CAPITAL HIGH SCHOOL
BUSINESS EDUCATION
MOS: WORD CORE
CIP Code: 110620
Course Title: MOS: Word Core
Course Description: MOS: Word Core is an exploratory course designed to teach the competencies necessary to
complete the Microsoft Office Specialist (MOS) core test for Word 2002.
Purpose of Course: To provide skills to productively use Microsoft Word 2002. The Microsoft Office Specialist (MOS)
program is helping meet the demand for qualified and knowledgeable people in the modern workplace.
Graduation Requirement: Elective course; fulfills 1 occupational education credit per semester
Prerequisite:
DigiTools
Course Level: 9th to 12th grade
Class Fees: None
Course Length: 90 hours (1 semester)
SYLLABUS
MOS: Word Core is a 90-hour exploratory course designed to teach the competencies necessary to complete the
Microsoft Office Specialist (MOS) core test for Word 2002. It is a foundational course for students in the Business and
Marketing Pathway and prepares students for any of the five career clusters (identified by the U.S. Department of
Education States Career Clusters) in the Business and Marketing Pathway.
COURSE OVERVIEW
The outline below gives an overview of the components of the MOS: Word Core course. This framework includes the
performance task/assessment, standards and competencies, and connection to Washington State Education Reform
Initiatives including EALRs and Goals 1-4. The standards for this framework are taken from the Microsoft® Office
Specialist (Office Specialist) program, a globally recognized standard for demonstrating desktop skills with the Microsoft
Office suite of business productivity applications.
COURSE OUTLINE
Integrated
Standards
3 weeks
Inserting and Modifying Text
3 weeks
Creating and Modifying Paragraphs
3 weeks
Formatting Documents
3 weeks
Managing Documents
3 weeks
Working with Graphics
3 weeks
Workgroup Collaboration
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Rules, Expectations, Introductions, Ergonomics
Career Development, Ethical Responsibilities, Leadership, Safety and Security,
Teamwork
Insert, modify, and move text and symbols
Apply and modify text formats
Correct spelling and grammar usage
Apply font and text effects
Enter and format Date and Time
Apply character styles
Modify paragraph formats
Set and modify tabs
Apply bullet, outline, and numbering format to paragraphs
Apply paragraph styles
Create and modify a header and footer
Apply and modify column settings
Modify document layout and Page Setup options
Create and modify tables
Preview and Print documents, envelopes, and labels
Manage files and folders for documents
Create documents using templates
Save documents using different names and file formats
Insert images and graphics
Create and modify diagrams and charts
Compare and Merge documents
Insert, view and edit comments
Convert documents into Web pages
COURSE STRATEGIES
Teaching Strategies for Students with Different Learning Styles. There are many different learning styles. Some people
learn best from reading material. Others need to see a demonstration or learn by feeling. Still others may learn best from
auditory cues. It is important to remember, however, that no matter what learning style works best for any individual,
learning style is not an indicator of intelligence. Two people of similar levels of intelligence may learn best in two different
styles of learning. Learning style is also not necessarily a rigid behavior. Many individuals may have a dominant learning
style; however, most also have the flexibility to adapt learning style to the demands of the material to be learned. Different
learning styles include print, visual, auditory, tactile, and kinesthetic learning.
Print Learners. The print learner prefers to see the data in print—preferably printed in words. For example, a print
learner would prefer to study the illustration.
Visual Learners. The visual learner needs to “see” the concept. One way for the learner to “see” the concept is
mental visualization. Illustrations and visual aids are important to the visual learner.
Auditory Learners. The auditory learner will best learn by hearing. Auditory learners who read a textbook chapter
benefit from hearing reinforcement of key concepts spoken out loud. Auditory learners also benefit from verbalizing
concepts, such as listing steps involved in the process or verbally explaining a formula and/or calculations to other
students in a small group.
Tactile Learners. The tactile learner learns best by touching or handling objects. Tactile learners may benefit from
using the computer to key entries or projects and then print reports and papers.
Kinesthetic Learners. The kinesthetic learner learns best by taking an active part in the instruction. Motion is an
important part of kinesthetic learning. A student might benefit from the opportunity to perform calculations to solve
formulas using drills or prepared worksheets.
Course Technology's SAM XP and TOM are a powerful skills assessment and training package for Microsoft® Office XP.
On the training side, TOM uses rich multimedia to keep students engaged while they learn valuable Office XP skills in a
variety of learning styles. TOM is performance-based learning. For each skill you want to master, a TOM activity offers
four learning modes:
 Prepare - Review important conceptual information about a skill, including definitions of key terms and detailed
graphics illustrating commonly used features of the application.
• Observe - Watch a narrated animation that allows you to see and hear how a skill is completed in the application.
• Practice - Master a skill by working step-by-step through a guided task in a realistic simulation of the application.
• Apply - Test your knowledge by working on your own, in a realistic simulation of the application, without step-bystep guidance.
Students can access Prepare, Observe, Practice, and Apply at any time, moving among them in any order to create the
learning program that best suits them. Students can also access any learning mode as many times as they like. SAM XP
lets students prove their knowledge by working in an authentic simulated Office environment. SAM XP is a dynamic,
Web-based application that tests and evaluates your skills in the Microsoft® Office XP suite of applications.
TEACHER PREPARATION
Teacher as Facilitator. Teachers are invited to empower students to become autonomous and be accountable for their
own learning. A traditional way of teaching is “teacher-centered” where the teacher lectures and assigns readings and/or
tasks. This type of teaching may not take into account individual learning styles.
Project-based learning is “learner-centric”. In this model, teachers may introduce ideas and projects and students use the
tools and resources available to them to find answers and complete projects. From the beginning, the students know the
goals and base their learning by doing tasks that engage their minds. Students are encouraged to use critical thinking
skills, teaming skills and “tools” that will increase reading, writing, and communications skills.
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRS)

READING
 The student understands and uses different skills and strategies to read [1.0].

Use vocabulary (word meaning) strategies to comprehend text [1.2].

Build vocabulary through wide reading [1.3].
 The student reads different materials for a variety of purposes [3.0].

Read to learn new information [3.1].

Read to perform a task [3.2].

Read for career applications [3.3].
 The student sets goals and evaluates progress to improve reading [4.0].

Assess reading strengths and need for improvement [4.1].
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






WRITING
 The student understands and uses a writing process [1.0].

Prewrites to generate ideas and plan writing [1.1].

Produces draft(s) [1.2].

Revises to improve text [1.3].

Edits text [1.4].

Publishes text to share with audience [1.5].
COMMUNICATION
 The student uses listening and observation skills to gain understanding [1.0].

Uses listening and observation skills and strategies to focus attention and interpret information [1.1]
 The student uses communication skills and strategies to interact/work effectively with others [2.0]

Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform
tasks [2.2]
MATHEMATICS
 The student understands and applies the concepts and procedures of mathematics [1.0].

Understand and apply concepts and procedures from number sense [1.1].
 The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life
situations [5.0].

Relate mathematical concepts and procedures to real-world situations [5.3].
HEALTH & FITNESS
 The student analyzes and evaluates the impact of real-life influences on health [3.0].

Understand how environmental factors affect one’s health (air, water, noise, chemicals) [3.1].
THINKING
PROBLEM SOLVING
SCHOOL AND WORK CONNECTION
CONTENT






CAREER DEVELOPMENT FRAMEWORK: The technical core of Career Development will develop concepts related to career
exploration, selection, and preparation integrated throughout the student's educational experiences. Students through this technical
core standard will:
 Understand a variety of career options and how they are influenced by personal strengths, weaknesses, interests, and wants.
 Use a variety of career resources to learn about career opportunities.
 Use career-planning skills.
 Use workplace readiness skills.
ETHICAL RESPONSIBILITIES FRAMEWORK: The technical core of Ethical Responsibilities will develop an understanding of
legal and ethical responsibilities and typically accepted practices, including expectations and the implications of practices on
business systems. Students through this technical core standard will:
 Identify the laws and regulations that affect business.
 Understand ethical concepts as related to the business environment.
LEADERSHIP FRAMEWORK: The mission of teaching Leadership will be to develop skills that empower students to assume and
model responsible roles in family, community, and work.
 Identify appropriate leader characteristics and styles.
 Identify the purpose of various professional organizations.
SAFETY AND SECURITY FRAMEWORK: The technical core of Safety and Security will develop an understanding of existing and
potential hazards to customers and employees. Students will prevent injury or illness through safe work practices and follow
health, safety, and security policies and procedures. Students through this technical core standard will:
 Know appropriate response to an emergency.
 Know basic security procedures and protocols.
 Know appropriate organizational and regulatory guidelines for area of work.
 Know how to reduce risks and hazards in the workplace.
TEAMWORK FRAMEWORK: The technical core of Teamwork will develop active participation in a wide variety of work teams.
Students will understand the various roles of team members and will interact effectively and sensitively with all team members.
Students through this technical core standard will:
 Use a variety of team membership skills in different workplace settings.
 Understand how to work with team members from diverse backgrounds in the workplace.
 Know how to manage conflict within the workplace.
DIVERSITY FRAMEWORK: The technical core of Diversity will develop an appreciation for and respectful interaction with diverse
populations, the elimination of harassment, bias and stereotyping, and non-traditional training and employment opportunities.
Students through this technical core standard will:
 Demonstrate an appreciation for diversity of culture, ethnicity, physical capacity, age, and gender as societal strengths.
 Respectfully interact with diverse populations in schools, communities, and workplaces.
 Recognize and support the elimination of harassment, bias, and stereotyping.
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LEADERSHIP TRAITS/HABITS FOR EMPHASIS





Dependability (e.g., attendance, punctuality, tools, deadlines).
Self-discipline (e.g., correct technique, working with distractions, paying attention, respect for equipment).
Following oral instructions.
Following written instructions.
Problem-solving techniques.
GRADING SCALE
GRADE
A+
A
AB+
B
BC+
C
CD+
D
DF (Attempted)
F (Not done)
POINTS
12.0
11.4
10.9
10.7
10.2
9.7
9.5
9.0
8.5
8.3
7.8
7.3
3.6
0
PERCENT
98 - 100
92 - 97
90 - 91
88 - 89
82 - 87
80 - 81
78 - 79
72 - 77
70 - 71
68 - 69
62 - 67
60 - 61
0 - 59
0
GRADE SUMMARY
Training (TOM)
Assignments
Exams
Tests
Final
25%
25%
30%
10%
10%
CLASSROOM RULES

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No eating or drinking in the classroom
Be in class before the bell rings
CHS attendance policies will be followed
Cheating—1st offense=failure on assignment, parents notified
2nd offense=referral to administration
If you are absent, it is your responsibility to find out what you missed
You are allowed the number of days absent (ex.) plus one (+1) to turn in the missed work—work not turned in by
the deadline will receive a 0
Quizzes and tests are closed book and no notes are allowed
.
RESOURCES


Internet Explorer
Shelley Cashman Series: Microsoft Word 2002, Sam & Tom XP, Website (http://samxp1.course.com)
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