Agriculture Studies 30: Curriculum Guidelines

Module 5: Marketing (Core)

Effective skills in marketing are critical to achieving success in production of diversifed agriculture product. These skills are also critical in selling related goods or services that support these operations. The Saskatchewan Education curriculum Entrepreneurship 30, marketing textbooks, The Western Producer, and other newspapers can be used to support or enhance this module.

This module can also be used to research the careers and occupations related to marketing an agricultural commodity, product, or service.

Suggested time: 10-12 hours

Foundational Objective

To develop effective skills in marketing an agricultural product or related service.

Common Essential Learnings Foundational Objective

To develop critical and creative thinking skills necessary for effective skills in agricultural marketing. (CCT)

Other CELs may be emphasized.

Learning Objectives

Notes

5.1

To describe the basic steps involved in marketing an agricultural commodity, product, or service.

Marketing of any product involves a series of activities. These activities include but are not limited to:

locating, sorting, and analyzing market information for current and potential markets;
identifying and considering the factors which influence marketing; such as, product supply and demand, imports and exports, consumer trends, economic conditions;
preparing labels and packaging according to safety standards and product guidelines;
distribution, storage, and transportation for a variety of national and international destinations;
pricing commodities, products or goods, and services;
assessing the potential of a variety of markets;
advertising and promoting in a variety of markets.

Discuss the various activities involved in marketing.
Have students select a product, commodity, or service and describe the various activities that involve marketing at each stage during the production network. Flow charts can be used to ensure that students consider all stages in the processing a value-added product, operating a diversified agriculture operation, or, in providing related good and services. If possible, have students verify their descriptions of marketing activities with processors, producers, or suppliers.

Learning Objectives

Notes

5.2

To gain first-hand knowledge of how marketing information is used in producing an agricultural commodity, or product, or in providing a service.

Use a field trip to an auction barn, inland terminal or grain elevator, food or fibre processor, fertilizer or chemical dealer, implement manufacturer, and so on as a real-life introduction to marketing. Prepare hosts ahead of time by discussing the level of students’ understanding and the kind of information that would be helpful to students.
Have students prepare a case history.

5.3
5.4

To develop skills in gathering and using current and potential market information. (IL)
To develop basic skills in following and analyzing commodities’ markets. (CCT)

Current and potential market information is available from a wide variety of sources; however, the usefulness of the information varies widely. For class presentations, contact the local extension agrologist for names of marketing specialists who could discuss marketing systems, as well as the trading of commodities and the futures market.
A database for market information is available through Saskatchewan Agriculture and Food’s website and FBMInet.
Have students select a number of different commodities, products, or services. Compile a list of useful sources of market information including marketing specialists, business centres, Internet addresses, and publications.
Using newspapers, commodity reports, radio and television reports or databases, have students select a commodity or product to track over a period of time. Using graph paper, chart the actual cash price and the futures price. Students should be able to follow the "basis," the difference between the cash price and the futures price, as it widens and narrows. Using this experience, students will learn to determine a good basis that signals that exporters or processors are short of supply and want a commodity (called a rally) or whether there is a slump in the market. Have students look for price increases at certain times of the year such as December/January, March/April, and June/July.
For each of the products such as canola, have students research competing products (e.g., soybeans) and check out supply and demand.

Learning Objectives

Notes

5.5

To identify and assess the suitability of different kinds of markets.

There a number of ways to market a value-added product, diversified agricultural commodity, or related goods and service. Identify and discuss the variety of marketing strategies including:
marketing boards;
cooperatives;
direct producer marketing;
open markets;
niche markets; and,
franchise markets.

Have students compare and contrast the different marketing systems and provide examples of value-added products, diversified agricultural commodities, or related service which are most suited to each kind of marketing system.

5.6

To identify local, national, and international markets for agricultural products, commodities, or related goods and services.

Producers and processors market Saskatchewan’s agricultural products, commodities, and related goods and services around the world as well as locally and nationally. Use students’ knowledge to identify some well-known markets for agricultural commodities and products. Expand this knowledge to include specialized markets, new and emerging markets, and niche markets. Contact the Industry Development Branch of Saskatchewan Agriculture and Food for information on identifying local, national, and international markets.
Have students identify the local, national, and international markets for at least five different commodities, products, or related goods and services.

5.7

To develop marketing strategies.

Producers and processors develop plans on how they will market a product, commodity, or goods and services. These plans, known as marketing strategies, need to respond and adapt to changes in supply and demand as well as production costs.
Have students develop a marketing strategy for a product, commodity, or related goods and services. Have students suggest the changes they would make to their strategy when there are changes in supply and demand or increases in production costs.

Learning Objectives

Notes

5.8

To examine the characteristics of effective marketing strategies including advertising and promotion, packaging, and labelling.

Discuss the role of consumer preference in determining marketing strategies. Have students visit a grocery store or specialty shop and note the trends in advertising and promotion, packaging, and labelling.
As a class, identify the characteristics of effective marketing strategies. Compare these characteristics with the marketing plans that the students have developed.

Module 6: Quality Assurance (Core)

Assuring the quality of a service, product, or commodity is an important component to value-added agriculture, diversified agriculture, or a related service.

Suggested time: 5-7 hours

Foundational Objective

To understand the concept and need for quality assurance of an agricultural commodity, value-added product, or related service.

Common Essential Learnings Foundational Objective

To develop critical and creative thinking skills necessary to assure the quality of an agricultural service, product or commodity. (CCT)

Other CELs may be emphasized.

Learning Objectives

Notes

6.1

To describe the term quality assurance.

Discuss recent examples (either personal or those in the news) of issues and problems that relate to product or service quality. This is a good topic for group discussions, role playing, or improvised dramas. Have students consider:
examples of poor quality;
what is meant by customer satisfaction; and,
experiences that help describe the concept of quality assurance.

Have students describe the characteristics of quality assurance throughout an agricultural production network.

6.2

To explain the need for quality assurance.

Have students investigate the repercussions of events such as outbreaks of food poisoning, mad-cow disease, etc.

Learning Objectives

Notes

6.3

To investigate the concept and processes associated with Hazard Analysis at Critical Control Points.

Building on student’s understanding of the stages and activities in production networks, have students describe the points at which quality assurance is critical.
Enhance student understanding with an investigation of the inspection regimen known as Hazard Analysis at Critical Control Points. Hazard Analysis at Critical Control Points (HACCP) is a "gate to plate" inspection system implemented throughout a variety of food industries. Contact the Beef Information Centre or the Saskatchewan Food Processors’ Association for information on HACCP.
Have students develop a poster presentation on HACCP.

6.4

To understand the role and responsibilities of various organizations and government agencies in assuring quality assurance.

Many agricultural organizations such as the Saskatchewan Food Processors’ Association, the Prairie Machinery Manufacturers’ Association, and commodity organizations as well as the federal and provincial governments have defined roles and mandates to ensure quality assurance of agricultural products or related services.
Provide students with a list of various organizations and agencies that have a responsibility for quality assurance. Have them identify the roles and responsibilities of each organization and investigate the services that it provides. The Agricultural Awareness Series available from Saskatchewan Agriculture and Food (SAF) or Prairie Farm Rehabilitation Administration (PFRA) describes quality assurance in the following areas: Biotechnology, food safety, and crop protection.
Invite an industry representative as well as a representative from the Consumers’ Association of Canada to talk about quality control.
Have students describe criteria and techniques for assuring quality at each step of the production network. The following should be included in their discussion:

parameters of quality;
inspection and grading; and,
ethical considerations.

Module 7: Career Exploration (Core)

Career exploration in all sectors of agriculture should be incorporated throughout the entire course. This module can be used as a guideline for career development throughout all modules.

Suggested time: 3-5 hours

Foundational Objective

To be able to describe and access career information and determine job opportunities in the value-added sector, in diversified agricultural enterprises, and in related services .

Common Essential Learnings Foundational Objective

To be able to describe and access careers and job opportunities in agriculture. (COM)

Other CELs may be emphasized.

Learning Objectives

Notes

7.1

To research career clusters and the range of occupational opportunities related to processing an agricultural commodity or to providing a value-added product/service.

Identify careers or occupations in terms of the following:
primary production - science and management;
processing (food, fibre, industrial);
marketing, distribution, and retail services;
support services - production and processing inputs, financial, governmental;
resource management.

Have students examine careers throughout the course. Consider job descriptions, employment market, education requirements, wage expectations. Individual/group research and presentation could be used for this.

	Learning Objectives	Notes
5.1	To describe the basic steps involved in marketing an agricultural commodity, product, or service.	Marketing of any product involves a series of activities. These activities include but are not limited to: locating, sorting, and analyzing market information for current and potential markets; identifying and considering the factors which influence marketing; such as, product supply and demand, imports and exports, consumer trends, economic conditions; preparing labels and packaging according to safety standards and product guidelines; distribution, storage, and transportation for a variety of national and international destinations; pricing commodities, products or goods, and services; assessing the potential of a variety of markets; advertising and promoting in a variety of markets. Discuss the various activities involved in marketing. Have students select a product, commodity, or service and describe the various activities that involve marketing at each stage during the production network. Flow charts can be used to ensure that students consider all stages in the processing a value-added product, operating a diversified agriculture operation, or, in providing related good and services. If possible, have students verify their descriptions of marketing activities with processors, producers, or suppliers.
	Learning Objectives	Notes
5.2	To gain first-hand knowledge of how marketing information is used in producing an agricultural commodity, or product, or in providing a service.	Use a field trip to an auction barn, inland terminal or grain elevator, food or fibre processor, fertilizer or chemical dealer, implement manufacturer, and so on as a real-life introduction to marketing. Prepare hosts ahead of time by discussing the level of students’ understanding and the kind of information that would be helpful to students. Have students prepare a case history.
5.3 5.4	To develop skills in gathering and using current and potential market information. (IL) To develop basic skills in following and analyzing commodities’ markets. (CCT)	Current and potential market information is available from a wide variety of sources; however, the usefulness of the information varies widely. For class presentations, contact the local extension agrologist for names of marketing specialists who could discuss marketing systems, as well as the trading of commodities and the futures market. A database for market information is available through Saskatchewan Agriculture and Food’s website and FBMInet. Have students select a number of different commodities, products, or services. Compile a list of useful sources of market information including marketing specialists, business centres, Internet addresses, and publications. Using newspapers, commodity reports, radio and television reports or databases, have students select a commodity or product to track over a period of time. Using graph paper, chart the actual cash price and the futures price. Students should be able to follow the "basis," the difference between the cash price and the futures price, as it widens and narrows. Using this experience, students will learn to determine a good basis that signals that exporters or processors are short of supply and want a commodity (called a rally) or whether there is a slump in the market. Have students look for price increases at certain times of the year such as December/January, March/April, and June/July. For each of the products such as canola, have students research competing products (e.g., soybeans) and check out supply and demand.
	Learning Objectives	Notes
5.5	To identify and assess the suitability of different kinds of markets.	There a number of ways to market a value-added product, diversified agricultural commodity, or related goods and service. Identify and discuss the variety of marketing strategies including: marketing boards; cooperatives; direct producer marketing; open markets; niche markets; and, franchise markets. Have students compare and contrast the different marketing systems and provide examples of value-added products, diversified agricultural commodities, or related service which are most suited to each kind of marketing system.
5.6	To identify local, national, and international markets for agricultural products, commodities, or related goods and services.	Producers and processors market Saskatchewan’s agricultural products, commodities, and related goods and services around the world as well as locally and nationally. Use students’ knowledge to identify some well-known markets for agricultural commodities and products. Expand this knowledge to include specialized markets, new and emerging markets, and niche markets. Contact the Industry Development Branch of Saskatchewan Agriculture and Food for information on identifying local, national, and international markets. Have students identify the local, national, and international markets for at least five different commodities, products, or related goods and services.
5.7	To develop marketing strategies.	Producers and processors develop plans on how they will market a product, commodity, or goods and services. These plans, known as marketing strategies, need to respond and adapt to changes in supply and demand as well as production costs. Have students develop a marketing strategy for a product, commodity, or related goods and services. Have students suggest the changes they would make to their strategy when there are changes in supply and demand or increases in production costs.
	Learning Objectives	Notes
5.8	To examine the characteristics of effective marketing strategies including advertising and promotion, packaging, and labelling.	Discuss the role of consumer preference in determining marketing strategies. Have students visit a grocery store or specialty shop and note the trends in advertising and promotion, packaging, and labelling. As a class, identify the characteristics of effective marketing strategies. Compare these characteristics with the marketing plans that the students have developed.

	Learning Objectives	Notes
6.1	To describe the term quality assurance.	Discuss recent examples (either personal or those in the news) of issues and problems that relate to product or service quality. This is a good topic for group discussions, role playing, or improvised dramas. Have students consider: examples of poor quality; what is meant by customer satisfaction; and, experiences that help describe the concept of quality assurance. Have students describe the characteristics of quality assurance throughout an agricultural production network.
6.2	To explain the need for quality assurance.	Have students investigate the repercussions of events such as outbreaks of food poisoning, mad-cow disease, etc.
	Learning Objectives	Notes
6.3	To investigate the concept and processes associated with Hazard Analysis at Critical Control Points.	Building on student’s understanding of the stages and activities in production networks, have students describe the points at which quality assurance is critical. Enhance student understanding with an investigation of the inspection regimen known as Hazard Analysis at Critical Control Points. Hazard Analysis at Critical Control Points (HACCP) is a "gate to plate" inspection system implemented throughout a variety of food industries. Contact the Beef Information Centre or the Saskatchewan Food Processors’ Association for information on HACCP. Have students develop a poster presentation on HACCP.
6.4	To understand the role and responsibilities of various organizations and government agencies in assuring quality assurance.	Many agricultural organizations such as the Saskatchewan Food Processors’ Association, the Prairie Machinery Manufacturers’ Association, and commodity organizations as well as the federal and provincial governments have defined roles and mandates to ensure quality assurance of agricultural products or related services. Provide students with a list of various organizations and agencies that have a responsibility for quality assurance. Have them identify the roles and responsibilities of each organization and investigate the services that it provides. The Agricultural Awareness Series available from Saskatchewan Agriculture and Food (SAF) or Prairie Farm Rehabilitation Administration (PFRA) describes quality assurance in the following areas: Biotechnology, food safety, and crop protection. Invite an industry representative as well as a representative from the Consumers’ Association of Canada to talk about quality control. Have students describe criteria and techniques for assuring quality at each step of the production network. The following should be included in their discussion: parameters of quality; inspection and grading; and, ethical considerations.