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COURSE OUTLINE

Course Title: Introduction to Business
Course Code: BBI1O/2O
Grade: 9 / 10
Course Type: Open
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 9 and 10, 2006
Department: Business Studies
Course Developer: Mr. Stephen Baker
Development Date: July 2001
Course Revised by: Mr. Stephen Baker and Mrs. Deb Homuth
Revision Date: 2007

Course Description:

This course introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility.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.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Personal Finance In this unit students will explore the dimensions of personal finance including income sources, budgeting, financial planning and the use of credit. Through this exploration, students will identify educational requirements to achieve the level of income desired; examine work and employability skills to ensure personal growth and development; and examine financial goals and the strategies to achieve them.	18 hours
Unit 2	Role and Impact of Business This unit introduces students to various types of business ownership, distinguishing features and advantages and disadvantages of each. They will research growth trends in businesses and business sectors. An evaluation of the impact of businesses on the community includes how businesses influence standards of living and quality of life, social and environmental issues in the community and change in the community.	24 hours
Unit 3	Entrepreneurship This unit allows students to discover the meaning of entrepreneurship and identify characteristics and skills demonstrated by entrepreneurs. They research a variety of entrepreneurs and analyze their own entrepreneurial strengths and skills. Through community involvement, students develop an understanding of how opportunities are identified and ventures created. Special emphasis is placed on inventions and innovations.	24 hours
Unit 4	Conducting a Business and the Changing Workplace This unit will introduce students to current issues affecting the nation's business. The role of marketing, accounting, human resources, and management in business success is highlighted.	24 hours
Unit 5	International Business This unit introduces students to the impact of trade on a nation's economy by describing its key international economic relationships and understanding how and why nations become interdependent. Students determine how businesses are affected by changes in market conditions and the environment in which business operates.	18 hours
	Final Examination	2 hours
	Total	110 hours

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:

Visual presentations	Problem solving	Decision Making
Textbook use	Direct Instruction	Data Analysis
Journal	Portfolio	Report
Graphing	Discussion Groups	Multimedia presentations
Work sheets	Guided internet Research	Field Trips
Interviews	Projects

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Multiple Choice Quizzes	Diagnostic	Self	Marking Scheme
Checklist	Diagnostic	Self	Checklist responses
Criteria Development and application	Diagnostic	Self	Checklist responses
Discussion board posting / chart	Assessment	Self/teacher	Rating scale
Discussion board posting / questions	Assessment	Self/teacher	Checklist
Discussion board posting / research	Assessment	Self/teacher	Checklist
Discussion board posting / problem based learning	Assessment	Self/teacher	Rubric
Discussion board posting / internet research	Assessment	Self/teacher	Rating scale
Discussion board posting / role playing	Assessment	Self/teacher	Rating scale
Worksheet	Evaluation	Teacher	Checklist
Unit Tests	Evaluation	Teacher	Marking scheme
Field trip and report	Evaluation	Teacher	Checklist
Role Playing	Evaluation	Teacher	Rating scale
Field trip and report	Evaluation	Teacher	Rubric
Field trip and research	Evaluation	Teacher	Rubric
Report	Evaluation	Teacher	Rubric
Simulation report	Evaluation	Teacher	Rubric
Multimedia presentation	Evaluation	Teacher	Rating scale
Excel worksheet	Evaluation	Teacher	Rubric
Final Exam	Evaluation	Teacher	Checklist/Rating Scale

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the activity. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations

The Role and Impact of Business
Overall Expectations
RBV.01X	demonstrate an understanding of how businesses respond to needs, wants, and demand;
RBV.02X	compare types of businesses;
RBV.03X	evaluate the impact of businesses on their community.
Conducting Business in a Competitive Marketplace and the Changing Workplace
Overall Expectations
CCV.04X	analyze the major factors influencing the success of Canadian business;
CCV.05X	determine how businesses are affected by variations in market conditions and environments for conducting business;
CCV.06X	determine how current issues affect Canadian businesses;
CCV.07X	explain the importance and role of human resources and sound management in business;
CCV.08X	explain the role of marketing and accounting in business.
Personal Finance
Overall Expectations
PFV.09X	distinguish the various ways in which individuals and households can acquire income and other benefits;
PFV.10X	develop skills in managing personal income effectively, such as budgeting, planning, saving, and investing;
PFV.11X	analyze the role and importance of consumer credit.
Entrepreneurship
Overall Expectations
EPV.12X	identify characteristics and skills associated with successful entrepreneurs;
EPV.13X	evaluate the roles and contributions of entrepreneurs;
EPV.14X	analyze the importance of invention and innovation in entrepreneurship.
International Business
Overall Expectations
NBV.15X	describe how nations become interdependent through international business;
NBV.16X	analyze the impact of trade on the Canadian economy;
NBV.17X	describe Canada’s key international economic relationships.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final examination administered at the end of the course. It will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions as well as long-answer type qestions.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Charts - Grades 9-12, Business Studies

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions, procedures)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, principles, theories, relationships, methodologies and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, interpreting, assessing, reasoning, generating ideas, evaluating, integrating, synthesizing, seeking a variety of perspectives, forming conclusions)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., evaluation of business situations, problem solving, decision making, detecting bias, research)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication -The conveying of meaning through various forms
	The student:
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)	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
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	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms, including electronic forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, use of technology and materials) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., choice of tools and software, ethical standards, concepts, procedures, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., connections between business studies and personal experiences, opportunities, social and global challenges and perspectives; crosscurricular and multidisciplinary connections)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

• BBI10/20 Online Course of Study
• dictionary
• Excel spreadsheet Computer Program or substitute
• Microsoft Word wordprocessor or substitute
• Magazines and newspaper advertisements
• two Financial Institution Credit Card Application Forms and Brochures
• calculator
• various internet websites
• Career Planning brochures and information
• various consumer products found in the home
• various business brochures - i.e. Franchise Operations
• various consumer product packages and labels

Reference Texts:

• Exploring Business for the 21st Century, Michael E. Liepner, Jane G.N. Magnan, Alan Wasserman, McGraw-Hill Ryerson, 2001
• The World of Business, Terry G. Murphy, Jack Wilson, David Notman, Thomson Nelson, 2001

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, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• 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. Within the Introduction to Business course, students will study hardware components, operating systems, and issues such as email spam, security and viruses, and will consider the importance of ergonomically designed work environments.

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.

Career Education. Business studies can help prepare students for employment in such diverse areas as small-business 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. Teachers of business studies should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

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. Health and safety issues must be addressed when learning involves cooperative education and other workplace experiences. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students understand the importance of issues relating to health and safety in the workplace. Before taking part in workplace learning experiences, students must acquire the knowledge and skills needed for safe participation.