BBI1O – Introduction to Business 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. Introduction to business builds a foundation for further studies in business and helps students develop the business knowledge and skills they will need in their everyday lives.
BBI1O Grade 9 Introduction to Business course by Spadina International School, The best Ontario Online High School in Canada
Course Title: Introduction to Business, Grade 9 (BBI1O)
Course Name: Introduction to Business
Course Code: BBI1O
Grade: 9 or 10
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: Spadina International School
Department: Business Studies
Department Head: Business Studies Department
Development Date: 2021
Most Recent Revision Date: 2021
Tuition Fee (CAD): $359
Main Curriculum
Unit Titles and Descriptions | Time Allocated |
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Business Fundamentals - This unit provides economic basics; describe the concepts of and conditions that affect, supply and demand, compare the ways in which different industries, sectors, and competitors address similar consumer needs and wants. Also the students are going to undertand the types of businesses; compare forms of business ownership, explain why a person or group of people would choose to establish one type of business rather than another. Besides Business Ethics and Social Responsibility; the students will explain the concepts of ethics and social responsibility as they apply to business. Finally in this unit students will learn about International Business. | 25 |
Functions of a Business By the end of this course, students will identify the factors involved in production, explain the steps in the production process, describe ways in which companies can improve productivity, describe the functions of human resource management; identify key employability skills, identify the rights and responsibilities of employees and employers; explain the importance of ethical behaviour with respect to employees, the environment, and communities, compare the advantages and disadvantages of the major types of advertising and identify and describe different types of marketing research tools. | 25 |
Finance In this unit, students will distinguish between types of personal income, identify the factors that need to be assessed in order to make effective purchasing decisions,demonstrate financial-planning skills and produce a business or personal financial plan, identify the major financial institutions in Canada, evaluate the products and services offered by major Canadian financial institutions, compare personal banking needs with commercial banking needs. describe various types of investment alternatives available to individuals and describe the process of establishing a credit rating and applying for and obtaining credit. | 25 |
Entrepreneurship In this unit, students will describe the characteristics and skills often associated with successful entrepreneurs at the local, national, and international level; describe the lives and accomplishments of a variety of Canadian entrepreneurs; describe and evaluate either their own or an existing idea for an entrepreneurial endeavour in their school or community, describe a variety of Canadian inventions and innovations and explain how innovation has affected a variety of goods and services over time. | 25 |
Final Assessments | |
Final Project and Exam The Final Project and/or Exam is worth 30% of the final grade. | 8 |
Total | 110 |
Overall Curriculum Expectations
A, Business Fundamentals | |
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A1 | Demonstrate an understanding of how businesses respond to needs, wants, supply, and demand. |
A2 | Compare types of businesses. |
A3 | Demonstrate an understanding of ethics and social responsibility in business. |
A4 | demonstrate an understanding of the benefits and challenges for Canada in the field of international business. |
B. Functions of a Business | |
B1 | Explain the role of production in business. |
B2 | Explain the role of human resources in business. |
B3 | Demonstrate an understanding of sound management practices in business. |
B4 | Locate and extract relevant information from written and graphic texts for a variety of purposes. |
B5 | Demonstrate an understanding of the importance and role of marketing in business. |
B6 | Demonstrate an understanding of the importance and role of accounting in business; |
B7 | Demonstrate an understanding of the importance and role of information and communication technology in business. |
C. Finance | |
C1 | Demonstrate an understanding of income and spending issues facing individuals and businesses. |
C2 | Demonstrate an understanding of how banks and other financial institutions operate. |
C3 | Demonstrate an understanding of effective investment practices. |
C4 | Analyse the role and importance of credit in personal and business finance. |
D. Entrepreneurship | |
D1 | Describe characteristics and skills associated with successful entrepreneurs and demonstrate an understanding of the contributions to Canadian business of selected entrepreneurs. |
D2 | Analyse the importance of invention and innovation in entrepreneurship. |
Additional Information
BBI1O – Introduction to Business is entirely online and does not require or rely on any textbook. Students may obtain appropriate books as reference texts for Information and Communication Technology in Business, but any text is optional. Not optional, however, is an internet connection.
- 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.
- In the Introduction to Business course, you will use 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.
- Teachers must help students to relate the knowledge and skills gained to issues and situations in the business world. It is essential to emphasize the relationship of Information and Communication Technology in Business to the world outside the school, it affects their lives, their communities, and the world.
- The diversity of subjects and approaches represented in the business curriculum will allow students to find courses that are well-suited to their particular learning styles and interests.
- By ensuring that students engage in experiential learning and real-world applications, teachers can help them develop the practical, current Introduction to Business knowledge and skills they need They also focus on employability skills, thereby building a foundation for the development of school-to-work transition programs.
At Spadina International School all Business curriculum overall expectations outlined by the Ontario Ministry of Education are accounted for instruction and accordingly for evaluation. A student’s achievement of the overall grade 9 Business curriculum expectations is evaluated on the basis of his or her achievement of related specific expectations. Likewise, Spadina International School Teachers develop learning goals based on the BBI1O curriculum expectations and share them with students through the Introduction to Business Course Syllabus.
Evidence of student achievement for evaluation is collected in every lesson from three different sources: observations, conversations, and student products. Observations are gathered from discussion areas or video evidence. Effective conversations will be fostered through apps that enable forums, discussions, or feedback. Student products may be in the form of tests or exams and assignments for evaluation. Assignments for evaluation may include rich performance tasks, demonstrations, projects, and/or essays, contributions to online discussions, completion of online assignments, portfolio submissions, projects and presentations, website development, electronic presentations, Online collaborative projects, oral presentations, interviews, dissertations or Student-led conferencing or Student-led conferencing
Achievement Chart
Spadina International School student learning is assessed and evaluated in a balanced manner with respect to four levels of the achievement chart, defined as follows:
Level Below 50%: represents achievement way below the provincial standard
Level 1 represents achievement that falls much below the provincial standard, obtained if Performance is under 59% of marks.
Level 2 represents achievement that approaches the provincial standard, obtained if performance is between 60% and 69% of marks.
Level 3 represents the provincial standard for achievement, attained if performance is between 70% and 79% of marks.
Level 4 identifies achievement that surpasses the provincial standard, reached if performance is over 80% of marks
Categories of Knowledge and Skills
The following are the four broad areas of knowledge and skills within which Spadina International School subject/course expectations are organized. The categories are to be considered interrelated, reflecting the wholeness and interconnectedness of learning, therefore each one accounts for 25%:
- Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding)
- Thinking: The use of critical and creative thinking skills and/or processes
- Communication: The conveying of meaning through various forms
- Application: The use of knowledge and skills to make connections within and between various contexts
Learning Skills and Work Habits
The development of learning skills and work habits is an integral part of a Spadina International School student’s learning, and are Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-regulation, and will be evaluated and reported as E – Excellent, G Good, S Satisfactory, N Needs improvement.
Students will develop most of their duties and responsibilities online, such as consulting the course syllabus, accessing the reading material and teacher’s lectures, watching videos or conferences, participating in forums or discussions, uploading student products, and writing exams. Spadina International School students’ products and homework assignments could be developed offline depending on the task but will have an online component to upload the results.
The evaluation for BBI1O – Introduction to Business is based on the student’s achievement of Grade 9 Business 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 Grade 9 Business if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based on evaluations conducted throughout the Introduction to Business Course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the Grade 9 Business 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.
Spadina International School will issue a Report Card following the guidelines of the Ontario Ministry of Education. It will contain information about the BBI1O – Grade 9 Business course, the percentage mark, the evaluation of the six learning skills and work habits, strengths, and steps for improvement. The report card will be issued once the SIS Student has completed 50% of the BBI1O – Introduction to Business course and at the end.
Spadina International School report cards ensure that all Students and their parents receive standard, clear, detailed, and straightforward information about student progress and achievement based on the expectations and standards outlined in the Ontario curriculum.
Program Planning Considerations
Classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education resource teachers, where appropriate, to achieve this goal. Special Education Transformation: The Report of the Co-Chairs With the Recommendations of the Working Table on Special Education, 2006 endorses a set of beliefs that should guide program planning for students with special education needs in all disciplines.
In Online High Schools in Canada classroom, students may demonstrate various strengths and needs. Teachers plan programs that recognize this diversity and give students perform tasks that respect their particular abilities so that all students can derive the most significant possible benefit from the teaching and learning process at the best high school in Canada. The use of flexible groupings for instruction and the provision of ongoing assessment are essential elements of programs that accommodate diverse learning needs.
Spadina International School is the best high school in Canada, and as such delivers English as a Second Language (ESL) programs for students whose first language is a language other than English, or is a variety of English significantly different from that used for instruction. Appropriate adaptations include:
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Modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
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Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
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Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
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Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or close sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
When learning expectations in any course are modified for an English language learner, this information must be clearly indicated on the student’s report card.
The implementation of antidiscrimination principles in Spadina International school influences all aspects of school life. It promotes a school climate that encourages all students to work to attain high standards, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. SIS encourages staff and students alike to value and show respect for diversity in the school and the wider society. As the best high school in Canada, SIS adopts measures to provide a safe environment for learning, free from harassment, violence, and expressions of hate.
Antidiscrimination education encourages Spadina students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship.
Financial literacy strategy is a fundamental component to gaining the OSSD diploma in Spadina International School by covering OSSD diploma requirements and includes the four key components of citizenship, economic understanding, personal finances, and consumer awareness. Financial literacy builds students’ understanding of personal finances, the local and global economy, and the results of their choices as consumers.
Financial literacy means having the knowledge and skills to make responsible economic and financial decisions with confidence. In today’s complex world, young people need a wide range of skills and knowledge to make informed choices. Financial literacy will help students to:
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Carefully consider their financial choices. This can apply to everyday decisions, like buying groceries to bigger investments, like paying for tuition or buying a car.
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Understand basic money management.
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Develop their own perspectives on financial matters, such as interest rates, mortgage rules or the Canadian or global economy.
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Participate fully in society as knowledgeable, responsible citizens who can confidently make decisions about where and how to invest their money.
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Stay financially stable and healthy throughout life.
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Understand the impact of economic choices on the world they live
Teachers who are planning a program in this subject will make an effort to take into account considerations for Gaining the accredited high school diploma online, which aligns with the Ontario Ministry of Education policy and initiatives in a number of important areas. The Ontario curriculum also builds on and reinforces certain aspects of the Mathematics curriculum. For example, clear, concise communication involves the use of various diagrams, charts, tables, and graphs to organize, interpret, and present information.
Literacy skills can play an important role in student success in mathematics courses. Many of the activities and tasks students undertake in math courses involve the use of written, oral, and visual communication skills. For example, students use language to record their observations, explain their reasoning when solving problems, describe their inquiries in both informal and formal contexts, and justify their results in small-group conversations, oral presentations, and written reports. The language of mathematics includes special terminology. The study of mathematics consequently encourages students to use language with greater care and precision and enhances their ability to communicate effectively. The Ministry of Education has facilitated the development of materials to support literacy instruction across the Ontario Curriculum.
Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do. Critical thinking includes skills such as questioning, predicting, hypothesizing, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives.
Spadina International School is a Canadian online high school where Students use critical thinking skills in science when they assess, analyze, and/or evaluate the impact of something on society and the environment; when they form an opinion about something and support that opinion with logical reasons; or when they create personal plans of action with regard to making a difference. In order to do these things, students need to examine the opinions and values of others, detect bias, look for implied meaning in their readings, and use the information gathered to form a personal opinion or stance while availing of a High School Diploma.
The nature of Spadina International school is one of the Online High Schools in Canada, whose students´ personal computers and the internet become the most valuable lab and resource. SIS teachers will guide students to reach pedagogic, scientific, academic, and practical material on the internet. To follow the pedagogical approach of Spadina International school, students will develop skills to find updated statistical data produced by reliable public and private institutions, as well as current investigations published by recognized institutions such as research labs, universities, or recognized scholars.
Information and communications technology provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning. For Spadina International school is the best high school in Canada, technology plays a fundamental role, and it’s inherent to its e-learning pedagogical model. The use of technology helps SIS students collect, organize, and sort the data they gather and write, edit, and present multimedia reports on their findings. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible. Students can also use digital or video cameras to record laboratory inquiries or findings on field trips, or for multimedia presentations on scientific issues.
Although the Internet is a powerful learning tool, SIS students must be made aware of issues of privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.
The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the “Essential Skills” and work habits important in work, learning, and life. Spadina International School as a compliment to the High School Diploma Online can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life. For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit the Ontario Skills Passport.
Cooperative education programs allow students to earn Ontario high school credits online while completing a work placement in the community. These programs complement students’ academic programs and are valuable for all students, whatever their post-secondary destination. A cooperative education program comprises, at a minimum, one cooperative education course and its related course on which the cooperative education course is based.
The cooperative education course consists of a classroom component and a placement component. The classroom component includes pre-placement sessions and classroom integration sessions. The pre-placement sessions prepare students for the workplace and include instruction in areas of key importance, such as health and safety. The classroom integration sessions provide opportunities for students to reflect on and reinforce their learning in the workplace as the program progresses.
A personalized placement learning plan (PPLP) must be developed for all students in a cooperative education program. A student’s progress in achieving the curriculum expectations and in meeting the requirements identified in the PPLP must be assessed and evaluated by a teacher through regular workplace monitoring meetings with the student and the student’s workplace supervisor.
Education and career/life planning helps students develop the knowledge and skills they need to make informed choices for their education, career, and life outside school. Spadina International School students get a chance to learn more about themselves and their opportunities, set goals, and make plans to achieve them, as part of their High School Diploma. This program helps students choose the courses and activities that support their goals and interests
The goals are to:
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Ensure that students develop the knowledge and skills they need to make informed education and career/life choices through the effective application of a four-step inquiry process;
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Provide opportunities for this learning both in and outside the classroom;
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Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning.
The guidance and career education program have three areas of learning – student development (i.e., the development of habits and skills necessary for learning), interpersonal development (i.e., the development of the knowledge and skills needed in getting along with others), and career development (i.e., the development of the knowledge and skills needed to set short-term and long-term goals in planning for the future). Student development and interpersonal development areas are integrated within the learning skills and work habits in all the courses at Spadina International School.
Pursuing a High School Diploma at Spadina International School is a major challenge that must also include self-care. The major health and safety concerns associated with computer use are musculoskeletal injuries (including repetitive strain injuries) and eye strain. Teachers should not only ensure that workstations are ergonomically arranged but also encourage students to maintain good posture and to take regular breaks to stand and stretch. It is also important to inform students of the mental and emotional health risks associated with social isolation – a familiar condition among heavy computer users. Various kinds of health and safety issues can arise when learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences. They also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.
Ontario curriculum provides varied opportunities for Spadina International School students to learn about ethical issues and explore the role of ethics in both public and personal decision-making. During the inquiry process, students may need to make ethical judgments when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events.
Spadina International School teachers ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which we have 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 of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry.
BBI1O Introduction to Business FAQs
What skills can I expect to gain from completing the BBI1O course?
Completing the BBI1O course equips students with a diverse set of skills essential for success in the dynamic field of business. These include but are not limited to critical thinking, problem-solving, effective communication, teamwork, and an understanding of ethical business practices. Furthermore, students develop a strong foundation in financial literacy, marketing strategies, and the basics of entrepreneurship, fostering a well-rounded skill set that is highly sought after in various professional settings.
Can I increase my credits with BBI1O?
Yes, probably your credits shall be increased with BBI1O Introduction to Business Studies for Grade 9. You will improve your grades with this course and you will be able to advance in your career.
What is an Introduction to Business?
Introduction to Business
BBI1O Introduction to Business Studies is a Grade 9 High School Diploma course. It provides students with a basic understanding of the various aspects of the business world. BBI1O covers topics like:
- Business Concepts
- Business Functions:
- Economic Principles:
- Business Ethics:
- Business Environment:
- Business Types:
- Business Strategy:
- Business Communication:
Which chapters are included in BBI1O?
The chapters included in BBI1O Introduction to Business Studies for Grade 9 are:
- Business Fundamentals
- Functions of a Business
- Finance
- Entrepreneurship
How much time will BBI1O take to complete?
BBI1O or Business Introduction course will take from 4 weeks to 12 months, which will be directly related with your credits.
Is there any additional support provided to students taking the BBI1O course?
Yes, we are committed to providing comprehensive support to students enrolled in the BBI1O course. Our dedicated team of instructors and support staff are readily available to address any queries or concerns students may have throughout the duration of the course. Additionally, we offer supplementary learning resources, including online tutorials, study materials, and interactive workshops, to facilitate a holistic learning experience and ensure that students have the necessary tools and guidance to succeed in their academic journey.
What are the main topics covered in the Business Fundamentals chapter of BBI1O?
The Business Fundamentals chapter in BBI1O provides a comprehensive overview of the foundational principles that underpin the world of business. Students will delve into essential concepts such as the basics of business organization, the importance of effective communication within a business setting, and the significance of establishing a strong business culture. Additionally, this chapter covers the fundamentals of business ethics, emphasizing the crucial role of ethical decision-making in creating sustainable and responsible business practices.
How does the BBI1O course introduce students to various business functions?
BBI1O adopts an integrated approach to familiarize students with the multifaceted aspects of business functions. Through a combination of theoretical insights and practical case studies, the course offers a comprehensive exploration of key business functions, including accounting, marketing, information and communication technology, human resources, and production. By emphasizing the interconnectedness of these functions, students gain a holistic understanding of how different departments collaborate to achieve the overarching goals and objectives of a business.
Who is the ideal candidate for the BBI1O course?
The BBI1O course caters to a diverse audience, including students eager to explore the multifaceted dimensions of the business realm and individuals seeking to enhance their understanding of business operations. This course is well-suited for those with a keen interest in learning about the fundamental aspects of business, irrespective of their prior academic or professional backgrounds. You will increase your credits with our BBI1O course.