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, 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 Allocated|
|Basics of Computing|
This unit provides students with a strong foundation of knowledge on the history of computing, computer functionality, and proper ways to use a computer in a business setting. Topics include the parts of a computer, networking, graphical user interfaces, and storage options as well as ergonomics and health while using a computer. Knowing the basics of computing helps students understand the functionality of programs and computer features they will use throughout the remainder of the course. Ergonomics and health education teaches students how to finish the course in a safe and healthy way. Students will have the opportunity to reflect on computer functionality as well as the importance of ergonomics.
Without communication, a business cannot operate on a daily basis. In today’s world, there are more methods of communication than ever before, including texting, emails, and chat software. While many people are familiar with different forms of communication, many do not know how to optimize their functionality and use them appropriately. In this unit, students will explore different forms of communication in detail and how to use them effectively and efficiently in a business setting. Particular attention is paid to creating emails, writing appropriate messages for a particular audience or purpose, and ethics in the workplace. Students will have opportunities to create appropriate messages for different situations as well as explore and analyze acceptable use policies in the workplace.
The internet is essential for business in today’s world, but a few decades ago, it did not exist. Businesses around the world very quickly became experts at networking and computing to keep up with colleagues and competitors alike. This unit explores how the internet changed over time, its impact on the business world, the ways in which devices connect to the internet, the role of service providers, the importance of internet security, and the infrastructure that makes the internet available. Students will have the opportunity to investigate how various internet-enabled devices are used differently in work and home environments.
The internet is a great tool, but it is not very useful in a business environment if it is not used effectively and efficiently. In this unit, students will learn how to optimize web searches, utilize browser features, evaluate electronic sources, and conduct market research. Students will have the opportunity to conduct their own market research and analyze websites for specific business purposes.
|Websites in Business|
Electronic databases and websites are great for conducting research, but businesses also need to create their own websites for marketing and to share information. In this unit, students will be introduced to the traits of effective website design, creating websites for specific audiences and business types, and using features and content to attract customers and clientele. Students will have the opportunity to implement their newly gained knowledge by creating their own web pages.
|Marketing in Business|
Technology has greatly altered how businesses advertise and present their brands or products. From websites to social media, knowing how to create an effective ad is incredibly important to the success of any business. In this unit, students will learn the basics of graphic design principles to create effective advertising with desktop publishing software and successful presentations communicating their brand or product’s purpose in the best possible way. Students will have the opportunity to apply their new skills by creating presentations reflecting real-world marketing situations.
Computers are often at every desk in a business environment, and they are commonly used to create various documents essential to smoothly running a business. In this unit, students will learn how to use word processors, spreadsheet software, and database software to create effective and useful business documents. Students will also learn and practice effective business writing skills.
|Privacy and Security in ICT|
Connecting to the internet is essential, but it can also be potentially dangerous for businesses. As a result, they need to protect their many documents and communications from several outside threats. In this unit, students will learn the ins and outs of privacy and security in ICT. Lessons focus on the threats businesses face, such as viruses, malware, and cyberbullying, as well as solutions to keep employees and employers safe from such threats. Through case studies, students will explore real-life security breaches of large and small businesses.
|Legal and Ethical Issues in ICT|
ICT has allowed businesses to reach a world of potential markets, but this is not without its challenges. In this unit, students will learn about legal and ethical issues businesses encounter. Lessons focus on threats posed by sharing and finding information as well as how access to information or lack thereof affects individuals and society as a whole. Students will explore case studies on how limited access to ICT affects the success of businesses and industries in certain communities.
|A Purposeful Portfolio|
In this unit, students will learn how a variety of ICT skills and competencies are required for employees in today’s workforce. Lessons focus on exploring the skills and competencies of a variety of careers in ICT and the pathways to obtain these positions. Students will also have the opportunity to explore their own skills and competencies and learn how to present them to potential employers.
This project is worth 30% of the final grade. Students will present a portfolio of newly created items or revised items created throughout the course. This provides students with a strong opportunity to implement feedback given to them throughout the course and demonstrate their knowledge of curriculum expectations.
Overall Curriculum Expectations
|A. Digital Literacy|
|A1||demonstrate an understanding of the terminology associated with information and communication technology;|
|A2||demonstrate an understanding of the computer workstation environment;|
|A3||manage electronic files and folders;|
|A4||analyse options for accessing the Internet;|
|A5||apply effective techniques when conducting electronic research.|
|B. Productivity Software|
|B1||use word processing software to create common business documents;|
|B2||use spreadsheet software to perform a variety of tasks;|
|B3||manage information, using database software.|
|C. Design Software|
|C1||use presentation software to create and deliver effective presentations;|
|C2||use desktop publishing software to create publications;|
|C3||demonstrate an understanding of the uses and design of effective websites, and develop their own web pages.|
|D. Business Communications|
|D1||demonstrate an understanding of the characteristics of effective business documents and communications;|
|D2||use appropriate technology to facilitate effective communication;|
|D3||maintain a portfolio of exemplary work that illustrates their skills in information and communication technology, including the ability to create effective business communications.|
|E. Ethics and Issues in Information and Communication Technology|
|C1||demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology;|
|C2||analyse privacy and security issues relating to information and communication technology;|
|C3||assess the impact of information and communication technology on personal health and the environment.|
Resources required by the student:
- Access to voice recording or video recording tools (webcam, cellphone, etc.)
- Microsoft Excel or substitute
- Microsoft Word or substitute
- Microsoft PowerPoint or substitute
- Microsoft Access or substitute
- Microsoft Publisher or substitute
Teaching and Learning Strategies:
The over-riding aim of this course is to help students use the language of mathematics skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. The following mathematical processes will form the heart of the teaching and learning strategies used:
- Communicating: This course offers students many opportunities to share their understanding both in oral as well as written form. Students will discuss concepts they have learned through discussion boards, write reports which relate concepts taught to real-world applications, and create presentations to demonstrate understanding of some concepts.
- Problem solving: This course scaffolds student learning by building on prior knowledge and skills. Students will have the opportunity to review prior concepts and will be presented with problems that require them to apply their skills in new ways to solve problems related to real-world applications.
- Reflecting: This course models the reflective process. Through the use of examples and practice exercises, the course demonstrates proper communication to explain intermediate steps and reflect on solutions to determine if they make sense in the given context.
- Selecting Tools and Computational Strategies: This course models the use of graphing software to help solve problems and to familiarize students with technologies that can help make solving problems faster and more accurate.
- Connecting: Students will connect the concepts taught in the course to real-world applications (e.g. concepts related to polynomial functions will be connected to applications in engineering). Students will have opportunities to connect previous concepts to new concepts through posed problems, investigations, and enrichment activities.
- Self-Assessment: Through the use of interactive activities (e.g. multiple choice quizzes, and drag-and-drop activities) students receive instantaneous feedback and are able to self-assess their understanding of concepts.
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
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 final 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 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 final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
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