International Business Fundamentals, Grade 12, (BBB4M)

Course Outline

Course Title: International Business Fundamentals

Department: Business Studies

Grade Level: 12 Course Code: BBB4M

Developed from: The Ontario Curriculum, Grades 11 and 12: Business Studies, 2006, (revised)

 

Prerequisite: None

Credits: 1.0

Developed by: Stefania Matarazzo, B.Ed.,OCT

Development Date: Jan 01,2019

Revision date 2019

 
 

Course Description/Rationale

 

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively.This course prepares students for postsecondary programs in business, including international business, marketing, and management. 

Prerequisite: None

 

Strands

 

Business, Trade, and the Economy

Overall Expectations

By the end of this course, students will:

• Demonstrate an understanding of terminology, concepts, and basic business communication practices related to international business;

• Analyze the impact of international business activity on Canada’s economy;

• Demonstrate an understanding of how international business and economic activities increase the interdependence of nations.

The Global Environment for Business

Overall Expectations

By the end of this course, students will:

• Analyze ways in which Canadian businesses have been affected by globalization;

• Demonstrate an understanding of the factors that influence a country’s ability to participate in international business;

• Assess the effects of current trends in global business activity and economic conditions

Factors Influencing Success in International Markets

Overall Expectations

By the end of this course, students will:

• Analyze the ways in which cultural factors influence international business methods and operations;

• Assess the ways in which political, economic, and geographic factors influence international business methods and operations;

• Identify and describe common mistakes made by businesses in international markets;

• Evaluate the factors currently affecting the international competitiveness of Canadian businesses.

 

Marketing Challenges and Approaches, and Distribution

Overall Expectations

By the end of this course, students will:

• assess the challenges facing a business that wants to market a product internationally;

• compare the approaches taken by various companies to market their products internationally;

• demonstrate an understanding of the logistics of, and challenges associated with, distribution to local, national, and international markets.

 

 

 

Working in International Markets

Overall Expectations

By the end of this course, students will:

• Analyze the ways in which ethical considerations affect international business decisions;

• Assess the working environment in international markets;

• Demonstrate an understanding of the process for crossing international borders as it relates to international business.

 

Missed and Late Assignments

Please be advised that students are required to submit assignments by agreed upon timelines. If you miss a test, please bring a doctor’s note. If you are having trouble completing an assignment, please let your teacher know before the due date. There is a 5% penalty per day for late submissions.

 

 

Teaching & Learning Strategy

 

A wide variety of instructional strategies are used to provide online and offline learning opportunities to accommodate a variety of learning styles, interests and ability levels. Attempts will be made to ensure direct teacher-student online communication for a minimum 20-30% (hours) of the credit. Teacher options are based on software available to the online class; online teacher skill level; coordination of student-teacher availability; number of students at any one time

 

Formative Assessment

 

Instructors are encouraged to choose some or all of the following strategies before and during the instruction to gather information that accurately reflects how well a student is achieving the curriculum expectations in this course and help students to improve

Summative Assessment

 

Tests, quizzes, performance tasks and other forms of summative evaluations will occur throughout the course, at the end of units of work as outlined in the accompanying course outline.

  • Students will be provided with reasonable opportunities to master skills relating to the achievement of the curriculum expectations before assessment and evaluation occurs.

  • Major evaluations will be announced at least one week in advance.

  • Accommodations will be made for school activities, statutory holidays, religious days, cultural days, sports events and other occurrences that may impact on any scheduled evaluation.

Mark Calculation

 

 
 

Achievement Categories

Student learning is assessed and evaluated with respect to the following four categories of knowledge and skills.

Program Planning & Considerations

Instructional Approaches

Teachers in the school are expected to:

  • Clarify the purpose for learning

  • Help students activate prior knowledge

  • Differentiate instruction for individual students and small groups according to need

  • Explicitly teach and model learning strategies

  • Encourage students to talk through their thinking and learning processes

  • Provide many opportunities for students to practise and apply their developing knowledge and skills

  • Apply effective teaching approaches involve students in the use of higher-level thinking skill

  •  Encourage students to look beyond the literal meaning of texts

 

 

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

  • Individually

  • Cooperatively

  •  Independently with teacher direction

  • Through investigation involving hands-on experience

  • Through examples followed by practice

  • By using concrete learning tools

  • By encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas”.

 

Program Considerations for English Language Learners

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

  • Modification of some or all of the subject expectations depending on the level of English proficiency

  • 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)

  • Use of a variety of learning resources (e.g., visual material, simplified text materials that reflect cultural diversity)

  • 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 and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English)

 

Antidiscrimination Education

Learning resources reflect students' interests, backgrounds, cultures, and experiences. Learning materials should:

  • Enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples

  • Discuss aspects of the history of mathematics to make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries

  • Illustrate to students that everyday people use mathematics in their everyday lives, both at work and at home connect mathematics to real world situations and human affairs such as health, science

 

Literacy and Inquiry/Research Skills

The school emphasizes the importance of the following:

  • Using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs

  • Emphasizing students' ability to interpret and use graphic texts.

  • Acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopedias, interviews, videos, and the Internet.

  • Learning that all sources of information have a particular point of view

  • Learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Resources

 

*Textbook: Fundamentals of International Business A Canadian Perspective

 

*Articles: Contemporary business news articles

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