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About the course

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

Goods, Services, Events

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Introduction to Marketing

In this unit students will be introduced to some important concepts of product life cycles. They will examine the impact that consumers’ demands and needs have on a product life cycle. They will explore the interdependency of The Consumer Market, Consumer Motivation, and product-life cycle. They will examine the effects that competition imposes on a product and a company and how this may benefit the consumer. They will look at the advantages and disadvantages of competition to both the consumer and the producer.

Expected Hours of Instruction: 24 Hours

The Marketing Mix

In this unit students will look at innovation versus inventions. They will evaluate the various stages in product development. They will be introduced to branding of a product and how this affects its positive promotion. Students will examine positive branding versus negative branding. Students will explore the effects that the interplay of branding, packaging, and marketing have on the success of the product. They will look at the 4 P’s in marketing: Product, Promotion, Pricing, and Place. They will now look at the effect that pricing can have on a brand and which demographics are more sensitive to certain pricing strategies. Students will explore how the concepts of pricing, branding, and marketing are affected by different cultures and markets around the world, and thereby the international success of the product. They will examine the factors that ought to be considered when choosing the place to launch the product in order to gain traction. Factors such as availability of raw materials, in the case of manufacturing, logistics and distribution, vicinity to the bulk of the consumers, and supply chain management.

Expected Hours of Instruction: 24 Hours

Market Research

In this unit students will explore various marketing research strategies and evaluate the situation in which each is most effective. Such variables as timing of survey, political climate, economic climate, the time of the year and the demographics will be considered and evaluated when making conclusions on the effectiveness of the survey.

Expected Hours of Instruction: 20 Hours

Target Marketing

In this unit students will evaluate different marketing strategies and analyse their differences and determine in what situations they will be most effective. They will look at what demographics to target on what social media outlets and what types of marketing is best suited for certain cultures. Students will explore marketing techniques to reach out to new consumers, to consumers who use similar products, and to retain the current consumers. They will examine the timing of the advertising on social media and news outlets.

Expected Hours of Instruction: 20 Hours

Trends in Marketing

In this unit students will evaluate the different strategies to predict marketing trends using existing data, historical data, politically driven data, and economically driven data. They will isolate and analyze factors that can affect trends positively or negatively, locally and internationally. In the case of negative trends, they will examine ways to mitigate the potential losses, currently or losses that may trend in the future.

Expected Hours of Instruction: 16 Hours

Project assessment and final exam

Students will present their plan to the class (15%) and will take a final exam (15%). Depending on how robust the projects become, the total project assessment may be 30%, in which case it will also be the exam.

Expected Hours of Instruction: 20 Hours

Total Hours: 110 Hours


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:

● Access to a library or the Internet to do research.

● Access to internet as well as electronic devices for note taking and communication for those taking the class online.

Overall Curriculum Expectations

A. Marketing Fundamentals

A1 - describe the process by which goods and services are exchanged;
A2 - explain how marketing influences consumers and competition;
A3 - demonstrate an understanding of the importance of marketing research to a business and how information technology can be used to obtain and analyse marketing-related information;
A4 - analyse marketing strategies used by organizations in the not-for-profit sector;
A5 compare the factors that influence marketing methods and activities in the global economy.

B. The Marketing Mix

B1 - explain the stages of product development;
B2 - explain the factors involved in the pricing of goods, services, and events;
B3 - compare a variety of distribution strategies and the logistics associated with them;
B4 - demonstrate an understanding of the strategies involved in the promotion of goods, services, and events.

C. Trends in Marketing

C1 - explain the effects of new information technologies on marketing strategies and consumer trends;
C2 - identify and describe various environmental, ethical, social, and legal issues that affect marketing activities;
C3 - demonstrate an understanding of the potential for participation in the global marketplace;
C4 - summarize, on the basis of computer research, career pathways in marketing.

D. The Marketing Plan

D1 - explain the process of developing a marketing plan;
D2 - develop a marketing plan for a good, service, or event;
D3 - analyse the uses of a marketing plan.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.

ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.

iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Business Studies, 2006; (Pg 21-22) Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part.

That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application.

Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam 30%

Grading for all course work, projects, presentation, participaticipation, interim quizzes and exams 70%

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