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Course Profile Communication in the World of Business and
Technology (EBT4O), Grade 12, Open, Public
Course Overview
Prerequisite: English, Grade 11, University Preparation, College Preparation, or
Workplace
Preparation
This
course emphasizes practical writing and communication skills that are needed in
the world of business and technology. Students analyse the characteristics of
effective models of business and technical communications, gather information
to write reports, business letters, memos, manuals, instructions, and
brochures, and integrate graphics and text, using technology appropriately for
formatting and special effects. They also make a number of oral and visual
presentations. The research component of each unit includes the exploration of
a variety of career areas through the use of career profiles.
The
Grade 12 Communication in the World of Business and Technology course prepares
students for writing and communicating in the world of business, using
conventional methods of communication and new technology to enhance this
communication. Students explore a variety of software packages and new
technology throughout the course and implement this technology in a wide
variety of communication tasks.
Students
bring a variety of experiences from other courses. Students must be assisted to
make the connections between these courses and Communication in the World of
Business and Technology.
This
English course is described in The
This
Grade 12 Open English Course Profile has been developed to link units through a
progression of skills, and, in some cases, content. Local circumstances may
dictate some variation in the sequence suggested below, but it is essential to
begin with Unit 1, since the skills developed in this unit are applied in other
units. Unit 5, which can be used as part of the final evaluation, must be the
last unit of the course.
Each
unit allows for skill development in the use of a particular form of
communication within the context provided by the culminating task and the focus
on a different target market and/or audience. In Unit 1, students develop
skills in business correspondence with the audience identified as new
employees. In Unit 2, students explore advertising and marketing materials with
a target market of young adults. In Unit 3, students develop report writing
skills, with research focusing on a target market of mature adults. In Unit 4,
students develop skills in the production of brochures, with teenagers as the
target audience. In Unit 5, students produce a variety of forms as part of a
promotion for a new company within their own community.
The
activities follow the same sequence in each unit. In Activity 1, students learn
the focus of the unit, based on research and creating a personal connection
with the student. The teacher introduces a specific audience and purpose at
this time. The teacher introduces career profiles of various professions, taken
from textbooks and Internet sites. They lead into each activity, allowing the
teacher to refer to aspects of the career profile throughout the unit. In
Activity 2, students investigate the vocabulary and writing styles particular
to the focus of the unit. In Activity 3, students investigate the building
blocks or elements of efficient communication in the medium being used. In
Activity 4, students learn of design elements that can be used to enhance
communication for the audience and purpose in question. They practise
technology at this time. Activity 5 is the culminating activity for the unit,
and students make use of the skills and content previously covered. Each unit
follows the design down model with the first four activities leading to the
final performance task. Timelines are approximate and the teacher makes the
choice about which activities to assign.
Many of the activities suggested can be
connected to the local community through the use of local examples and where
possible, communication samples from local businesses. The teacher should be
aware of businesses and other agencies in the local community, and gather
materials that are representative of the community in which they teach.
In work that requires contact with members of
the community, students must be instructed to a
As this is an Open course, students will have a
broad range of backgrounds, and interests. The activities have been designed to
address the learning style of students.
The profile writers have assumed full
implementation of The Ontario Curriculum, Grades 1-8 and Grades 9, 10,
and 11 and described specific language and writing instructional strategies
based on
Grade 12 expectations. The profile writers recognize that the technology
available may vary from school to school and for this reason have provided
students and teachers with a variety of assignment choices. Projects requiring
the use of technology should not be assigned as homework and a
|
Unit 1 |
To Whom
It May Concern: Who is Your Audience? |
13
hours |
|
Unit 2 |
Who is
Your Market? |
15
hours |
|
* Unit
3 |
Report
on Business |
30
hours |
|
Unit 4 |
The
General Public |
22
hours |
|
Unit 5 |
The
Next Generation |
30
hours |
* This
unit is fully developed in this Course Profile.
Time:
13 hours
Unit Description
Students
examine various forms of correspondence in different media, such as letters,
memos, voice mail, or e-mail. They discuss and demonstrate the importance of
audience and purpose, clear and concise writing and speaking styles, visual
aids, and the organization of thoughts and ideas when communicating. The
culminating activity is an electronic slide presentation, of 15-20 slides that
summarizes business correspondence.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1.1 |
IBV.01,
IBV.02, IB1.02, IB1.03, CBV.01, CB1.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Discussion
of how audience and purpose determine content -
Introduction of guideline for reading literary text using the career profile
of an administrative assistant. -
Introduction of guideline for reading graphical text, emphasizing its
elements by using a brochure describing the course and its evaluation,
written in the form of business correspondence, including all the design
elements of effective communication. -
Introduction to the various ways in which businesses correspond including
faxes, emails, voice mail, business letters, memos, brochures, and reports
using samples. -
Decision, by students in groups, of an imaginary business or company on which
they will focus their correspondence. -
Naming of the company and the product/service that they offer. -
Creation of different types of business correspondence from an imaginary
company. -
Student summary of initial investigation of correspondence, using at least two
other forms of business correspondence, e.g., memo to an employee describing
correct elements and design of this type of correspondence, e-mail discussing
‘netiquette’ on the Internet. |
|
1.2 |
IBV.02,
IB1.02, IB1.03, CB1.03 |
Knowledge/
Understanding |
Choosing
Language to Suit Audience and Purpose -
Generation of a list of business terms through reference to a newspaper
article, documentary, report, or video. The list should be focused on the
reference they have used and broaden into a discussion of other
business-specific terms with which students are familiar. -
Introduction of a student glossary - these terms are to be saved
electronically or in a notebook for further additions. |
|
1.3 |
IBV.01,
IBV.02, IB1.02, CBV.01, CB1.01, CB1.03 |
Knowledge/
Understanding |
The
Elements of Writing Business Correspondence -
Examination of a variety of types of business correspondence (voice mail,
e-mail, letters, memos). These could be effectively presented on overhead
transparencies, with student identification of common elements in each, e.g.,
format, headings, salutation, closing. Application of proper writing and
formatting to business correspondence scenarios (thank you letters,
complaint, information). -
Individual creation of correspondence for specific case studies.
Identification and composition of the types of correspondence needed to
respond to each case study. |
|
1.4 |
IBV.01,
IBV.02, IB1.01, IB1.02, IB1.03, IB2.01, IB2.03, CBV.01, CB1.01, CB1.03 |
Knowledge/
Understanding |
Designing
Correspondence So It Will Be Read - Demonstration of the four Cs of effective
communication: clear, concise, correct, courteous, as well as its structure
(introduction, body, conclusion). -
Student critique of business correspondence, developed by the teacher with
specific faults or issues (gender, cultural, religious bias) found in them.
Investigation of their strengths and weaknesses. If the teacher wishes to use
existing correspondence from companies, their logo and address should be
removed. -
Discussion of different issues and topics in business today, e.g., job
sharing, flexible hours, benefits. -
Individual redesign/rewriting of letters, memos, voice mail messages, fax
cover sheets, logos, or letterhead with sensitivity to the issues previously
discussed. |
|
1.5 |
CBV.01, CBV.02, CB1.01, CB1.03, CB1.04,
CB1.05, CB2.01, CB2.02 |
Knowledge/ Understanding Thinking/ Inquiry |
Using Technology to Benefit Correspondence - Instruction in the use of electronic slide
presentations, e.g., Power Point. - Preparation by students of an electronic
slide presentation of 15-20 slides that summarizes business correspondence. - Student choice of an existing company or
creation of an imaginary one as the focus for their correspondence. To
increase relevance, the presentation is to be tailored to informing new
employees of the proper way to communicate within the company, with teacher
facilitation of students’ use of technology. - Preparation of student presentation, a |
Time:
15 hours
Unit
Description
Students
research an identified target market in terms of its needs, interests,
language, and buying trends. They examine the elements of advertising and
promotion and the different media that may be used to reach their market.
Students design a promotional advertisement for a product for their identified
target market, e.g., print, TV, radio. Students assess each other’s work using
checklists and anecdotal remarks. The culminating activity is a presentation of
their promotional advertisements.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
2.1 |
IB1.02,
IB1.04, IB2.02, CB1.02, CB1.03, CB3.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Understanding
a Target Market -
Investigation of a career profile in advertising or marketing. -
Outline of research assignment using the target market of 18-29 year olds
followed by brainstorming the characteristics of this group, e.g., wants,
needs, interests, spending power, and class discussion. -
Presentation of strategies that will aid in research: scanning, headings,
index, table of contents, searching on the web. -
Facilitation of students in designing a survey that allows them to test their
assumptions about this age group. -
Student implementation of this survey. Summary of their findings to share
with the class. |
|
2.2 |
IB1.02, IB1.03, CB1.02 |
Knowledge/ Understanding Thinking/ Inquiry |
The Language of the Target Market - Identification of the language that this
age group speaks and understands (a variety of car commercials aimed at this
group could be used) with teacher recording ideas generated. - Students brainstorming terms and phrases
that they think reflect this age group and would be useful in marketing to
them. Students will make use of their experience with peers, siblings, TV,
the Internet, movies, and other media. - Research of media to find specific language
and images that appeal to this age group for inclusion in glossary. |
|
2.3 |
IBV.02,
IBV.03, IB1.02, IB1.03, IB2.01, IB2.03, IB3.01, IB3.02, CBV.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Identifying
the Textual and Technical Elements of Advertising -
Introduction of the Elements of Advertising: headline, graphic, text, logo.
This can be done using a text or on an overhead showing examples. -
Discussion of subliminal messages and bias in advertising. Student
identification of these elements in newspaper and magazine advertisements,
television and radio commercials. -
Discussion of the technology used to enhance the ads. -
Student selection of print ads, with identification of the elements,
description of the technology used for enhancement, and insight into bias and
subliminal messages. |
|
2.4 |
IBV.01,
IBV.02, IB1.02, IB1.03, IB2.03, IB3.01, IB3.02, CBV.01, CBV.02, CBV.03,
CB1.01, CB1.03, CB1.04, CB2.01, CB2.02, CB3.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Creating
Your Own Advertisements -
Presentation of the idea and importance of focus groups in marketing. -
Creation of a promotional campaign for a product aimed at the 18-29
demographic group. -
Student choice of an existing product or development of their own, and
creation of an advertising campaign that includes oral/ visual/written and
technical aspects (print, television, radio or Internet advertisements),
supported by assistance with creative and technical difficulties (graphics,
font, colour, art). -
Student presentation of their campaign to a focus group of their peers who
assess the probability of su |
|
2.5 Presentation And Now Presenting |
IB2.02, IB3.02, CBV.01, CBV.02, CB1.01,
CB1.04, CB1.05, CB2.01, CB2.02, CB3.03 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
The Cream of the Crop – Presenting Your Best
Advertisement - Student presentations of their sales pitch
with their best advertisement to the whole class (five minute time limit). - Report on the findings of their focus group
and how the marketing has changed as a result of input from the focus group. |
Time:
30 hours
Unit
Description
Students
develop skills in report writing. Students examine the elements of a business
report, and identify organizational patterns used in a variety of reports. They
investigate different report styles and comment on their effectiveness.
Students practise using a variety of technological aids to enhance pre-written,
text-only reports. They use fact sheets for different companies as the basis
for a brief written report to a selected audience. Students choose a company
that provides services to a target market to research, with the approval of the
teacher, and investigate such topics as its history, economic su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
3.1 |
IBV.01,
IBV.02, IB1.02, IB1.03, IB2.01, CBV.01, CB1.01, CB1.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Researching
a Target Market -
Career investigation of editors or proofreaders -
Identification of the needs and interests of mature adults (30 and over). -
Identification of the elements of primary and secondary research (interviews,
surveys, questionnaires, Internet, print sources). -
Design and implementation of a primary resource tool to research the target
market with focus on the needs linked to their responsibilities. -
Identification of safety issues (environment, strangers, privacy) involved in
conducting interviews. Identification of interests, needs, and of companies
that possibly serve them. -
Composition of a list of companies that could be researched in this unit. |
|
3.2 |
IBV.01, IBV.02, IB1.02, IB1.03, IB1.04,
IB2.01, IB2.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
The Language of Business Reports - Use different organizational patterns in
writing such as analysis, cause and effect, chronological, illustration, and
problem/solution. - Introduction of strategies to be used when
reading reports. - Implementation of reading strategies and
identification, in chart form, of organizational patterns used in sample
reports aimed at the target market. - Identification of the terminology that
focuses on this audience. - Development of a list of terms that should
be used in a report. These terms should be included in their glossary. |
|
3.3 |
CBV.01,
CB1.01, CB1.02, CB1.03, CB1.05 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
The
Elements of a Report - The
elements of a report: format (introduction, body, conclusion), visual
elements, establishing credibility. -
Demonstration of the relationship between the elements of the report, the
organizational pattern, and the audience and purpose. -
Choice of a company to investigate and write a report. - Investigation
of the issues and information essential to the report and creation of a rough
draft of headings. -
Implementation of secondary and if possible, primary research on the company
of choice. -
Determination of the visual support necessary in the report. -
Creation of a rough draft text of their report, with a -
Assessment of work to date and suggestions for improvement. -
Revision of rough draft. |
|
3.4 |
CBV.01, CBV.02, CBV.03, CB1.01, CB1.02,
CB1.03, CB1.04, CB1.05, CB2.01, CB2.02, CB3.01, CB3.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Designing a Report - Review technology used to date.
Demonstration of its use in report writing. - Introduction of new technology. - Practice of the above techniques on
pre-typed reports. - Application of appropriate new techniques
to the rough draft of their report. - Use of a checklist for peer- and
self-assessment - Revision of rough draft. - Production and submission of a polished
report. |
|
3.5
Presentations with Pizzazz! |
IB3.01,
IB3.02, CBV.01, CBV.02, CBV.03, IBV.03, CB1.02, CB1.03, CB1.04, CB1.05,
CB2.01, CB2.02, CB3.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Presenting
a Report -
Introduction of the essentials of presentations. -
Introduction of visual presentation techniques: slides, overheads, videotape,
flip chart. -
Choice of the medium they wish to use and preparation of a plan for
presentation. -
Practice of their presentation in front of a peer who assesses them. -
Presentation of their report to the class. |
Time:
22 hours
Unit
Description
Students
research different brochure styles for an assortment of companies, analysing
language, composition, and design. Students examine the effectiveness of clear,
concise language, combined with the appropriate headings and visuals. Students
practise revising and editing existing documents using various technologies and
software packages. Students design a brochure to recruit new students to their
school. Self- and peer-assessment are integral parts of the design process. A
‘Brochure Tour’ of individuals’ brochures presented on a wall in the classroom
is the culminating activity.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment |
Focus |
|
4.1 |
IBV.01, IB1.02, IB1.03, IB1.04, CB3.04 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
How to View a Brochure - Investigation of the career profile of a
graphic artist. - Examination of a variety of brochures
collected by students, e.g., from travel agencies, chamber of commerce,
financial companies, Canada Post. Teacher should provide guidelines on where,
who, and how to ask for these brochures. - Use of chart to identify and analyse the
intended audience by examining the content and design, the use of images, the
highlighted material, the purpose, and the action that the reader is to take. - Analysis of the strengths and weaknesses of
the brochures and possible biases (gender, cultural, religious) with
suggestions for improvement. |
|
4.2 |
IBV.01,
IBV.02, IB1.02, IB1.03, IB2.03, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Attracting
and Keeping the Reader’s Attention Through the Use of Appropriate Language -
Presentation of three to four brochures designed for a variety of target
markets with discussion of the importance of language for the target
audience. Language should address the target market’s interests and needs and
be clear and concise. -
Discussion of bias in language and the use of inclusive and exclusive
language (gender, cultural, religious). -
Student highlighting of any jargon or terminology specific to the audience
and/or industry found in the sample brochures. -
Identification of the type of language used for different age groups and
levels of expertise in chart form. -
Introduction of culminating activity for the unit – Creation of a brochure
that attracts new students to your school. -
Brainstorming language that suits this audience of teenagers, and inclusion
of terms in their glossary. |
|
4.3 |
IB1.04, IB2.01, IB2.04, IB3.01, CBV.01,
CBV.02, CB1.01, CB1.02, CB1.04, CB1.05, CB3.01, CB3.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
The Essential Elements for Composing a
Brochure. - Introduction of the main elements of a
brochure (headline, main headings, nuggets of information, images, graphics,
action the reader should take) through the use of notes and examples. - Explanation that the elements should be
chosen with the audience and purpose of the brochure in mind. - Brainstorming what information they wish to
include in their school brochure, and organization of this information into
the main components of a brochure. - Research in the school to gather correct
and pertinent information for the focus they have chosen and creation of a
rough draft of headings, information, and visuals to be used in their
brochure. - Revision of rough draft to include/delete
information and make the language as clear and concise as possible. - Self-assessment using Essential Elements
Checklist. |
|
4.4 |
IBV.02,
IBV.03, IB1.02, IB1.03, IB2.02, IB2.03, IB2.04, IB3.01, IB3.02, CBV.01,
CBV.02, CBV.03, CB1.01, CB1.02, CB3.01, CB3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Design
a Brochure to Recruit Students for Your School -
Review the main elements of design in a brochure (size and type of font,
headings, balance, visuals, colour, charts, graphs, format) and discussion of
the need to capture and hold the reader’s attention and encourage the reader
to take action at the end of the brochure. -
Review of three brochures (one targets an older market, one targets a
professional market, and one targets a younger market) and identification in
chart form of the design elements characteristic of each type of brochure. A
pattern should evolve that demonstrates the characteristics for mature,
professional, and younger audiences. -
Introduction of software that can enhance the design elements, e.g.,
Microsoft Publisher, WordArt, Text Art, ClipArt, Colour, Charts, Graphics,
Drawing Shapes, Corel Draw, Desktop Publishing, and practice on enhancing
design in existing brochures. - Peer
assessment with a checklist. |
|
4.5 |
IB3.02, CBV.01, CBV.02, CBV.03, CB1.01,
CB1.02, CB1.04, CB1.05, CB2.01, CB2.02, CB3.01, CB3.02, CB3.03 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
Culminating Activity – Create and Present
Brochures in a Mural Format within the classroom/school - Explanation of the format and assessment of
Brochure Tour. Student input of latest draft of Recruitment Brochure into
computer - Enhancement of the rough draft with the use
of computer software. - Peer assessment and preparation of their
finished brochure for display on the wall of the classroom (two copies of
each brochure for front/back display). |
Time:
30 hours
Unit Description
Students
investigate, using primary and secondary research tools, and a business that has
been founded by young adults. Topics covered can include the product line, the
history of the company and its su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
5.1 |
IB1.02,
IB1.03, CB1.02, CB3.04 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Companies
Developed By the Next Generation -
Investigation of the career profile of a young entrepreneur. -
Introduction of the Culminating Activity for the Course – The Promotion of
and Recruitment of a Company, with encouragement to seek out companies
founded by young adults or newly developed companies. -
Choose from a list prepared by the teacher of a company to promote (students
may choose a company not on the list with the teacher’s approval, e.g.,
locally owned company). -
Identification of the audience and purpose of the promotional package
followed by research of chosen company with audience and purpose in mind. -
Production of a bibliography and summarized notes. |
|
5.2 |
IB1.01, IB1.03, IB2.01, CBV.01, CB1.02 |
Knowledge/ Understanding Thinking/ Inquiry |
Language for the Target Market - Identification of the target market for the
company. - Highlighting of business or technical
language used in this field and addition to students’ glossary of terms. This
language, to be used in their promotion, should reflect the company and the
audience. |
|
5.3 |
IB2.04,
CBV.01, CBV.02, CBV.03, CB1.01, CB1.02, CB1.03, CB1.04, CB1.05, CB2.01,
CB2.02, CB3.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Elements
of a Promotional Package -
Outline of the essential components of the package. -
Choice for development of business communication in various forms, from the
following groupings: -
Visual Component – poster/advertisement, logo/letterhead, electronic
presentation, slides/overheads; -
Written Component – brochure/instructions, letter/memo, report; -
Multimedia Component – oral or video presentation to class. -
Choice of elements they are going to create for their promotion with
submission of a rough outline of the contents of the package and conference
with teacher. |
|
5.4 |
CBV.01,
CBV.02, CBV.03, CB1.01, CB1.02, CB1.03, CB1.04, CB1.05, CB2.01, CB2.02,
CB3.01, CB3.02, CB3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application Self-Assessment |
Rough
Draft, Revisions and Final Draft of Promotional Package -
Review of main components of a multimedia presentation (content, design,
delivery). -
Creation, editing, and revision of drafts of promotional package, with
encouragement to complete one component at a time, allowing for self and peer
assessment, before teacher evaluation. |
|
5.5 |
CBV.01, CBV.02, CBV.03, CB1.01, CB1.02,
CB1.03, CB1.04, CB1.05, CB2.01, CB2.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Oral Presentation to Recruit New Employees - Review of Delivery Elements, encouraging
the use of visual, auditory, and kinesthetic modes of delivery, with reminder
that the purpose of the oral presentation is to recruit young adults to work
for the chosen company. - Revision and presentation to the class as
if they were the bank/town council. |
Language
is best learned through activities that present stimulating ideas, issues, and
themes which are meaningful to students. Teachers should use a wide variety of
teaching/learning activities in all English programs to a
A variety of teaching strategies are suggested and
modelled in the unit. These include the following:
·
Whole
class and small group discussion;
·
Whole
class and small group brainstorming;
·
Reading
and analysis of samples of business communications;
·
Practice
in editing and improving existing business communications;
·
Creation
of business communications;
·
Research;
·
Survey
design and data collection;
·
Oral
presentations;
·
Direct
instruction;
·
Development
and use of charts and organizers;
·
Notemaking
and notetaking;
·
Peer
editing;
·
Use
of software applications;
·
Glossary
development;
·
Career
investigations.
Assessment
is the systematic process of collecting information or evidence about student
learning; evaluation is the judgment teachers make about the assessments of
student learning based on established criteria. The units in this profile
include suggestions for diagnostic, formative, and summative assessments.
Diagnostic assessment is used to help determine a starting point for
instruction. Formative assessment provides information to students as they are
learning and refining their skills. Summative assessments, at the end of units
and the course, give students an opportunity to synthesize/apply/ demonstrate
their learning. Summative assessments are counted toward the student’s final
mark and must be evaluated by the teacher based on individual student work
In
order to ensure that assessment and evaluation are valid and reliable, and that
they lead to the improvement of student learning, English teachers must use the
assessment and evaluation strategies outlined on p. 13 of Program Planning
and Assessment, The Ontario Curriculum Grades 9 to 12, 2000. Embedded in
this Course Profile are a wide variety of assessment strategies and tools
available to teachers of English: teacher observation, oral presentations,
interviews, business correspondence, reports, brochures, quizzes, tests,
examinations, performance tasks, self-assessment, peer assessment, checklists,
questions, and answers.
Checklists
are widely used within the course as tools for self and peer assessment,
especially early in the unit to provide formative feedback, as well as to
assist with the preparation of culminating tasks for summative evaluation.
Because
this profile has been developed using the “design down” model, the Course
Profile writers began their work by designing culminating tasks or activities
for each of the five units that addressed the overall expectations, and by
working backwards from there. A culminating activity is a summative evaluation
which provides an opportunity for individual students to perform, create, or
demonstrate significant skills and knowledge. Culminating activities have a
real world context, involve higher-level knowledge and skills than could be
achieved through an isolated application, and establish clear criteria and
levels for judging the quality of the performance. Task-specific rubrics are an
effective way to assess culminating activities and have been included with Unit
3 in this profile.
Rubrics
focus student attention on the specific knowledge and skills embedded in
particular assignments. When they are combined with exemplars of student work,
rubrics clarify the possible improvements and identify the next steps for
students. Teachers should collect samples of student products to use as
exemplars. Actual business communications can also be used as exemplars.
Specific
diagnostic activities are not built into the beginning of the units, but it is
expected that teachers continue to plan their own classroom instruction on a
daily basis, using the results of ongoing diagnostic assessment of their
students’ learning needs. Each unit does include learning tasks and appropriate
formative assessments, which support the learning to be demonstrated in the
culminating task.
The
student’s final percentage grade is based on achievement only.
Learning
skills, punctuality, and attendance are recorded on the Provincial Report Card.
The learning skills are the ability to work independently, teamwork,
organization, work habits/homework, and initiative. It is important to stress
the connection between learning skills and skills required for the workplace or
post-secondary destinations, and to model and instruct these skills.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation. In this course, Unit 5 can constitute the final
evaluation.
Exceptional students should have every opportunity to
achieve the learning expectations set out in Ontario Curriculum policy
documents. Teachers should consult individual student IEPs for specific
direction on a
A
·
Conducting
group work in heterogeneous groups;
·
Providing
charts for recording information;
·
Providing
a tape recorder for recording information;
·
Providing
additional opportunities for rehearsal;
·
Providing
more time;
·
Providing
step-by-step instructions;
·
Pairing
students to assist with technology;
·
Allowing
students to use technology applications with which they are comfortable;
·
Allowing
for the use of pre-written notes;
·
Providing
peer assistance;
·
Focusing
on the use of simple presentation techniques;
·
Providing
the option of presenting to a small group or on video tape.
The profile writers have also built a
significant amount of student choice into the suggested learning and assessment
activities to support the needs of exceptional students, including gifted
students. The teacher may make adjustments to a
Some
reading, language, writing, and technology expectations may need to be
revisited, reviewed, re-taught, and practised regularly before all students are
able to achieve and maintain them at an appropriate level.
Units
in this profile make reference to the use of specific texts, magazines, films,
and videos in the Teaching/Learning Strategies. Before reproducing materials
for student use from books and magazines, teachers need to ensure that their
board has a Cancopy license and that resources they wish to use are covered by
this license. Before screening videos for the students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette license from an authorized distributor (e.g., Audio Cine Films
Inc.). Teachers are also reminded that much of the material on the Internet is
protected by copyright. That copyright is usually owned by the person or
organization that created the work. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
http://directory.google.com/Top/Health/Home_Health/Home_Care/Service_Providers
http://strategis.gc.ca/cdn
www.1212.com/rec/can/homeP.html
www.amazon.com
www.apple.com
www.broadcast.com
www.business.com
www.canadabrowser.com
www.cmc.ca/about/corporation/plan/Module5/mod5.4.html
www.cnn.com
www.dell.com
www.gateway.com
www.hgtv.com
www.hoovers.com/company/detail/0,2417,20_4084,00.html
www.hsbc.ca/english/our_world/hsbc_securities.asp
www.ldlhr.com
www.mertus.org/gardening
www.morpheus.com
www.naptster.com
www.nrc.ca/ibc/canada/com-provincial.html
www.petsmart.com
www.pixar.com
www.randburg.com
www.robmagazine.com
http://yellowpages.pl/ca/336482/Health/Home_Health
Adler,
Ronald B. and Jeanne M. Elmhorst. Communication at Work: Principles and
Practices for Business and the Professions. Boston: McGraw Hill, 1999. ISBN
0-07-303433-9
Barclay,
S., J. Coghill, and P. Weeks. Canadian Students’ Guide to Language,
Literature, and Media. Toronto: Oxford University Press, 2001. ISBN 0-19-541675-9
Blicq,
Ron. Communicating
at Work.
Scarborough: Prentice-Hall, 1997. ISBN 0-13-324674-4
Davies,
Richard and Glen Kirkland. Canadian Writer’s Handbook. Toronto: Gage,
2000.
ISBN 0-7715-1747-5
Ellerby,
J. L., L. E. Pinto, and V. E. Brady. Insights: Su
Guffey,
Mary Ellen and Brendan Nagle. Essentials of Business Communication.
Scarborough: Nelson, 1997. ISBN 0-17-605610-6
Huseman,
R., D. Stockmayer, J. Lahiff, and J. Penrose. Business Communication:
Strategies and Skills. Toronto: Harcourt Brace, 1996. ISBN 0-7747-3451-5
Kretchman,
M.Lily. The Language of Business Communication. Toronto: John Wiley
& Sons, 1988.
ISBN 0-471-79677-8
MacLennan,
Jennifer. Effective
Business Writing.
Scarborough: Prentice-Hall, 1995.
ISBN 0-13-301391-X
Markel,
Mike. Technical Communication
Essential. Scarborough:
Nelson, 1996.
Markel,
Michael H., and Helen Holmes. Technical Writing: Situations and Strategies.
Scarborough: Nelson, 1994. ISBN 0-17-604181-8
Northey,
Margot. Impact: A Guide to Business Communications. Scarborough:
Prentice-Hall, 1998.
ISBN 0-13-838939-X
Saliani,
Dom. Communicate! Scarborough: Nelson, 2002. ISBN 0-17-619717-6
Saliani,
Dom. Communicate! Ontario Teacher’s Guide. Scarborough: Nelson, 2002.
ISBN 0-17-619489-4
Sammons,
Martha C. The Internet Writer’s Handbook. Boston: Allyn and Bacon, 1999.
ISBN 0-205-28784-0
Career
choices are highlighted in this course through the use of a career
investigation at the beginning of each unit. The use of technology is also
highlighted in each unit, with students having opportunities to use a variety
of software applications as well as the Internet, and to understand how these
applications and communications hardware are used in business and technology.
Connections to student experience in other courses, and opportunities for
workplace connections are also made throughout the course. This course may be
counted as an optional credit or an additional compulsory credit for diploma
purposes.
Coded
Expectations, Communication in the World of Business and Technology, Grade 12,
Open, EBT4O
IBV.01 · demonstrate an understanding of
the forms and content of business and technical communications and their
purposes and audiences;
IBV.02 · identify characteristics of
written, oral, and visual business and technical communications;
IBV.03 · explain the role of technology in
producing effective business and technical communications.
Understanding
Business and Technical Communications
IB1.01 – identify topics and issues in a
variety of business and technical communications, including reports, business
letters, memos, manuals, instructions, brochures, contracts, and instructional
videos (e.g., record the main idea and supporting details in a report on job
sharing and flexible hours; summarize key information in a warranty or an
insurance policy);
IB1.02 – identify the characteristics and
needs of different types of audiences for business and technical
communications, including experts, managers, technicians, employees, and the
general public;
IB1.03 – identify the specific purpose and
audience for a variety of business and technical communications (e.g., discuss
whether an instructional manual has been written for experts or a general
audience; develop criteria to determine whether a business letter or an
instructional video is designed to inform or persuade);
IB1.04 – select and use appropriate
strategies to understand business and technical communications (e.g., read
headings to preview the content of a report or manual; role-play and exchange
responses with a colleague to clarify understanding of an insurance policy;
generate questions after viewing a training video).
Analysing
Business and Technical Communications
IB2.01 – identify the characteristics of
effective business and technical communications, including clarity, a
IB2.02 – identify specific elements of
business and technical communications and describe their purpose (e.g.,
elements such as tables of contents, headings, marginal notes, tables, charts,
diagrams, graphics, images, appendices, indexes, and glossaries);
IB2.03 – explain how elements of business
and technical communications can be used to enhance their effectiveness and
meet the needs of an audience (e.g., compare the effects of using a chart or
text to convey data; discuss the contribution of diagrams and illustrations in
a multimedia presentation for a general audience);
IB2.04 – identify the organizational
patterns of business and technical communications, with an emphasis on
sequential, chronological, spatial, order-of-importance, problem-solution,
comparison-and-contrast, and cause-and-effect patterns (e.g., identify the use
of sequential organization in instructions; identify words that denote spatial
relationships in an instruction manual; determine the organizational pattern
used in an incident report).
Understanding
the Role of Technology in Business and Technical Communications
IB3.01 – explain the role of audio, visual, and
telecommunications equipment, computer hardware and software, and presentation
and desktop publishing programs in producing clear and effective business and
technical communications;
IB3.02 – demonstrate an understanding of
how sound clips, animation, pictures, illustrations, charts, and diagrams from
the Internet, CD-ROMs, software programs, and scanners can clarify the meaning
and enhance the visual impact of business and technical communications.
CBV.01 · produce written, oral, and visual
business and technical communications for specific purposes and audiences;
CBV.02 · use technology appropriately to
clarify the meaning and enhance the impact of business and technical
communications;
CBV.03 · assess their own and others’
business and technical communications.
Producing
Business and Technical Communications
CB1.01 – use the forms, elements, and
organizational patterns of business and technical communications to communicate
effectively (e.g., apply knowledge of how people read informational texts to
plan an effective brochure; use directional and sequencing words and phrases to
assist the reader in understanding written procedures; make an oral report
using a cause-and-effect structure);
CB1.02 – use information and ideas
gathered from a variety of print and electronic sources to generate content for
business and technical communications on school-, career-, or workplace-related
topics and issues (e.g., gather information from consumer reports to use in a
memo recommending a purchase; use simulations, role-plays, and case studies to
understand different perspectives on issues such as customer relations);
CB1.03 – select or adapt the content,
forms, and organizational patterns of business and technical communications to
suit the purpose and audience (e.g., organize key information for a video
recognizing the achievements of employees; adapt the content of a memo to meet
the needs of different audiences, such as an expert, a manager, a technician,
or the general public);
CB1.04 – use graphics effectively in
business and technical communications (e.g., present information from text or a
spreadsheet in the form of a chart or graph; use diagrams and illustrations to
emphasize main points in posted instructions);
CB1.05 – revise, edit, and proofread
drafts to produce clear, a
Enhancing
Business and Technical Communications
CB2.01 – use a variety of audio, visual,
and electronic aids to produce effective business and technical communications
(e.g., leave clear, straightforward, and su
CB2.02 – use sound clips, animation,
pictures, illustrations, charts, and diagrams from the Internet, CD-ROMs,
software programs, scanners, or other audio-visual equipment to enhance the
visual impact of business and technical communications.
Assessing
Their Own Business and Technical Communications
CB3.01 – assess the content and style of
business and technical communications they have produced (e.g., discuss in a
group the content and visual appeal of a classmate’s brochure; develop criteria
to assess their own business and technical communications);
CB3.02 – assess drafts and final versions
of business and technical communications by peers, providing objective and
constructive suggestions (e.g., work with a partner to identify strengths and
weaknesses of a draft of a report; use peer conferences and rubrics to provide
feedback about a final product);
CB3.03 – explain the creative choices made
to enhance the effectiveness of their own business and technical
communications;
CB3.04 – demonstrate an understanding of the
knowledge and skills required for su
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