Course Outline: BTT1O/2O

The following document is the course outline for the BTT1O/2O course offered by Christian Virtual School. Students at Christian Virtual School will earn the BTT1O credit. It contains the course description, unit outline, teaching & learning strategies, and the curriculum expectations addressed. This outline can also be viewed as a PDF using the download link provided.

Information and Communication Technology in Business

Course Code: BTT1O/2O

Grade: 9 or 10

Course Type: Open

Credit Value: 1.0 

Prerequisite(s): None 

Curriculum Document: Business Studies, Revised (2006) 

Developed By: T’Miika Sjaarda

Department: Business Studies

Development Date: September 2020

Most Recent Revision Date: September 2022


Mark Dietrich graduated from Brock University in 2010. He holds a BBA (Hon) with a concentration in Accounting and a B.Ed., from Lakehead University. After completion of post-secondary, Mark had the amazing opportunity of travelling Australia during school holidays, while supply teaching in Secondary Schools in Melbourne, Victoria. Mark still enjoys travelling when he can and someday hopes to make it to The Grand Canyon (US), Machu Picchu (Peru), and The Colosseum (Italy). During his free time, Mark can be found watching and playing sports such as golf and hockey, hiking, biking, or at the park with his two daughters’. 

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.

Overall Curriculum Expectations

Digital Literacy

  1. Demonstrate an understanding of the terminology associated with information and communication technology
  2. Demonstrate an understanding of the computer workstation environment
  3. Manage electronic files and folders
  4. Analyse options for accessing the internet
  5. Apply effective techniques when conducting electronic research

Productivity Software

  1. Use word processing software to create common business documents
  2. Use spreadsheet software to perform a variety of tasks
  3. Manage information, using database software

Design Software

  1. Use presentation software to create and deliver effective presentations
  2. Use desktop publishing software to create publications
  3. Demonstrate an understanding of the uses and design of effective websites, and develop their own web pages

Business Communications

  1. Demonstrate an understanding of the characteristics of effective business documents and communications
  2. Use of appropriate technology to facilitate effective communication
  3. Maintain a portfolio of exemplary work that illustrate their skills in information and communication technology, including the ability to create effective business communications

Ethics and Issues in Information and Communication Technology

  1. Demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology
  2. Analyse privacy and security issues relating to information and communication technology
  3. Assess the impact of information and communication technology on personal health and the environment.

Resources Required:

This course is entirely online and does not require nor rely on any textbook. The materials required for the course are:

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

Teaching and Learning Strategies:

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.

Assessment and Evaluation Strategies of Student Performance:

Every student attending Christian Virtual School is unique. We believe each student must have the opportunities to achieve success according to their own interests, abilities, and goals. Like the Ministry of Education, we have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. Christian Virtual School’s Assessment, Evaluation, and Reporting Policy is based on seven fundamental principles, as outlined in the Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools document.

When these seven principles are fully understood and observed by all teachers, they guide the collection of meaningful information that helps inform instructional decisions, promote student engagement, and improve student learning. At Christian Virtual School, teachers use practices and procedures that:

  1. are fair, transparent, and equitable for all students;
  2. support all students, including those with special education needs, those who are learning English, and those who are First Nation, Métis, or Inuit;
  3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  4. are communicated clearly to students and parents or guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and
  7. develop students’ self-assessment skills to enable them to access their own learning, set specific goals, and plan next steps for their learning.

For more information on our assessment and evaluation strategies, refer to Section 6, Student Achievement, in the Course Calendar.

Program Planning Considerations: