EBT4O - Grade 12 Business and Technology English

Grade 12 Business and Technology English image
Course Code: EBT4O Course Type: Open Format: Online School Course Prerequisite: ENG3U, Grade 11 English or ENG3C, Grade 11 English or ENG3E, Grade 11 English Tuition Fee (CAD): $549 Demo Lesson

Course Description For EBT4O Grade 12 Business and Technology English Online Course

EBT4O emphasizes the kinds of practical writing and communication skills needed in the world of business and technology. Throughout the course, students will analyze the characteristics of effective models of business and technical communications, all the while gathering information to write reports, business letters, memos, manuals, instructions, and brochures. They will also learn how to integrate graphics and text, using technology appropriately for formatting and special effects.

Summary Of Units And Timelines For Grade 12 Business and Technology English EBT4O

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 EBT4O course profile.

Unit OrderUnit NameSuggested Time
Unit 1Basic Forms of Business Communication20 Hours
Unit 2Writing Tools in the Business World20 Hours
Mid Semester Point
Unit 3Speaking and Listening20 Hours
Unit 4Gathering & Presenting Textual Information20 Hours
Unit 5Course Culminating Task30 Hours
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.

This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly. The course design is geared to meet and exceed the requirements for students to be able to become effective communicators in a business and technological world. The framework of course delivery focuses the main attributes of communication: writing, and speaking. The organization of the course is packaged into five distinct units which correspond with the Ontario Curriculum, Grades 11 and 12 English document. However, the number of units has been redesigned to what the author considers a more constructive development of material promoting a more manageable chucking of information from a students’ perspective. Teachers will be providing an assessment for learning opportunity at the beginning of the course; after the pre-unit as recommended in the Growing Success 2010 document. Teachers will be able to use the results of this diagnostic to identify gaps in concepts for learners and provide opportunities to bridge these gaps preparing all learners to be successful in this course by establishing a strong prerequisite foundation.

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: English, The Ontario Curriculum, Grades 11 to 12, 2007 (Revised) Ministry of Education of Ontario

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

Frequently Asked Questions

EBT4O is a Grade 12 Business and Technology English course at an Open level.

4O refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and O means it is an open course, where students of all levels can take.

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

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I was initially skeptical of online learning, especially after not being in high school for so long. However I was pleasantly surprised by how well the course delivered its content as I felt the combination of slides, recordings, quizzes, and embedded videos really kept me engaged. The only shortcoming personally was the assigned readings that followed the lessons as I felt it was relatively easy to get distracted in a home environment. I do however believe this is less the fault of the course and more of a personal issue for myself. The quality of the labs and tests were definitely well thought out and I had no issues with them. I'd also like to thank my instructor for being a very helpful during this course, being there to help and answer my questions and even going as far as to let me have the opportunity to redo a lab I had botched.
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Pablo Delgadillo
Took a couple of courses here to finish highschool and was amazed at how thorough each course was. Usually in day-school you don't have the time to cover absolutely everything, leaving you with a decent understanding of each unit. However, with OVS I was left with an impressive understanding of the concepts, far greater than I would usually accomplish at my day school. The teachers are also very helpful, and respond to questions quickly. Overall, a great experience, would recommend to anyone needing to catch up, get ahead, or experience online school.
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Qusay Ali
The ontario virtual school is a very good school because of it’s fast and flexible contact with admins and teachers and they are very helpful thank you ovs
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Hasnain Syed AliShah
Before I signed up for Ontario Virtual School, I wasn’t really sure about the whole idea of online school. I thought it wasn’t for me because I couldn’t juggle the day school and night school, I didn’t need any more work load. I thought it’d be a colossal waste of my time, energy and obviously money. But my friend convinced (annoyed) me to sign up and I am grateful that he did. It wasn’t easy, I am not going to lie, I mean you have to remember to listen to lecture and to write test, but with the help and support of my amazing instructor/teacher Patricia Garcia, I achieved a score of a 92% and got accepted from most of the universities I applied to. I can’t thank her and this online institution enough. I would recommend Ontario Virtual School to anyone who is thinking of taking an online school. As my experience was absolutely amazing and positive which also helped a lot with the distance learning due to COVID-19.
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The teachers were really nice and great at responding to emails quickly, as well as at clearing up doubts! The administration staff were also really helpful.
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Emilia Mielnik
Robert Ford, thank you so much for the fast replies and helping me throughout the course, I ended with a very good mark and was able to complete all the assignments at my own pace, I recommended OVS to about 4 other friends and they are all now going to be enrolling in some OVS courses. I am also going to be taking another course from here, I 100% would recommend. thank you OVS and Mr. Ford.