BTT1O/BTT2O. Peel Secondary Schools Course Outline Course Units with Learning Goals / Overall Expectations. Course Outline / Strands

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1 LORNE PARK SECONDARY Grade 9/10 BUSINESS BTT1O/BTT2O Information and Communication Technology in Business, Grade 9 or 10, Open Course Outline / Strands 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. The strands in the Information and Communication Technology in Business course are: Digital Literacy Productivity Software Design Software Business Communications Ethics and Issues in Information and Communication Technology Source : The Ontario Curriculum : Business Studies Grades 9 and 10 Revised 2006 Course Units with Learning Goals / Overall Expectations Unit 1 : Digital Literacy identify the skills and competencies needed to work effectively in a technology environment assess their personal competencies and skills in technology demonstrate an understanding of the information technology terminology demonstrate an understanding of the computer workstation environment manage electronic files and folders analyse options for accessing the Internet use an accepted citation format (e.g., MLA, APA) to acknowledge electronic sources Unit 2 / 3: 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. use desktop publishing software to design and create a variety of publications for specific audiences and enhance publications design and create web pages for specific purposes and audiences. Unit 4 : Business Communications Research / Ethics and Issues demonstrate an understanding of the characteristics of effective business documents and communications use appropriate technology to facilitate effective communication use etiquette appropriate to the audience and purpose when communicating electronically. apply effective techniques when conducting electronic research compare the purposes and target audiences and identify guidelines for developing effective websites evaluate websites for usefulness, accuracy, validity, bias, appropriateness, and currency 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 1

2 health and the environment. Unit 5 : Summative Portfolio assess their personal competencies and skills in information and communication technology create a portfolio by selecting samples of their work, including business communications, that illustrate their skills and competencies in information and communication technology. Knowledge and Understanding: 15-25% Thinking: 15-25% Application 25-35% Communication: 25-35% TERM Component Course Weighting 70% of Overall Mark Note: As evaluations and assignments will change depending upon student knowledge, skills and learning goals so that the exact overall weighting of components can only be determined effectively as the term progresses. Achievement Chart Category Knowledge Subject-specific content acquired in the course (knowledge), and the comprehension of its meaning and significance (understanding) Evidence of Learning from Observations, Conversations, Student Products Knowledge of content (e.g., facts, terms, definitions, procedures) Understanding of content (e.g., concepts, principles, theories, relationships, methodologies and/or technologies) 2

3 Thinking The use of critical and creative thinking skills and/or processes Use of planning skills (e.g., focusing research, gathering information selecting strategies, organizing a project) Use of processing skills (e.g., analysing, interpreting, assessing, reasoning, generating ideas, evaluating, integrating, synthesizing, seeking a variety of perspectives, forming conclusions) Use of critical/creative thinking processes (e.g., evaluation of business situations, problem solving, decision making detecting bias, research) Application The use of knowledge and skills to make connections within and between various contexts Application of knowledge and skills (e.g., concepts, procedures, processes, use of technology and materials) in familiar contexts. Transfer of knowledge and skills (e.g., choice of tools and software, ethical standards, concepts, procedures, technologies) to new contexts. Making connections within and between various contexts (e.g., connections between business studies and personal experiences, opportunities, social and global challenges and perspectives; cross curricular and multidisciplinary connections) Communication: The conveying of meaning through various forms Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms, including electronic forms (e.g., presentations, charts, graphs, tables, maps, models, web pages, spreadsheets, flyers, financial statements, letters, memos, reports). Communication for different audiences (e.g., peers, business clients, company supervisor) and purposes (e.g., to inform, to persuade) in oral, visual, and written forms, including electronic forms. Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms, including electronic forms 3

4 SUMMATIVE Component Course Weighting 30% of Overall Mark Knowledge/Understanding: 25-30% Thinking: 20-25% Application: 25-30% Communication: 20-25% Achievement Chart Category Knowledge Knowledge of content (e.g., facts, terms, definitions, procedures) Understanding of content (e.g., concepts, principles, theories, relationships, methodologies and/or technologies) Thinking Use of planning skills (e.g., focusing research, gathering information selecting strategies, organizing a project) Use of processing skills (e.g., analysing, interpreting, assessing, reasoning, generating ideas, evaluating, integrating, synthesizing, seeking a variety of perspectives, forming conclusions) Use of critical/creative thinking processes (e.g., evaluation of business situations, problem solving, decision making detecting bias, research) Application Application of knowledge and skills (e.g., concepts, procedures, processes, use of technology and materials) in familiar contexts. Transfer of knowledge and skills (e.g., choice of tools and software, ethical standards, concepts, procedures, technologies) to new contexts. Making connections within and between various contexts (e.g., connections between business studies and personal experiences, opportunities, social and global challenges and perspectives; cross curricular and multidisciplinary connections) 4

5 Communication Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms, including electronic forms (e.g., presentations, charts, graphs, tables, maps, models, web pages, spreadsheets, flyers, financial statements, letters, memos, reports). Communication for different audiences (e.g., peers, business clients, company supervisor) and purposes (e.g., to inform, to persuade) in oral, visual, and written forms, including electronic forms. Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms, including electronic forms Student Responsibilities with Respect to Evidence for Evaluation Vital Information for Students Success Criteria for completing this course (including learning skills and work habits): Late and Missed Assignments: If students have not provided evidence of their learning before evaluation takes place, teachers may use a zero as a placeholder in their mark book. A zero provides teachers with an opportunity to discuss with the student and parent the student s obligation to provide evidence of learning and for the student to be responsible for their learning. A zero may also be used to assign value to student work where the student has plagiarized or cheated until the student has demonstrated his or her learning. Work that is not completed on either a negotiated or absolute deadline may not be evaluated and may result in a mark of zero. In some cases, according to the professional judgment of the teacher, a late penalty of up to 10 per cent may be deducted from the student s assignment mark for work handed in up to five school days after a negotiated deadline. (Please refer to the student planner for full assessment policy details) Plagiarism and Cheating: It is your right to be evaluated fairly and to be given honest feedback about your academic progress and achievement. It is your responsibility to ensure that all work that you submit for evaluation is your own. Plagiarism is the action of taking and using as one's own, the thoughts, writings or inventions of another. It could be an idea, design, passage or 5

6 work. Plagiarism exists if a student copies word for word and it also exists if a student takes and uses an idea or work without giving proper annotation (i.e. to note the author or source of the information including the internet). For proper documenting and acknowledging of sources, consult with the subject teacher or the teacher-librarian. Cheating in any form is unacceptable. Cheating may include but is not limited to: asking another student for information from a previous test, glancing at another student s test paper, copying homework or using information from the internet without quoting sources, Provision of your work to another student for the purpose of allowing them to achieve a better result would also be considered academic dishonesty. Use of electronic devices to transmit materials to other students during assessments or to share information about what is on an assessment is prohibited. L.P.S.S has a very detailed plagiarism policy based upon progressive discipline. Consequences for academic dishonesty range from re-writing the assignment under supervision, assignment of a zero, suspension, or possibly loss of credit. The plagiarism policy was distributed to all students at the start of the school year and is posted on the school website. Homework, Assignments and Effective Communication: Completion of assigned work with care and attention to detail and project requirements is very important to student success in this course. Issues regarding completion and submission of student work should be brought to the attention of the teacher before the deadline for submission. Timeline and Due Dates for Completion of Final Evaluation Summative: The Summative Project is worth 30% of the overall mark awarded. The summative is in class and takes place during the last 8 full periods of the course. The project is divided into two main sections: Presentation ( where the student will present a summary of their project ) and project documentation ( the files and documents required for the project). It is very important that the student be present during the in class summative period as all work must be completed in-class. 6

7 Other Information for Students and Parents: Course Website: Contact Teacher: Mr Edward Panning / edward.panning@peelsb.com 7