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Course Profile Communication in the World of Business and
Technology (EBT40), Grade 12, Open, Catholic
Course Overview
Prerequisite: English, Grade 11, University Preparation, College Preparation, or
Workplace
Preparation
This
course emphasizes the practical writing and communication skills that are
needed in the world of business and technology. Students analyse the
characteristics of effective models of business and technical communications;
gather information to write reports, business letters, memos, and manuals,
instructions and brochures; and integrate graphics and text, using technology
appropriately for formatting and special effects. They will also make a number
of oral and visual presentations.
This course will help students to achieve the Ontario Catholic School Graduate Expectations by developing skills and knowledge that will help them become collaborative contributors in the community. Students learn about themselves, work together, improve their literacy skills, and develop effective citizenship skills in order to become productive members of a culturally diverse workplace and giving members of a community. Students investigate various businesses and business issues that relate to ideals of social justice and ethics, thereby developing their attitudes about the social justice teachings of the Church, which will be implemented in the workplace of their choice. Students are encouraged to be creative and critical thinkers, as they face the many challenges of justice and ethics within the business world.
As
students investigate a variety of business communication forms, they consider
the value and the difficulties in being a witness to Catholic social teachings
in a socially diverse workplace. In this course, students will be encouraged to
recognize the gifts they received from God and to use these gifts to be models
of Christian social justice in their communities.
It is important that teachers consider the
diverse nature of
Teachers are also encouraged to work with
members of the business and technology and cooperative education departments in
the preparation and delivery of this course. In some schools, it may be ideal
to team-teach this course if sections allow for it.
In
today’s technological environment, individuals must make moral and ethical
decisions that seek to use technology constructively and in the service of
humanity. The teacher shall take every opportunity possible to encourage the
ethical use of the Internet, CD-ROM, video, tape-recorded media and television,
in the collection and dissemination of information. It is important that
teachers instruct students in the appropriate, ethical use of media and the
Internet and that they ensure that board/school policies concerning the use of
the Internet are upheld. It is important that students consider the positive
and negative roles that technology and media can play in communicating in business,
both on a small and a large scale. Teachers may need to adjust some of the
activities in this Course Profile where equipment or resources are not
available.
|
Unit 1 |
Effective
Communication Skills |
15
hours |
|
Unit 2 |
Forms
of Communication |
25
hours |
|
Unit 3 |
The
Language of Communication in Business and Technology |
20
hours |
|
Unit 4 |
Investigating
a Business |
25
hours |
|
* Unit
5 |
Creating
Your Own Business Communications |
25
hours |
* This
unit is fully developed in this Course Profile.
Time: 15 hours
Unit
Description
Students
explore the various elements that are involved in effectively communicating
within the world of business and technology, including theoretical information
regarding su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
IBV.02,
IB1.02, IB2.02 |
Knowledge/
Understanding |
Students
identify the elements involved in effective written, oral, and visual
communication, e.g., grammar, body language, and graphs. Students begin
assembling a glossary of terms appropriate to this course. Terms and
definitions should be added throughout the course as required. |
|
1.2 |
IBV.02,
IB2.01, IB2.04 |
Knowledge/
Understanding Communication Application |
Students
examine various forms of business communications to identify the characteristics
of effective communications. Students practise using a variety of these forms
in creating business communications. |
|
1.3 |
IB1.01,
IB1.03, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
identify the needs of various audiences and formats of communication, e.g.,
memo, report, or video, that best suit different audiences. Students consider
the biases and needs of a culturally diverse audience. As well, this activity
provides the opportunity to practise previous skills identified and to
discuss issues such as gender, cultural differences, discrimination due to
physical or intellectual abilities, etc. Students are challenged to consider
their role in ensuring that all people are respected and that various biases
are taken into consideration when writing for various audiences. |
|
1.4 |
IBV.02, IBV.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
discuss the role of technology in business communication and examine various
types of technologies to be used in business communication, e.g., computer
software programs, media techniques, presentation formats, e-mail, web pages,
etc. Students discuss making ethical and moral choices regarding the use of technology
in the business world. Students also discuss the impact of the media on the
increased consumerism in North American society. As well, students continue
to investigate and consider the needs and characteristics of their audiences
in selecting methods of communication. |
|
1.5 |
IBV.02,
IBV.03, IB1.02, IB1.03, IB2.01, IB2.02, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students
present a visual presentation or written report combined with an oral
presentation demonstrating the knowledge and skills acquired. Topics for the
report could include how businesses respond to issues of the workplace, e.g.,
parenting issues, racial, gender, and cultural discrimination, etc. how some
businesses choose to incorporate the social justice teachings of the Catholic
Church into their business practices, e.g., issues facing physically and
intellectually challenged individuals in the workplace, etc. |
Summative
Evaluation: Students
prepare a visual presentation or written report combined with an oral
presentation of their findings to their peers. Topics for the presentation
could involve current issues in the business world such as gender equality, the
consideration of social justice issues when investing capital, and businesses
that serve the community.
Time: 25 hours
Unit
Description
Students
focus on the various forms of technical and business communications. They analyse
a selection of business and technical communications, e.g., letters, memos,
reports, voice and e-mail messages, and instructional manuals, and videos, to
gain an understanding of the importance of effective business and technical
communications. Students examine the ethical use of media in the creation of
business communications, e.g., the use of photo imaging/manipulation. Students
also examine the Church’s teachings on social communication and discuss how the
ethical use of technology and the media can help develop and foster social
justice values. The teacher ensures the use of inclusive language and
representative materials as students consider audiences of diverse backgrounds.
In the culminating activity students create an oral and audio-visual presentation
of an instructional manual, or manual and video.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
IBV.02,
IBV.01, IB2.02, IB2.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
analyse a selection of business letters, memos, faxes, reports, and
electronic and voice mail messages to understand the forms and content of
effective business communication. Students examine the communication to
discuss whether the company has used inclusive language and ethical means in
communicating with its audience. |
|
2.2 |
IB1.01,
IB1.03, IB1.04 |
Thinking/
Inquiry Communication |
Students
analyse a selection of instructional manuals and videos to understand the
forms and content of effective technical communication. Students examine
communications to discuss whether the company has used effective and ethical
means in communicating with its audience. |
|
2.3 |
CBV.01,
CBV.02, CBV.03, CB1.01, CB1.02 |
Communication
Application |
Students
create and assess effective business letters, memos, faxes, reports,
electronic and voice mail messages, and websites to communicate a clear
message to specific audience. |
|
2.4 |
CBV.01,
CBV.02, CBV.03, CB1.01, CB1.02, CB1.03, CB1.04 |
Thinking/
Inquiry Application |
Students
create and assess an effective instructional manual, or manual and
instructional video, to communicate a clear message to a specific audience.
Students use technology to communicate with their audiences in an effective
and ethical manner, keeping in mind the ideals of Catholic social teachings. |
|
2.5 |
CB1.04,
CB2.01, CB2.02, CB3.01, CB3.02, CB3.03 |
Communication
Application |
Students
lead a summative demonstration/explanation of the instructional manual, or
manual and instructional video. |
Summative
Evaluation:
Students prepare a written report combined with an oral and audio-visual
presentation of an instructional manual, or manual and video, for their
instructor and peers. Topics for the presentation could include how to
volunteer at a local agency, repair a household item, prepare and cook a food
item, prepare for participation in a specific sporting event, create an
effective written, oral, and audio-visual presentation, etc.
Time: 20 hours
Unit
Description
Increasingly,
jobs require the ability to read and understand the language of business and
technology using a variety of formats, e.g., manuals, charts, diagrams,
letters, memos, contracts, application forms etc. Students read and interpret
various examples of technical and business communication and examine specific
elements and their purposes. In each example created, special emphasis is
placed on recognizing the importance of the audience in all communications.
Students consider the various needs of a diverse audience as they examine the
ways in which communications are organized.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
IB1.02,
IB2.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
analyse a variety of elements used in business and technical communications,
e.g., tables of contents, headings, marginal notes, tables, charts, diagrams,
graphics, etc., and describe their purposes. |
|
3.2 |
IB1.03,
IB1.04 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
use appropriate strategies to understand business and technical
communications. These strategies should enhance their overall written and
oral communication level, e.g., read headings, role-play responses, generate
questions, critique instructional videos, etc. |
|
3.3 |
IB1.03,
IB2.01, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Students
analyse a selection of business and technical communications and identify the
specific purpose and intended audience. Students examine how organizational
patterns may affect audience comprehension. Students consider how diverse
audiences are included or not included in the various communication formats. |
|
3.4 |
IB1.01,
IB1.03, IB2.01 |
Thinking/
Inquiry Application Communication |
Students
identify topics and issues in a variety of business and technical
communications, e.g., job application forms, credit card applications,
leases, and insurance policies. |
|
3.5 |
IB1.01,
IB1.02, IB1.03, IB1.04, IB2.01, IB2.02, IB2.04 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Students
form teams and create three business communications for an assigned audience
– one written, one oral, and one technical, i.e., a report, a presentation,
and a video, all on the same topic or issue. |
Summative
Evaluation: In
pairs, students create three business communications, i.e., letter, report,
memo, brochure, contract, etc., related to a current topic or issue. Students
choose the topic or issue using Internet, newspaper, or magazine resources.
After the teacher has approved the topic or issue, the students choose the
three types of communication to be completed and the intended audience in
consultation with the teacher. Students use various structural and visual
elements to complete the three communications using the appropriate computer
software. Students could also present one of the communications to the class in
order to create a discussion on the topic or issue.
Note: Although students work together on this performance task, each
student is responsible for completing his or her own work and each student’s
work is to be evaluated individually.
Time: 20 hours
Unit
Description
Students
conduct a study of the technical and business communications of a business in
the local community. Students gather samples of technical and business
communications and forms. Students investigate to what degree Catholic social
teachings and inclusive materials are reflected in business communications. The
class creates a bias chart to assist them in examining how businesses are
employing the beliefs and practices of Catholic social justice. Issues could
include use of inclusive language, use of plain language, particularly in
communicating with the public, hiring practices, benefit packages, inclusive
practices regarding visible and ‘invisible’ minority groups, involvement in
community service activities, etc. Students examine the similarities and
differences in how various businesses communicate with their clients. They
investigate career opportunities in business and technical communications. The
communications samples and interview form the basis of a summative, print-based
case study portfolio that students present to their peers.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
IB1.04,
CB1.05 |
Thinking/
Inquiry Communication |
The
class creates a bias chart for the assessment of businesses and the ethical
treatment of employees and clients. The Bias Chart identifies key areas of
business practice to be examined for bias, e.g., promotion practices,
salaries, etc., and include indicators of bias-free practice (both men and
women hold executive positions; salaries are comparable regardless of
gender…). Students choose a local business as a focus for their case study.
They contact the business to arrange for the interview. Students create a
list of pertinent career-related questions for their interviewee. Students
use the bias chart to guide their questions during the interview. |
|
4.2 |
IBV.01,
CBV.03 |
Knowledge/
Understanding Communication |
Students
a |
|
4.3 |
IBV.01,
IBV.02, IB1.01, IB1.02, IB1.03, IB1.04, IB2.02 |
Thinking/
Inquiry Application |
Students
identify the purpose and audience of each sample of technical and business communications
collected from the business case study. Students investigate to what extent
each sample reflects inclusive materials and the Catholic social teachings of
the Church. |
|
4.4 |
IB3.02,
CBV.02, CBV.03, CB1.02, CB1.04, CB1.05, CB2.01, CB2.02, CB3.01, CB3.02 |
Thinking/
Inquiry Communication |
Students
organize and format their case study samples and analysis and interview
(career information) findings into a print-based (or electronic) case study
portfolio. |
|
4.5 |
CB1.01,
CB2.01, CB2.02, CB3.01, CB3.02, CB3.03, CB3.04 |
Communication
Application |
Students
present a oral and/or audio-visual demonstration of the study portfolio. |
Summative
Evaluation: Students
prepare and present a study portfolio of a local business. The portfolio will
contain various samples of effective technical and business communications and
information on one career in technical and business communications. Students
write a brief review of the company identifying ways it supports Catholic
social justice teachings, e.g., promotional and hiring practices, salaries,
community involvement, etc.
Time: 25 hours
Unit
Description
Students bring together the knowledge and
skills developed throughout the course and apply these skills to business
communications. With teacher approval, students choose a business located in
their area or aligned with their career interests. Students should select
Canadian companies where possible. Students examine the companies they have
chosen a
Please
note: This unit is
being written with a sports franchise as the main business as a sample of how
the unit can be delivered. Teachers will need to adapt the communication
activities to reflect the individual student choices.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
IBV.01 |
Thinking/Inquiry
Communication Application |
Introduce
the course culminating activity and evaluation rubric. Allow students time to
select a company and gain teacher approval. Students evaluate the companies
they have chosen a |
|
5.2 |
CB1.02 |
Thinking/Inquiry
Communication Application |
Research
types of career opportunities that are available within a sports franchise
requiring business and technical communication skills. Students trace a
career path from an entry-level position to a position within the
organization. |
|
5.3 |
CBV.01,
CB1.01, CB1.03 |
Thinking/Inquiry
Communication Application |
Students
identify various forms of communication associated with careers in the
organization. |
|
5.4 |
IBC.01,
CBV.01, CB1.01, CB1.02, CB1.03, CB1.04 |
Thinking/Inquiry
Communication |
Students
produce at least one communication activity for each position in the
organization. |
|
5.5 |
CBV.03, CB3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
class develops checklists of expectations for evaluating the communication
activities. |
|
5.6 |
CBV.02,
CB1.04, CB2.02, CB2.01, CB3.01, CB3.02, CBV.03, CB1.05 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Use
appropriate technology to enhance activities completed previously. Peer
assessment of student work and revision of communication activities. |
|
5.7 |
CB3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
prepare a presentation of all activities created for the organization using
their choice of presentation method. |
Summative
Evaluation:
Students complete tasks related to a specific business. After student
assessment and revision, a final copy will be produced for all tasks in a
presentation format. This presentation could take many forms including a
portfolio of work, an electronic presentation of tasks, a collage of business
forms created, etc. This presentation of tasks becomes part of the final
summative evaluation for the course. Students write a report evaluating their
companies a
Teachers
are encouraged to employ a variety of teaching and learning strategies in order
to address the variety of intelligences and learning styles within each class.
This is particularly true in an Open course. Teachers should be aware of the
expectations at all times, since different expectations require different
teaching and learning strategies. The following is a list of strategies that
may be employed in the delivery of expectations:
Brainstorming – group generation of initial ideas
expressed without criticism or analysis;
Carousels – the teacher, expert groups, or
individuals prepare and deliver a carousel or presentation on specific topics
for students, who circulate from station to station in the carousel;
Brainstorming
Carousel – small
groups rotate from station to station to brainstorm on provided issues/
questions;
Case
Study –
investigation of real and simulated problems;
Conferencing – student-to-student,
student-to-teacher, and student-parent-teacher discussions;
Debates – formal group discussion with
planned presentations;
Fishbowl
Discussion – small
group (six or seven students) discussions in which one group is observed by the
rest of the class while they discuss an issue. Only those in the circle can
talk during the activity. It is often desirable to have one fishbowl activity
after another, using the same question;
Guest
Speakers – invited
‘experts’ come to classes to discuss topics with students;
Independent
Study – students
explore, research, and report on a topic of interest;
Interview
– students
interview people from various businesses and trades, interviews may be
videotaped to show the class;
Jigsaw – specialized group learning
followed by home group sharing;
Journaling – individual reflections recorded
in a journal;
Role
Playing/Dramas –
group generation of initial ideas expressed without criticism or analysis;
Round
Table –
discussion-oriented activity in which students take turns sharing their ideas
or opinions by going around the table. No one is allowed to interrupt or
comment at this time. During the second time around the table, students are
invited to share their thoughts/comments on what they heard during the first
round;
Storytelling – presenting ideas through the art
of storytelling and reflective discussion;
Socratic
Presentation –
teacher presentation of information;
Media
Presentation – use
of computer lab, videos, audio tapes, newspapers, etc., to create and deliver
presentations;
Think/Pair/Share – students reflect on concept, then
share with a partner, then share the partner’s reflections with the larger
group.
As with
teaching and learning strategies, students should be given a wide variety of
opportunities to demonstrate their knowledge using a variety of assessment and
evaluation tools. Teachers should also take care to align the type of
assessment/evaluation tool with the learning expectations and the Categories of
Achievement. Teachers are reminded that as with Grades 9 to 11, learning
skills, effort, attendance, and punctuality are to be reported separately and
are not to be considered in the determination of the percentage grade.
Personal
Communication
·
journals/conferencing
logs
·
self-assessment
·
student-teacher
conference
·
class
discussions
·
group
discussion
Paper-and-Pencil
Tests/Quizzes
·
unit
tests (knowledge)
·
quiz
·
final
examination
Performance
Assessment
·
debate
·
presentation
·
portfolios
·
writing
products
·
graphic
organizers
·
simulations
·
projects
·
computer
software demonstrations
Summative Evaluation
The
design of the summative evaluation should, where possible, provide students
with the opportunity to demonstrate learning in the four categories of
achievement, and should be reflective of both teaching/ learning strategies and
assessment and evaluation tools employed throughout the course.
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
methods of evaluation.
The teacher should consult individual student IEPs for
specific direction on a
·
Students
choose from a variety of response methods: oral, written, pictorial, dramatic,
musical.
·
Pair
students of different ability levels as study buddies or for discussion
activities.
·
Some
students may be directed to research with a chosen set of resources that are
appropriate to their level of reading and comprehension. The school library
staff can assist in locating appropriate materials.
·
Notes
may be photocopied for students who experience difficulty making comprehensive,
legible notes.
·
As
an option to the regular class assignment, students identified as academically
gifted could be given an independent research project on topics of their own
choosing regarding communications for business and technology or how documents
on social justice from the Vatican have affected the communication practices of
some companies. Students should be encouraged to use a variety of research
tools including the Internet or CD-ROM programs, public and university libraries,
etc., to gather information.
·
Students
who have difficulty with grammar and spelling should use a computer/word
processor with spell and grammar check to keep a daily journal or complete
written assignments.
·
Students
who have difficulty presenting could be encouraged to respond through
tape-recorded or videotaped messages.
·
Reduce
the quantity of work while retaining the demand for quality for students who
are unable to complete assignments, e.g., assign only the even numbered
questions.
·
ESL
students could be given the opportunity to research businesses and industries
that are closely associated with their place of origin.
·
ESL
students or students who experience reading difficulties may benefit if written
material is read to them rather than having to read it themselves.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding the use of any copyrighted materials. Before reproducing materials
for student use from the printed publications, teachers need to ensure that
their board has a Cancopy licence and that this licence covers the resources
they wish to use. Before screening videos/films with their students, teachers
need to ensure that their board/school has obtained the appropriate public
performance videocassette licence from an authorized distributor, e.g., Audio
Cine Films, Inc. Teachers are reminded that much of the material on the
Internet is protected by copyright. The copyright is usually owned by the
person or organization that created the work. Reproduction of any work or
substantial part of any work on the Internet is not allowed without permission
of the owner.
Catholic Bible
Catechism
of the Catholic Church
Family
Bible Collection
NRSV
– Concordance
Social
Teachings of the Church
Adams,
Bell & Griffin. Teaching for Diversity and Social Justice: A Sourcebook.
Routledge, 1997.
Adler,
Ronald B. and Jeanne M. Elmhorst. Communication at Work: Principles and Practices
for Business and the Professions. Boston: McGraw Hill, 1999. ISBN
0-07-303433-9
Alred,
Gerald J., C.T. Brusaw, and W.E. Oliu. The Business Writer’s Handbook,
6th ed. St. Martin’s Press, March 2000.
Anderson,
Neil. Media Works. Toronto: Oxford University Press, 1989. ISBN
0-19-540730-X
Duncan,
Barry, J. D’Ippolito, C. Macpherson, and C. Wilson. Mass Media and Popular
Culture. Harcourt Brace and Company Canada, 1998. ISBN 0-7747-0170-6
Barnum,
Carol M. and Saul Carliner. Techniques for Technical Communicators.
Toronto: MacMillan Publishing Company, 1993.
Beebe,
Linda, ed. Professional Writing for the Human Services. Washington: NASW
Press, 1993.
Blake,
Gary and Robert W. Bly. The Elements of Technical Writing. Toronto:
MacMillan Publishing Company, 1993.
Blicq,
Ron. Communicating at Work. Scarborough: Prentice-Hall, 1997. ISBN 0-13-324674-4
Bucki,
Lisa. Business
Simulations with Learning Microsoft Office 2000. Downsview, ON: Monarch Books of Canada Ltd.,
2000. ISBN 1-56243-861-1 (www.ddcpub.com)
Donaldson,
Chelsea, ed. Communications Handbook, 2nd ed. Toronto: Nelson, 1996.
ISBN 0176047387
Guffey,
Mary Ellen and Brendan Nagle. Essentials of Business Communication.
Scarborough: Nelson, 1997. ISBN 0-17-605610-6
Guffey,
M., K. Rhodes, and P. Rogin. Business Communications: Process and Product.
Toronto: Nelson, 1999. ISBN 0-17-616560-5
Hasling,
J. The Audience, The Message and The Speaker, 6th ed. Toronto: McGraw
Hill.
ISBN 070270279
Johnson,
C.E. and M.Z. Hackman. Creative Communication: Principles and Applications.
Waveland Press, 1995. ISBN 0881338281 ISBN 0415910579
Kliment,
Stephen A. and Hugh S. Hardy. Writing for Design Professionals: A Guide to
Writing Su
MacLennan,
Jennifer. Effective Business Writing. Scarborough: Prentice-Hall, 1995.
ISBN 0-13-301391-X
Markel,
Mike. Technical Communication. Toronto: Nelson, 1996. ISBN 0-17-605579-7
Markel,
Michael H., and Helen Holmes. Technical Writing: Situations and Strategies.
Scarborough: Nelson, 1994. ISBN 0-17-604181-8
Northey,
Margot. Impact: A Guide to Business Communications. Scarborough:
Prentice-Hall, 1998.
ISBN 0-13-838939-X
Pungente,
John. More Than Meets the Eye. McClelland & Stewart Inc, 1999. ISBN
0771071000
Sides,
Charles H. How to Write and Present Technical Information. Phoenix: Oryx
Press, 1996.
Sebranek,
Patrick, et al. School to Work. Toronto: Nelson, 1996. ISBN 0669408735
Sebranek,
Patrick, et al. Write Source 2000, Canadian ed. Toronto: Nelson, 1999.
ISBN 0176187006
Sheridan,
Ed. SJ. Do Justice.
Verderber,
Rudolph F. Communicate, 9th ed. Toronto: Wadsworth Publishing Company,
1999.
ISBN 053452074X
Weixel,
Suzanne, N. Kaczmarczyk, S. Plumley, J. Fulton, and R. Winter. Learning
Microsoft Office 2000. Downsview, ON: Monarch Books of Canada Ltd., 2000.
ISBN 1-56243-638-4 (www.ddcpub.com)
The
writers verified the URLs for the websites prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Pontifical
Council for Social Communications - This link provides a
– http://www.vatican.va/roman_curia/pontifical_councils/p
Church
Documents on Social Justice – http://www.silk.net/RelEd/justdocs.htm
Catholic
Social Teaching – http://www.osjspm.org/cst/doclist.htm
Documents
of Vatican II – http://www.christusrex.org/www1/CDHN/v1.html
Canadian
Catholic Organization for Development and Peace – http://www.devp.org
Catholic
Information Centre – http://www.catholic.net/
Catholic
Internet Directory – http://www.catholic.net/RCC/Indices/
Catechism
of the Catholic Church – http://www.christusrex.org/www1/CDHN/
Catholic
Canada – http://www.catholicanada.com
Canadian
Conference of Catholic Bishops – http://www.
Ontario
Conference of Catholic Bishops – http://www.o
Catholic
Education Network – http://www.catholic.org/cen/
Beginner’s
Guide to Effective E-mail - style guide.
– http://www.webfoot.com/advice/email.top.html?Yahoo
E-Mail
Tips - general help with signature lines, software, netiquette, discussion
groups, etc.
– http://everythingemail.net/email_help_tips.html
A
Business Letters Primer
–
http://more.abcnews.go.com/sections/business/DailyNews/sbb_letter0317/index.html
In
Search of a Lost Art: How to Write a Business Letter
– http://www.cyberbee.com/science/buslet.html
Human
Resources Development Canada – www.hrdc-drhc.gc.ca
Business
Education – http://www.ibf.com/be/ibbe.htm
Canada’s
Multimedia Guide – www.multimediator.com
Canadian
Education on the Web – www.oise.utoronto.ca/canguide
Cool
Doctor—Definitions of Computer Jargon – http://www.cooldoctor.com/computer
Designing
Flow Charts – http://www.williamson-labs.com/design.htm
Flowchart
Explanation – http://www.isixsigma.com/tt/process_mapping/
“Guidelines
for the Use of Oral Presentations” – http://222.pr.doc.gov/oral.html
Kolunsky,
Nina. Becoming a Technical Writer in Three Easy Steps.
– http://wwwstctoronto.org/art&link/howto.htm
On-line
Technical Writing: Oral Presentations – http://www.io.com/~hcexres/tcm1603/a
Oral
Presentations – http:www.aubum.edu/~smitheo/503/show
Pie
Charts – http://www.smart.draw.com/specials/charts.asp
Report
Writing (Writing Resources) – http://www.lehigh.edu/inloc
Technical
Report Writing – http://www.lerc.nasa.gov
These sites relate to the use of technology to
Catholic teachings
– http://www.fcsn.k12.nd.us/Shanley/broanth/media.htm
–
http://listserv.american.edu/catholic/church/papal/jp.ii/computer-culture.html
–
http://www.diopitt.org/education/tcerF975.htm
Microsoft Office (including WORD, PowerPoint)
MS Publisher
Ontario
Curriculum Unit Planner
Career and Guidance Counsellors
Library Staff
Local Better Business Bureau
Chamber of Commerce
Board of Trade
Local
Business and Technology Spokespersons (e.g., Communitech)
·
Ontario
Ministry of Education and Training. Cooperative Education and other Forms of
Experiential Learning: Policies and Procedures for Ontario Secondary Schools.
Toronto: Queen’s Printer, 2000.
·
Ontario
Ministry of Education and Training. The Ontario Curriculum Grades 11 and 12:
English. Toronto: Queen’s Printer for Ontario, 2000.
·
Ontario
Ministry of Education and Training. Ontario Secondary Schools Grades 9 to
12: Program and Diploma Requirements. Toronto: Queen’s Printer for Ontario,
1999.
·
Ontario
Ministry of Education and Training. Choices Into Action: Guidance and Career
Education Program Policy for Ontario Elementary and Secondary Schools.
Toronto: Queen’s Printer for Ontario, 1999.
·
Ontario
Ministry of Education and Training. The Ontario Curriculum Grades 9 to 12:
Program Planning and Assessment, 2000. Toronto: Queen’s Printer for
Ontario, 2000.
·
Ontario
Ministry of Education and Training. Engendering Equity: Transforming
Curriculum. Toronto: Queen’s Printer, 1995.
Coded Expectations,
Communication in the World of Business and Technology, Grade 12, Open, EBT4O
IBV.01 · demonstrate an understanding of
the forms and content of business and technical communications and their
purposes and audiences;
IBV.02 · identify characteristics of
written, oral, and visual business and technical communications;
IBV.03 · explain the role of technology in
producing effective business and technical communications.
Understanding
Business and Technical Communications
IB1.01 – identify topics and issues in a
variety of business and technical communications, including reports, business
letters, memos, manuals, instructions, brochures, contracts, and instructional
videos (e.g., record the main idea and supporting details in a report on job
sharing and flexible hours; summarize key information in a warranty or an
insurance policy);
IB1.02 – identify the characteristics and
needs of different types of audiences for business and technical
communications, including experts, managers, technicians, employees, and the
general public;
IB1.03 – identify the specific purpose and
audience for a variety of business and technical communications (e.g., discuss
whether an instructional manual has been written for experts or a general
audience; develop criteria to determine whether a business letter or an
instructional video is designed to inform or persuade);
IB1.04 – select and use appropriate
strategies to understand business and technical communications (e.g., read
headings to preview the content of a report or manual; role-play and exchange
responses with a colleague to clarify understanding of an insurance policy;
generate questions after viewing a training video).
Analysing
Business and Technical Communications
IB2.01 – identify the characteristics of
effective business and technical communications, including clarity, a
IB2.02 – identify specific elements of
business and technical communications and describe their purpose (e.g.,
elements such as tables of contents, headings, marginal notes, tables, charts,
diagrams, graphics, images, appendices, indexes, and glossaries);
IB2.03 – explain how elements of business
and technical communications can be used to enhance their effectiveness and
meet the needs of an audience (e.g., compare the effects of using a chart or
text to convey data; discuss the contribution of diagrams and illustrations in
a multimedia presentation for a general audience);
IB2.04 – identify the organizational
patterns of business and technical communications, with an emphasis on
sequential, chronological, spatial, order-of-importance, problem-solution,
comparison-and-contrast, and cause-and-effect patterns (e.g., identify the use
of sequential organization in instructions; identify words that denote spatial
relationships in an instruction manual; determine the organizational pattern
used in an incident report).
Understanding
the Role of Technology in Business and Technical Communications
IB3.01 – explain the role of audio, visual, and
telecommunications equipment, computer hardware and software, and presentation
and desktop publishing programs in producing clear and effective business and
technical communications;
IB3.02 – demonstrate an understanding of
how sound clips, animation, pictures, illustrations, charts, and diagrams from
the Internet, CD-ROMs, software programs, and scanners can clarify the meaning
and enhance the visual impact of business and technical communications.
CBV.01 · produce written, oral, and visual
business and technical communications for specific purposes and audiences;
CBV.02 · use technology appropriately to
clarify the meaning and enhance the impact of business and technical
communications;
CBV.03 · assess their own and others’
business and technical communications.
Producing
Business and Technical Communications
CB1.01 – use the forms, elements, and
organizational patterns of business and technical communications to communicate
effectively (e.g., apply knowledge of how people read informational texts to
plan an effective brochure; use directional and sequencing words and phrases to
assist the reader in understanding written procedures; make an oral report
using a cause-and-effect structure);
CB1.02 – use information and ideas
gathered from a variety of print and electronic sources to generate content for
business and technical communications on school-, career-, or workplace-related
topics and issues (e.g., gather information from consumer reports to use in a
memo recommending a purchase; use simulations, role-plays, and case studies to
understand different perspectives on issues such as customer relations);
CB1.03 – select or adapt the content,
forms, and organizational patterns of business and technical communications to
suit the purpose and audience (e.g., organize key information for a video
recognizing the achievements of employees; adapt the content of a memo to meet
the needs of different audiences, such as an expert, a manager, a technician,
or the general public);
CB1.04 – use graphics effectively in
business and technical communications (e.g., present information from text or a
spreadsheet in the form of a chart or graph; use diagrams and illustrations to
emphasize main points in posted instructions);
CB1.05 – revise, edit, and proofread
drafts to produce clear, a
Enhancing
Business and Technical Communications
CB2.01 – use a variety of audio, visual,
and electronic aids to produce effective business and technical communications
(e.g., leave clear, straightforward, and su
CB2.02 – use sound clips, animation,
pictures, illustrations, charts, and diagrams from the Internet, CD-ROMs,
software programs, scanners, or other audio-visual equipment to enhance the
visual impact of business and technical communications.
Assessing
Their Own Business and Technical Communications
CB3.01 – assess the content and style of
business and technical communications they have produced (e.g., discuss in a
group the content and visual appeal of a classmate’s brochure; develop criteria
to assess their own business and technical communications);
CB3.02 – assess drafts and final versions
of business and technical communications by peers, providing objective and
constructive suggestions (e.g., work with a partner to identify strengths and
weaknesses of a draft of a report; use peer conferences and rubrics to provide
feedback about a final product);
CB3.03 – explain the creative choices made
to enhance the effectiveness of their own business and technical
communications;
CB3.04 – demonstrate an understanding of
the knowledge and skills required for su
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 -a
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.