Course Type: Open Technology in Business Grade: Grade 9 Prerequisite: None Credit Value: 1 Corequisite: None Date of Development:

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1 Algonquin & Lakeshore Catholic District School Board Holy Cross Catholic Secondary School BTT 1O COURSE OUTLINE Grade 9 Introduction to Information Technology in Business Department: Technological Education Department Head: Mr. J. Esford Ministry Document: Business Education Course Code: BBT 1O Introduction to Information Course Title: Course Type: Open Technology in Business Grade: Grade 9 Prerequisite: None Credit Value: 1 Corequisite: None Date of Development: 1. Course Description 02/05/2007 Date Reviewed: 02/09/2011 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. 2. Ontario Catholic School Graduate Expectations (Institute for Catholic Education) The life roles, knowledge, skills and attitudes outlined in this document describe the distinctive expectations that the Catholic community has for graduates of Catholic secondary schools. The graduate is expected to be; a discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God s presence through word, sacrament, prayer, forgiveness, reflection and moral living; an effective communicator who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values; a reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good; a self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential; a collaborative contributor who finds meaning, dignity and vocation in work which represents the rights of all and contributes to the common good; a caring family member who attends to family, school, parish, and the wider community; and a responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life. 3. Choices Into Action (Guidance and Career Education Policy, Grades 1 to 12, MOET 1998) The study of Information Technology supports Choices Into Action and helps students prepare for their adult and working life with a focus on three areas of student learning: learner development, interpersonal development, and career development. Learner development helps students to set and achieve learning goals, monitor their own learning and become self-directed as learners. Interpersonal Development helps students understand and take control of their behaviour, and be able to choose ways of interacting positively with others in a variety of roles and contexts. Career development helps students make informed and appropriate choices and implement successful transitions from school to education, work, and life roles. These are essential skills for academic, interpersonal, and career success.

2 4. Units & Overall Expectations (The Ontario Curriculum, Grades 9 and 10, Business Education, MOET 2006) Note that units may be taught in an independent or an integrated manner and they are listed in no particular order below. Unit 1 - Digital Literacy Students will demonstrate an understanding of the terminology associated with information and communication technology. They will demonstrate an understanding of the computer workstation environment and manage electronic files and folders;. Students will also analyse options for accessing the Internet and apply effective techniques when conducting electronic research. Unit 2 - Productivity Software Students will use word processing software to create common business documents, use spreadsheet software to perform a variety of tasks and manage information using database software. Software to be used include the Microsoft Suite applications (Word and Excel) and Filemaker Pro. Internet based productivity software will also be explored. Unit 3 - Design Software Students will use graphic software to manipulate visual images, presentation software to create and deliver effective presentations and use desktop publishing software to create publications. They will also demonstrate an understanding of the uses and design of effective websites, and develop their own web pages. Software to be used include the Microsoft Suite applications (PowerPoint and Publisher), Dreamweaver and Photoshop Elements. Unit 4 -Business Communications Students will demonstrate an understanding of the characteristics of effective business documents and communications and use appropriate technology to facilitate effective communication. They will also maintain a portfolio of exemplary work that illustrates their skills in information and communication technology, including the ability to create effective business communications. Unit 5 -Ethics and Issues in Information and Communication Technology Students will demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology. They will analyse privacy and security issues relating to information and communication technology. Students will also assess the impact of information and communication technology on personal health and the environment. 5. Learning Skills (Growing Success, Assessment, Evaluation, and Reporting In Ontario Schools, First Edition, Covering Grades 1 to 12, 2010, Ontario Ministry of Education) Student learning skills will be assessed and recorded separately from achievement of curriculum expectations on their report card (using a four-point scale: E-Excellent, G-Good, S-Satisfactory,N-Needs Improvement) in the following areas: * Responsibility(fulfils responsibilities,completes&submits work on time,manage own behaviour) * Organization(plan,time management,uses technology&resources to complete tasks) * Independent Work(independently monitors work,uses class time appropriately,min.supervision) * Collaboration(Shares group work,positive interaction, resolves challenges,shares resources) * Initiative(Open to new ideas,innovation,interest in learning,positive attitude,protects rights) * Self-regulation(sets&monitors personal goals,seeks assistance,assesses needs,effort)

3 6. Accommodations Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an Individual Education Plan (IEP) and will be communicated to parents. Selections from the following may be considered for use: * provide photocopies * set up a study plan with the student * give extra time on a given task * highlight key points on print materials * provide one-on-one instruction * model a variety of test-taking strategies * pair the student with a study buddy * use simple language and directions * provide a quiet place to work * provide organizational tools 7. Assessment and Evaluation (Administrative Procedures, Secondary School Policy for Assessment, Evaluation, Grading and Reporting, Grades 9-12, ALCDSB September, 2006) Students will be assessed and evaluated based on their achievement of the specific course learning expectations. Student achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories, for example: 15% Knowledge & Understanding facts, technical terminology, procedures, standards 5% - 10% Thinking & Inquiry evaluating practices, identifying problems, planning 5% - 10% Communication communicate in various forms / audiences / purposes 35% - 40% Application use of equipment, skills, technology 70% Total Term Work Summative evaluation Course Work Evaluation 70% of the grade will be based on term work evaluations conducted throughout the course. This portion will reflect the student s most consistent level of achievement. Summative Evaluation 30% of the grade will be based on a final evaluation in the form of a culminating project / activity. This portion will reflect the student s most recent level of achievement. 70% Course work 30% Culminating project / activity 100% Total Mark 8. Due Dates - Holy Cross Late Policy (Note that this policy is presently being reviewed) A due date is set providing the students with adequate time to complete the evaluation piece. Work not submitted on the due date will be considered late and will be penalized as follows: - 1 school day late will be penalized 5% or half of a level school days late will be penalized 10% or up to 1 level This provides the students with 5 school days to submit the work or 1 calendar week.

4 If the work is not submitted in these 5 school days then 1 of the following will occur : a) The student completes the work under teacher supervision during lunch hour, with the Student Success teacher, or in Study Hall during that week b) The student agrees to complete, within one week - 5 school days, an alternative evaluation piece set by the teacher. c) A phone call is made between the teacher and the parent (if student is under 18) where it is discussed that neither option A or B is satisfactory to the student and that a zero will be assigned for the work. Furthermore, this zero will have an impact on their final grade. This ensures that all partners are involved in monitoring academic progress. 9. Assessment & Evaluation Strategies An appropriate selection of assessment strategies will be used which will allow evaluation of student achievement of the curriculum expectations. Selections from the following list of assessment and evaluation tools may be used: * tests * checklists * quizzes * learning skills track sheet * rubrics / achievement charts * oral questions & review * peer & self evaluation * oral critique * drafts/attempts/feedback/benchmarks * formative projects * summative culminating project / activity 10. Teaching / Learning Strategies A variety of instructional methods and strategies will be used which will facilitate student learning. Selections from the following list of teaching / learning strategies may be used: * lectures * teacher and student demonstrations * audio / visual presentations * computer based assignments * student-centred activities * team projects * internet based research 11. Key Dates, Special Events, Additional Considerations Students will be using software that they may not have access to outside of the school. The expectation therefore is that computer based assignments will be completed at school. The computer labs are often available at lunch and after school but students are responsible for ensuring they have access to the computer outside of class time if required.

5 Since students are expected to use the Internet on a regular basis, students and parents must sign the ALCDSB Junior/Intermediate Student Acceptable Computer Use Agreement. 12. Learning Resources Selections from the following learning resources may be used: * instructional and information web sites * books, magazines and newspapers * student exemplars * tutorial software 13. Board, School, Department and Classroom Policies The following policies apply to this course: * Administrative Procedures. October Secondary School Policy for Assessment, Evaluation, Grading and Reporting, Grades 9-12, * Holy Cross Catholic Secondary School. September Student Code of Conduct and Behaviour. Student Handbook, * Rules and Regulations Governing Shop Safety. September Holy Cross Catholic Secondary School, Technological Education Department. * Student Acceptable Computer Use Agreement - Junior/Intermediate, Algonquin and Lakeshore Catholic District School Board.