Course
Profile
Communications Technology, Grade 11, Workplace Preparation, Catholic and Public
Unit 1: Commercial Promotion and Communication
Time: 27.5 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
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 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.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. The Role of Graphic Processes in Commercial
Communications |
6 hours |
TFV.03,
TFV.04, TF1.01, TF3.01 ICV.01,
IC1.01, IC2.01 IC2.02 |
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 |
7 hours |
TFV.01,
TFV.02, TF1.01, TF1.02, TF2.03, TF2.09, TF3.02, TF3.03 SPV.01,
SP1.01, SP1.06, SP2.01, SP2.02, SP2.03, SP3.01 |
Thinking/
Inquiry Knowledge Communication Application |
- Apply
the principles of design and various graphic processes in the production of mechanical
art and film-ready files for promotional materials. |
|
3. Product Packaging |
9.5 hours |
TF2.01 SPV.02,
SPV.03, SPV.04, SP1.02, SP1.03, SP1.04, SP1.06, SP2.01, SP2.02, SP2.03,
SP2.06, SP3.04 ICV.03,
ICV.04, IC2.02, IC2.03, IC3.01, IC3.03 |
Thinking/
Inquiry Knowledge Communication Application |
-
Design and fabricate three-dimensional product packaging. |
|
4. Presenting a Graphic Concept |
5 hours |
TFV.01 ICV.01 SP1.03,
SP1.04, SP2.03, SP2.04, SP4.02, SP4.03 |
Thinking/
Inquiry Knowledge Communication Application |
- Use
software to create a presentation of the package design concept. |
Time: 360 minutes
Students
research and prepare a written outline of historical changes in technologies
and the methodologies applied to the promotion and packaging of a specified
product or product type. Choosing an old but extant commercial product (e.g.,
hand soap), students analyse historical differences in the techniques,
approaches, and meanings of its promotion and packaging. In their written
submission, students demonstrate an understanding of the technologies and
processes of graphic production, and they describe the mutually determining
relationship between technological processes and cultural change.
Overall
Expectations
TFV.03 -
demonstrate an understanding of electronic, live, recorded, and graphic
communications systems;
TFV.04 -
describe industry standards applicable to communications technology;
ICV.01 -
describe the social, environmental, and economic impacts of communications
technology.
Specific
Expectations
TF1.01 -
explain how a human need or want can be met through a new or improved product;
TF3.01 -
define the terminology used in the areas of electronic, live, recorded, and
graphic communications;
IC1.01 -
describe the social, environmental, and economic effects of technological
advancements in the communications sector;
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.
Students
should be able to locate library resources, conduct an Internet search using
key words, and use a computer for the preparation of a written submission.
The
activities in this unit are thematically linked and build upon knowledge and
skills in a progressive manner. For Activity 1, students need access to a
computer for Internet research and the writing of their reports. Teachers
should create a list of products and product types, for students to research,
and facilitate research by preparing lists of links and search paths. Teachers
should also provide an overview of the graphic technologies and processes (e.g.,
printing methods) prevalent in commercial promotion and product packaging now
and in the past. Students need guidance in order to make the required
connections between evolving technological processes, trends in graphic design,
and cultural change. As a result of their research, students demonstrate an
understanding of how the current global economy is reflected in, and
determining of, aspects of graphic promotion and production.
·
This
activity provides students with opportunities to demonstrate initiative and
critical analysis.
·
To
help students achieve the best results, teachers need to make students aware of
the objectives of their research and demonstrate how to draw conclusions from
observations of graphic products.
·
Discuss
pictorial representations or actual samples of promotional graphics and product
packaging, from a variety of historical periods and geographic areas, in a
large group. Analyse them in terms of the graphic processes and technologies
inherent in their making
·
Student
research should be guided by a series of open-ended questions that require
students to draw connections between the technological processes used to make a
graphic product and the economic and cultural impulses from which it emerged.
Cultural diversity may be addressed by encouraging students to discover
different techniques and approaches applied to promotion and packaging.
|
Task/Product |
Tool |
Purpose |
Achievement |
|
Research
and Written Submission |
Appendix
1.1 – Graphic Processes in Commercial Communication Rubric |
Formative |
Knowledge/
Understanding, Communication |
Teachers
review students’ IEPs and adapt the activity and teaching strategies to meet individual
needs. All students should be encouraged to share their knowledge of content,
learning strategies, and computer use. Various accommodations and modifications
may be made to assist students, including:
·
timelines
for completion may be modified to suit student need;
·
students
requiring extra help may be assigned peer tutors;
·
student-to-student
discussion and teacher-to-student conferencing may be provided throughout the
project;
·
provide
an outline for the written submission;
·
the
length of the written submission may vary.
Print
Barden,
Robert and Michael Hacker. Communication
Technology.
ISBN 0-8273-3225-4
Broekhuizen,
Richard. Graphic Communications.
ISBN 0-02-676305-2
Jensen,
C. and F. Mason. Fundamentals of
Engineering Graphics, SI Metric. McGraw Hill Ryerson Ltd., 1988. ISBN
0-07-549209-1
Johnson,
Charles. Communication Systems.
ISBN 0-87006-961-6
Karsnitz,
John. Graphic Arts Technology.
Pool,
Robert. Beyond Engineering: How Society
Shapes Technology.
ISBN 0195129113
Purst,
Zeke. Graphic Communication, The Printed
Image.
ISBN 0-87006-961-6
Thode, T.
and B. Technology. Delmar Publishers
Inc., 1994. ISBN 0-8273-5098-8
Websites
www.harpweek.com
Fashion, appliances, packages
www.gono.com/museum/mtour
Beverage containers – pop bottles, cans
www.gov.mb.ca
www.lifebefore1900.com
Pre-1900s - products in use with samples of advertising
http://www.desktoppublishing.com/linkus.html
Desktop publishing
http://www.gatf.org
Graphic Arts Technical Foundation Site contains educational information on the
graphic arts and helpful links to graphic utilities
www.looksmart.com/eus1/eus65300/eus65317/eus66894/eus71040/
Promotional Product Printers and Graphic Designers
www.hrdc-drhc.gc.ca/JobFutures
Local businesses that print banners, signs, and paper promotional products.
Job Futures 2000 (information about careers, education, training, and future
trends in
www.worklogic.com:81/noc
National Occupation Classification (NOC)
www.jobprofiles.com
Job Profiles (real people answering questions about their careers)
www.edu.gov.on.ca/careers
Career Gateways
www.workinfonet.ca
Contains general information on jobs and careers
Other
School
Library/Resource Centre and local libraries (sources of advertisements)
Time: 420 minutes
Students
apply design, composition, and typographical principles to produce a
promotional product such as a brochure, sign, or display. Using computer
hardware and graphics applications, they learn to prepare camera- and film-ready
files for print production. Using available methods of reproduction, students
produce a proof copy of their promotional product.
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;
SPV.01 -
function effectively as individuals and as members of a cooperative team to
produce a product or service.
Specific
Expectations
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:
- identify what has to be accomplished
(the problem);
- gather and record information, and
establish a plan of procedures;
- brainstorm a list of as many
solutions as possible;
- identify the resources required
for each suggested solution, and compare each solution to the design criteria,
refining and modifying it as required;
- evaluate the solutions (e.g., by
testing, modelling, and documenting results) and choose the best one;
- produce a drawing, model, or
prototype of the best solution;
- evaluate the prototype and what is
required to produce it;
- 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;
- obtain feedback on the final
solution and repeat the design process if necessary to refine or improve the
solution;
TF2.03 -
explain how digitization is used for print, audio, video, recording, and
photographic media and in the transfer of data;
TF2.09 -
explain how different materials and components are converted or assembled to
make finished products;
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;
SP1.01 -
demonstrate the interpersonal skills required for effective teamwork;
SP1.06 -
use time management schemes to ensure that their productions meet client
deadlines;
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;
SP3.01 -
use a variety of methods to document the planning and production processes.
This
activity assumes students have basic computer skills, such as text manipulation
and file management.
In this activity, students apply a
rigorous design process in the production of their promotional material. They
need instruction in the purposes and methodologies of each step in the design
and production process. Teachers should be prepared to use exemplars
demonstrating how to perform the required steps, which include how to: explore
design ideas through sketches; modify and refine a chosen idea in a rough
layout; use mechanical or electronic equipment to produce a composite layout;
and use computer hardware and software to produce a colour proof of the product
and files ready for film output. Similarly, teachers should acquire and present
a range of commercial promotions (magazine advertisements, newspaper ads,
flyers, brochures, signs, and retail displays) to illustrate the principles of
design and composition. Cross-curricular opportunities are available with
Business (marketing and product promotion) and Visual Arts (advertising and
promotion).
·
Graphic
design and production activities incorporate a variety of learning strategies,
such as teacher-led discussion, independent and group work, problem solving,
cooperation, communication, time management, and brainstorming new ideas.
·
Demonstrate
the required steps students need to complete the task. Students should keep a
list of design ideas that come to mind as the steps and exemplars are
demonstrated.
·
Design
ideas should be assessed at a meeting of a peer review group (in which students
describe their concepts and intentions, receive input on the success of their
treatment, and offer constructive criticism to others).
·
Students
work independently to produce their finished product, consulting with peers and
teachers for input.
·
Students
maintain a log of the comments and suggestions they receive in review sessions
and describe the actions they have taken as a result of this input.
|
Task/Product |
Tool |
Purpose |
Achievement |
|
Research
into pre-press techniques and printing technologies |
Question
Sheet |
Formative |
Knowledge |
|
Peer
Review Log |
Checklist |
Formative |
Thinking/Inquiry |
|
Design
and Preparation of Promotional Product |
Rubric |
Summative |
Communication,
Application |
Teachers
must review students’ IEPs and adapt the activity and teaching strategies to
meet the needs of individual students. Students with special needs may be
accommodated through an adjustment (omission or expansion) in the design and
layout stages of the project. Design templates for the computer applications
can be made available to students at the production stage. Students should be
encouraged to share their knowledge of computer software and hardware with
their peers.
The equipment
and tools required to complete the activity include: computers and a colour
printer; Internet access for research; illustration, image-editing, and page
layout software; a means of acquiring photographic images such as a scanner or
Internet access; mechanical drawing and illustration tools.
Video
Graphic Design: 1& 2. Step-by-Step Video, 1989. 45 min.
Paste-Up: 1& 2. Step-by-Step Video, 1988. 45 min.
Print
Software
and equipment instruction manuals.
Barden,
Robert and Michael Hacker. Communication
Technology.
ISBN 0-8273-3225-4
Brainerd,
T. Graphic Design - Letterhead and Logo
Design. Rockport Publisher, 1998.
ISBN 0-15649-6618-6
Broekhuizen,
Richard. Graphic Communications.
ISBN 0-02-676305-2
Cloghessy,
Heller,
S. and T. Fernandes. Becoming a Graphic
Designer: A Guide to Careers in Design. Wiley, John and Sons, 1999. ISBN
04712990
Johnson,
Charles. Communication Systems.
ISBN 0-87006-961-6
Karsnitz,
John. Graphic Arts Technology.
Purst,
Zeke. Graphic Communication, The Printed
Image.
ISBN 0-87006-961-6
Thinking Creatively: New Ways to Unlock your
Visual Imagination.
F.W. Publishing, 1998.
ISBN 0-8913-4843-3
Websites
http://www.corel.com/index.htm
Corel Corporation website – contains information about CorelDraw
http://www.desktoppublishing.com/linkus.html
Desktop publishing
http://www.gatf.org
Graphic Arts Technical Foundation – contains educational information on the
graphic arts and helpful links to graphic utilities
http://desktoppublishing.com/design.html
Graphic Designers’
Time: 570 minutes
Students
investigate the printing and manufacturing technologies associated with product
packaging. They prepare conceptual drawings of a three-dimensional package,
research the technological processes required to produce it, and use computer software
to prepare a prototype. In addition to the package prototype, students submit a
descriptive essay on the careers associated with the design and manufacture of
the packaging for a particular product.
Overall
Expectations
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;
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
TF2.01 -
explain the processes and components (e.g., photography, desktop publishing,
printing, web-page creation) used in current communications technology;
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);
SP1.06 -
use time management schemes to ensure that their productions meet client deadlines;
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;
SP2.06 -
follow assembly and prescribed maintenance procedures for components or systems
in communications technology;
SP3.04 -
use colour theory and colour standards to create presentations that adhere to
industry standards;
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;
IC3.01 -
identify career opportunities in the communications sector;
IC3.03 -
identify the employability skills that employers seek in potential employees.
This
activity assumes prior knowledge of the manipulation, acquisition, and
management of graphic resources such as photographs, illustrations, and display
typography. Students are required to possess an understanding of research
techniques and tools and the ability to write a descriptive essay using primary
and secondary sources. Students must also possess the ability to use various
graphics applications (illustration, image-editing, and page layout) to produce
and organize files adhering to standards used in commercial reproduction.
A variety of resources are needed to
complete the research and reporting components of this activity, including
up-to-date textbooks or websites dealing with packaging processes and
technologies, web- and paper-based information related to careers, and a
computer lab for preparation of a written report. Teachers should prepare a
list of product types for students to choose from. Having chosen a product,
students use available resources to prepare a step-by-step diagram of the
printing and manufacturing processes required for its packaging. Teachers can
facilitate research into both production processes and careers by creating
question sheets and preparing electronic and paper-based search paths. Teachers
prepare templates showing the number of steps in the production path and
require students to find the process at each step and the job(s) associated
with it. From their knowledge of the jobs encountered on the production path,
students prepare a who-does-what description of the conception and manufacture
of product packaging. Knowledge of printing and manufacturing technologies is
used in Activity 4.
As with
Activity 2, it is important for teachers to present commercially-produced
samples of packaging types. Samples should be analysed as a class and discussed
in terms of the use and variety of materials, design qualities, and promotional
impact. After completing their report, students create a development drawing of
the package, including folds and glue flaps. Teachers consider available output
devices when providing students with specifications about package construction.
(Students may be able to output only one or two panels at a time, depending on
overall package size and maximum printable area on their printer.)
(Whole-group discussions)
·
The
teacher uses exemplars to present an overview of the printing and manufacturing
processes related to three-dimensional product packaging. The teacher discusses
the purposes of product packaging, such as:
· protection of the product from damage (both during transportation to store and home from store);
· display of information about the cost of the product and instructions on safe usage;
· prevention of theft by shoplifting;
· attraction of consumers.
·
In
this discussion, students should be encouraged to assess the environmental
impact of packaging techniques and to take it into account in their own
designs.
·
The
teacher describes the means and objectives of the research/report components.
·
Students
choose from the list of suggested products and use available resources to
research the technologies, processes, and career paths associated with the
packaging most commonly used for that product type. The teacher presents an
example of how to turn information gathered during research into a descriptive
essay focussing on the jobs involved in the production process.
·
The
teacher provides instruction in the development of drawings and construction of
a prototype. Students are provided with detailed specifications about graphic
content and are instructed to:
· determine package dimensions (bearing in mind the constraints imposed by available output devices);
· develop rough and final drawings of the package shape and use;
· create a layout of the graphic content of each panel of the package;
· use computer hardware and software to produce the printed content of the prototype.
(Work in pairs)
·
With
a partner, students use available resources to complete and record the required
research.
(Individual work)
·
Students
use their research notes to prepare the descriptive essay.
·
Students
prepare developmental drawings of their package design.
·
Students
create the printed content of their package prototype.
·
Students
use a variety of hand tools and materials to produce a prototype of their
packaging concept.
|
Task/Product |
Tool |
Purpose |
Achievement |
|
Description
of production path and related careers |
Checklist |
Formative |
Knowledge |
|
Job
Profile (Appendix 1.2) and descriptive essay |
Rubric |
Formative |
Thinking/Inquiry,
Communication |
|
Design
and preparation of three-dimensional package |
Rubric |
Summative |
Communication,
Application |
Teachers
must review students’ IEPs and adapt the activity and teaching strategies to
meet the needs of individual students. Students with special needs may complete
the entire activity with a partner and be accommodated through modified
research requirements and the use of design templates for their prototype.
Students should be encouraged to share their knowledge of computer software and
hardware with their peers, as well as provide assistance in the assembly of the
prototype.
The following resources are required for this activity:
·
a
sufficient number of computers to conduct research in pairs, write a report,
and produce the graphic content of the package design;
·
colour
printer;
·
acquisition
devices such as a scanner or digital camera;
·
illustration,
image-editing, and page layout software;
·
mechanical
layout and cutting tools;
·
adhesives
such as spray mount;
·
cardboard
substrate;
·
acetate
or mylar.
Print
AutoCAD reference manuals
Guptill,
W. Packaging Design.
Hine,
M. and M. Pietsch. The Total Package. The
Secret History and Hidden Meanings of Boxes, Bottles, Cans, and Other
Persuasive Containers.
Meyers,
H. and M. Lubliner. The Marketer’s Guide
to Successful Package Design.
Sanders,
M. Communication Technology - Today and
Tomorrow.
ISBN 0-02-677110-1
Websites
http://www.amcham.ru/news16/35.htm
article on the changing face of packaging
http://www.edu.gov.on.ca/careers
Career Gateways
http://www.hrdc-drhc.gc.ca/JobFutures
Job Futures 2000 (information about careers, education, training, and future
trends in
http://www.jobprofiles.com
National Occupation Classification (NOC) Job Profiles (real people answering
questions about their careers).
http://www.pac.ca
Packaging Association of
http://www.womeninpackaging.org/
An international, non-profit, professional packaging organization dedicated to
the growth and success of packaging professionals.
http://www.workinfonet.ca
Contains general information on jobs and careers.
Time: 300 minutes
Students
apply communication skills and demonstrate their knowledge of graphic processes
to make a presentation for the packaging concept developed in Activity 3.
Students use presentation software to present text and graphical descriptions of
their prototype, as well as the printing and manufacturing processes required
to produce the finished package. Employing design and literacy skills, the
presentation enables students to demonstrate knowledge of communication
software and the packaging technologies acquired in previous activities.
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;
ICV.01 -
describe the social, environmental, and economic impacts of communications
technology.
Specific
Expectations
SP1.04 -
effectively apply a variety of planning tools (e.g., storyboards, flow charts,
schematic diagrams);
SP1.06 -
use time management schemes to ensure that their productions meet client
deadlines;
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;
SP4.02 -
use appropriate language in reports and presentations.
Students
have completed the research components of previous activities and kept detailed
notes of the processes and techniques required to produce the kind of package
they have designed. They are also able to use the language of graphic design.
Although this activity assumes no prior knowledge of presentation software, it
assumes that students have acquired proficiency in the manipulation,
acquisition, and management of graphic resources such as photographs,
illustrations, and typography.
This
activity requires students to describe their packaging concept and the
technological processes inherent in its manufacture. Teachers need to emphasize
this fact; students are to inform and persuade others about the packaging
concept, not the qualities of the product itself. Students are required to
describe the intentions of their design concept in language that demonstrates
their understanding of the principles and elements of design. They are also
required to describe technological processes using industry-standard
terminology.
Teachers should investigate and discuss presentation
techniques and content, particularly:
·
definition
of background and foreground images;
·
use
of emphasis by means of colour and size of objects;
·
impediments
to communication such as illegibility, visual noise, and lack of organization;
·
use
of key points.
Teachers also describe and
demonstrate the use of presentation software. Text versions of the
demonstration should be available for students in hard copy or electronic form.
The logistics of sharing input and output devices (digital cameras, scanners,
and printers) need to be addressed.
·
This
activity requires whole group discussions, teacher-led demonstrations, and
individual student work. Students need to see what a good presentation looks
like, so it is important to find or create exemplars that model characteristics
and qualities required by this activity.
·
Students
should assist one another by proofreading text and offering constructive
criticism about the clarity of presentation content.
|
Task/Product |
Tool |
Purpose |
Achievement |
|
Presentation
of packaging concept |
Appendix
1.3 – Presentation Rubric |
Summative |
Thinking/Inquiry Communication Knowledge Application |
Teachers
must review students’ IEPs and adapt the activity and teaching strategies to
meet the needs of individual students. Students with special needs may be
accommodated through the use of pre-designed templates for the presentation
software. Students should be encouraged to share their knowledge of computer
software and hardware with their peers.
Print
Guptill, W. Packaging
Design.
Karsnitz, John. Graphic Arts Technology.
Hine, M. and M. Pietsch. The Total Package. The Secret History and Hidden Meanings of Boxes,
Bottles, Cans, and Other Persuasive Containers.
Sanders,
M. Communication Technology - Today and
Tomorrow.
Meyers,
H. and M. Lubliner. The Marketer's Guide
to Successful Package Design.
Websites
http://www.corel.com/index.htm
Corel Corporation website – contains information about CorelDraw
http://www.presentations.com/
Site contains information and tips to produce presentations
http://www.designsense-cd.com/home.html
A graphic training program that teaches presentation design techniques
|
Expectations/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ TFV.03,
TFV.04, TF1.01, TF3.01 ·
Identifies and describes changes in printing and manufacturing
processes applied to an identified product |
-
limited identification and description of changes in printing and
manufacturing processes |
- some identification
and description of changes in printing and manufacturing processes |
-
considerable identification and description of changes in printing and
manufacturing processes |
-
extensive identification and description of changes in printing and
manufacturing processes |
|
Communication ICV.01,
ICV.03, TF1.01, IC1.01, IC2.01, IC2.02 ·
Uses text and graphics to communicate the relationship between
technological processes, cultural change, and environmental impact |
-
communicates the relationships with limited depth and clarity |
-
communicates the relationships with some depth and clarity |
-
communicates the relationships with considerable depth and clarity |
-
communicates the relationships with a high degree of depth and clarity |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Using
the websites listed below, find an occupation that is involved in the
commercial production of the packaging for the product you have selected. This
occupation must not require postsecondary education. Describe the job by
answering the questions.
National Occupation Classification – www.worklogic.com:81/noc
Job Futures – www.hrdc-drhc.gc.ca/JobFutures
Job Profiles – www.jobprofiles.com
What job
have you selected?
What do
people in this occupation do? What are their main duties?
What
skills would an employer look for in a candidate for this job?
Is any
other training or certification required besides a high school diploma?
What are
the immediate prospects of finding work in this occupation?
What are
the long-term prospects for this occupation?
Describe
related jobs that require further postsecondary training or education.
|
Expectations/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding SP2.02 ·
Uses text and images to demonstrate knowledge and understanding of
processes and technologies involved in package design and production |
-
demonstrates limited knowledge and understanding of processes and
technologies |
-
demonstrates some knowledge and understanding of processes and technologies |
-
demonstrates considerable knowledge and understanding of processes and
technologies |
-
demonstrates extensive knowledge and understanding of processes and
technologies |
|
Thinking/Inquiry SP1.04 ·
Describes package design in terms of visual appeal, protection, and
communication of product information |
-
limited description of package design |
- some
description of package design |
-
considerable description of package design |
-
thorough description of package design |
|
Communication SP4.02 ·
Describes relevant production technologies and processes using text
and images |
-
limited description of relevant production technologies |
- some
description of relevant production technologies |
-
considerable description of relevant production technologies |
-
extensive description of relevant production technologies |
|
Application TFV.01,
SP2.03, SP1.06 ·
Applies knowledge of creation and manipulation of text and graphic
content |
-
limited creation and manipulation of text and graphic content |
- some
creation and manipulation of text and graphic content |
-
considerable creation and manipulation of text and graphic content |
-
extensive creation and manipulation of text and graphic content |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.