Information and Communication Technology in Business Grade 9 or 10, Open (BTT1O, BTT2O)

Course Title : Information and Communication Technology inBusiness, Grade 9 or 10, Open (BTT1O, BTT2O)
Course Name : Information and Communication Technology inBusiness
Course Code : BTT1O, BTT2O
Grade : 9
Course Type : Open
Credit Value : 1.0
Prerequisite : None
Curriculum Policy Document: Business Studies, The Ontario Curriculum, Grades 9 and 10, 2006(Revised)
Course Developer: USCA Academy
Department: BusinessStudies 
Development Date: June 2019
Most Recent Revision Date: June 2019

[/et_pb_code][et_pb_text _builder_version=”4.17.0″ global_colors_info=”{}”]

Course Description

This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society.

Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

[/et_pb_text][et_pb_code _builder_version=”4.16″ global_colors_info=”{}”]

Overall Curriculum Expectations

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.

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.

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.

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.

E1 demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology;

E2 analyse privacy and security issues relating to information and communication technology;

E3 assess the impact of information and communication technology on personal health and the environment.

[/et_pb_code][et_pb_code _builder_version=”4.16″ custom_margin=”||-1px|||” global_colors_info=”{}”]

Outline of Course Content


Titles and Descriptions

Time Allocated

Unit 1:

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.

11 hours

Unit 2:

Communication Modes

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.

8 hours

Unit 3:

The Internet

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.

5 hours

Unit 4:


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.

8 hours

Unit 5:

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.

13 hours

 Unit 6: 

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.

12 hours

 Unit 7: 

Business Documents

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.

28 hours

 Unit 8: 

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.

6 hours


Unit 9:

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.

10 hours

 Unit 10: 

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.

4 hours

Final Evaluation



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.

5 hours



110 hours

[/et_pb_code][et_pb_code _builder_version=”4.16″ global_colors_info=”{}”]

Students learn best when they are engaged 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. When students are engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and to develop meaningful skills.

These include:



Application Software


Use of Case Studies

Mind Mapping


Problem Solving

Independent Research

Personal Reflections

Seminar Presentations


Hands on Applications

Direct Instructions

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.

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 himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For 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 unit. 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.

A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR Learning

Assessment AS Learning

Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.


Conversation Conversation

Classroom discussion Self-evaluation

Peer assessment

Classroom discussion Small group discussion Post-lab conferences Presentations of research Debates




Drama workshops (taking direction)

Steps in problem solving

 Group discussions  Presentations Group Presentations

Student Products

Student Products 

Student Products

Reflection journals (to be kept throughout the duration of the course)

Check Lists

Success Criteria

 Practice sheets Socrative quizzes


Poster presentations Tests

In Class Presentations

Some of the approaches to teaching/learning include



Assessment Tool



rubric or marking scheme

Oral Presentations

self/peer or teacher


Work & Task Sheets

self /peer or teacher

checklist or rubric or marking scheme

Textbook Use

self or teacher


Teacher Led Review

self/peer or teacher


Performance Task

self/peer or teacher


Written Quiz


marking scheme

Written Test


marking scheme

Performance Task


rubric or marking scheme

Final Project


marking scheme

[/et_pb_code][et_pb_code _builder_version=”4.16″ global_colors_info=”{}”]

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking/inquiry (25%), communication (25%), and application (25%). 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
  • 30% of the grade will be based on a final exam administered at the end of the The exam will contain a summary of information from the course and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.


Resources required by the student:

  • Access to voice recording or video recording tools (webcam, cellphone, )
  • Microsoft Excel
  • Microsoft Word
  • Microsoft PowerPoint
  • Microsoft Access
  • Microsoft Publisher

[/et_pb_code][et_pb_code _builder_version=”4.16″ global_colors_info=”{}”][/et_pb_code][et_pb_code _builder_version=”4.16″ global_colors_info=”{}”]

Teachers who are planning a program in must take into account a number of considerations in a number of important areas. Essential information that pertains to all disciplines is provided in Program Planning and Assessment, 2000. The areas of concern to all teachers include the following:

  • types of secondary school courses
  • education for exceptional students
  • environmental Education
  • program consideration for English Language Learners
  • 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 are noted here.

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student’s level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers 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.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at USCA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.