COURSE OF STUDY OUTLINE BUSINESS GRADE 9/10, BUSINESS, OPEN (BTT10/BTT20)

Transcription

1 COURSE OF STUDY OUTLINE BUSINESS GRADE 9/10, BUSINESS, OPEN (BTT10/BTT20) 2015

2 PATHWAYS EDUCATIONAL SERVICES INC. DEPARTMENT: BUSINESS COURSE CODE: BTT10/20 COURSE TITLE: GRADE 9/10 BUSINESS, Open MINISTRY COURSE CODE: BTT10/20 GRADE: 9/10 PREREQUISITES: NONE CREDIT VALUE: 1 CO-REQUISITES: NONE Approved Textbooks: Ellerby, Pinto, Hintz; Business Technology Today; Nelson Education, 2008 Additional Resources: Curriculum Policy: Business Studies, The Ontario Curriculum, Grades 9 and 10, 2006 (Revised) Ministry of Education Resources: Selections from the following may be considered for use: 1. Ontario Secondary Schools 9 to12 - Program & Diploma Requirements; The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment; Guide to the Provincial Report Card, Grades 9 to 12, Ministry of Education; Ontario Curriculum Unit Planner 5. The Ontario Curriculum, Business Studies Grade 9 and 10, Revised Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools; 2010 Course Developer(s): Jennifer Wilkins Course Development June 22, 2011 Date: Course Reviser(s): Jennifer Wilkins Course Revision Date: October 2015 COURSE DESCRIPTION/RATIONALE: This course builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives. This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

3 OVERALL CURRICULUM EXPECTATIONS: Digital Literacy demonstrate an understanding of the terminology associated with information and communication technology; demonstrate an understanding of the computer workstation environment; manage electronic files and folders; analyse options for accessing the Internet; apply effective techniques when conducting electronic research. Productivity Software use word processing software to create common business documents; use spreadsheet software to perform a variety of tasks; manage information, using database software. Design Software use presentation software to create and deliver effective presentations; use desktop publishing software to create publications. If desktop publishing software is not available, students may use the desktop publishing features of word processing software programs to meet the requirements of this expectation; demonstrate an understanding of the uses and design of effective websites, and develop their own web pages. Business Communications demonstrate an understanding of the characteristics of effective business documents and communications; use appropriate technology to facilitate effective communication; maintain a portfolio of exemplary work that illustrates their skills in information and communication technology, including the ability to create effective business communications. Ethics and Issues in Information and Communication Technology demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology; analyse privacy and security issues relating to information and communication technology; assess the impact of information and communication technology on personal health and the environment.

4 OUTLINE OF COURSE CONTENT: TOTAL HOURS: 110 Unit Title CONTENT: HOURS This unit investigates key information technology infrastructure, explores 1 legal and ethical issues related to technology, ergonomics, desktop Information navigation, and data entry. Students create an electronic information Technology technology reference manual of terms and explain the key infrastructures related to information technology Application Software Electronic Communication Gathering Electronic Information Information Technology and Your Future Final Summative Project This unit teaches students to develop their basic software application skills, investigate web-page design software, and assess their data entry skills on an ongoing basis. Student will track their development using Software Competencies Checklists. Document production will focus on the creation of correctly-formatted business documents in a culminating project that will require students to plan, make decisions, and create documents integrating the software applications. Documents created will be stored in files and folders that are logical and useful. This unit teaches students to develop their communication skills, and competency with software. Students investigate a variety of topics related to electronic communication, and apply their new, electroniccommunication skills to create an electronic presentation. This unit investigates information gathering from a variety of electronic sources. Students develop evaluation criteria to evaluate the electronic information gathered with respect to validity, bias, usefulness, confidentiality, and the degree to which it is up to date. Students develop an understanding of Internet connections, investigate dangers that are associated with transmission of information, and apply research and critical thinking skills in researching the business. Students learn about communication etiquette of a designated culture and apply their research findings to a variety of formats to be shared with classmates. This unit asks students to investigate information technology options in their school, and revise their information technology growth plans based on this newly-acquired information. Students will assemble a scrapbook consisting of different information technology job advertisements, use the Internet to access a variety of web sites related to locating job advertisements, and use appropriate software to produce a desktoppublished document. This culminating assignment draws together all of the strands, and will take the form of an independent ICT study. It requires a multi-stage process approach to be effective. Its final product counts as the summative assignment for the course, and is worth 30% of the final mark

5 TEACHING & LEARNING STRATEGIES Since the over-riding aim of this course is to develop a business literacy in all students, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include: Desktop Publishing Problem solving Decision Making Visual Presentations Direct Instruction Data Analysis Journal Portfolio Development Report Writing Graphing Discussion Groups Multimedia Presentations Excel Work sheets Guided internet Research Quizzes Interviews Projects Sound files Demonstrations Homework Media Reviews Silent Reading Co-operative Learning Lectures Whole Class Reading Discussions Media Presentations Role Play Oral Presentations Field Trips Films & Videos Surveys Guest Speakers Book Talks Peer Editing/Tutoring Interviews Brainstorming Reflection Guided Viewing Writing Learning Centres Note Making Character Sketch Debates Computer Activities Worksheets STRATEGIES FOR ASSESSMENT & EVALUATION OF STUDENT PERFORMANCE: Teachers will work collaboratively to regularly review the course content, instructional strategies, and assessment practices. To improve opportunities for student achievement, program modifications will be made as needed. Results from standardized tests/examinations and province-wide assessments will provide additional information on program effectiveness. Assessment: The process of gathering information from a variety of sources that accurately reflect how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers will provide students with descriptive feedback that guides their efforts towards improvement. Students will be provided with multiple and varied opportunities to practice the skills and demonstrate knowledge that reflects how well they are meeting the curriculum expectations. These assessments will enable the teacher to better assist students with their strengths and weaknesses. It is important that students use these opportunities for feedback to make progress. A student s achievement of the overall expectations is evaluated on the basis of his/her achievements of related specific expectations. Professional judgement will be used to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instructions and assessment. Evaluation: Based on the Ministry of Education s four categories of achievement; knowledge and understanding, thinking and inquiry, communication, and application and creation. Evaluation in this course will be continuous throughout the year and will include a variety of assessment methods. A-E Strategy Purpose Assessor-Evaluator Scoring Tool Textbook Use diagnostic student or teacher checklist Performance Task formative/summative student or teacher rubric Work/Task Sheets diagnostic/summative student or teacher checklist, rubric, marking scheme Problem Solving formative/summative teacher rubric/marking scheme Teacher Led Review diagnostic student or teacher checklist Written Quiz/Test formative/summative teacher marking scheme Summative Project summative teacher rubric/marking scheme

6 FINAL GRADE Categories of Mark Breakdown Percentage of Final Mark Knowledge and Understanding 15% Application 20% Thinking 15% 70% Communication 20% Final Summative Project 30% 30% All evaluations are due within the time frame specified by the teacher. If a student is absent with just cause, the student must be prepared to submit or complete the missed evaluation on the day of his/her return to school or as soon as reasonably possible. Extenuating circumstances may warrant an extension of the due date or an alternative evaluation. It is the student s responsibility to negotiate a new date with the teacher prior to the original due date whenever possible, e.g. appointments, etc. CONSIDERATIONS FOR PROGRAM PLANNING FOR BUSINESS STUDIES Program Planning Considerations for Business Studies: Teachers who are planning a program in business studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, The areas of concern to all teachers that are outlined there include the following: o types of secondary school courses o education for exceptional students o the role of technology in the curriculum o English as a second language (ESL) and English literacy development (ELD) o career education o cooperative education and other workplace experiences o health and safety Considerations relating to the areas listed above that have particular relevance for program planning in business studies are noted here. Education for Exceptional Students. In planning courses in business studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Business studies courses reflect the world of business, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents in computer applications in business, and all exceptional students can learn how to create a business that accommodates their own circumstances through entrepreneurial studies. Just as business responds to the needs and demands of the marketplace, business studies courses are largely shaped by the needs and demands of students who choose this avenue for learning. The Role of Technology in the Curriculum. In the Introduction to Business course, information technology is considered a learning tool that must be accessed by students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, spreadsheets, databases, desktop publishing, flow charts, hypermedia, animation, presentation software, and telecommunication tools, as would be expected in a business environment. Through Internet websites, students can now access resources held in libraries, archives, public institutions, and private businesses across the country and around the world. Students can find the most current information available on topics relevant to all business studies courses. ICT resources allow

7 secondary school students to conduct more far-ranging and authentic research than ever before. Although the Internet is a powerful learning tool, however, all students must be made aware of issues of privacy, safety, and responsible use, as well as of the ways in which the Internet can be used to promote hatred. English As a Second Language and English Literacy Development (ESL/ELD). Business studies can provide a wide range of options to address the needs of ESL/ELD students. Since business seeks ways to address the needs of diverse markets and communities, students can apply their own experiences and backgrounds to analyse various markets needs and business strategies. In addition, since businesses require employees with a wide range of skills and abilities, many students will learn how their backgrounds and language skills can contribute to business success. Antidiscrimination Education in Business Studies. Antidiscrimination education promotes a school climate and classroom practice that encourage all students to work to high standards, ensure that they are given a variety of opportunities to be successful, affirm their self-worth, and help them strengthen their sense of identity and positive self-image. The business studies curriculum is designed to help students acquire the habits of mind that are essential in a complex democratic society characterized by rapid technological, economic, political, and social change. These include respect and understanding with regard to individuals, groups, and cultures in Canada and the global community, including an appreciation and valuing of the contributions of Aboriginal people to the richness and diversity of Canadian life. They also involve respect and responsibility for the environment and an understanding of the rights, privileges, and responsibilities of citizenship. Learning the importance of protecting human rights and of taking a stand against racism and other expressions of hatred and discrimination is also part of the foundation for responsible citizenship and ethical business practice. In business studies, students will learn about the changing workplace and the Canadian and global economy. They will learn how business is carried out effectively and equitably in the local and global workplace and how it is affected and enhanced by the diversity of the global marketplace. Learning activities in business studies courses should be inclusive in nature, reflecting diverse points of view and experiences. They should enable students to become more sensitive to the experiences and perceptions of others, to value and show respect for diversity in the school and in the wider society, and to make responsible and equitable decisions in their personal and business relationships. The critical thinking and research skills acquired in business studies courses will enable students to recognize bias and stereotyping in text and images, as well as discriminatory attitudes that create barriers to productive relationships in business and trade. Career Education. Business studies can help prepare students for employment in such diverse areas as smallbusiness creation, marketing, management, accounting, government service, and international business. The skills and knowledge that students acquire through business studies are essential for a wide range of careers. Students gain an understanding of various aspects of business functions and practices, such as management, marketing, accounting, and entrepreneurship. In addition, the personal management, interpersonal, and career development components of career education in the business studies curriculum will prepare students for success in their working lives. The business studies curriculum can also help students to appreciate the variety of types of businesses so that they can begin to determine which types are suited to their backgrounds and interests. Cooperative Education and Other Workplace Experiences. By applying the skills and knowledge they encounter in this Business course, students will be ready to connect their classroom learning to real-life activities in the world of business and public service. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields, including small-business operations, corporate management and operations, marketing, accounting, and government service. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Health and Safety. The business studies program provides for exploration of a variety of concepts relating to health and safety in the workplace especially ergonomics. In planning learning activities to help students achieve the curriculum expectations, teachers need to ensure that students have opportunities to consider health, safety, and security issues.