Course Outline – Introduction to Business Grade 9

Napanee District Secondary School

Date: Feb 2011 Teacher:

Department: Business Studies Department Head: Ms L
Bongard
Credit Value: 1.0 Course Codes: BBI2O/BTT1O
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 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. The business theory also incorporates extensive use of computer technology
and develops an understanding of transferable software skills.

Achiev
Overall Curriculum Expectations ed
By the end of this course, students will:

Strand 1: Business Fundamentals
1 demonstrate an understanding of how businesses respond to needs, wants,
supply, and demand
2 compare types of businesses

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
16 analyze the importance of invention and innovation in entrepreneurship
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 Pick n’ Mix; Students will have 1-2,15-16
their choice of a variety of written and visual
tasks in which they discover and interpret
the fundamentals of business and
entrepreneurs and inventors. ICT 1–3, 5,
Word, PowerPoint, Internet 7, 8
Unit #1 Test; Students will write a test
that covers knowledge, application and
thinking elements of the unit curriculum. The
1-2,15-16
test will have a variety of question types
such as matching, true/false and short
answer.

Unit #2 Marketing a Hot Shot 8

Business; Students will prepare a
PowerPoint presentation outlining a
marketing plan for a business of their choice.
The business simulation ‘Hot Shot Business’
provides a context for their project. ICT 1–5, 7,
Word, Excel, PowerPoint, Publisher 8
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 Brochure; 11-14

Students will research and apply concepts of
banking, savings and investing to a scenario
and create an informative brochure targeted
to students. ICT 1, 2, 6–
Publisher, Advanced Internet research 8
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
Lemonade Stand – Running and Operating a
Business;
Students must decide upon how to operate and run their own 1-10
business. The task is linked to an online business simulation game
that provides context and background to the project. Students must
decide on a location for the business, devise a marketing and
production plan as well as provide the accounting details of the new
venture. ICT 1-8
Word, Excel, PowerPoint, Publisher, Advanced Internet
research

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 1O Course of Study

Each unit will have
Unit 1: Business Fundamentals 1 project AND 1
Needs vs Wants test that are
Demand/Supply summative and
count towards your
final mark.
Characteristics of Entrepreneurs
Types of Business
Business Ownership

Unit 2: Functions of Business

Accounting
Marketing
Production
Human Resources

Unit 3: Personal Finance

Budgeting
Credit
Saving
Investing