HOW TO USE THIS DOCUMENT

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For example, this worksheet tab is labeled, "How to Use This Document". To access another worksheet (Adapted CTE Blueprint, Ackowledgements, etc.),
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1.
2.
3.
4.
5.

Worksheets in this workbook are labeled as (click for direct links):

Updated CTE Blueprint
Updated CTE Blueprint Primer
Important Policies
Acknowledgements
Assessment and Equipment
Each Blueprint contains the:

8.
9.

Career Cluster Two letter Abbreviations:

Agriculture, Food, & Natural
AG
Resources
Architecture & Construction
AC
Arts, A/V Technology, &
AR
Communications
Business Management &
BM
Administration
Education & Training
ED
Finance
FN
Government & Public
GV
Administration
Health Science
HL
Hospitality & Tourism
HT

10.

Human Services

HU

11.

Intormation Technology

IT

1. Official course number and title

1.

2. Program area

2.

3. Course description

3.

4. Hours of instruction

4.

5. Recommended maximum enrollment

6. Prerequisite courses
Career cluster alignment with completers noted
7.
where applicable
8. Essential standard and indicator numbers
9. Essential standard and indicator statements
Relative course weights for each essential
10.
standard and indicator statements
RBT Designation for each essential standard and
11.
indicator

5.
6.
7.

12. Column for Local Use

12.

13. Contact information

14. Most current version date

13.
14.
15.
16.

Law, Public Safety, Corrections &

Security
Manufacturing
Marketing
Science, Technology, Engineering,
& Mathematics
Transportation, Distribution &
Logistics

LW
MN
MK
ST
TD

North Carolina Career and Technical Education

Updated CTE Course Blueprint
Business, Finance, and Information Technology Education
BF10 Principles of Business and Finance
Summer 2015
Course Description: This course introduces students to topics related to business,
Hours of Instruction:
135 180
finance, management, and marketing to cover business in the global economy,
Recommended Maximum
30
functions of business organization and management, marketing basics, and
Enrollment:
significance of business financial and risk management. English language arts,
None
Prerequisite:
social studies, and mathematics are reinforced. DECA (an association for
Marketing Education students) and Future Business Leaders of America (FBLA)
Foundational: AC, BM, FN, HU, IT, MN, and MK.
Career
competitive events, community service, and leadership activities provide the
Enhancement: ST and TD
Cluster(s):
opportunity to apply essential standards and workplace readiness skills through
Completer: None
authentic experiences.
Work Based Mentorship, school based enterprise, service
Aligned Credential or Certification: None
learning, and job shadowing
Learning
ES #
Unit Titles/Essential Standards and Objective Statements
Course Weight RBT Designation
Local Use
Obj. #
(The Learner will be able to:)
Total Course Weight
100%
Understand communication skills and customer relations
12%
1.00
Apply verbal skills to obtain and convey information.
1.01
1.02
1.03
1.04
2.00
2.01
2.02
2.03
3.00
3.01
3.02
3.03
3.04

Record information to maintain and present a report of business

activity.
Write internal and external business correspondence to convey and
obtain information effectively.
Foster positive relationships with customers to enhance company
image.

Understand information management.

8%

Use information literacy skills to increase workplace efficiency and

effectiveness.
Acquire a foundational knowledge of information management to
understand its nature and scope.
Utilize information-technology tools to management and perform work
responsibilities. (SUPPLEMENTAL)

Understand professional development

Acquire self-development skills to enhance relationships and improve
efficiency in the work environment.
Utilize critical-thinking skills to determine best options/outcomes.
Participate in career-planning to enhance job-success potential.
(SUPPLEMENTAL)
Implement job-seeking seeking skills to obtain employment.
(SUPPLEMENTAL)

10%

3.05
4.00
4.01
4.02
4.03
4.04
4.05
5.00
5.01
5.02

Utilize career-advancement activities to enhance professional

development. (SUPPLEMENTAL)
Understand business operations management
Adhere to health and safety regulations to support a safe work
environment.
Implement purchasing activities to obtain business supplies, equipment
and services.
Understand productions role and function in business to recognize its
need in an organization.
Implement safety procedures to minimize loss. (SUPPLEMENTAL)
Implement security policies/procedures to minimize chance for loss.
(SUPPLEMENTAL)
Understand economics
Understand fundamental economic concepts to obtain a foundation for
employment in business.
Understand economic systems to be able to recognize the
environments in which businesses function.

5.03

Understand the nature of business to show its contributions to society.

5.04

Acquire knowledge of the impact of government on business activities

to make informed economic decisions.

5.05

Analyze cost/profit relationships to guide business decision making.

6.00

Understand financial analysis

6.01
6.02
7.00
7.01
7.02
7.03
7.04
7.05

20%

29%

10%

Acquire a foundational knowledge of accounting to understand its

nature and scope.
Acquire a foundational knowledge of finance to understand its nature
and scope.

Understand marketing and business management

11%

Understand marketings role and function in business to facilitate

economic exchanges with customers.
Apply knowledge of business ownership to establish and continue
business operations.
Recognize managements role to understand its contribution to
business success.
Understand the role and function of human resources management to
obtain a foundational understanding of its nature and scope.
(SUPPLEMENTAL)
Understand operations role and function in business to value its
contributions to company. (SUPPLEMENTAL)

Contact BusinessandITEducation@dpi.nc.gov for more information.

Most Current Version: Summer 2015
Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship,
and proficiencies
related
to workplace
needsorigin, gender, or disability. The responsibility to adhere to
Career and Technical Education conducts all activities andresponsibility
procedures without
regard to race,
color,
creed, national
safety standards and best professional practices is the duty of the practitioners teachers students and/or others who apply the contents of this document

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Updated CTE Course Blueprint

This document lays out the essential standards and objectives for the course and reflects the intended level of learning as C1, C2, or C3. Essential standards are big,
powerful ideas necessary and essential for students to know to be successful in a course and translate to the next level of education or world of work. They identify the
appropriate verb and cognitive process intended for the student to accomplish.
This document will help teachers plan for curriculum delivery for the course by providing the relative weights of the units, essential standards, and objectives within the
course to help teachers prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Assessment for this course is written at the
level of the objective.
Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership,
citizenship, responsibility, and proficiencies related to workplace needs.

Column Heading
ES#
Obj.#

Column information
ES=Essential standard number (two digits); Obj.=Objective number (essential standard number and two digit objective number).

Essential standards and specific objectives per essential standard. Each essential standard statement or specific objective begins with an action verb and makes a complete sentence when
Essential Standard and
combined with the stem The learner will be able to. . . (The stem appears once in Column 2.) Outcome behavior in each essential standard/objective statement is denoted by the verb
Objective Statements
plus its object.
Course Weight

RBT Designation

Local Use

Shows the relative importance of each objective and essential standard. Course weight is used to help determine the percentage of total class time that is spent on each objective.
RBT Designation for the classification of outcome behavior in essential standards and objectives:
C1 is Remember
C2 is Understand
C3 is Apply, analyze, evaluate.
Space for use by Local Education Agencies.

Disclaimer Statement
Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors,
however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety
standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this
document.
This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.
All materials in this guide may be reproduced for educational purposes only.

Internet Policy
Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each
school should have an Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such
technologies. Students who violate the schools Internet policy must be held accountable for his/her actions and face appropriate
consequences deemed necessary by the school in accordance with the schools policies. Teachers must use extreme caution when assigning
Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the teacher determines a website
used in an activity is inappropriate, or students are not mature enough to behave properly and according to the schools Internet policy, the
teacher should make alternate arrangements for completing the activity.

Course Guide and Assessment Item Policy

Classroom test item banks and course guides developed under the leadership of the North Carolina Department of Public Instruction are owned by the
NCDPI. Classroom test item banks and course guides are provided for the use of North Carolina public school teachers and agencies. It is a violation of
this policy for anyone to post or use any classroom test item banks, individual test items, or course guides on the Internet unless they are in an area that is
password protected. The password must be unique so that it cannot be easily guessed by unauthorized users. Teachers who post classroom test item
banks, individual test items, or course guides for classroom use can share the password only with students within their classrooms and with other North

Acknowledgements and Special Thanks

Special thanks to the following educators who developed this blueprint:
Tammy Cyrus
Debragail Smith

Pitt County Schools

Harnett County Schools

Special thanks to the following business and industry representatives who assisted in the
development of this blueprint:
Minoj Bhati
Natalie Linares
Rich Henderson
David Schmitt

Cisco
NCRB
Lenovo
EC2

Project Director
Kimberly M. MacDonald

Consultant, Business, Finance, and Information Technology Education

State Staff for Business, Finance, and Information Technology Education

Carol Short
Atkins "Trey" Michael
Linda Lay
Kimberly M. MacDonald
Mary Jane Thomas

Curriculum Section Chief

Curriculum Specialist
Consultant, Business, Finance, and Information Technology Education
Consultant, Business, Finance, and Information Technology Education
FBLA State Adviser

Post Assessment Specifications

The post assessment will be a 100 item multiple choice test administered through the NC Instructional Management System.
The course is designed using the Revised Blooms Taxonomy (RBT). Subsequently, the post assessment is aligned directly to the objective and specific content
unpacked for each objective. It is directly aligned to the RBT level of the objective and the reflective manner in which the content is organized. For example, if
content is unpacked as facts, then test items will assess factual information. If a procedure is unpacked, then test items will assess steps in the procedure.

Equipment List and DPI Facilities Guidelines

The CTE Equipment List document may be found here: http://www.ctpnc.org/cte/equipment/
The DPI facilities guidelines may be found here: http://www.schoolclearinghouse.org