BOH4M - Grade 12 Business Leadership

Grade 12 Business Leadership image
Course Code: BOH4M Course Type: University/College Preparation Format: Online School Course Prerequisite: None Tuition Fee (CAD): $549 Demo Lesson

Course Description For BOH4M Grade 12 Business Leadership Online Course

BOH4M focuses on developing the leadership skills used in managing a successful business. Throughout this course, students will analyze the role of a leader in business, with a focus on managing group dynamics and motivating employees, dealing with workplace stress and conflict, as well as decision-making and planning.

Summary Of Units And Timelines For Grade 12 Business Leadership BOH4M

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the BOH4M course profile.

Unit OrderUnit NameSuggested Time
Unit 1Foundations of Management18 Hours
Unit 2Leading20 Hours
Unit 3Management Challenges20 Hours
Mid Semester Point
Unit 4Planning & Controlling20 Hours
Unit 5Organization20 Hours
Unit 6Course Summative10 Hours
FINALFinal Exam2 Hours
View Sample Gradebook Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

By the end of this course, students will:

  • assess the role of management within an organization;
  • demonstrate the use of appropriate communication techniques related to business management;
  • evaluate the impact of issues related to ethics and social responsibility on the management of organizations.
  • apply an understanding of human behaviour to explain how individuals and groups function in the workplace;
  • demonstrate an understanding of group dynamics;
  • demonstrate an understanding of proper leadership techniques in a variety of situations.
  • demonstrate an understanding of the communication process within the workplace;
  • evaluate the strategies used by individuals and organizations to manage stress and conflict;
  • compare theories of how to motivate individuals and teams in a productive work environment.
  • analyse the importance of planning to the success of an organization;
  • demonstrate an understanding of appropriate planning tools and techniques in a variety of situations;
  • analyse the relationship between strategic planning and the success of an organization;
  • analyse how companies respond to internal and external pressures for change;
  • assess the importance of control in management.
  • demonstrate an understanding of the various organizational structures used to manage the workforce effectively;
  • assess the ways in which organizational structures have changed to adapt to the changing nature of work; evaluate the role of human resources within an organization.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: Business Studies, The Ontario Curriculum, Grades 11 and 12, 2006 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

BOH4M is a Grade 12 International Business Fundamentals course at a University/College preparation level.

4M refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and M means it is a university or college preparation course.

Click here for more information on Course Coding System

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Student & Parent Recommendations

Ontario Virtual School
4.9
Based on 472 reviews
powered by Google
js_loader
Noah Espiritu image
Noah Espiritu
Had a great experience! I took Business Leadership and was satisfied with the overall platform. The lessons were good quality and work is straightforward. Teachers are always willing to help you out in anyway they can including proof reading, providing feedback and answering any questions in general. Special thanks to Ms. Eleveld, my teacher for the course who always helped me out during the term! I will be recommending this to to others!
Emaan Khan image
Emaan Khan
I decided to take this course through a friend's recommendation, who told me that it was a great experience. Despite that, I was still a bit unsure but decided to take a leap of faith and purchase the course. It was an amazing decision because this was the best way for me to achieve a high mark and thorough understanding of the course content. There were no hidden fees whatsoever, and once you paid the initial amount for the course, that was it. I'm a senior in high school and took MHF4U and it was a great experience. The lessons were easy to follow along and understand, and the workload was a breeze as well, considering how exceptional the teaching was. The Unit Tests were also very simple to follow along, especially with the phenomenal lessons and organization. I was also pleasantly surprised with the response time through emails, as it was very fast, with teachers and administrators. I also received my report cards very quickly, after submitting my request through the site. Plus, when I received marked work back, it was easy to follow along and helpful to see what I needed to work on. Overall, this was an absolutely awesome experience and i'd definitely recommend that anyone who is on the fence about taking an online course should for sure do it with OVS!
Huzzy image
Huzzy
I had a phenomenal experience at Ontario Virtual School! I was enrolled in a grade 12 business leadership (BOH4M). From the content to the assigned assignments, I was able to understand the fundamentals of leadership while also being able to put those principles into effect in the real world. There were no hidden costs or questionable practices; payment was addressed effectively. Ms. Polsinelli was an outstanding teacher who always answered within 24 hours to any inquiries or concerns. She was incredibly understanding and willing to assist in any way she could. In addition, admin assistance was extremely dependable, to the point where I received my report card in less than 48 hours. Overall, OVS is a fantastic educational resource for students across Ontario. I wholeheartedly endorse it for anyone looking to do complete courses effectively and efficiently.
Mélanie Barré image
Mélanie Barré
My experience taking online courses with OVS was phenomenal! I took grade 12 Advanced Functions MHF4U and my teacher was Mr. Currie. He was extremely quick with responding to any of my questions and marking my tests, discussion posts and lab simulations. The corrections were always sent to me within 24h, even on the weekends! The course lessons were easy to follow and were delivered in an organized fashion. Doing the course at my own pace allowed me to achieve unmatched success. I would highly recommend OVS to any students interested in following the Ontario curriculum who are looking to "reach ahead" in their high school studies.
Justin Ariburnu image
Justin Ariburnu
Ontario Virtual school was an amazing experience. They helped me earn a credit and achieve the grade I wanted. The teacher I had for my course (HFA4U) was extremely helpful and made it easy for me to understand the concepts taught in the course as the slideshows were easy to follow. The website was amazing and super easy to navigate through. It even allowed my parents to sign into my account as a "guardian" so they can look at my work and my sure I am on track. The lessons were super easy to follow as the slides shows were interactive and clear making it easy for the viewer to comprehend. There were no hidden fees at any given point during the corosue the expense was the flat fee (purchasing the course.) My work I submitted was always returned very quick and I was provided with feedback to always help me improve for the next assignment. When requesting my midterm and final report card the admin made it super easy as they processed it very quickly and sent it over to my school. Quick and simple! Overall Ontario Virtual School was an amazing experience as the admin and staff are all professionals and made it easy for me to gain my credit while at the same time teaching me a lot as I left the course (HFA4U) with lots of great knowledge.
Brooklynn Seitz image
Brooklynn Seitz
I took the MAP4C class and was able to complete my prerequisite course for my other academic adventures. My teacher Mr. Luu was very responsive with not only his feedback on tests and emails, but also with grading. I highly recommend this course to anyone looking to upgrade or complete their math. Ontario Virtual School is a very simple website to navigate and I was happy to have found this online school.