Course Overview

Communications Technology, Grade 11, Workplace Preparation, TGJ3E

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Technological Education, 2000

Course Description

This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students are given the opportunity to develop and apply practical skills to assemble, repair, operate, maintain, and test various systems. Students also study industry standards and regulations and health and safety issues, and explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment.

The course is divided into four units: Commercial Promotion and Communication; Studio Production; Interactive Media; and Digital Video Production. The projects are designed to equip students with the knowledge and skills required to meet the expectations of employers, apprenticeship, or other training programs.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the community.

Course Notes

Technological education focuses on developing student ability to work creatively and competently with technologies that are central to their lives. It promotes the integration of learning across many subject disciplines. Similarly, technology supports student work in other subject areas. It develops research skills, supports development in literacy and mathematics, and fosters creativity and critical thinking. In addition, it promotes global citizenship and environmental awareness. Technological education contributes to learning in other areas of the curriculum by providing practical contexts and applications for the knowledge and skills acquired.

This Communications Technology program introduces students to a wide variety of equipment and technologies; however, it is not only about equipment use. This program also focuses on the transmission of images that reflect Christian values. It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

Students learn how to plan for participation in the working world of Communications Technology. The world is increasingly characterized by innovation, project-based teamwork, entrepreneurship, change, and the challenge of life-long learning. Through ongoing career research, students learn the intrinsic value of work and discover techniques to realize their potential for dignity, self-respect, and success. This research is presented in the form of an interactive multimedia presentation to all students at the end of the course.

Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services. Students are informed of appropriate copyright laws and the correct use of any copyrighted materials used in project work.

In addition to specific skills developed throughout the course, students learn:

· to solve problems through careful analysis, cooperation, and communication. The student-centred, activity-based mode of delivery encourages the development of the unique potential of each individual. At the same time, there must be an emphasis on the co-ordination of several individual talents to effect the successful completion of projects.

· personal and teamwork skills:

· to enhance group effectiveness including: questioning, debating, defending, presenting, and evaluating;

· to show openness for the opinions and ideas of others;

· to demonstrate confidence in the value of their own ideas;

· to demonstrate skill in using a variety of strategies when working in team situations, including conflict resolution, evaluation of personal effectiveness, and peer mentoring skills.

· time-management skills:

· to demonstrate the ability to design and follow an organizational plan for the completion of a range of different tasks;

· to show commitment to a task by maintaining a level of effort required to work toward a product;

· to develop the ability to monitor one’s own progress using a variety of record-keeping and tracking procedures, including logs, journals, and work portfolios.

Units: Titles and Times

* Unit 1	Commercial Promotion and Communication	27.5 hours
Unit 2	Studio Production	27.5 hours
Unit 3	Digital Video Production	27.5 hours
* Unit 4	Interactive Media	27.5 hours

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Commercial Promotion and Communication

Time: 27.5 hours

Unit Description

In this unit, students explore the graphic concepts and processes of commercial promotion and communication. Students apply techniques and technologies in practical activities focused on product promotion and packaging. This unit introduces students to potential careers in graphic design and production. It aims to develop their design and problem-solving skills and increase their knowledge of graphic design and the technologies associated with product promotion, display, and packaging. Students demonstrate their learning through discussions, written submissions, and the preparation of mechanical art, prototypes, and presentations.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. The Role of Graphic Processes in Commercial Communications	TFV.03, TFV.04, ICV.01 TF1.01, TF3.01, IC1.01, IC2.01, IC2.02 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Thinking/ Inquiry Knowledge Communication Application	Research and report on changes in the technologies and methodologies applied to the promotion and packaging of a commercial product
2. Promotional Graphic Material	TFV.01, TFV.02, SPV.01 TF1.01, TF1.02, TF2.03, TF2.09, TF3.02, TF3.03, SP1.01, SP1.06, SP2.01, SP2.02, SP2.03, SP3.01 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Thinking/ Inquiry Knowledge Communication Application	Apply the principles of design and graphic processes in the production of mechanical art and film-ready files for promotional materials.
3. Product Packaging	SPV.02, SPV.03, SPV.04, ICV.03, ICV.04 TF2.01, SP1.02, SP1.03, SP1.04, SP1.06, SP2.01, SP2.02, SP2.03, SP2.06, SP3.04, IC2.02, IC2.03, IC3.01, IC3.03 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Thinking/ Inquiry Knowledge Communication Application	Design and fabricate three-dimensional product packaging
4. Presenting a Graphic Concept	TFV.01, ICV.01 SP1.03, SP1.04, SP2.03, SP2.04, SP4.02, SP4.03 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Thinking/ Inquiry Knowledge Communication Application	Use software to create presentation of package design concept

Unit 2: Studio Production

Time: 27.5 hours

Unit Description

In this unit, students explore the skills, concepts, and techniques of audio/visual production in a studio setting. The unit focuses on the production of a newsmagazine that includes feature stories on relevant issues, news and sports reports, performances, and other activities happening within the school or the community. Students gain practical experience in developing a studio production through pre-production, production, and post-production stages. Students set up, troubleshoot, and operate the necessary lighting, sound, and video systems, as well as develop their design and problem-solving skills. Students demonstrate their learning through discussions, research, written work, and the preparation and use of the studio environment for a variety of production purposes.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. Careers in Studio Production and Planning the News Magazine Format	TFV.01, TFV.04, SPV.01, ICV.03 TF1.01, TF1.02, TF3.01, TF3.03, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP2.06, IC3.01, IC3.02, IC3.03 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Thinking/ Inquiry Application	Identify technical and administrative occupations associated with studio productions, plan all requirements, and set up all necessary equipment for the production
2. Lighting in the Studio	TFV.02, SPV.02, ICV.02 TF2.07, TF2.08, SP2.04, SP3.01, SP3.02, SP3.04, SP4.03, IC2.02, IC2.03 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Thinking/ Inquiry Application	Acquire knowledge and practical skills applicable to the operation and use of various types of lighting equipment
3. Video in the Studio	TFV.04, TFV.03, SPV.02, SPV.03, ICV.02 TF2.03, TF2.04, TF2.05, TF2.10, TF2.12, TF2.13, TF2.14, TF3.02, SP2.01, SP2.02, SP2.05, SP2.06, SP3.01, SP3.02, IC2.01 CGE 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Thinking/ Inquiry Application	Acquire knowledge and practical skills applicable to the operation and use of various types of audio/video equipment
4. Post-production	TFV.03, SPV.04 TF2.06, TF2.09, TF2.11, SP1.06, SP2.02 CGE 2a, b, c, e; 3b, c, d, e; 4a, b, c, f; 5a, e, f, g; 7b, j	Knowledge/ Understanding Thinking/ Inquiry Application	Acquire knowledge and practical skills applicable to the equipment and practices used in the completion of an audio/visual studio production

Unit 3: Digital Video Production

Time: 27.5 hours

Unit Description

This unit introduces students to the processes involved with digital image production. Students examine fundamental digital concepts, basic equipment functions, and their interface with computer technology. Students investigate the process of digitization and the transfer of data through the use of still and moving images in audio/video, recording, and photographic media. Emphasis is placed on the set-up, testing, and maintenance of the systems, (i.e., hardware, software, peripheral relationships, and connectivity), necessary to create digital productions. Critical evaluation and problem solving help students make decisions in light of gospel values with an informed moral conscience.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. Still Image Storyboarding	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.01, TF2.02, TF2.03, TF2.06, TF2.10, TF2.11, TF3.01, SP1.01, SP1.02, SP2.04, SP3.03, SP3.04, SP4.01, IC1.01, IC3.01 CGE 2b, c, e; 3b, c, e; 4a, e, f; 5a, e, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Digitization techniques and manipulation of still images
2. The Power of Audio	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.01, TF2.02, TF2.03, TF2.06, TF2.10, TF2.11, TF3.01, SP1.01, SP1.02, SP2.05, SP2.06, SP3.03, SP4.01, IC1.01, IC3.01 CGE 2a, b, c; 3b, c; 4b, e, f; 5a, e, f; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Digital audio techniques
3. Community Service Announcement	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.01, ICV.03, ICV.04 TF1.01, TF1.02, TF2.01, TF2.02, TF2.03, TF2.06, TF2.09, TF2.10, TF2.11, TF3.01, TF3.03, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP3.01, SP3.03, SP3.04, SP4.01, SP4.02, IC1.01, IC3.01 CGE 1d; 2c, e; 3b, c, d, e; 4b, c, d, f, g; 5a, c, f, g; 7b, e, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Integration and editing of digital images
4. “Re-purposing” Digital Video - Digital Editing Output Options	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.01, TF2.02, TF2.03, TF2.05, TF2.06, TF2.10, TF2.11, TF3.01, SP1.01, SP1.02, SP3.03, SP4.01, IC1.01, IC3.01 CGE 2c, f; 3c, e; 4b, e, f; 5a, e, f; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	The process of digital output and output options

Unit 4: Interactive Media

Time: 27.5 hours

Unit Description

This unit gives students the opportunity to develop an understanding of interactive media. A variety of interactive computer software is used by students to develop practical workshops that investigate uses for interactive technology and employment opportunities in communications technology. Emphasis is placed on the set-up, testing, and maintenance of the systems, (i.e., hardware, software, peripheral relationships, and connectivity), necessary to create their interactive projects. Students learn the intrinsic value of the support worker and realize their potential for dignity, self-respect, and success in their essential roles as supporting team players.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. Community Service Presentation	SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.03, SP1.01, SP1.02, SP2.01, SP2.02, SP3.03, SP3.04, SP4.02 CGE 2c, e; 3b, c, e; 4a, f; 5a, e, f; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Presentation software applications
2. Career Study- Research and Presentation	TFV.01, TFV.02, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 SP1.01, SP1.02, SP2.01, SP2.02, SP3.03, SP4.02, IC1.01 CGE 2a, b, c; 3b, c; 4b, e, f; 5e, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Multimedia software applications
3. Co-curricular Activities Web Design	TFV.01, TFV.02, TFV.03, SPV.01, SPV.02, ICV.03, ICV.04 TF1.02, TF2.01, TF2.02, TF2.03, TF3.01, SP1.02, SP2.01, SP2.02, SP3.03 CGE 2a, b, c, e; 3b, c, e; 4b, f; 5a, e, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Web-based applications
4. Interactive Portfolio/Resume	TFV.03, SPV.02, SPV.03, ICV.04 TF2.02, TF2.03, TF2.09, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP2.01, SP2.02, SP3.01, SP3.03, SP4.02, IC3.01, IC3.02, IC3.03, IC3.04 CGE 2b, c, e; 3b, c, e; 4a, b, e, f; 5a, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Tying it all together - an interactive resume/portfolio

Teaching/Learning Strategies

Students are introduced to practical aspects of communications technology using electronic, live, and graphic communications methods. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodations to meet the needs of all students.

Throughout this profile, the teacher:

· monitors and observes all student/group activity;

· conferences with students on an ongoing basis to provide assistance when problems arise;

· reviews project expectations;

· modifies project activities to deal with the availability of equipment.

Teachers encourage attitudes and values, founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

Each unit provides the opportunity for students to focus on career options and provide insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the classroom allow for career orientation (e.g., job shadowing, computer research, field trips, and guest speakers). Career education can be most effectively delivered by the integration of topics throughout the course. Classroom teachers work closely with the Guidance Department to co-ordinate the planning of career study. Students have the opportunity to explore a variety of career options, in the Communications Technology field, that are appropriate for the range of ability levels within the classroom.

Teaching/learning strategies include the following:

· Brainstorming – group generation of initial ideas expressed without criticism or analysis;

· Buddy System – links students for peer/cross-age support;

· Case Study – investigation of real and simulated issues;

· Class Discussion – students actively participate by taking turns while discussing current issues;

· Collaborative/Cooperative Learning – small-group learning providing high levels of student engagement and interdependence;

· Computer-assisted Learning – learning of new material or review/reinforce material previously learned;

· Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners;

· Design Process – a problem-solving approach using a prescribed process involving a number of steps;

· Independent Study – exploration and research of a topic interesting to students;

· Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on a regular basis;

· Mind Map – involves representing physical, demographic, and numerical data through visual formats that show relationships among ideas;

· Problem-solving Strategies – helps students work through problems;

· Problem Solving – model for helping students to identify and work through a problem design process;

· Report/Presentation – oral, visual, and written presentation of researched topic to class or community;

· Research – various models of investigation;

· Socratic Lesson – oral presentation of information by the teacher;

· Theological Reflection – students examine issues in relation to spiritual understanding as it reflects on them individually, in their families, and in their communities.

Assessment & Evaluation of Student Achievement

Assessment/Evaluation Techniques

Paper-and-Pencil Tests

· Ongoing quizzes

· Final evaluation (tests and final exam)

Performance Assessment

· Assigned exercises

· Skills demonstrations

· Checklists

· Worksheets

· Log/journal entries

· Presentation/exhibitions

· Finished product checklists

· Portfolios

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

· Instructional questions and answers

· Self-/peer assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique

Teacher Observation

· Formal/informal

Reflection

· Self-/peer assessment

· Log/journal

· Portfolio

Assessment Tools

· Checklists

· Marking schemes

· Quizzes/tests

· Rubrics/rating scales

· Anecdotal comments with suggestions for improvement

Assessment Methods

Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful.

Formative: during learning; ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction.

Summative: usually carried out at the end of a learning process; may include feedback and/or judgement.

Activities developed throughout the course are skill oriented. As students develop skills, they are motivated to acquire related knowledge and develop attitudes, values, and understanding based on Catholic social teaching. The skills are reflected in the expectations set by the curriculum.

Assessment of skill development involves focus on both the process and the product. Checklists are commonly used to identify the operational steps of the process, whether it is creating a brochure in a desktop-publishing activity or producing a short video. Significant aspects of the completed product or service are identified and assessed on a rating scale. Checklists and rating scales are available at the start of the course; students can use them for self-assessment as they strive for acceptable standards of achievement. Checklists and rating scales provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Through teacher/student discussion, comparisons of the teachers and student’s assessment of the skill can often clarify the standards that are expected. The addition of a peer assessment component, for group situations, also helps to clarify expectation achievement.

· Self-assessment helps students develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going.

· When self-assessment and peer assessment occur with teacher guidance, students are provided with reactions to their work besides those of the teacher. Through the use of modelling and coaching, teachers can help students provide constructive and supportive feedback to themselves and to one another.

A variety of assessment techniques should be used in the evaluation process. The vocabulary used in test questions should reflect that used in the lab situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams are effective assessment instruments in technological education. The ability to combine skill and knowledge successfully in practical work tasks is demonstrated by students in their planning and implementation of projects, work assignments, and problem-solving activities. Daily teacher observation of the student’s achievement on assignments is a technique for assessing progress in these areas.

How Assessment Strategies Are Used to Determine Final Course Mark

Assessment instruments are designed to provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment instruments may be used in more than one achievement category. The final grade is determined using the weighting below as a guideline to reflect the student’s most consistent performance level.

Final Course Grade

Final Evaluation	30%
· Formal Exam · Portfolio
Term Evaluation	70%
Knowledge/Understanding · Unit/Activity Tests and Quizzes · Unit Exercises
Thinking/Inquiry · Assignments/Worksheets · Unit Projects · Independent Research (Career) · Unit Exercises
Communication · Unit Exercises · Presentations
Application/Productivity · Unit Projects
TOTAL	100%

Accommodations

Teachers using this course profile should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations for students.

There is a wide range of teaching/learning strategies that can be used to meet the needs of all students. Teachers are encouraged to alter and expand teaching strategies to accommodate learning styles. Accommodations may include:

· Alter assessment plans.

· Use conferencing/discussion.

· Students work with classroom partners and/or peer tutors.

· Students act as lab assistants.

· Provide a list of terminology (possibly simplified) before an activity begins.

· Arrange small-group learning.

· Set flexible timelines.

· Adapt handouts.

· Alter project specifications.

· Incorporate task modifications (e.g., fewer/more websites, sources, informational items).

· Provide enrichment and extension activities.

Resources

Specific resources are listed at the end of each activity.

Course Development Resources

The Bible for Catholics. CD-ROM. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5

Blueprints: A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative, Central Region.

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

Coping With the New Curriculum: Practical Strategies for Implementing the New Curriculum. Toronto: Educational Services Committee, OSSTF, 2000. ISBN 0-920930-53-0

Survival Strategies: Practical Tools for Educators. Toronto: Educational Services Committee, OSSTF, 1999. ISBN 0-920930-51-4

The Ontario Curriculum, Grades 9 to 10, Technological Education, 1999.

The Ontario Curriculum, Grades 11 to 12, Technological Education, 2000.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999.

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Catholic Information Network — http://www.cin.org
Information for the Catholic community with links to other sites.

Catholic On-line Interactive Forum — http://www.catholic.org
Information for the Catholic community with links to other sites.

Curriculum Services Canada (Ontario Curriculum Centre - OCC) — http://www.curriculum.org
Ministry-approved resources, course profiles, and links to other educational sites.

Educational Computing Organization of Ontario (ECOO) — http://www.ecoo.org/
Resources for teachers and links to other educational sites.

Education Network of Ontario (ENO) — http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites.

Media Awareness Network — http://www.media-awareness.ca/
Practical support for teaching media in the classroom with links to other sites.

New Advent – Catholic Encyclopedia — http://www.newadvent.org/cathen
A source for Catholic interests, action, and doctrine.

Ontario Ministry of Education — http://www.edu.gov.on.ca/
Ministry site with up-to-date information and useful links.

School Net — http://www.schoolnet.ca/
Learning resources, programs, and links to other educational sites.

Technology Educators of Ontario (TEO) — http://www.teo.on.ca/
Learning resources, programs, and links to other educational sites.

TV Ontario (Educational Programming & Services) — http:/www2.tvo.org/eduprog/
Learning resources, programs, and links to other educational sites.

TV Ontario (Edulinks) — http:/www2.tvo.org/edulinks/
Technological Education page with lesson plans and other resources to meet curriculum expectations using Internet-based resources. Links to other educational sites.

TV Ontario (Pdonline) — http://www.tvo.org/pdonline/
Professional development for teachers on-line with links to other useful educational sites.

TV Ontario (OESS) — http://www.tvo.org/oess/
Ontario Education Software Service – Ministry-licensed educational software.

YTV (In Class) — http://inclass.ytv.com/
Media-related teacher resources and links to other sites.

Women in Trades and Technology Network — http://www.wittnn.com/
An education and advocacy organization dedicated to promoting and assisting in the recruitment, training, and retention of women in trades and technology. Useful links to other sites.

OSS Considerations

Grade 11 Communications Technology, Workplace Preparation, is designated as a Technological Education, Part A, Broad-Based Technology program. The philosophy that underlies the teaching of broad-based technology is that students learn best by doing. Workplace preparation courses are designed to equip students with the knowledge and skills they require to meet the expectations of employers (if they plan to enter the workplace directly after graduation) or the requirements for admission to apprenticeship or other training programs. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses).

Ontario secondary school graduates are expected to be technologically literate as stated in Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. They should be able to understand and apply technological concepts, use computers in various applications, and analyse the implications of a wide range of technologies for individuals and society.

To ensure that all students in the province have equal opportunity to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. Anti-discrimination education, equity/social justice issues, conflict resolution/violence prevention, community partnerships, and faith development are addressed in the course. These support the Ontario Secondary School board policies as well as the Ontario Catholic School Graduate Expectations.

Career exploration is a component of all units and is aligned with Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. Teachers ensure that students have a broad range of career exploration opportunities.

Overview Appendix I

Student Manual

(To be given out at the start of the course)

Communications Technology Grade 11, Workplace Preparation
Manual For New Students

Introduction

Welcome to Grade 11 Communications Technology! During this semester you have the opportunity to complete a range of communications technology projects. You also have the opportunity to learn transferable skills that are valuable in all your courses. Your “job description” as a member of this class is described below. Follow it closely for the best chance of success!

Secondary Policy Document Course Description

Unit Titles

Unit 1	Commercial Promotion and Communication	27.5 hours
Unit 2	Studio Production	27.5 hours
Unit 3	Digital Video Production	27.5 hours
Unit 4	Interactive Media	27.5 hours

Student Job Description

· Follow all class guidelines and procedures.

· Maintain your notebook following the specified guidelines.

· Maintain your supplementary notes and folders as required:

· glossary of terms;

· technical journal;

· portfolio (hard and electronic copy);

· career exploration research;

· summary of marks and marked tests, quizzes, and assignments.

· Complete all projects for all units.

Overview Appendix I (Continued)

Student Notebook

As you progress through this course, a great deal of information on relevant topics is going to be presented. Much of this information is to be filed in a separate Com Tech notebook. A well-organized and complete notebook is a valuable reference and study resource for you. It is recommended that you use a three-ring binder where material can be easily inserted.

Glossary

Glossaries are like dictionaries and are useful for reference and studying purposes. The glossary for this course contains terms and expressions relevant to Communications Technology. In the beginning, the glossary is updated using pen and paper. Later in the course, the glossary is organized and updated electronically. The glossary should include:

· Unit #: Title of Unit

· Activity #: Title of Activity

· Term - Explanation

Example:

· Unit 3: Digital Video Productions

· Activity 2: The Power of Audio

· CD-Audio — Sounds that have been digitized at a sampling rate almost high enough to duplicate reality. CD-Audio is the same format and quality as the discs played on a CD player.

· MIDI — Acronym for Musical Instrument Digital Interface. It is a standard communications protocol used by electronic music equipment allowing device control from personal computers.

Technical Journal

You are required to maintain a Technical Journal in which you record newly learned procedures. This serves as a handy personal reference to which you can refer for specific procedures that are difficult to memorize. For example, you might begin by listing the steps required to access your computer and later note the website that was particularly useful for one of your searches.

Portfolio

Your portfolio contains samples of your exemplary work. This work should be saved electronically: in your directory on the school file server, on a disk (floppy or zip), or transferred to a videotape or CD. A paper copy, if possible, should be placed in the portfolio section of your notebook. The work could be presented to a potential employer as a demonstration of what you are able to do. Sample work is collected from most, if not all, of the activities. As work is filed in your portfolio, you should update the Portfolio Table of Contents.

Example:

Unit 1, Activity 1: The Role of Graphic Processes in Commercial Communications

· Packaging Research

Unit 3, Activity 1: Still Image Storyboard

· Digital Storyboard (See Digital Tape 1)

Coded Expectations, Communications Technology, Grade 11,
Workplace Preparation, TGJ3E

Theory and Foundation

Overall Expectations

TFV.01 · apply the design process to develop solutions, products, processes, or services in response to simple challenges or problems in electronic, live, recorded, or graphic communications;

TFV.02 · identify the mechanical and electronic characteristics of the components and processes required to produce a product or a service in communications technology;

TFV.03 · demonstrate an understanding of electronic, live, recorded, and graphic communications systems;

TFV.04 · describe industry standards applicable to communications technology.

Specific Expectations

The Design Process

TF1.01 – explain how a human need or want can be met through a new or improved product;

TF1.02 – apply the following steps of the design process to solve a variety of simple communications technology challenges or problems:

q identify what has to be accomplished (the problem);

q gather and record information, and establish a plan of procedures;

q brainstorm a list of as many solutions as possible;

q identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

q produce a drawing, model, or prototype of the best solution;

q evaluate the prototype and what is required to produce it;

q communicate the solution, using one or more of the following: final drawings, technical reports, electronic presentations, flow charts, storyboards, mock-ups, prototypes, and so on;

q obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.

Components, Systems, and Processes

TF2.01 – explain the processes and components (e.g., photography, desktop publishing, printing, web-page creation) used in current communications technology;

TF2.02 – explain different methods of storing and retrieving information and the advantages of each;

TF2.03 – explain how digitization is used for print, audio, video, recording, and photographic media and in the transfer of data;

TF2.04 – explain how microchip advancements have affected the development of computers and other electronic devices;

TF2.05 – explain how signals are transmitted via wire, cable, fibre optic filaments, electromagnetic waves, and satellites;

TF2.06 – explain fundamental digital concepts and the functions of basic equipment, including analog and digital signals, logic gates and circuits, counters and readout devices, and peripheral communications devices that interface with computers;

TF2.07 – explain the relationship among current, voltage, and resistance;

TF2.08 – define the following terms: watt, kilowatt, amp, volt, direct current, alternating current, parallel circuit, series circuit;

TF2.09 – explain how different materials and components are converted or assembled to make finished products;

TF2.10 – analyse and describe the electronic components of an industry-standard communications system;

TF2.11 – explain how the concepts of encoding, storing, decoding, transmitting, and receiving apply to electronic, live, recorded, and graphic projects in communications technology;

TF2.12 – explain how electricity and magnetism form the basis for audio and video communications;

TF2.13 – describe the effects of frequency and phase modulation in a communications system;

TF2.14 – explain the purpose of transmitters, receivers, and antennas in a communications technology system.

Standards

TF3.01 – define the terminology used in the areas of electronic, live, recorded, and graphic communications;

TF3.02 – recognize symbols used for identification in current electronic, live, recorded, and graphic communications systems;

TF3.03 – identify industry regulations that affect systems and components in electronic, live, recorded, and graphic communications.

Skills and Processes

Overall Expectations

SPV.01 · function effectively as individuals and as members of a cooperative team to produce a product or service;

SPV.02 · produce, assemble, connect, and operate current equipment and components to perform specific functions related to communications technology;

SPV.03 · use appropriate equipment and techniques to communicate, describe, and market solutions to communications technology problems;

SPV.04 · use mathematical and language skills effectively and apply scientific principles to construct products that adhere to design specifications.

Specific Expectations

Organizational Skills

SP1.01 – demonstrate the interpersonal skills required for effective teamwork;

SP1.02 – develop the time management and problem-solving skills required to complete projects;

SP1.03 – accurately document planning and production processes;

SP1.04 – effectively apply a variety of planning tools (e.g., storyboards, flow charts, schematic diagrams);

SP1.05 – select and use appropriate software to manage the production process;

SP1.06 – use time management schemes to ensure that their productions meet client deadlines.

Production Skills

SP2.01 – use appropriate techniques to model and communicate project ideas, materials, and specifications;

SP2.02 – demonstrate the skills required to complete communications technology projects, both independently and in a group;

SP2.03 – use a variety of communications equipment and processes to produce pictorial and technical drawings, models, and prototypes of a communications product or a service;

SP2.04 – produce, repair, use, and maintain components and systems;

SP2.05 – demonstrate troubleshooting and testing skills using measurement and quality control instruments;

SP2.06 – follow assembly and prescribed maintenance procedures for components or systems in communications technology.

Documentation and Standards

SP3.01 – use a variety of methods to document the planning and production processes;

SP3.02 – use specific gauges and meters to monitor, test, and modify processes or systems to ensure adherence to industry-recognized standards;

SP3.03 – use industry-standard guidelines, conventions, and rules for composition and design;

SP3.04 – use colour theory and colour standards to create presentations that adhere to industry standards.

Interdisciplinary Applications

SP4.01 – apply mathematical equations to solve simple problems (e.g., calculating current loads and resistance, file sizes for bitmaps, or frame rates for animation);

SP4.02 – use appropriate language in reports and presentations;

SP4.03 – apply scientific principles related to concepts such as light, magnetism, and colour.

Impact and Consequences

Overall Expectations

ICV.01 · describe the social, environmental, and economic impacts of communications technology;

ICV.02 · identify pertinent legislation and practices related to safety in a communications technology facility and in the workplace;

ICV.03 · describe the career opportunities available in the communications technology sector immediately on graduation from high school;

ICV.04 · identify the employability skills required to be successful in the workplace.

Specific Expectations

Impacts

IC1.01 – describe the social, environmental, and economic effects of technological advancements in the communications sector.

Safety and Legislation

IC2.01 – identify hazards related to materials, processes, and equipment in a communications technology work environment;

IC2.02 – describe health and safety precautions for students and workers in a communications technology environment, and apply where appropriate;

IC2.03 – explain the need for health and safety laws and regulations related to a communications technology environment;

IC2.04 – explain how to handle hazardous materials in accordance with the Workplace Hazardous Materials Information System (WHMIS) guidelines.

Education, Training, and Career Opportunities

IC3.01 – identify career opportunities in the communications sector;

IC3.02 – describe the prerequisites for employment in communications sector careers and assess their own aptitude for such careers;

IC3.03 – identify the employability skills that employers seek in potential employees;

IC3.04 – explain the importance of lifelong learning for individuals in the communications technology sector.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Descriptions

Unit 1: Commercial Promotion and Communication

Unit 2: Studio Production

Unit 3: Digital Video Production

Unit 4: Interactive Media

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment/Evaluation Techniques

Assessment Tools

Assessment Methods

How Assessment Strategies Are Used to Determine Final Course Mark

Accommodations

Resources

Course Development Resources

Websites

OSS Considerations

Overview Appendix I

Student Manual

Communications Technology Grade 11, Workplace Preparation Manual For New Students

Overview Appendix I (Continued)

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations

Communications Technology Grade 11, Workplace Preparation
Manual For New Students