Cooperative Education Course
Personalized Placement Learning Plan Components

 

Course

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

The Ontario Curriculum, Grades 11 and 12, Technological Education, 2000

Credit Value

1

Description of the Placement Situation

This small, but lucrative graphic design business is located in a small city. The company employs approximately ten people in the graphic design division. The business designs and prints specialty and real estate booklets, as well as newspaper and grocery inserts.

The student will have the opportunity to practise and refine the skills required to be a designer.

Credit Value of Cooperative Education Course        2

 

Related Course Expectations

 

 

Strand: Theory and Foundation

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;

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:

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

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

- brainstorm a list of as many solutions as possible;

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

- evaluate the solutions and choose the best one;

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

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

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

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

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

 

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

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

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

TFV.04 · describe industry standards, regulations, and formats that apply to communications;

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

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

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

 

Strand: Skills and Processes

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

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

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

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

SP1.05 - effectively apply a variety of planning tools;

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

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

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

SP2.01 - set up and correctly operate the equipment and accessories required to create and modify environments for communications productions (desktop publishing);

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

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

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

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

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

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

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

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

 

Strand: Impact and Consequences

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

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

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

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

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

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

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

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

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

IC3.05 - explain the importance of lifelong learning for individuals in the communications technology sector.

Cooperative Education Course

 

 

Job Readiness

J1 - create effective resumes, cover letters, and thank you letters for the work search process, using word-processing software and appropriate vocabulary and conventions;

J3 - demonstrate the ability to communicate their interest in a work opportunity effectively;

J4 - identify common interview questions and demonstrate the ability to respond appropriately and effectively

 

Workplace Opportunities and Challenges

W4 - demonstrate an understanding of issues relating to human rights, discrimination, harassment, and disability

 

Reflective Learning

RL 3 - reinforce the job-skills theory acquired in the classroom and the skills, techniques, and principles learned at the placement

 

Health and Safety

H1 - an understanding of workplace health and safety rules

H2 - the appropriate use of safety equipment, including fire extinguishers and smoke and carbon monoxide detectors

H3 - an understanding of the need for personal protective equipment, including goggles, gloves, boots, and aprons

H7 - the procedures for reporting accidents

H8 - the procedures for reporting unsafe practices

 

Rights and Responsibilities

R2 - placement-specific workplace health and safety considerations

R3 - issues relating to confidentiality and the right to privacy, as outlined in the Freedom of Information and Protection or Privacy Act

R4 - work ethics and the responsible use of information technology

R8 - appropriate methods of dealing with and reporting concerns or problems at the placement

 

Employer’s Expectations

The employer expectations are the same as those identified from the related course and the Cooperative Education course.

See relevant learning skills, which are assessed with a rating scale for reporting purposes.

 

Learning Opportunities at the Placement

 

Learning Strategies

The student has opportunities to learn about:

·          creating material to promote a product or service;

·          the effective use of technology and various software applications;

·          the steps in the design process to solve a communications technology challenge or problem;

·          selecting appropriate graphic designs;

·          the planning and organizing of a communication piece;

·          terminology that is recognized by the communication industry;

·          industry standards guidelines;

·          organizational, time management and interpersonal skills required for effective teamwork;

·          the impact of communications technology on society;

·          education, training, and career opportunities in the communications technology sector.

 

The student learns through:

·          reading/examining current industry samples

·          interviewing

·          brainstorming with employer and co-workers

·          conferencing/discussing

·          one-on-one instruction

·          questioning

·          modeling

·          computer software tutorials and manuals

·          research

·          project/presentation

 

Assessment and Evaluation: Strategies and Scoring Tools

Purpose

Assessment and Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

Assessment and Evaluation

Interview: Student/Employer

Rating Scale

 

Rating Scale

J1, J3, J4

C, A

Assessment

and Evaluation

Research: Community Organizations

 

Questionnaire: Student/Client Interview

 

Brochure (to client’s specifications)

 

Chart: Printing Cost Estimates

Anecdotal Records

 

 

Checklist

TFV.01, TF1.01, TF1.02, TFV.03, TFV.3.01, TF3.02, TFV.04, SPV.01, SP1.01, SP1.02, SP1.03, SP1.05, SP1.07, SPV.02, SP2.02, SP2.04, SPV.03, SP3.03, SP3.04, SPV.05

R4

K/U, T, C, A

Assessment

Conference: Student/Teacher/

Employer/Co-workers

Anecdotal Records

TFV.03, TF3.01, TFV.04, SPV.01, SP1.01, SP1.02, SP1.03, SP1.05, SP1.07

C, A

Evaluation

Graphic Designs: brochures, specialty publications, and newspaper inserts

Rubric

Checklist

Performance Appraisal

SPV.01, SP1.01, SP1.02, SP1.03, SP1.06, SP1.07, SPV.02, SP2.01, SP2.02, SP2.04, SPV.04, SP4.03

K/U, T, C, A

Evaluation

Report: Health and Safety

Marking Scheme

ICV.02, IC2.01, IC2.02, IC2.03, IC2.04

H1, H2, H3, R2

K/U, T, C, A

Evaluation

Graphic Design: Brochure

 

Presentation: Oral
(to Grade 9 class)

 

Conference: Student-led with teacher
(Chart, Personal Reflection)

Rubric

 

Checkbric

SPV.01, SP1.01, SP1.02, SP1.03, SP1.06, SP1.07, SPV.02, SP2.01, SP2.02, SP2.04, SPV.04, SPV.05, TFV.01, TF1.01, TF1.02, ICV.03, IC3.01, IC3.02, IC3.03, IC3.05

RL3

K/U, T, C, A