, bring them back and teach them more in depth and then
send them back into the store to build better skills and understandings without teacher support
eventually is the best way I see to improve their learning, understanding and skill set. Teaching
the basics and being there to assist in the store and then teaching them deeper understandings
and then having no assistance in the store eventually is a form of scaffolding that will benefit the
students immensely. I think that letting the students know on the first day that they will get to work
in the school store to test out their knowledge and skills will excite them and reel them in to
classes.
• Teacher:
Having a diploma in Business Administration and a bachelor’s degree in management I feel as
though I possess the management and business skills and knowledge required to teach students
MAM1020. Aside from my educational background I also have years of work experience in the
customer service sector. I have worked dealing with customer service for 8 years, 3 of those
years I was in a management role in a retail store. This results in having extensive knowledge in
dealing with customers and providing exceptional levels of customer service to all kinds of
people. I will be able to give students real-life examples of bad, good and exceptional customer
service. I can also tell them my experiences of handling customers, whether they were hard or
easy to handle, and the consequences of it. From my experience during my schooling I can speak
on how having a teacher who has experienced what they are instructing on enriches the learning
and brings it to another level. I believe, especially in a CTS course, this would prove to be
extremely beneficial to students; having someone who has seen it all be the one to teach you. It
brings a sense of knowing what you are learning is applicable to real life to students in the
classroom. This shows students that what they are learning actually matters after the course is
complete.
• Choice in the Classroom:
The bonus of CTS courses is that students are choosing to be in the classes, they are not mandated
to be there. This implies that students are excited and interested in what they will be learning. I
would believe that this will make the course go smoother, students will not be fighting the teacher
along the way as they are all interested in learning more about customer service. To inform
students who signed up for a customer service class that they will get to take their learnt
knowledge and skills and apply it in the school store and work there will give the students even
more sense of purpose and excitement to be in this module. If the students are choosing and
excited to be in my class than I intend to give them that same level of excitement and choice
back. Most if not all of my assessments will contain a level of individuality and choice to them, to
personalize to each students’ wants and needs. Students will be able to choose the modalities for
proving they have reached each outcome, other than when they are in the school store. Allowing
students this opportunity gives each and every student the chance to show what they have learnt
without any restrictions. This gives all students the chance to shine in the classroom and leaves no
one left out. Students will also be able to request feedback at any point in time and in any form
they want. I believe that this will make the students learning experience more positive than it
would be without these additional forms of choice and personalization. The richer of an education
experience we can give students, especially in CTS courses, the better prepared they will be for
their future.
 CTS Module MAM1020: Quality Customer Service
ED3601 CTS Module Planning Alphanumeric Code and Title

CTS Level Introductory

Component 2: Integrated Assessment Plan Introductory, Intermediate, Advanced

Duration 25 Hours (1-hour classes)

Teacher Name: Jessica Hemstreet Total Instructional Hours Allotted

‘CTS Module/Program Considerations:

• Prerequisites: None
• Model of Implementation: Write, Say, Do
• Pathway: Business Basics
• Safety: Occupational Health & Safety, Workplace Safety
• Other:
General Notes/Reminders:
• Students identify and describe the target customer and the selling floor.
• They will demonstrate techniques required by employees in the field.
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do … - Engages Students / Provokes Interest
having successfully completed this module”.
- Promotes Inquiry / Complex Responses
• Identify and describe a target market and products for • To what extent do target markets affect products and/or services?
it. • To what extent does consumer behavior affect quality customer
• Identify and describe consumer behaviors service?
• Recognize quality customer service
• Recognize cluster connections to possible career
opportunities
Essential Processes: Essential Products:
• Identify target markets, products/services, consumer • Advertisements for school store.
behaviors and customer service. • Customer service experience
• Demonstrate retail sales and service techniques. • Personal resume
• Communicate with peers, teachers and others. • Quality Customer Service Handbook
• Assess/critique self in different situations.
Pre-existing Knowledge and Skills: Where Does This Lead?
• Prerequisite Course: None • Future Pathways: Business Basics, Digital Technologist, Display
• Supporting Course: MAM1010: Marketing & Designer, E-Commerce, Retail Management.
Management • Supporting Course: MAM1010: Marketing & Management
• OHS Course • Future Modules: MAM1020 creates a knowledge base surrounding
• Base knowledge surrounding business, retail stores customer service. This can lead students into modules relating to retail
and/or management and marketing would benefit stores, marketing and/or management. Such as, MAM2010,
students. Specifically target markets, products/services MAM2040, MAM2065, MAM3040, MAM3060 and MAM3080.
and customer service skills.

ED3601 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module MAM1020: Quality Customer Service
ED3601 CTS Module Planning Alphanumeric Code and Title

CTS Level Introductory

Component 2: Integrated Assessment Plan Introductory, Intermediate, Advanced

Duration 25 Hours (1-hour classes)

Teacher Name: Jessica Hemstreet Total Instructional Hours Allotted

Quality
Sales Clerk Work in
Target Consumer Promotional Customer
Title Market Behavior
vs. Sales
Campaign
School
Service
Resume
Person Store
Handbook
Purpose /

Type Formative Formative Formative Summative

Summative
Formative
Summative
Formative
Summative
• Pre-Assessment / Diagnostic
• Formative
• Summative

Task All Competencies

• Process Advertisements Apply Skills & Competencies
• Competencies Handbook made
• Growth / Development
Competencies Competencies Competency Promotional Campaign Knowledge in online or by hand
Resume creation

Learning Outcomes • Product

• Performance Task
School Store Job identification

• Quiz / Test

• CTS Module(s)
Modality Write Write
Do Write
• Write Write Write Do Do Write
• Core Subject(s) • Say Say
Do Say Say
•
• K&E Competencies Say

• 8 Competencies (Alberta Education) Assessor Peer Self Teacher Teacher

Teacher
• Teacher Self Teacher
• Literacy/Numeracy Progressions •
Self
Peer
Teacher Teacher Peer Self
Peer
• Others • Teacher

Device
• Anchor / Sample / Exemplar
• Anecdotal Notes Sample Sample
Checklist
• Checklist / Rating Scale Rubric Rubric Rubric Exemplar Rubric Exemplar
• Conversation
Conversation / Q & A Rubric Rubric
• Heuristic
• Rubric
• Other

Audience Individual Individual Individual

Individual
Class Individual Individual
• Individual Class Class Class Individual
• Teacher Teacher Teacher
Class / School Teacher Teacher Teacher Teacher
• Community / Online School

Weighting - - - 15 30 30 25
Prioritized / Clustered Outcomes Level(s) of Cognition / Performance Criteria
1. define target market
2. identify and describe the components of a target market
2.1 identify and describe participants including:
2.1.1 buyers Create
2.1.2 users
Knowledge Apply Knowledge
2.1.3 influencers
2.2 identify demographics; e.g., age, sex, income, geographical Comprehension Knowledge Comprehend
location, education, ethnic origin, economic background
2.3 identify psychographics; e.g., lifestyles including attitudes,
interests and habits
3. identify target markets for a variety of products and/or
services
4. identify and describe a variety of consumer behaviours
4.1 describe basic needs and identify several examples
4.2 describe secondary wants and identify several examples
4.3 differentiate among recent purchases and indicate if they
were needs or wants
4.4 describe Maslow’s hierarchy of needs and identify purchases Create
Knowledge
made at each level
4.5 identify and give examples of: Comprehension Knowledge
4.5.1 rational buying motives
4.5.2 emotional buying motives Comprehend
4.6 identify their buying motives on recent purchases
4.7 explain the influences of income on purchases
4.8 describe how advertising influences consumer purchases
4.9 describe the attention, interest, desire, action (AIDA) concept
and indicate its relationship to consumer behaviour
4.10 identify influences on recent purchases
5. demonstrate effective retail sales and service techniques
5.1 demonstrate high standards of personal health, grooming and
cleanliness
5.2 demonstrate proper interaction and relationships with:
5.2.1 customers
5.2.2 coworkers Analyze Create
Apply
5.2.3 supervisors Comprehend Knowledge
5.2.4 suppliers Demonstrate
5.3 differentiate between the role of a sales clerk/service provider 5.4 Comprehension
and a salesperson
5.4 describe or demonstrate how sales clerks obtain product
knowledge
5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills
 CTS Module MAM1020: Quality Customer Service
ED3601 CTS Module Planning Alphanumeric Code and Title

CTS Level Introductory

Component 2: Integrated Assessment Plan Introductory, Intermediate, Advanced

Duration 25 Hours (1-hour classes)

Teacher Name: Jessica Hemstreet Total Instructional Hours Allotted

5.5.2 dealing with various customer types

5.5.3 handling customer complaints and returns
5.6 demonstrate use of proper approach; e.g., greeting, service,
merchandise
5.7 demonstrate the ability to follow store policies and procedures
5.8 demonstrate upkeep and maintenance of a store
5.9 maintain well-stocked shelves
5.11 demonstrate quality customer service skills as a cashier;
e.g., using floats, cashing out, cash reconciliation, preparing store
deposits

Create
5.10 assist in preparing promotional campaigns including visual Apply
merchandising
Understand

6. demonstrate basic competencies

6.1 demonstrate fundamental skills to:
6.1.1 communicate
6.1.2 manage information
6.1.3 use numbers
6.1.4 think and solve problems
6.2 demonstrate personal management skills to:
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
6.2.3 be adaptable
6.2.4 learn continuously
6.2.5 work safely
6.3 demonstrate teamwork skills to:
6.3.1 work with others
6.3.2 participate in projects and tasks
7. make personal connections to the cluster content and
processes to inform possible pathway choices Create
7.1 complete/update a personal inventory; e.g., interests, values,
beliefs, resources, prior learning and experiences Evaluate
7.2 create a connection between a personal inventory and
occupational choices
 CTS Module MAM1020: Quality Customer Service
ED3601 CTS Module Planning Alphanumeric Code and Title

Component 3: Lesson Sequence CTS Level 1000 - Introductory

Introductory, Intermediate, Advanced

Teacher Name: Jessica Hemstreet Duration 25 hours – 1 hour classes

Total Instructional Hours Allotted

Lesson #1 Welcome to MAM1020 – Quality Customer Service

Outcome(s) 6. demonstrate basic competencies 6.1 demonstrate fundamental skills to: 6.1.1
communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4 think and solve
problems 6.2 demonstrate personal management skills to: 6.2.1 demonstrate
positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4
learn continuously 6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1
work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Pre-assessment
▪ Modality Write & Say
▪ Device KWL Chart, Name game
Demonstrate basic competencies
Learning Activities Students will go over course outline, expectations and assignments
Students will complete a KWL chart for prior-knowledge on business, customer service, retail etc. What
they know already, what they want to know and what they think they will learn in this module according
to the course outline.
Name game – students state their name and why they are taking MAM1020

Lesson #2 Introduction to Target Markets

Outcome(s) 1. define target market 2. identify and describe the components of a target market
2.1 identify and describe participants including: 2.1.1 buyers 2.1.2 users 2.1.3
influencers 2.2 identify demographics; e.g., age, sex, income, geographical
location, education, ethnic origin, economic background 2.3 identify
psychographics; e.g., lifestyles including attitudes, interests and habits 6.
demonstrate basic competencies 6.1 demonstrate fundamental skills to: 6.1.1
communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4 think and solve
problems 6.2 demonstrate personal management skills to: 6.2.1 demonstrate
positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4
learn continuously 6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1
work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Write
▪ Device Observation, Brainstorm & posters
Demonstrate basic competencies
Learning Activities Discuss target market, what it is and the components
Students will brainstorm and create posters on target markets
-components
-types of target markets
-examples of target markets

Lesson #3 Target Markets

Outcome(s) 1. define target market 2. identify and describe the components of a target market
2.1 identify and describe participants including: 2.1.1 buyers 2.1.2 users 2.1.3
influencers 2.2 identify demographics; e.g., age, sex, income, geographical
location, education, ethnic origin, economic background 2.3 identify
psychographics; e.g., lifestyles including attitudes, interests and habits 3. identify
target markets for a variety of products and/or services 6. demonstrate basic
competencies 6.1 demonstrate fundamental skills to: 6.1.1 communicate 6.1.2
manage information 6.1.3 use numbers 6.1.4 think and solve problems 6.2
demonstrate personal management skills to: 6.2.1 demonstrate positive attitudes
and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4 learn continuously
 6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1 work with others
6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say, Write & Do
▪ Device Discussion, Observation
Handbook part 1 draft - rubric
Demonstrate basic competencies
Learning Activities Discuss last class and how target markets connect to products/services offered
Students will start on their Quality Customer Service Handbooks – Part 1: Target Markets

Lesson #4 Promotional Campaigns

Outcome(s) 3. identify target markets for a variety of products and/or services 5.10 assist in
preparing promotional campaigns including visual merchandising 6. demonstrate
basic competencies 6.1 demonstrate fundamental skills to: 6.1.1 communicate
6.1.2 manage information 6.1.3 use numbers 6.1.4 think and solve problems 6.2
demonstrate personal management skills to: 6.2.1 demonstrate positive attitudes
and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4 learn continuously
6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1 work with others
6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say, Write & Do
▪ Device Peer review, conversation
Demonstrate basic competencies
Learning Activities Peer review Handbook part 1 for each other in groups of 3
Discuss promotional techniques, how to reach different target markets and what modalities students can
use for promotional campaign assignment
Go over Promotional Campaign assignment. Students can start planning for their promotional campaign.

Lesson #5 Promotional Campaign Work Period

Outcome(s) 3. identify target markets for a variety of products and/or services 5.10 assist in
preparing promotional campaigns including visual merchandising 6. demonstrate
basic competencies 6.1 demonstrate fundamental skills to: 6.1.1 communicate
6.1.2 manage information 6.1.3 use numbers 6.1.4 think and solve problems 6.2
demonstrate personal management skills to: 6.2.1 demonstrate positive attitudes
and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4 learn continuously
6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1 work with others
6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative – Promotional Campaign
▪ Modality Write & Do
▪ Device Rubric, samples, exemplars
Demonstrate basic competencies

Learning Activities Review modalities allowed for promotional campaign assignment

Students will build their promotional campaign for the school store in this class, due today

Lesson #6 Consumer Behaviors

Outcome(s) 4. identify and describe a variety of consumer behaviours 4.1 describe basic needs
and identify several examples 4.2 describe secondary wants and identify several
examples 4.3 differentiate among recent purchases and indicate if they were needs
or wants 4.4 describe Maslow’s hierarchy of needs and identify purchases made at
each level 4.5 identify and give examples of: 4.5.1 rational buying motives 4.5.2
emotional buying motives 4.6 identify their buying motives on recent purchases
4.7 explain the influences of income on purchases 4.8 describe how advertising
 influences consumer purchases 4.9 describe the attention, interest, desire, action
(AIDA) concept and indicate its relationship to consumer behaviour 4.10 identify
influences on recent purchases 6. demonstrate basic competencies 6.1
demonstrate fundamental skills to: 6.1.1 communicate 6.1.2 manage information
6.1.3 use numbers 6.1.4 think and solve problems 6.2 demonstrate personal
management skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2
be responsible 6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3
demonstrate teamwork skills to: 6.3.1 work with others 6.3.2 participate in
projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Do
▪ Device Organize products/services by Maslow’s Hierarchy of Needs
Observation & discussion
Demonstrate basic competencies
Learning Activities Discuss consumer behaviors, the different possibilities of behaviors, share personal stories with customer
service
Students will organize cards with products/services on them by Maslow’s Hierarchy of Needs.

Lesson #7 Handbook Work Period

Outcome(s) 3. identify target markets for a variety of products and/or services 4. identify and
describe a variety of consumer behaviours 4.1 describe basic needs and identify
several examples 4.2 describe secondary wants and identify several examples 4.3
differentiate among recent purchases and indicate if they were needs or wants 4.4
describe Maslow’s hierarchy of needs and identify purchases made at each level
4.5 identify and give examples of: 4.5.1 rational buying motives 4.5.2 emotional
buying motives 4.6 identify their buying motives on recent purchases 4.7 explain
the influences of income on purchases 4.8 describe how advertising influences
consumer purchases 4.9 describe the attention, interest, desire, action (AIDA)
concept and indicate its relationship to consumer behaviour 4.10 identify
influences on recent purchases 6. demonstrate basic competencies 6.1
demonstrate fundamental skills to: 6.1.1 communicate 6.1.2 manage information
6.1.3 use numbers 6.1.4 think and solve problems 6.2 demonstrate personal
management skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2
be responsible 6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3
demonstrate teamwork skills to: 6.3.1 work with others 6.3.2 participate in
projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Write, Say & Do
▪ Device Observation, Peer-Assessment
Handbook part 2 draft – rubric
Demonstrate basic competencies
Learning Activities Students can ask teacher and peer for editing/assessing of handbook so far
Students will edit part 1 if needed
Students will begin Handbook Part 2 – Consumer Behaviors
Students will hand in handbook as is at the end of class for formative assessment from teacher

Lesson #8 Effective Retail Techniques

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
 store 5.9 maintain well-stocked shelves 5.11 demonstrate quality customer service
skills as a cashier; e.g., using floats, cashing out, cash reconciliation, preparing
store deposits 6. demonstrate basic competencies 6.1 demonstrate fundamental
skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4
think and solve problems 6.2 demonstrate personal management skills to: 6.2.1
demonstrate positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be
adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate teamwork
skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say
▪ Device Observation, Conversation
Demonstrate basic competencies
Learning Activities Discuss retail focus, retail sales/services techniques and share personal experiences with customer service
in retail
Students will receive handbooks back with formative assessment to make changes as needed
Students will be asked to begin to think about ideal customer service as next week they will be entering
the school store.

Lesson #9 Customer Service

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.11 demonstrate quality customer service
skills as a cashier; e.g., using floats, cashing out, cash reconciliation, preparing
store deposits 6. demonstrate basic competencies 6.1 demonstrate fundamental
skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4
think and solve problems 6.2 demonstrate personal management skills to: 6.2.1
demonstrate positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be
adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate teamwork
skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Write, Say & Do
▪ Device Observation, Conversation, Self-Assess
Handbook part 3 draft – rubric
Demonstrate basic competencies
Learning Activities Discuss components covered last class, focus on customer service (5.2.1)
Students will prove they understand effective sales techniques/customer service by creating a scenario
between customer/employee (any modality)
Students will work on Handbook Part 3 – Sales Clerk/Salesperson & Effective Sales Techniques. Students
will self-assess this portion of their handbook in class

Lesson #10 Preparation for School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
 approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say
▪ Device Conversation, Observation Q&A
Demonstrate basic competencies
Discussion will occur, and each student must speak – sticky note to track
Learning Activities Discussion held surrounding everything covered in module to this point – every student must contribute to
the conversation to prove their readiness for working in school store.
-what working in the store will look like
-how to apply the knowledge students have learnt in real-life situations
-what students expect while working in school store

Lesson #11 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.11 demonstrate quality customer service
skills as a cashier; e.g., using floats, cashing out, cash reconciliation, preparing
store deposits 6. demonstrate basic competencies 6.1 demonstrate fundamental
skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4
think and solve problems 6.2 demonstrate personal management skills to: 6.2.1
demonstrate positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be
adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate teamwork
skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
Students will be formatively assessed/observed while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most
beneficial information.

Lesson #12 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
 interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks

Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11

Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
Students will be formatively assessed/observed while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #13 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Do
▪ Device Observation, Conversation
 Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
Students will be formatively assessed/observed while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #14 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
Students will be formatively assessed/observed while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #15 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
 store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11

Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
Students will be formatively assessed/observed while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #16 How was the School Store?

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Write, Say
▪ Device KWL chart
Conversation
Self-Assessment comparing experiences to formative assessment results
Demonstrate Basic Competencies
Learning Activities Students will complete a KWL chart on what they knew going into the school store, what they feel they still
need to know and what they learnt in the school store.
Discuss students experience in the store
-What did you enjoy about your time working in the school store?
-What did you not enjoy about your time working in the school store?
-Did you feel prepared from the time in class to work in the school store?
-Would you consider a job in customer service at this point in time?
-What do you really need to know before you go back?
Students can review their formative assessments from working in the school store and update their
handbooks accordingly due to this information and their experiences.
Lesson #17 Concepts 2.0
Outcome(s) 4. identify and describe a variety of consumer behaviours 4.1 describe basic needs
and identify several examples 4.2 describe secondary wants and identify several
examples 4.3 differentiate among recent purchases and indicate if they were needs
or wants 4.4 describe Maslow’s hierarchy of needs and identify purchases made at
each level 4.5 identify and give examples of: 4.5.1 rational buying motives 4.5.2
emotional buying motives 4.6 identify their buying motives on recent purchases
4.7 explain the influences of income on purchases 4.8 describe how advertising
influences consumer purchases 4.9 describe the attention, interest, desire, action
(AIDA) concept and indicate its relationship to consumer behaviour 4.10 identify
influences on recent purchases 6. demonstrate basic competencies 6.1
demonstrate fundamental skills to: 6.1.1 communicate 6.1.2 manage information
6.1.3 use numbers 6.1.4 think and solve problems 6.2 demonstrate personal
management skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2
be responsible 6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3
demonstrate teamwork skills to: 6.3.1 work with others 6.3.2 participate in
projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Say
▪ Device Discussion, Observation
Demonstrate Basic Competencies
Learning Activities Discuss last class discussion, KWL chart results, what common/significant issues students saw while in the
store, common/significant issues teacher saw while observing
Students can have Handbook work time if there is time.

Lesson #18 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
-students should take into consideration their formative work assessments
 Students will receive summative assessment/observation while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #19 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
-students should take into consideration their formative work assessments
Students will receive summative assessment/observation while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #20 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
 6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
-students should take into consideration their formative work assessments
Students will receive summative assessment/observation while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.
Lesson #21 Work in School Store
Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
-students should take into consideration their formative work assessments
Students will receive summative assessment/observation while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #22 Work in School Store

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
 handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Summative
▪ Modality Say & Do
▪ Device Observation, Conversation
Work in store – based off knowledge in handbook – Checklist of outcomes 5.1-5.9 & 5.11
Demonstrate basic competencies
Demonstrate Outcomes 5.1-5.9 & 5.11
Learning Activities Students will work in school store selling products to other students
-students will rotate through positions in the store, working on their handbooks or more
promotional campaigns.
-students will use their handbooks to guide their behaviors in the school store.
-students should take into consideration their formative work assessments
Students will receive summative assessment/observation while they are working in the store.
-students can choose the format/modality they wish to be assessed with to give them the most beneficial
information.

Lesson #23 How was the School Store 2.0?

Outcome(s) 5. demonstrate effective retail sales and service techniques 5.1 demonstrate high
standards of personal health, grooming and cleanliness 5.2 demonstrate proper
interaction and relationships with: 5.2.1 customers 5.2.2 coworkers 5.2.3
supervisors 5.2.4 suppliers 5.3 differentiate between the role of a sales
clerk/service provider and a salesperson 5.4 describe or demonstrate how sales
clerks obtain product knowledge 5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills 5.5.2 dealing with various customer types 5.5.3
handling customer complaints and returns 5.6 demonstrate use of proper
approach; e.g., greeting, service, merchandise 5.7 demonstrate the ability to
follow store policies and procedures 5.8 demonstrate upkeep and maintenance of a
store 5.9 maintain well-stocked shelves 5.10 assist in preparing promotional
campaigns including visual merchandising 5.11 demonstrate quality customer
service skills as a cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits 6. demonstrate basic competencies 6.1 demonstrate
fundamental skills to: 6.1.1 communicate 6.1.2 manage information 6.1.3 use
numbers 6.1.4 think and solve problems 6.2 demonstrate personal management
skills to: 6.2.1 demonstrate positive attitudes and behaviours 6.2.2 be responsible
6.2.3 be adaptable 6.2.4 learn continuously 6.2.5 work safely 6.3 demonstrate
teamwork skills to: 6.3.1 work with others 6.3.2 participate in projects and tasks
Assessment Evidence(s)
▪ Purpose Formative
▪ Modality Write, Say
▪ Device Survey on experience
Conversation, Observation
Demonstrate Basic Competencies
Learning Activities Students will review their work in school store summative feedback
Students will complete a survey about their experience in MAM1020 and working in the school store.
Discuss students experience in the store
-What did you enjoy about your time working in the school store?
-What did you not enjoy about your time working in the school store?
-Did you feel prepared from the time in class to work in the school store?
 -Would you consider a job in customer service at this point in time?
Students will receive their resume project to start thinking about for next class

Lesson #24 NOC & Resume Introduction

Outcome(s) 6. demonstrate basic competencies 6.1 demonstrate fundamental skills to: 6.1.1
communicate 6.1.2 manage information 6.1.3 use numbers 6.1.4 think and solve
problems 6.2 demonstrate personal management skills to: 6.2.1 demonstrate
positive attitudes and behaviours 6.2.2 be responsible 6.2.3 be adaptable 6.2.4
learn continuously 6.2.5 work safely 6.3 demonstrate teamwork skills to: 6.3.1
work with others 6.3.2 participate in projects and tasks 7. make personal
connections to the cluster content and processes to inform possible pathway
choices 7.1 complete/update a personal inventory; e.g., interests, values, beliefs,
resources, prior learning and experiences 7.2 create a connection between a
personal inventory and occupational choices
Assessment Evidence(s)
▪ Purpose Summative – Resume & Job Choices
▪ Modality Write, Say, Do
▪ Device Research NOC/OCCinfo Jobs – examples
Resume Writing – Sample, rubric, exemplar
Demonstrate Basic Competencies
Observation, Conversation
Learning Activities Computer/iPad/laptop access for students
Show students NOC/OCCinfo and how to find job possibilities with customer service requirements (show
an example job possibility)
Show students exemplars/samples of basic resume and how to build their own
Students will find 3-5 jobs on the websites that they would be interested in applying to based off their
experience in MAM1020.
Students will begin to build their own resume, showcasing the skills, knowledge and experiences they
gained in MAM1020. – finish next class if time runs out

Lesson #25 Last Class/Final Work Period

Outcome(s) 1. define target market 2. identify and describe the components of a target market
3. identify target markets for a variety of products and/or services 4. identify and
describe a variety of consumer behaviours 5. demonstrate effective retail sales and
service techniques 6. demonstrate basic 7. make personal connections to the
cluster content and processes to inform possible pathway choices
Assessment Evidence(s)
▪ Purpose Summative – Resume, Job Choices & Quality Customer Service Handbook
▪ Modality Write, Say, Do
▪ Device Resume Writing – sample, rubric, exemplar
Handbook final copy – Rubric
Demonstrate basic competencies
Learning Activities Students have the entire class to finish resume and job choices
Students must finish Quality Customer Service Handbook, adding any concepts covered in class they see
fit
All projects must be handed in at the end of this class
Wrap up topics taught in module and say goodbye