Student leadership skills may be enhanced by participation in school-based or virtual enterprises, job shadowing, internships, co-operative education and/or the Future Business Leaders of America (FBLA). The co-operative education method is available in most full-year business courses. A participating student combines classroom instruction and a minimum of 396 hours supervised on-the-job training in an approved position with continuing supervision throughout the school year. A student may receive an additional credit for their co-operative education experience.
Students are introduced to the world of business using the computer as a problem-solving tool. Emphasis is placed on using basic touch keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spreadsheet software. Basic Internet safety and computer maintenance issues are important components of this course. Workplace Readiness Skills (WRS) are embedded throughout the course.
This foundation course introduces the use of relevant and emerging technologies, tools, and applications to prepare students for current workplace practices and everyday life. Students will demonstrate information processing using a variety of hardware and software and Internet-based tools to produce and integrate data in various formats. This course is designed for students wishing to progress through more advanced business and information technology coursework. Keyboarding and Workplace Readiness Skills are embedded throughout the course.
Students design, establish and operate a small group or class business, producing a service or product that meets an identified school or community need. Emphasis is placed on the introduction and application of business terminology, basic entrepreneurship concepts and fundamental business principles. Basic academic skills (Mathematics, Science, English and History/Social Science) are integrated into this course. Keyboarding and Workplace Readiness Skills (WRS) are embedded throughout the course.
