Florida Department of Education
Curriculum Framework 

Course Title:	Orientation to Marketing Occupations
Course Type:	Orientation/Exploratory 
Career Cluster:	Marketing, Sales & Service

Secondary – Middle School	
Course Number	8800110	
CIP Number	020899990R	
Grade Level	6-8	
Course Length	Semester 	
Teacher Certification	Refer to the Course Structure section.	
CTSO	DECA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is to give students an opportunity to apply knowledge and skills related to the area of Marketing, Sales and Service. 
This program acquaints students with general marketing activities, the importance of marketing in the economy, career opportunities, and job requirements in marketing occupations. The content includes, but is not limited to, the functions of marketing in the economy, employment requirements for a variety of marketing careers, career development patterns, and the identification of career and technical programs for achieving personal career goals.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Course Structure

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. 

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the course structure:

Course Number	Course Title	Teacher Certification	Length	
8800110	Orientation to Marketing Occupations	BUS ED 1 
MKTG 1 
MKTG MGMT @7 7G 
RETAILING @7 7G	Semester	

Standards

After successfully completing this course, the student will be able to perform the following:

01.0	Identify general marketing activities.
02.0	Identify career opportunities available in marketing.
03.0	Identify employment requirements for marketing careers.
04.0	Identify work values and goal setting tools.
05.0	Identify programs instrumental in developing career choices.
06.0	Identify human relations skills that enable students to succeed in their career goals.
07.0	Identify advantages of DECA and Collegiate DECA.
08.0	Identify foundational skills required in marketing careers.
09.0	Identify the functions of marketing.

Florida Department of Education
Student Performance Standards

Course Title: 	Orientation to Marketing Occupations 
Course Number: 	8800110
Course Length:	Semester

Course Description: 

Beginning with a broad overview of the Marketing, Sales and Service career cluster, students are introduced to the terminology, careers, history, required skills, and technologies associated with each pathway in the Marketing, Sales and Service career cluster.  Additionally, they will be provided with opportunities to acquire and demonstrate beginning leadership skills and to participate in hands-on activities.

CTE Standards and Benchmarks	
01.0	Identify general marketing activities.  The student will be able to:	
01.01	Explain the role of marketing in the economy.	
01.02	Identify and define selected marketing terms.	
01.03	Identify the major marketing activities.	
02.0	Identify career opportunities available in marketing.  The student will be able to:	
02.01	Identify career opportunities which involve selling.	
02.02	Identify career opportunities which involve purchasing.	
02.03	Identify career opportunities which involve promotion.	
02.04	Identify career opportunities which involve risk management.	
02.05	Identify career opportunities which involve pricing.	
02.06	Identify career opportunities which involve finance.	
02.07	Identify career opportunities which involve marketing information management.	
02.08	Identify career opportunities which involve product/service planning.	
02.09	Identify career opportunities which involve distribution.	
02.10	Identify career opportunities at the entry, career sustaining, specialist, and manager/entrepreneur level for marketing.	
03.0	Identify employment requirements for marketing careers.  The student will be able to:	
03.01	Identify employment requirements in the area of selling.	
03.02	Identify employment requirements in the area of purchasing.	
03.03	Identify employment requirements in the area of promotion.	
03.04	Identify employment requirements in the area of risk management.	
03.05	Identify employment requirements in the area of pricing.	
03.06	Identify employment requirements in the area of finance.	
03.07	Identify employment requirements in the area of marketing information management.	
03.08	Identify employment requirements in the area of product/service planning.	
03.09	Identify employment requirements in the area of distribution.	
03.10	Identify employment requirements at the entry, career sustaining, specialist, and manager/entrepreneur level for marketing.	
04.0	Identify work values and goal setting tools.  The student will be able to:	
04.01	Explain how values are acquired and changed.	
04.02	Explain how values affect work.	
04.03	Identify goal setting tools including a self-inventory and interest survey.	
05.0	Identify programs instrumental in developing career choices.  The student will be able to:	
05.01	Identify senior high school Marketing Education programs available to students who desire a career in marketing (e.g., fashion marketing, travel and tourism, finance, entrepreneurship, international marketing).	
05.02	Identify post-secondary education opportunities in marketing (e.g., real estate, insurance, hospitality, customer service, travel).	
06.0	Identify human relations skills that will enable students to succeed in their career goals.  The student will be able to:	
06.01	Identify acceptable grooming and health habits.	
06.02	State the importance of dependability and responsible behavior.	
06.03	State the importance of a positive attitude.	
06.04	State the importance of getting along with co-workers, employers, and other business associates.	
07.0	Identify advantages of DECA and Collegiate DECA, Associations of Marketing Students.  The student will be able to:	
07.01	Identify DECA and Collegiate DECA and the role of each organization in marketing education.	
07.02	Identify the purposes of DECA and Collegiate DECA.	
07.03	Identify the advantages of student involvement in DECA and Collegiate DECA.	
07.04	Identify the leadership opportunities available through DECA and Collegiate DECA.	
07.05	Identify the competitive event opportunities available through DECA and Collegiate DECA.	
07.06	Identify local DECA and Collegiate DECA chapters.	
08.0	Identify foundational skills required in marketing careers.  The student will be able to:	
08.01	Identify economic skills used in marketing.	
08.02	Identify marketing, business, and entrepreneurship skills used in marketing.	
08.03	Identify communication and interpersonal skills used in marketing.	
08.04	Identify professional development skills used in marketing.	
08.05	Identify human resource skills used in marketing.	
08.06	Identify computer skills used in marketing.	
09.0	Identify the functions of marketing.  The student will be able to:	
09.01	Identify the role of risk management.	
09.02	Identify the role of selling.	
09.03	Identify the role of promotion.	
09.04	Identify the role of pricing.	
09.05	Identify the role of purchasing.	
09.06	Identify the role of marketing information management.	
09.07	Identify the role of product/service management.	
09.08	Identify the role of distribution.	
09.09	Identify the role of finance. 	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students. 

Florida Standards for English Language Development (ELD)

English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.