Course Outline – Introduction to Business Grade 10

Napanee District Secondary School

Date: February 2011 Teacher: Ms Wood/Ms

Savage
Department: Business Studies Department Head: Ms L
Bongard
Credit Value: 1.0 Course Codes:
BBI2O2/BTT1O2
Prerequisite(s): none
Policy Documents
The Ontario Curriculum: Grades 9 and 10 Business Studies (2006)
Ontario Secondary Schools 9 to 12 - Program and Diploma Requirements (1999)
Course Description
This course continues to introduce students to the world of business. Students will develop an
understanding
of the functions of business, including accounting, marketing, human resources, and of the
importance of ethics and social responsibility in domestic as well as international business.
The course has a strong component of personal finance where students learn about taking
care of their money now and in the future. The business theory also incorporates extensive
use of computer technology and develops an understanding of transferable software skills.
Business Simulation software will be used to replicate the ups and downs of business
ownership.

Achieve
Overall Curriculum Expectations d
By the end of this course, students will:

Strand 1: Business Fundamentals
3 demonstrate an understanding of ethics and social responsibility in business
4 demonstrate an understanding of the benefits and challenges for Canada in the
field of international business
Strand 2: Functions of a Business
5 explain the role of production in business
6 explain the role of human resources in business
8 demonstrate an understanding of the importance and role of marketing in
business
9 demonstrate an understanding of the importance and role of accounting in
business
Strand 3: Finance
11 demonstrate an understanding of income and spending issues facing
individuals and businesses
12 demonstrate an understanding of how banks and other financial institutions
operate
13 demonstrate an understanding of effective investment practices
14 analyze the role and importance of credit in personal and business finance
Strand 4: Entrepreneurship
15 describe characteristics and skills associated with successful entrepreneurs
and demonstrate an understanding of the contributions to Canadian business of
selected entrepreneurs
Strand 5: Information & Communication Technology
ICT 1manage electronic files
ICT 2apply effective techniques when conducting electronic research
ICT 3use word processing software to create common business documents
ICT 4use spreadsheet software to perform a variety of tasks
ICT 5use presentation software to create and deliver effective presentations
ICT 6use desktop publishing software to create publications
ICT 7 demonstrate an understanding of the characteristics of effective business
documents
ICT 8 use appropriate technology to facilitate effective communication
Summative Assessment Tasks (70% of final grade):
Overall
Description of Expectati
Goals for next
Summative Assessment ons Result:
summative:
Task/Method of Evaluation Evaluate
d
Unit #1 Running the Show Report
In groups, students will run a business in the
Carleton Business School SBC challenge for 6 5-9,15
weeks. Students will keep a personal diary
of events and a final reflection that reports
on their businesses challenges and
achievements. Report will also include an
analysis of their businesses’ financial ICT 1–4
performance using Excel.
Word, Excel, Internet
Unit #1 Test Students will write a test
that covers knowledge, application and
thinking elements of the unit curriculum. The
5-9
test will have a variety of question types
such as matching, true/false and short
answer.

Unit #2 Microcredit Competition

In groups, students will operate a business
using a microcredit loan. They will decide on
their product or service, then sell it with the 8
aim to generate the most profit within a
certain time period. The profit they earn will
be donated to a charity of their choice. Each
member will keep a portfolio of work and a ICT 1-8
diary of events to submit for evaluation.
Word, Excel, PowerPoint, Publisher,
Advanced Internet research
Unit #2 Test; Students will write a test
that covers knowledge, application and
thinking elements of the unit curriculum. The
5-9
test will have a variety of question types
such as matching, true/false and short
answer.

Unit #3 Personal Finance Challenge 11-14

Students will give advice to their ‘clients’
who are confused about their personal
money matters. ICT 2-4
Excel, Word, Advanced Internet
research

Unit #3 Test; Students will write a test

that covers knowledge, application and
thinking elements of the unit curriculum. The
11-14
test will have a variety of question types
such as matching, true/false and short
answer.

Final Summative (culminating) Tasks (30% of final grade):

Description of Overall Expectations
Final Summative Task/Method of Evaluation Evaluated
Business Consultant
Students choose 5 tasks of their choice to complete 3-9,15
based upon a Canadian corporation of their choice.
Students will present findings as well as submitting a
report.
ICT 1-8
Publisher, Advanced Internet research, Word, Excel,
PowerPoint,
Note: the tasks within the summatives above may change over the course of the semester to allow for teachers
to respond to evidence of student learning. Students will be notified in advance of any changes to the ANY
summative tasks.
Assessment and Evaluation Overview:

1. Learning Skills Achievement:

Learning skills are crucial to academic, career and personal success. Learning skills
are also linked to EMPLOYABILITY skills and these skills are what employers are
looking for when they are hiring new employees:

 Works Independently (e.g. accepts responsibility for completing tasks,

follows instructions, completes assignments on time and with care, uses time
effectively)
 Teamwork ( e.g. works willingly and cooperatively with others, is sensitive to
the needs of others, takes responsibility for sharing the work, shows respect for
the ideas and opinions of others)
 Organization (e.g. organizes work, creates a plan to complete tasks,
demonstrates ability to organize and manage information)
 Work habits/Homework (e.g. puts forth consistent effort, completes
homework on time and with care, uses time effectively, perseveres with
complex tasks that require effort)
 Initiative (e.g. responds to challenges and takes risks, seeks out opportunities
for learning, identifies problems to solve, seeks additional information,
generates questions for inquiry)

2. Achievement of Overall Course Expectations:

Diagnostic and Formative Assessment Tasks will be used throughout the
course and may include anecdotal observations, questioning for understanding,
quizzes, assignments, activities and investigations. Feedback provided on these
assessment tasks will be used to help students and teachers to determine next
steps to increase student mastery of the overall course expectations. These
assessment tasks will not be used in the determination of grades.

Summative Assessment Tasks will usually be used at or near the end of an

instructional unit and may include unit tests, performance tasks, products,
portfolios of student work, and projects. Evaluation of the summative assessment
tasks will be used to determine the term grade and will be worth seventy percent
(70%) of the final mark for the course. The mid-term mark will be derived from
evaluation of the summative assessment tasks completed up until that point. As
students progress through the course, the grade will represent the student’s most
consistent level of achievement of overall expectations. Where overall
expectations are evaluated more than once during the term, evidence of growth
will be considered in determining the final grade.

Final Summative Tasks will be used at or near the end of the course. Thirty
percent (30%) of the final grade will be based on the evaluation of final
summative tasks in the form of an examination and/or other culminating activities.
The tasks will be based on overall expectations from all strands and across the
categories of knowledge and understanding, thinking, application and
communication.

3. Late or Missing Assignments:

Students are expected to hand in assignments by the stated deadlines. If a student
is unable to meet the deadline for a specific unavoidable reason, he or she should
contact the teacher ahead of time to arrange either a later deadline, or an alternative
assignment. It is important that all summative assessment tasks are completed so
that there is sufficient evidence of achievement of the overall expectations for a
credit to be granted. Marked summatives will not be handed out until ALL
students have handed in their work.

4. Academic Honesty:
Academic dishonesty, including instances of plagiarism and cheating, are serious
breaches of the school code of conduct. Any cases of academic dishonesty will
be reported to the school administration and a plan of action will be
implemented. Students may lose the opportunity to demonstrate achievement of
course expectations by means of that assignment, but achievement of those
expectations may still be demonstrated without penalty on other assignments.
Wherever possible, alternate assignments will be used in addition to the
disciplinary action. Disciplinary action may include:

 referral to administration;
 documentation of occurrence;
 informing the parent/guardian;
 a compensatory task (e.g., writing an article about “ethics”);
 academic assistance;
 suspension;
 loss of credit due to lack of sufficient evidence.

5. Teaching and Learning Strategies:

In Business Studies, our teachers aim to engage students in a variety of ways of
learning. Business studies courses lend themselves to a wide range of approaches in
that they require students to discuss issues, solve problems using applications
software, participate in business simulations, conduct research, think critically, work
cooperatively, and make business decisions. Some of the teaching and learning
strategies that are suitable to material taught in business studies are the use of case
studies and simulations, teamwork, brainstorming, mind mapping, problem solving,
decision making, independent research, personal reflection, seminar presentations,
direct instruction, and hands-on applications. In combination, such approaches
promote the acquisition of knowledge, foster positive attitudes towards learning, and
encourage students to become lifelong learners.

6. Education for Exceptional Students:

All students require support from teachers, classmates, family, and friends in order to
thrive and to gain full benefit from their school experience. Some students have
special needs that require supports beyond those ordinarily received in the school
setting. These needs may be met through accommodations. Accommodations to
meet the needs of exceptional students are set out in their Individual Education
Plans. There are three types of accommodations. Instructional accommodations are
changes in teaching strategies, including styles of presentation, methods of
organization, or use of technology and multimedia. Environmental accommodations
are changes that the student may require in the classroom and/or school
environment, such as preferential seating or special lighting. Assessment
accommodations are changes in assessment procedures that enable the student to
demonstrate his or her learning, such as allowing additional time to complete tests or
assignment, or permitting oral responses to test questions.

Course Notes

Since the course revolves around a business application concept the class will be
run similar to a business environment. Students will be treated as employees
and are expected to be punctual, meet deadlines, and follow directions.

Keys to success include......

 Attending every class and arrive on time – just as you would for a job!
 Showing up to work and participate positively towards any classroom
discussions
 Handing in all homework and assignments
 ASKING QUESTIONS if, at any time, you don’t know something or are not
clear on a topic
 Respecting all persons and property within the classroom
 Remembering that you have the greatest control over your own
performance in this and any course.
 Always trying your best......who could ask for more!
 PARENTS/GUARDIANS keeping involved in their child’s education and in
contact with their teachers when necessary

Student and Parent/Guardian Signatures

We have read and understood this course overview and agree to its contents.

Student Signature: _____________________________ Date: _______________________

Parent/Guardian Signature: _______________________ Date:
________
________
_______

BBi 2O Course of Study

Tests will be based
Unit 1: Functions of Business on theory and
concepts learned in
Marketing
class and in the
Accounting
business
simulation lessons
Human Resources
Management

Unit 2: International Business & Ethics

Stakeholders
International Trade
Fair Trade
Ethics and Corporate Social Responsibility

Unit 3: Personal Finance

Banking
Credit
Savings
Investing