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THE ONTARIO CURRICULUM, GRADES 11 AND 12: BUSINESS STUDIES
IEP, the extent to which expectations have been modified. As noted in Section 7.12 of the ministry’s policy document Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999, the principal will determine whether achievement of the modified expec- tations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course.This decision must be communicated to the parents and the student.
When a student is expected to achieve most of the curriculum expectations for the course, the modified expectations should identify how they differ from the course expectations.When modifications are so extensive that achievement of the learning expectations is not likely to result in a credit, the expectations should specify the precise requirements or tasks on which the student’s performance will be evaluated and which will be used to generate the course mark recorded on the Provincial Report Card. Modified expectations indicate the knowledge and/or skills the student is expected to demonstrate and have assessed in each reporting period (IEP Standards, 2000 , pages 10 and 11). Modified expectations represent specific, realistic, observable, and measurable achievements and describe specific knowledge and/or skills that the student can demonstrate independently, given the appropriate assessment accommodations. The student’s learning expectations must be reviewed in relation to the student’s progress at least once every reporting period, and must be updated as necessary (IEP Standards, 2000 ,
page 11).
If a student requires modified expectations in business studies courses, assessment and evalua- tion of his or her achievement will be based on the learning expectations identified in the IEP and on the achievement levels outlined in this document. If some of the student’s learning expectations for a course are modified but the student is working towards a credit for the course, it is sufficient simply to check the IEP box on the Provincial Report Card. If, however, the student’s learning expectations are modified to such an extent that the principal deems that a credit will not be granted for the course, the IEP box must be checked and the appro- priate statement from Guide to the Provincial Report Card, Grades 9–12, 1999 (page 8) must be inserted.The teacher’s comments should include relevant information on the student’s demon- strated learning of the modified expectations, as well as next steps for the student’s learning in the course.
English As a Second Language and English Literacy Development (ESL/ELD)
Young people whose first language is not English enter Ontario secondary schools with diverse linguistic and cultural backgrounds. Some may have experience of highly sophisticated educa- tional systems,while others may have had limited formal schooling.All of these students bring a rich array of background knowledge and experience to the classroom, and all teachers must share in the responsibility for their English-language development.
Students who come to Ontario from other countries will find the study of the subjects within business studies particularly useful.Through this study, they can develop an understanding of the Canadian business environment that will help them to become well-informed Canadian citizens.
Business studies courses can provide interesting learning opportunities for students who have come to Canada from different countries. Because business seeks ways to address the needs of diverse markets and communities, students from other countries may find that their experi- ences and background are helpful in analysing the needs of various markets and determining