Course Overview

Communications Technology, Grade 11, University/College Preparation, TGJ3M

Course Description

This course examines communications systems and design and production processes in the areas of electronic, live, recorded, and graphic communications. Students develop knowledge and skills relating to the assembly, operation, maintenance, and repair of the basic and more complex components of a range of communications systems. Students also study industry standards, regulations, and health and safety issues. They 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: Graphic Promotion and Communication; Studio Production; Digital Video and Imaging; and Interactive Media.

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

The organization of this course profile into four units - Graphic Promotion and Communication, Studio Production, Digital Video and Imaging, and Interactive Media - derives from the interrelated and interdependent nature of live, electronic, recorded, and graphic communications systems in their application to real-world communications challenges. Each unit reflects typical ways in which communications technologies are applied. Each unit is built around a central task, containing individual but cumulative activities. Activities have been structured to focus on a limited number of expectations from one or two Achievement Chart categories. Within this framework, students have the opportunity to demonstrate self-direction by making choices about the specific content of each unit task. In addition, the repetition of most expectations within separate units provides students opportunities to meet most course expectations more than once in different contexts.

Student work is expected to contain positive images of people regardless of age, physical appearance, socio-economic status, disability, race, or gender. Any stereotypes, acts of violence, sexually-oriented themes, or use of profanity is unacceptable. In addition to the specific skills that are developed throughout the course, students learn to:

· solve problems through careful analysis, cooperation, and communication;

· develop individual and group skills through student-centred activities;

· develop time-management skills to design and follow organizational plans to complete a range of tasks;

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

· develop the ability to self-monitor progress using record-keeping and tracking procedures such as logs, journals, and project portfolios.

Each unit enables students to focus on specific career options and gain insights into the skills required for a variety of jobs. A number of teaching/learning strategies employed in the classroom allow for career orientation, including computer research, field trips, and guest speakers.

Teachers address safety/censorship on the Internet by implementing School Board Policies relating to appropriate student use and access to Internet services.

Unit: Titles and Times

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

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Graphic Promotion and Communication

Unit Description

In this unit, students explore the concepts and processes of graphic production for the purposes of graphic promotion and communication. Students develop an understanding of graphic processes employed to promote products, businesses, and services. Students further develop their design and problem-solving skills and increase their knowledge of two- and-three-dimensional graphic applications and production techniques. This unit integrates an exploration of potential careers in graphic production and advertising. Students demonstrate their learning through discussions, research, technical and presentation graphics, and the preparation of working models.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1: The Role of Graphic Processes in Graphic Communications	ICV.01, ICV.03 TF1.01, IC1.01, IC1.02, IC1.03 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Communication	Types and standards of graphic processes
2: Creating and Designing Graphic Material	TFV.01, SPV.01, SPV.02 TF1.01, TF1.02, SP1.01, SP1.05, SP2.01, SP2.02, TF2.05, TF3.01, TF3.03 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Application	Creating the graphic identity for a graphic enterprise
3: Packaging and Promotion	SP1.02, SP1.05, SP1.06, SP2.02, SP2.04, SP3.03, SP3.04 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Application	Design and layout of three-dimensional packaging and promotion
4: Presenting Graphic Concepts	ICV.01 SP1.03, SP1.07, SP4.02, SP4.03, IC1.03 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Communication Application	Presentation techniques and applications

Unit 2: Studio Production

Unit Description

In this unit, students explore the skills and concepts of studio production in the creation of a newsmagazine. This program format allows for inclusion of interviews, reports, or group discussions dealing with a variety of issues or events within the school or community. Students develop an understanding of how studio productions are developed through pre-production, production, and post-production activities. This unit introduces students to potential careers associated with audio/visual production. Students develop their design and problem-solving skills and increase their knowledge of media production. Students demonstrate their knowledge and skills through a research report on careers and industry standards; written tests and activities; practical assignments; and the preparation and use of the studio environment for a variety of production purposes.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1: Requirements of Production and Roles/Careers in the Studio	ICV.03 TF3.02, IC3.01, IC3.02, IC3.03, IC3.04, IC3.05 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 Communication	Plan all requirements and set up all necessary equipment for the studio production. Prepare report on career paths for selected production roles.
2: Lighting in the Studio: basics, safety, efficiency, and techniques	TFV.02, TFV.04, SPV.05, ICV.02 SP1.05, SP3.02, SP4.01, IC2.01, IC2.02, IC2.03, TF2.07, SP1.01, SP2.03, SP3.04, SP4.03, SP4.04 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Communication Application	Acquire knowledge and practical skills applicable to the operation and use of various types of lighting equipment.
3: Audio in the Studio: principles of sound, equipment, and storage	TFV.02, TFV.03, TFV.04, SPV.03 TF2.01, TF2.03, TF2.04, TF2.05, TF2.07, TF3.02, TF3.03, SP1.03, SP2.01, SP2.03, SP4.03 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Communication Application	Acquire knowledge and practical skills applicable to the operation and use of various types of audio equipment.
4: Video in the Studio: equipment, techniques, program development, program production, shutdown, and storage	TFV.02, TFV.03, SPV.01, SPV.02, SPV.03, SPV.04, ICV.01, ICV.02 TF1.01, TF2.01, TF2.03, TF2.04, TF2.06, TF2.07, SP1.01, SP1.02, SP1.03, SP1.04, SP1.06, SP1.07, SP2.01, SP2.02, SP2.03, SP2.05, SP2.06, SP2.07, SP3.01, SP3.04, SP4.02, IC2.01, 1C2.02 CGE: 2a, b, c, d, e; 3b, c, d, e; 4a, b, c, e, f; 5a, e, f, g; 7b, i, j	Knowledge/ Understanding Communication Thinking and Inquiry Application	Acquire knowledge and practical skills applicable to the operation and use of various types of audio/video and lighting equipment.

Unit 3: Digital Video and Imaging

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.03, SPV.01, SPV.02, ICV.03 TF2.02, TF2.05, TF2.07, TF3.03, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP1.07, SP2.01, SP2.02, SP3.01, SP4.02, IC2.01 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.03, TFV.04, SPV.02, ICV.03, ICV.04 TF2.02, TF2.03, TF2.11, TF3.01, 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.04, ICV.03 TF2.02, TF2.03, TF2.04, TF3.02, SP1.01, SP1.02, SP1.04, SP1.05, SP1.07, SP2.01, SP2.02, SP2.07, SP3.01, SP4.01, SP4.02, SP4.03, IC1.02, IC3.01, IC3.04 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.02, TFV.04, SPV.02, SPV.03, SPV.05, ICV.03 TF1.01, TF2.02, TF2.04, TF2.05, TF2.06, TF3.02, TF3.03, SP1.06, SP1.07, SP2.02, SP4.03, SP4.04, IC1.02, IC3.05 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

Unit Description

This unit gives students the opportunity to develop an understanding of interactive media. Students complete a series of activities that investigate uses for interactive technology with presentation, multimedia, communication, and scripting software. Students demonstrate their learning through the design, set-up, testing, and maintenance of the systems, (i.e., hardware, software, peripheral relationships, and connectivity), necessary to create interactive projects. Emphasis is placed on creative problem solving and project management. Students are encouraged to reflect on the ethics relating to technological applications and in developing positive solutions to community issues.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1: Community Service Presentation	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, SPV.04, ICV.03 TF1.02, TF2.05, TF2.06, TF2.07, TF3.01, TF3.02, TF3.03, SP1.02, SP1.03, SP1.04, SP1.06, SP2.01, SP2.02, SP2.03, SP3.01, SP3.03, SP4.02, SP4.03, IC2.01, IC2.02 CGE: 2c, e; 3b, c, e; 4a, b, f; 5a, e, f; 7b, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Presentation software applications
2: Multimedia Career Presentation	TFV.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.05, TF2.06, TF2.07, TF3.01, TF3.02, TF3.03, SP1.02, SP1.03, SP1.04, SP1.06, SP2.01, SP2.02, SP2.03, SP3.01, SP3.03, SP4.02, SP4.03, IC2.01, IC2.02 CGE: 2a, b, c; 3b, c; 4a, b, 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, TFV.04, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.05, TF2.06, TF2.07, TF3.01, TF3.02, TF3.03, SP1.02, SP1.03, SP1.04, SP1.06, SP2.01, SP2.02, SP2.03, SP3.01, SP3.03, SP4.02, SP4.03, IC2.01, IC2.02 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.01, TFV.02, TFV.03, TFV.04, SPV.01, SPV.02, SPV.03, ICV.01, ICV.03, ICV.04 TF1.02, TF2.05, TF2.06, TF2.07, TF3.01, TF3.02, TF3.03, SP1.02, SP1.03, SP1.04, SP1.06, SP1.07, SP2.01, SP2.02, SP2.03, SP2.04, SP2.06, SP2.07, SP3.01, SP3.03, SP4.02, SP4.03, IC2.01, IC2.02 CGE: 2b, c, e; 3b, c, e; 4a, b, c, e, f, g; 5a, c, e, f; 7b, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Tying it all together - an interactive resume/portfolio

Teaching/Learning Strategies

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

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

Computer-assisted Learning – learning of new material through on-line methods of instruction

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

Design Process – the stages of development of a product or process, including developing a focus, developing a framework, choosing the best solution, implementing a plan, and reflecting on the process and the product

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

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

Problem Solving –identifying and working through a problem

Report/Presentation – oral, visual, written, and electronic presentation of researched topic to class

Socratic Lesson – oral presentation of information by the teacher

Teacher-directed Class Discussion – students actively participate by taking turns discussing current issues

Assessment & Evaluation of Student Achievement

Assessment/Evaluation Techniques

Paper-and-Pencil Tests

· Quiz, structured response

· Final evaluation (rubric, tests)

Performance Assessment

· Research project

· Assigned exercises

· Log/journal entries

· Presentation

· Finished product

· Project portfolio (Students prepare a digital portfolio of exemplary work as a culminating activity.)

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

· Self-/peer assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique self/peer

Teacher Observation

· Formal/informal

Reflection

· Self-/peer assessment

· Log/journal

Assessment Tools

· Checklists

· Marking schemes

· Project specification sheets

· Rubrics

· 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 – provides ongoing feedback to the teacher during learning about the quality of learning and the effectiveness of instruction.

Summative – is usually carried out at the end of a learning process (may include feedback and/or judgment).

Evaluation

Communications Technology activities are project driven and yield tangible products. Projects fuel the need for students to acquire specific skills and attain a deeper understanding of communications technology. The skills and knowledge reflect the expectations set by the curriculum. The level of achievement on each expectation measures student achievement.

Evaluation in skill development involves assessing the process and product. Checklists are commonly used to monitor and evaluate steps in a production process, such as the completion of planning documents. Significant aspects of the completed product or service are identified and commonly evaluated with rating scales. Checklists and rating scales are effective tools for self-assessment as they establish acceptable standards of competence. These forms provide the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Teacher/student conferencing during pre-production, production, and post-production provides clarity and maintains the expected standards. The addition of a peer assessment component, especially in group work, also helps to identify reasonable expectations.

· 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.

· Through modelling and coaching, teachers can help students to provide constructive and supportive feedback to themselves and to one another.

Performance tests are effective for assessing the achievement of knowledge and skills. Evaluation should include a variety of assessment means such as rubrics, checklists, and quizzes. The vocabulary used in the test questions should reflect that used in the learning situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students are encouraged to write answers in proper sentence form, diagrammatic answers are effective assessment instruments in technological education. In their planning and implementation of projects, work assignments, and problem-solving activities, students demonstrate their ability to combine skills and knowledge successfully in practical tasks.

Evaluation of Student Achievement

Assessment instruments 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 appear in more than one evaluation category.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Teachers using this course profile are expected to be acquainted with each student’s Individual Education Plan (IEP) and unique learning characteristics and to make the necessary accommodations.

Teachers should use a range of teaching/learning strategies to accommodate the needs of all students. Special needs students benefit from accommodations in the overall activity criteria, as well as teacher and peer assistance where appropriate. Written tests should be designed to suit students’ reading and writing levels. Teachers should modify and expand teaching strategies to accommodate learning styles. These may include:

· modifying approaches to evaluation;

· oral instead of written tests;

· demonstrations of acquired skills instead of written evaluations;

· providing rewrite opportunities as appropriate;

· conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation;

· small-group learning;

· flexible timelines;

· adapting handouts;

· peer tutoring;

· enrichment and extension activities.

Resources

A number of resources are included in this profile. Each activity lists specific resources that may include:

· textbooks;

· training manuals;

· magazines;

· websites;

· multimedia and presentation packages;

· videos;

· on-line tutorials;

· career/industry sources.

Websites

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

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

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.octe.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 (InClass)
http://inclass.ytv.com/
Media-related teacher resources and links to other sites

Women in Trades & 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

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 range of teaching/learning strategies and accommodations to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention, and community partnerships are addressed in the course. These support many of the Ontario Secondary School Policies. Career exploration throughout all units is made available with Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Communications Technology, Grade 11, University/College Preparation, TGJ3M

Theory and Foundation

Overall Expectations

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

TFV.02 · identify and describe the components and processes that make up each of the following: electronic, live, recorded, and graphic communications;

TFV.03 · explain how basic communications systems function and describe the knowledge required to manage a range of communications systems;

TFV.04 · describe industry standards, regulations, and formats that apply 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 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 basic electronic communications system (how energy is converted into an electrical signal, amplified, transmitted by physical or atmospheric channels, decoded, and converted to sound);

TF2.02 – describe the processes of analog-digital and digital-analog signal conversion;

TF2.03 – explain how electricity and magnetism form the basis for audio and video communications;

TF2.04 – demonstrate a working knowledge of amplification and signal processing;

TF2.05 – identify the advantages of various formats for specific applications;

TF2.06 – summarize the configurations for a variety of electronic, live, recorded, and graphic systems, and develop a plan to set up and manage the systems;

TF2.07 – evaluate component properties and select the most appropriate components for a particular process.

Standards

TF3.01 – outline guidelines, conventions, and rules used in the composition and design of a communications process;

TF3.02 – research appropriate production techniques and recommend processes that adhere to industry standards;

TF3.03 – select the appropriate formats for electronic, live, recorded, and graphic productions.

Skills and Processes

Overall Expectations

SPV.01 · effectively plan, organize, direct, and control a variety of communications activities;

SPV.02 · use current technology and production skills to develop a process or a product in response to a communications challenge or problem;

SPV.03 · set up, operate, and maintain a communications system and analyse its efficiency;

SPV.04 · use effective techniques to carry out and document the steps in pre-production, production, and post-production;

SPV.05 · use mathematical and language skills effectively and apply scientific principles in the design of electronic, live, recorded, and graphic communications systems.

Specific Expectations

Organizational Skills

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

SP1.02 – function effectively as individuals and as members of a cooperative team to produce a product or service;

SP1.03 – demonstrate the time management and problem-solving skills required to complete projects;

SP1.04 – accurately document planning and production processes;

SP1.05 – effectively apply a variety of planning tools (e.g., storyboards, flow charts, schematic diagrams);

SP1.06 – select and use appropriate software to manage the production process;

SP1.07 – use time management schemes to ensure that their productions meet client deadlines.

Production Skills

SP2.01 – set up and correctly operate the equipment and accessories required to create and modify environments for communications productions (e.g., video and audio editing suites, desktop publishing configurations, live and recorded productions, electronic communication systems, websites);

SP2.02 – select and use tools and equipment to solve a communications problem;

SP2.03 – operate control devices and components to manipulate or create communications technology projects;

SP2.04 – develop and interpret technical and artistic drawings, reports, instructions, manuals, on-line documentation, and specifications to help solve a communications problem;

SP2.05 – set up and operate communications equipment (e.g., transmitters and receivers, frequency and phase modulation equipment, antennas, two-way communications equipment);

SP2.06 – troubleshoot a communications system to remove any obstacles to its effective operation;

SP2.07 – design and set up a communications system (e.g., a computer network, audio and video editing systems, lighting grids) to perform production and post-production processes.

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 mathematics accurately in spreadsheets and when calculating electrical current, resistance, and energy consumption;

SP4.02 – use appropriate language in flow charts, storyboards, operation charts, scripts, and presentations;

SP4.03 – use terminology that is recognized by the communications industry;

SP4.04 – apply scientific principles related to light, magnetism, and basic digital fundamentals.

Impact and Consequences

Overall Expectations

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

ICV.02 · demonstrate an understanding of the health and safety rules and regulations applicable to a communications technology program;

ICV.03 · identify career opportunities in the communications technology sector and the skills, education, and training required for each.

Specific Expectations

Impacts

IC1.01 – describe social, environmental, and economic influences that affect the evolution of the communications industry;

IC1.02 – explain how communications technology has contributed to globalization and has influenced economic and social issues;

IC1.03 – describe how communications technology plays a vital role in the production, promotion, and maintenance of different products.

Safety and Legislation

IC2.01 – apply safe work practices when performing communications processes;

IC2.02 – identify potential hazards in their workplace by conducting safety audits and inspections;

IC2.03 – describe specific components of the Occupational Health and Safety Act that relate to their workplace and the actions required on their part to adhere to them;

IC2.04 – describe the Workplace Hazardous Materials Information System (WHMIS) and explain the importance of consulting material safety data sheets (MSDS) whenever appropriate.

Education, Training, and Career Opportunities

IC3.01 – explore communications programs offered by postsecondary institutions;

IC3.02 – describe the personal attributes required for careers in the creative, management, and skilled trade areas of the communications sector;

IC3.03 – distinguish among the careers of technician, technologist, and engineer and identify the education required for each;

IC3.04 – describe the roles of unions, guilds, and associations in the communications sector;

IC3.05 – 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 2 | Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Unit: Titles and Times

Unit Descriptions

Unit 1: Graphic Promotion and Communication

Unit Overview Chart

Unit 2: Studio Production

Unit Overview Chart

Unit 3: Digital Video and Imaging

Unit Overview Chart

Unit 4: Interactive Media

Unit Overview Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment/Evaluation Techniques

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Assessment Methods

Evaluation

Evaluation of Student Achievement

Accommodations

Resources

Websites

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations