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The program in business studies offers a variety of courses to help students understand the world of business and to focus their interest in this area. The secondary school program includes a course that introduces students to the multifaceted world of business and its various functions, as well as a number of courses that focus on key aspects of the field. There are courses that will help students develop their skills in applying current technological tools to business activities and that will teach them how business activity is affected by the dynamic technological changes taking place today. Students can also select courses in entrepreneurship to learn about the creation and operation of a small business or how to develop and apply enterprising skills as employees. They will also be able to choose courses that focus on the key skills and concepts of accounting and marketing, or courses that will develop their understanding of the nature of business organizations and the ways in which businesses are structured and managed to achieve organizational goals. Finally, in courses in international business, students will learn about opportunities that lie beyond our borders, and will explore the business relationships that the Canadian government and Canadian companies have established with other nations.

The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.

The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail.

The specific expectations are organized under subheadings. This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students.

Many of the expectations are accompanied by examples, given in parentheses. These examples are meant to illustrate the kind of skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. They are intended as a guide for teachers rather than as an exhaustive or mandatory list.