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Course Profile Communications Technology (TGJ4E), Grade 12, Workplace Preparation, Combined
Course
Overview
Prerequisite: Communications
Technology, Grade 11, Workplace Preparation
This course examines the key elements in the areas of
electronic, live, recorded, or graphic communications systems. Students will
develop safe workplace habits and business management skills and use a variety
of materials, tools, and equipment to assemble, maintain, operate, and repair
communications systems. They will also research the entry requirements for
training programs available on graduation, such as apprenticeships, and will
develop the employability and technical skills required for entry into the
workplace.
The role of
Technological Education in the Catholic faith community is to enable students
to develop and use 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.
This course introduces
students to concepts of the workplace integrated with the social teachings of
the church. It is a fundamental belief that work, in all its facets, is more
than a job. It is a calling, a vocation, where the human person can use his/her
talents and gifts in the context of society, and thereby promote social
responsibility and economic participation while affirming the principles of
social justice, solidarity, and the common good. Work, and by extension the
work environment, is central to our humanity and integral to who we are as
Catholics. We believe that God created humans to be stewards over the bountiful
resources of the Earth. Our creativity, work ethic, and problem-solving
abilities are gifts given to us from God so that we can perform this
stewardship role in a competent, responsible, caring, and loving manner.
Work is a fundamental dimension of human life. It is
participation in God’s work. The value of work, therefore, is not based on its
end result but on whether it supports human dignity. It is in this context that
the responsibilities of organizing and operating a venture are examined.
Students integrate their faith with the planning of this venture. Issues such
as the selection of an ethical business or venture, fair treatment of customers
and clients, the dignity of the employee, the value of work, and sharing of
profits with society are all examined. Students are encouraged to make ethical
decisions and act morally and justly.
This course is divided into four units: Establishing a
Communications Technology Enterprise; Creating a Graphic Corporate Identity;
Digital Video Promotions; and Developing a Dynamic Online Presence. The
projects and processes are designed to equip students with the knowledge and
skills required to meet the expectations of employers, apprenticeship, or other
training programs.
Technological
education focuses on developing student ability to work creatively and
competently with technologies that are central to their lives. It promotes the
integration of learning across many subject disciplines. Similarly, technology
supports student work in other subject areas. It develops research skills,
supports development in literacy and mathematics, and fosters creativity and
critical thinking. In addition, it promotes global citizenship and
environmental awareness. Technological education contributes to learning in
other areas of the curriculum by providing practical contexts and applications
for the knowledge and skills acquired.
This Communications Technology course introduces
students to a wide variety of equipment and technologies. This course also
allows teachers to focus on the transmission of images that reflect Christian
values. It is expected that all student work contains positive images of race,
gender, and religion. Stereotypes, acts of violence, sexual themes, or use of
profanity in student work are unacceptable.
Workplace preparation courses are designed to equip
students with the knowledge and skills they need to meet the expectations of
employers should they plan to enter the workplace directly after graduation.
“Workplace preparation courses emphasize the development of generic employment
skills, as well as independent research and learning skills. Workplace preparation
courses in particular should also promote and stress the importance of lifelong
learning” (Ontario Secondary Schools, Grades 9 to 12, Program And Diploma
Requirements, 1999. p. 17). Students investigate the entrepreneurial and
management roles in a business or operation incorporating communications
technology and assess their own potential for such roles. The employability
skills required for success in the workplace are also dealt with. Workplace
preparation courses also meet the requirements for admission to certain
apprenticeship or other training programs. This course provides opportunities
for students to identify the career possibilities and apprenticeships or other
training programs available in the communications sector, and assess their
aptitude for such programs. Students in Ontario secondary schools have the
opportunity to apply what they learn in their courses through participation in
various planned learning activities outside the classroom. Such learning
activities increase students’ awareness of educational and career opportunities
and provide them with first-hand experience. This practical experience helps
them make decisions about possible future careers and make a successful
transition from secondary school to the workplace or to an apprenticeship
program.
Apprenticeship is hands-on training for people who
enjoy learning by doing. The training provides access to well-paying jobs that
demand a high level of skills, judgement, and creativity. Apprentices are paid
while gaining work experience, and their wages increase with their level of
skills
Apprenticeship is a method of training in which
employers train workers to become skilled tradespeople through on-the-job
training and classroom instruction. Apprenticeship training programs are
available for many skilled trades in Ontario.
The Ontario Youth Apprenticeship Program (OYAP) opens
the door to apprenticeship in a wide range of exciting careers. If you are
entering Grade 11 and are at least 16 years old, you can work towards a career
in a skilled trade as a registered apprentice, and eventually a certified
skilled worker or journeyperson, while you complete your Ontario Secondary
School Diploma. Eligible students should contact their guidance counsellor, technical
director, or local apprenticeship office.
For more information
–http://www.edu.gov.on.ca/eng/training/apprenticeship/skills/splash.html
Health and safety issues are emphasised throughout the
course. Students develop an understanding of the importance of health and
safety as it relates to physical and personal well-being. Students investigate
the Occupational Health and Safety Act (OHSA) and identify its implications for
the school communications facility and for the communications sector workplace.
They also understand the need to assume responsibility for their own safety and
the safety of others.
Teachers address safety/censorship on the Internet at
the start of the course by implementing their board’s policies on appropriate
student use and access to Internet services. Students are informed of copyright
laws and the correct use of any copyrighted materials used in project work.
|
* Unit 1 |
Establishing a Communications Technology Enterprise |
20 hours |
|
Unit 2 |
Creating a Graphic Corporate Identity |
30 hours |
|
Unit 3 |
Digital Video Promotions |
30 hours |
|
* Unit 4 |
Developing a Dynamic Online Presence |
30 hours |
* These units are fully developed in this Course
Profile.
Time: 20 hours
Unit Description
In this unit, students investigate the functions and
operations of businesses in communications technology through the development
of a business plan for their own student-run venture. They study operating and
start-up procedures, such as marketing and product research. This unit
emphasizes the importance of verbal and written communications skills, and
provides an opportunity to practise the personal presentation skills necessary
to gain employment and to successfully develop a career in the communications
industry. Students conduct research into apprenticeships or other training
programs available in the communications sector, and assess their aptitude for
such programs. They investigate the Occupational Health and Safety Act (OHSA)
and identify its implications for the school communications facility and for
their chosen career. Issues such as choosing an ethical business or venture,
fair treatment of customers and clients, the dignity of the employee, the value
of work, and sharing of profits with society, are all examined. Students are
encouraged to make ethical decisions and act morally and justly.
Unit Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1.1 |
TFV.02, TF1.01, SP1.01, SP1.02, SP1.04, ICV.01,
ICV.02, ICV.03, ICV.04, ICV.05, IC1.01, IC1.02, IC1.03, IC2.02, IC2.07,
IC3.01, IC3.02 |
Thinking/Inquiry |
Awareness of types of business venture and relevant
environmental impacts, safety, and legislation |
|
1.2 |
TFV.01, TFV.02, SP1.01, SP1.02, SP1.03, SP1.06,
SP4.01 |
Thinking/Inquiry |
Using marketing strategies to determine need within
the school for communications products and services such as newsletters,
webpages, and A/V repair |
|
1.3 |
SPV.01, SPV.05, SP1.05, ICV.06, IC3.03 |
Thinking/Inquiry |
Developing a workplace presence – speaking,
listening, body language, and written communication skills |
|
1.4 |
TFV.04, SPV.01,
SPV.05, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP1.08, SP4.01,
SP4.02, ICV.04, ICV.05, ICV.06, IC3.01, IC3.02, IC3.03 |
Thinking/Inquiry
Knowledge/ Understanding |
Presenting an
individualized business plan for a communications technology company |
Time: 30 hours
Unit Description
In this unit, students apply design processes and
principles of design to develop a graphic corporate identity for their selected
communications venture. Students select and use the appropriate software to
create a series of graphical projects that address the identity needs of their
selected business. They develop their design and problem-solving skills and
increase their knowledge of graphic design and its associated technologies.
Students are encouraged to reflect on attitudes and values founded on Catholic
social teaching and act to promote social responsibility in their final
communicated messages throughout each activity.
Unit Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
2.1 |
TFV.04, TF1.01, TF2.01, TF2.03, SP3.02, ICV.01,
IC1.01 |
Thinking/ Inquiry |
Students research the promotional graphics used by
existing Communications Technology enterprises |
|
2.2 |
TFV.01, TF1.02, TF2.01, TF2.03, TF3.01, TF3.02,
SPV.03, SP2.01, SP2.02, SP2.03, SP2.04, SP2.05, SP2.06, SP2.08, SP2.09,
SP4.03, IC2.01, IC2.03 |
Thinking/ Inquiry |
Students, using graphic design software, develop
business stationary (logo, business card, etc.) and a poster for their
business venture |
|
2.3 |
TFV.01, TF1.02, TF2.01, TF2.03, SPV.03, SP2.01,
SP2.02, SP2.03, SP2.04, SP2.05, SP2.06, SP2.08, SP2.09, SP4.03, IC2.01,
IC2.03 |
Thinking/ Inquiry |
Students continue the graphic design process looking
at other possible options for promoting a corporate identity (brochures,
pins, packaging, mouse pads.) |
|
2.4 |
TF1.01, SPV.05, SP2.07, SP4.01 |
Communication |
Students present their developed “Corporate
Identity” |
Time: 30 hours
Unit Description
This unit introduces students to the current filming
and editing style trends found in television advertisements. Students select a
style and develop a digital video advertisement for their company. Students
review and build the processes involved with digital video production. Students
review fundamental digital concepts, basic equipment functions, and their
interface with computer technology. Critical evaluation and problem solving
help students make decisions in light of gospel values with an informed moral
conscience.
Unit Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
3.1 |
TFV.04, TF1.01, TF2.01, TF2.03, SP3.02, ICV.01,
IC1.01 |
Thinking/Inquiry |
Students research and investigate the video style
trends |
|
3.2 |
TFV.01, TFV.02, TF1.02, TF2.01, TF2.02, TF3.01,
SPV.01, SPV.05, SP1.05, SP1.06, SP1.07, SP2.03, SP2.07, SP4.02, SP4.03 |
Thinking/Inquiry |
Students develop story lines, storyboards, scripts
and production schedules for project |
|
3.3 |
TFV.01, TFV.02, TF1.02, SPV.01, SPV.02, SPV.03,
SPV.04, SP1.05, SP2.01, SP2.02, SP2.03, SP2.04, SP2.05, SP2.06, SP2.08,
SP2.09, SP3.01, IC2.01, IC2.03, IC2.04, IC2.05, IC2.07 |
Knowledge/ Understanding |
Students produce their promotional video |
|
3.4 |
TFV.01, TFV.04, SPV.01, SPV.02, SPV.03, SP2.05,
SP2.09, SP4.01 |
Thinking/Inquiry |
Video editing and the presentation of the final
product |
Time: 30 hours
Unit Description
This unit gives students a deeper understanding of the
uses and advantages of the Internet as a communication tool. Students create a
multi-page web design that not only showcases their venture but also has real
usefulness to the company, employees, clients, and potential clients. Emphasis
is placed on creating a webpage that pushes the limits of a website as a
multimedia experience. The web designs are uploaded, then updated, and
maintained as an ongoing process of management. Throughout this unit, students
are encouraged to become effective communicators who use and integrate the
Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life. Students
present all information and ideas clearly and honestly with sensitivity to
others.
Unit Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
4.1 |
TFV.04, TF1.01, TF2.01, TF2.03, SP3.02, ICV.01,
IC1.01 |
Thinking/Inquiry |
Students research and investigate existing
communications technology enterprise websites |
|
4.2 |
TFV.01, TF1.02, TF2.01, TF2.03, TF3.02, SPV.02,
SPV.04, SPV.05, SP1.01, SP2.05, SP3.01, SP4.02 |
Knowledge/ Understanding |
Students create an animated logo as a key element
for their splash page |
|
4.3 |
TF2.01, TF3.02, SPV.01, SPV.02, SPV.03, SP1.05,
SP1.06, SP2.01, SP2.04, SP2.05, SP2.08, SP2.09, SP3.01, SP4.02, IC2.01 |
Knowledge/ Understanding |
Students create a Virtual Reality (VR) panorama or
VR object for their webpage |
|
4.4 |
TFV.01, TFV.03, TF3.02, SPV.01, SPV.02, SPV.03,
SPV.04, SP1.05, SP2.01, SP2.04, SP2.09, SP3.01 |
Knowledge/ Understanding |
Students use a variety of audio techniques to
enhance their webpage |
|
4.5 |
SPV.01, SPV.02, SPV.03, SP2.01, SP2.03, SP2.04,
SP2.05, SP2.06, SP2.08, SP2.09, SP3.01, SP4.02, SP4.03, IC2.01 |
Thinking/Inquiry |
Using web-design software students plan and
construct a website for their company |
|
4.6 |
TFV.02, TFV.03, TF2.01, SPV.04, SP2.02, SP2.08,
SP3.02, SP4.01 |
Thinking/Inquiry |
Students develop plans for updating and maintaining
an active website. |
Students are introduced to practical aspects of
communications technology using electronic, live, and graphic communications
methods. The curriculum provides opportunities for students to undertake
hands-on practical activities, as well as to conduct research and analysis.
There is a wide range of teaching/learning strategies and accommodations to
meet the needs and learning styles of all students.
Throughout this profile, the
teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to
provide assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Teachers encourage
attitudes and values, founded on Catholic social teachings, which promote
social responsibility, human solidarity, and the common good.
Career education can be most effectively delivered by
the integration of topics throughout the course. Students are also given the
opportunity to research apprenticeships or other training programs available in
the communications sector, and assess their aptitude for such programs. Unit 1
provides the base for the start of career investigation. Students explore
management and marketing techniques found in the communications technology
workplace. Through the formulation of a company linked to the communications
sector, students are exposed to a variety of potential careers as each student
presents a venture plan. The remaining units provide further opportunity for
students to focus on career options and provide further insights into the
skills required for a variety of related fields. A number of teaching/learning
strategies allow for career orientation, e.g., job shadowing, computer
research, field trips, and guest speakers. Classroom teachers should work
closely with guidance or career counsellors to co-ordinate the planning of
career study.
Throughout this course, the teaching strategies
employed should vary to allow students to apply their knowledge in a number of
different situations. These strategies fall into the following four different
categories:
|
Teacher-centred Strategies Teacher-centred strategies are those in which the
teacher directs the learning. Examples include teacher-led reviews,
worksheets, and note taking. |
Learner-centred Strategies Learner-centred strategies, which are
activity-based, provide students with opportunities to apply what they have
learned. Examples include text referencing, group discussions, note making,
case studies, and computer simulations. |
|
Self-directed Strategies Self-directed strategies may be used to promote
independence and self-reliance. Examples include sharing information with
others, creating displays, and electronic media research. |
Community-based Strategies Community-based strategies integrate the local community
into the classroom. Examples include job shadowing, computer research, field
trips, career panels, and guest speakers. |
Teachers
should employ a variety of assessment techniques throughout the course, make
appropriate adjustments to teaching/learning strategies, and accommodate
exceptional students. Student input in the assessment process should be
welcomed and valued. Some strategies, which are consistent with the assessment
techniques referred to in the activities, are presented below.
·
Share the rubrics for culminating activities at the
beginning of the unit, so expectations and criteria are clear for students and
can be used to support the learning in all unit activities.
·
Develop rubrics with students, or involve them in
translating them into student language.
·
Emphasize the language of assessment and evaluation in
your discussions with students.
·
Provide exemplars demonstrating achievement at
different levels for students.
·
Use the results of diagnostic and formative assessment
to modify the delivery of the unit.
·
Provide different opportunities to assess the
achievement of the expectations.
·
Provide opportunities for self- and peer assessment to
be used as formative assessment to support and improve student learning.
·
Provide opportunities for students to repeat
assignments until they can demonstrate their mastery.
·
Develop tests that provide opportunities to
demonstrate all categories on the Achievement Chart as much as possible and
demonstrate achievement at all levels.
·
Give practice tests as an opportunity for formative
assessment.
·
Use assessment tools that are appropriate for the
expectations being addressed and which relate to the categories on the Achievement
Chart.
·
Provide prompt feedback so students can use it to
improve their learning.
·
Design a variety of assessment tasks to address
different learning styles.
·
Provide choice in activities/assessments tasks to
accommodate the diverse needs of the learners in the classroom.
·
Provide opportunities for students to track their own
progress.
|
Type |
Examples |
|
|
Paper-and-Pencil |
Ongoing quizzes |
Final evaluation (tests and final exam) |
|
Performance |
Assigned exercises |
Skills demonstrations |
|
|
Checklists |
Worksheets |
|
|
Log/journal entries |
Presentation/exhibitions |
|
|
Finished product |
Portfolios |
|
Personal Communication |
Conferencing |
Student-teacher |
|
|
Teacher-group |
Instructional questions and answers |
|
|
Assessment |
Daily log/journal |
|
|
Ongoing verbal feedback |
Critique |
|
|
|
|
|
|
|
|
·
Checklists
·
Marking schemes
·
Quizzes/tests
·
Rubrics/rating scales
·
Anecdotal comments with suggestions for improvement
·
Diagnostic: occurs at the beginning
of a term, a unit of study, or whenever information about prior learning is
useful.
·
Formative: during learning; ongoing feedback to the
teacher and student about the quality of learning and the effectiveness of
instruction.
·
Summative: usually carried out at
the end of a learning process; may include feedback and/or judgement.
Assessment instruments are designed to provide
information about student achievement. Assessment instruments may be used in
more than one achievement category.
Seventy per cent of the grade is based on assessment
and evaluation conducted throughout the course. Thirty per cent of the grade is
based on a final evaluation in the form of an examination, a cumulative
project, performance, essay, and/or other method of evaluation.
Learning skills, effort, punctuality, and recorded absences
are reported separately and are not considered in the determination of the
percentage grade.
Teachers using this Course Profile should be
acquainted with the Individual Education Plans (IEPs) of exceptional students
in order to make the necessary accommodations for individual students. A wide
range of teaching/learning strategies that can be used to meet the needs of all
students. Teachers are encouraged to alter and expand teaching strategies to
address learning styles.
Note: The electronic Ontario Curriculum Unit
Planner and the Special Education Companion are excellent resources
when developing accommodations for students.
The
following are some suggested strategies based on different exceptionalities
that could be applied throughout the various activities:
|
Reading Read questions and
instructions first. ·
Adjust reading requirements. ·
Provide varied opportunities for peer/group reading. ·
Pre-teach concepts/vocabulary. ·
Provide advance organizers to structure reading
content, e.g., outlines, subtitles, main ideas, supporting detail. Reading ·
Provide opportunities for alternate methods of
information sharing, e.g., videos, and visuals. |
Math ·
Check work after each example. ·
Relate problems to real life. ·
Modify complexity of examples. ·
Break into smaller steps ·
Review daily. ·
Teach and encourage use of diagrams. ·
Teach use of calculator. ·
Use hands-on manipulatives. Math ·
Adjust number of problems. ·
Provide samples for the students to work from. |
Memory ·
Teach students to verbalize concepts. ·
Check that daily assignments are recorded in
planner. ·
Include strategies to assist recall. ·
Ensure students write things down. ·
Provide lists and/or flowcharts. ·
Give visual clues. Memory ·
Give demonstrations. ·
Teach Mnemonics. ·
Allow student to tape lessons for more intensive
review at a later time. |
|
Oral Language ·
Provide non-threatening environments. ·
Do not ask the students to respond to questions
without forewarning. ·
Use cooperative learning. ·
Encourage the student to ask for clarification. ·
Use visual aids consistently to support oral
message. ·
Use electronic medium. ·
Permit small groups. |
Motivation Difficulties ·
Provide a variety of types of assignments. ·
Set realistic goals and expectations. ·
Avoid public confrontation. ·
Provide praise and positive feedback. ·
Be flexible with timelines. ·
Conference on one-to-one basis. ·
Maintain contact with home. ·
Provide timely feedback. |
Written Language ·
Vary assignments. ·
Give explicit instructions. ·
Extend timelines. ·
Provide a print copy of board notes, if necessary,
e.g., photocopy, peer notes on NCR paper. ·
Allow point-form notes. ·
Use peer editing. ·
Teach use of spell check. ·
Use of assistive devices as outlined in the IEP. |
|
Attention
Difficulties ·
Provide a variety of activities and teaching
techniques. ·
Give blocks of information and vary the activities
frequently. ·
Use cooperative learning. ·
Ask students to repeat instructions to you. ·
Provide immediate feedback. ·
Move around room. ·
Use visuals. ·
Seat students in area of room to minimize
distractions. |
Enrichment ·
Work with an outside communications sector business
organizations. ·
Provide enriched material. |
|
|
ESL ·
Encourage use of first language English dictionaries
for assignments and assessment. ·
Pair written instructions with verbal instructions. ·
Allow extra time for reading or writing assignments. ·
English-speaking students can help their ESL
classmates by repeating, rephrasing, and writing words down. ·
Bilingual peer tutors, if available, can be helpful,
or use classroom groups to facilitate clarification in native language. ·
Give recognition to partners for undertaking
responsibilities with students with special needs. ·
Avoid “all ESL” groupings. ·
Encourage ESL students to use their own language to
explain terms in their private notes if it helps them remember. ·
Provide students with a summary sheet that can be
used at the end of each class (with teacher assistance) to list main terms or
concepts that were the focus of the lesson ·
Make overheads of handouts on which teacher
highlights important terms, explains words, and clarifies instructions, etc.
while students do the same on their copy. |
||
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 printed publications, teachers need to ensure that their board has a
Cancopy licence and that its 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 the 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 the permission of the owner.
Specific
resources are listed at the end of each activity.
General Course
Development Resources
The Bible for Catholics. CD-ROM. Washington:
Liguori Publications, 1996. ISBN 0-7648-0065-5
Blueprints: A Resource Tool for Writing Catholic
Secondary School Course Profiles. Catholic Curriculum Cooperative, Central
Region.
Choices Into Action: Guidance and Career Education
Program Policy for Ontario Elementary and Secondary Schools, 1999.
Creating Catholic Curriculum: A Resource for Catholic
Teachers. Eastern Ontario Catholic Curriculum Cooperative, 2001.
The Ontario
Curriculum, Grades 11 to 12, Technological Education, 2000.
The Ontario Curriculum, Grades 9 to 12, Program
Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9-12, Program and
Diploma Requirements, 1999.
Bennett, B., C. Rolheiser-Bennett, and L. Stevahn. Cooperative
Learning Where Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-4444-555-6
Gibbs, Jeanne. Tribes: A Process for
Social Development and Cooperative Learning. Santa Rosa: 1996.
ISBN 0-932762-08-5
Harper, M., K. O’Connor, and M. Simpson. Quality
Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational
Services Committee, 1999. ISBN 0-920930-47-6
Schurr, Sandra. Authentic Assessment From A to Z. Columbus,
Ohio: National Middle School Association, 1999. ISBN 1-56090-61-6
Trafford, Larry. Educating the Soul: Writing
Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic
Education, 1998. ISBN 0-9699178-5-6
The writer prior to publication has verified the URLs
for the websites. Given the frequency with which these designations change,
teachers should always verify the websites prior to assigning them for student
use.
Curriculum Services Canada (Ontario Curriculum Centre
- OCC) – http://www.curriculum.org
Ministry-approved resources, course profiles, and links to other educational
sites.
Educational Computing Organization of Ontario (ECOO) –
http://www.ecoo.org/
Resources for teachers and links to other educational sites.
Education Network of Ontario (ENO) –
http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites.
The Institute for Catholic Education –
http://www.tcdsb.on.ca/ice/
The Institute for Catholic Education is dedicated to working with, bringing
together, and assisting all those who share responsibility for English Catholic
education in their efforts to promote and maintain Catholic schools animated by
the Gospel and reflecting the tenets of the Catholic faith.
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.
Ontario Council of Technology Education –
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 online with links to other useful
educational sites.
TV Ontario (OESS) – http://www.tvo.org/oess/
Ontario Education Software Service – Ministry-licensed educational software.
YTV (In Class) –
http://inclass.ytv.com/
Media-related teacher resources and links to other sites.
Women in Trades and Technology Network –
http://www.wittnn.com/
An education and advocacy organization dedicated to promoting and assisting in
the recruitment, training, and retention of women in trades and technology.
Useful links to other sites.
Grade 12 Communications Technology, Workplace
Preparation is designated as a Technological Education, Part A, Broad-Based
Technology Course. The philosophy that underlies the teaching of broad-based
technology is that students learn best by doing. Workplace preparation courses
are designed to equip students with the knowledge and skills they require to
meet the expectations of employers when they plan to enter the workplace
directly after graduation or the requirements for admission to apprenticeship
or other training programs when they plan to participate in these programs.
(See Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment,
2000 for a description of the different types of secondary school courses).
Ontario secondary school graduates are expected to be
technologically literate as stated in Ontario Secondary Schools, Grades 9 to
12, Program and Diploma Requirements, 1999. They should be able to
understand and apply technological concepts, use computers in various
applications, and analyse the implications of a wide range of technologies for
individuals and society.
To ensure that all students in the province have equal
opportunity to achieve their full potential, the education system must be free
from discrimination and must provide all students with a safe and secure
environment so that they can participate fully and responsibly in the
educational experience. Schools are also required to adopt measures to provide
a safe environment for learning, free from harassment of all types, violence,
and expressions of hate. Anti-discrimination education, equity/social justice
issues, conflict resolution/violence prevention, community partnerships, and
faith development are addressed in the course. These support the Ontario
Secondary School board policies as well as the Ontario Catholic School Graduate
Expectations. For more information, teachers should consult Section 7.13
Anti-discrimination Education of the OSS document.
Career exploration is a component of all units and is
aligned with Choices Into Action: Guidance and Career Education Program
Policy for Elementary and Secondary Schools, 1999. Teachers ensure that
students have a broad range of career exploration opportunities.
School-work transition programs include both in-school
and work-based experiences, including job shadowing, work experience,
cooperative education, and in-depth skills training, and require the
involvement of employers in their development and delivery. The job shadowing,
work experience, and cooperative education portions of school-work transition
programs must be implemented in accordance with the policies and procedures of
the Ministry of Education Cooperative Education and Other Forms of
Experiential Learning, Policies and Procedures for Ontario Secondary Schools,
2000, Section 1.6.
Coded Expectations, Communications Technology, Grade 12,
Workplace Preparation, TGJ4E
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 the processes, concepts, materials,
and components used in the development of a product or service;
TFV.03 · analyse and describe the effects of
modifications on communications systems;
TFV.04 · demonstrate an in-depth understanding of
industry standards and regulations related to electronic, live, recorded, or
graphic communications technology.
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 – identify and describe current processes,
methods of operation, materials, equipment, tools (including computers and
peripherals), and components used to meet client needs;
TF2.02 – identify and describe necessary resources and
scheduling requirements for the phases of production, including pre- production
and post-production;
TF2.03 – demonstrate an understanding of
industry-standard electronic, live, recorded, or graphic communications
systems;
TF2.04 – explain how microwaves, lasers, and fibre
optics are used in communications systems.
Standards
TF3.01 – define the terminology and symbols used in
the areas of electronic, live, recorded, or graphic communications;
TF3.02 – explain the conventions, formats, and
specifications of industry-standard communications systems.
SPV.01 · work as an effective member of a team;
SPV.02 · set up, and function well in, an effective
communications technology enterprise;
SPV.03 · use current technology and a variety of
communications-related processes to create products that meet specifications
determined by a client’s needs;
SPV.04 · develop and maintain systems that adhere to
industry standards, and develop the means required to document activities using
industry-standard formats;
SPV.05 · use language skills and artistic concepts
effectively and apply scientific principles to develop solutions to
communications problems.
Organizational Skills
SP1.01 – explain the activities associated with
research and development: discovering a need, developing a product, and
establishing specifications for improvement;
SP1.02 – describe the activities associated with
marketing: identifying the potential market, promoting the product, selling and
distributing the product;
SP1.03 – explain the activities associated with
industrial relations: recruiting, selecting, and training the work force;
SP1.04 – describe how a company conducts its financial
affairs (how it raises and controls its money);
SP1.05 – demonstrate communication, conflict
resolution, time management, and goal-setting skills, as well as the ability to
accept responsibility and to delegate tasks when appropriate;
SP1.06 – plan with team members to establish the order
of operations; the availability of tools, parts, and equipment; scheduling
requirements; and other information required to plan and prepare for the
production process;
SP1.07 – document the production process using
industry-standard formats (e.g., storyboards, schematics, flow charts);
SP1.08 – prepare a business plan for a venture related
to communications technology.
Production Skills
SP2.01 – set up and maintain a current electronic,
live, recorded, or graphic communications system;
SP2.02 – troubleshoot and repair communications
systems;
SP2.03 – identify, select, and use the most
appropriate equipment and processes when developing a solution to a
communications problem;
SP2.04 – design and produce a variety of
communications projects that meet the demands of specific customers or markets;
SP2.05 – apply design principles and elements to
produce effective solutions in communications technology projects;
SP2.06 – apply current production skills safely and
effectively in the development of a product or service;
SP2.07 – prepare documents for communications
projects, including cost estimates and bidding procedures, lists of materials
and labour costs, and work orders and specifications;
SP2.08 – prepare, interpret, and follow work-related
processes when maintaining communication components and systems;
SP2.09 – solve practical production problems in a
variety of simulated workplace situations.
Documentation and Standards
SP3.01 – produce, read, and interpret technical and
artistic drawings, reports, instructions, scripts, manuals, on-line
documentation, and specifications related to complex communications technology
projects;
SP3.02 – document and communicate the results of the
design process, of diagnostic analysis, and of troubleshooting for various
communications technology projects.
Interdisciplinary Applications
SP4.01 – use language effectively in presentations
related to communications projects;
SP4.02 – apply artistic and aesthetic principles to
designs related to communications projects;
SP4.03 – apply appropriate scientific principles
(e.g., those related to light, colour, magnetism, electricity) in the design
and production of communications technology systems.
ICV.01 · evaluate negative environmental impacts of
specific products and processes and recommend alternative methods and materials
to reduce these impacts;
ICV.02 · develop and conduct safety audits and
inspections of the school communications technology facility and implement a
plan to address any deficiencies;
ICV.03 · describe the Occupational Health and Safety
Act (OHSA) and identify its implications for the school communications facility
and for the workplace;
ICV.04 · identify the career opportunities and
apprenticeships or other training programs available in the communications
sector, and assess their aptitude for such opportunities;
ICV.05 · describe the entrepreneurial and management
roles in a business or operation incorporating communications technology and
assess their own potential for such roles;
ICV.06 · demonstrate the employability skills required
for success in the workplace.
Impacts
IC1.01 – evaluate any negative impacts on the
environment of processes used in communications technology and substitute
environmentally friendly alternatives;
IC1.02 – recommend an effective process for collecting
and recycling materials and fluids;
IC1.03 – handle waste products effectively and be
prepared to implement an emergency action plan in the event of a minor spill.
Safety and Legislation
IC2.01 – use safe work practices in the communications
program;
IC2.02 – develop comprehensive safety checklists for
equipment and operations;
IC2.03 – use all required protective clothing and
gear, and assume ergonomically correct body positions and movements (e.g., when
keyboarding);
IC2.04 – demonstrate good housekeeping practices in
the work environment by cleaning up spills and leaks, keeping areas clean and
clear of obstructions, and organizing equipment to minimize the chance of an
accident;
IC2.05 – recognize and explain the electrical hazards
present when using electrical equipment;
IC2.06 – recognize and explain the hazards of exposure
to electromagnetic radiation;
IC2.07 – identify and adhere to those aspects of the
Occupational Health and Safety Act (OHSA) and the Workplace Hazardous Materials
Information System (WHMIS) that relate to procedures and operations used in the
school communications technology facility.
Education, Training, and Career Opportunities
IC3.01 – identify the career opportunities available
in the communications sector;
IC3.02 – identify the training required for careers in
the communications sector;
IC3.03 – describe the employability skills identified
by the Conference Board of Canada.
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.