Guelph Collegiate Vocational Institute
Upper Grand District School Board
Course Outline
Department: Business
Course Title: Introduction to Business
Course Type: Open
Grade: 10
Course Code: BBI20
Credit Value: 1
Department Head: Stephen Fleming
Teachers: Mr. Fleming
Teacher email:
Date of Development: September 30, 2015
Curriculum Document: (copy subject-specific
document from secondary curriculum website
http://www.edu.gov.on.ca/eng/curriculum/second
ary/)
http://www.edu.gov.on.ca/eng/curriculum/sec
ondary/business910currb.pdf
Course Prerequisites/Corequisites:
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.
Term Work (70% of the final mark)
Unit Title, Big Ideas, and Unit Culminating Tasks
Unit Title
Business Fundamentals
Functions of a Business
Finance
Entrepreneurship
Big Ideas
Businesses try to anticipate
and react to economic
situations in the global
economy.
Business is made up of
interdependent groups that
all work toward that
company’s goals.
Financial literacy/planning is
important at any age.
Small business is the driving
force in our economy.
Culminating Task
Unit Test
Unit Test
Marketing Project
Budget Assignment
Portfolio Assignment
Invention Convention
Assignment
Culminating Tasks/Exams (30% or the final mark)
Course Culminating Task/Exams and Description
Exam
Final Exam 10%
Projects
Financial Literacy Project 10%
New Product Project
10%
Based on the range of students’ learning needs, a selection from the strategies listed below may be
utilized. Refer to list of teaching and assessment strategies.
Teaching 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
Projects
Direct Instruction
Data Analysis
Journal
Portfolio
Report
Graphing
Discussion Groups
Multimedia presentations
Work sheets
Guided internet Research
Field Trips
Interviews
Case Studies
Newspaper research
Independent Study
Role Playing
Brainstorming
Research Projects
Chart Analysis
Expressing Points of View
Taken From: https://vhsdev.desire2learn.com/courses/outlines/bbi2o.asp
Assessment and evaluation strategies:
Assessment is a systematic process of collecting information or evidence about a student's progress
towards meeting the learning expectations. Assessment is embedded in the instructional activities
throughout a unit. The expectations for the assessment tasks are clearly articulated 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. The purpose of assessment is to gather the data
or evidence and to provide meaningful feedback to the student about how to improve or sustain the
performance in the course. Scaled criteria designed as rubrics are often used to help the student to
recognize their level of achievement and to provide guidance on how to achieve the next level.
Although assessment information can be gathered from a number of sources (the student, the student's
course mates, the teacher), evaluation is the responsibility of only the teacher. Evaluation is the
process of making a judgment about the assessment information and determining the percentage
grade or level.
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.
Taken From: https://vhsdev.desire2learn.com/courses/outlines/bbi2o.asp
Textbooks/Learning Resource Materials (align with Policy 603)
Fees for Learning Materials/Activities
Learning Materials/Activities
Field Trips
Cost
TBA
Please refer to the GCVI Student Handbook for our school policies on:
● academic integrity
● late and missed assignments