BOH4M – Grade 12 Business Leadership Online Course

Management Fundamentals Grade 12: 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. Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. 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, portfolios, 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. Since the over-riding aim of this course is to develop an accounting 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

Management Fundamentals Grade 12: Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

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.

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

The final grade for this course will be determined as follows:

Beginning in the 2026-2027 school year, most secondary courses will require written exams as a percentage of the final course mark. All written final exams from Grades 9 to 12 will take place during the designated exam period, with the exception of the EQAO Grade 9 mathematics assessment.

In Grades 9 and 10, a student’s final mark will be based on:

• 65% classroom work completed throughout the course
• 20% mandatory final evaluations, broken down as described below
• 15% attendance and participation

In Grades 11 and 12, a student’s final mark will be based on:

– 65% classroom work completed throughout the course

– 25% mandatory final evaluations, broken down as described below

– 10% attendance and participation