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Course Overview

Communications Technology, Grade 10, Open

Identifying Information

Course Title: Communications Technology

Grade: 10

Course Type: Open

Ministry Course Code: TGJ2O

Secondary Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999

Credit Value: 1

Department: Technological Education

Course Developer(s)

Joe Tadman, Lead Writer, Cardinal Newman High School, TCDSB

Gary Hebor, Dante Alighieri Academy, TCDSB

Anne Martin, Francis Libermann High School, TCDSB

Terry Nolan, Michael Power/St. Joseph High School, TCDSB

Development Date: October 20, 1999

Revision Date: January 17, 2000

Description/Rationale

This course requires students to complete a range of communications technology projects. These may include graphic design activities, short audio-video productions, computer-generated animations, graphical information displays, and image production. Students learn to transfer information using electronic, live, and graphic communications methods. The knowledge and skills they develop provide a basis for careers in areas such as publishing, advertising, print production, animation, audio-video production, photography, and journalism.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the community.

Unit Titles (Time + Sequence)

Unit 1	Graphic Design and Production	22 hours
Unit 2	Short Audio-Video Productions	22 hours
Unit 3	Short Animations	22 hours
Unit 4	Information Displays and Environments	22 hours
Unit 5	Image Production and Processes	22 hours
Unit 6	Career Exploration in Communications Technology	Delivered concurrently

Unit Descriptions

Unit 1: Graphic Design and Production

This unit introduces students to the graphics industry and the technology to communicate graphically through desktop-publishing systems and software, print production, and specialty printing. Students continue to expand knowledge of the elements and principles of design and apply these elements and principles throughout all the stages (design, layout, and production) required to produce a graphic product. Students produce printed copies using a variety of reproduction methods. Christian ethics and gospel values are reflected in the final communicated messages throughout the various activities.

Unit 2: Short Audio-Video Productions

This unit gives students the opportunity to develop an understanding of audio-video pre-production, production, and post-production. Students develop scripts, treatments, and storyboards, utilize basic shot sizes, camera movements, camera angles, and special effects to create short video projects. Students demonstrate the safe operation of all equipment used for the construction of sets, the filming, lighting and editing required to produce a final audio-video production. Co-operative working strategies and video content reflect the moral and ethical philosophy of the gospel values.

Unit 3: Short Animations

This unit introduces students to the fundamental principles of traditional and computer-generated animation. Students develop scripts, storyboards, and flipbooks prior to creating computer animation. Students learn and apply composition and 2-D modelling techniques and discover how image sequences interact with audio to create animated short films. Critical evaluation and problem solving help students make decisions in light of gospel values with an informed moral conscience.

Unit 4: Information Displays and Environments

Working in an authoring environment (i.e., multimedia or scripting software), students develop graphical displays to be used for a specific purpose. Students experiment with different compression schemes to facilitate real time playing on the Internet. Students continue to expand personal, teamwork, and management skills throughout the production of graphical displays. Students develop an understanding of how to analyse, evaluate, and utilize technology to enhance the quality of life for all members of the community.

Unit 5: Image Production and Processes

This unit enables students to develop a variety of techniques for capturing and manipulating still images. Traditional black and white, 35 mm, pinhole, and colour digital photography are explored. Students learn the basic optic principles, technical terminology, lighting techniques, and production processes necessary to safely create printed images. Students are encouraged to reflect on how relationships between themselves and their community are reflected in print images.

Unit 6: Career Exploration in Communications Technology

(The delivery of this unit is ongoing and concurrent with the other five units)

Students learn how to plan for participation in the working world of Communications Technology. This world is increasingly characterized by innovation, project-based teamwork, entrepreneurship, change, and the challenge of life-long learning. Students learn the intrinsic value of work and discover techniques to realize their potential for dignity, self-respect, and success.

Course Notes

This Communications Technology program introduces students to a wide variety of equipment and technologies; however, it is not only about equipment usage. This program also focusses on the transmission of images that reflect Christian values. It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.

In addition to the specific skills developed throughout the course, students learn:

· to solve problems through careful analysis, co-operation, and communication. The student-centred, activity-based mode of delivery encourages the development of the unique potential of each individual. At the same time, there must be an emphasis on the co-ordination of several individual talents to affect the successful completion of projects.

· personal and teamwork skills:

· to enhance group effectiveness including: questioning, debating, defending, presenting and evaluating;

· to show openness for the opinions and ideas of others;

· to demonstrate confidence in the value of their own ideas;

· to demonstrate skill in using a variety of strategies when working in team situations, including conflict resolution, evaluation of personal effectiveness, and peer mentoring skills.

· time-management skills:

· to demonstrate the ability to design and follow an organizational plan for the completion of a range of different tasks;

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

· to develop the ability to monitor one’s own progress using a variety of record keeping and tracking procedures, including logs, journals, and work portfolios.

Teaching/Learning Strategies

Each unit provides the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the classroom allow for career orientation, e.g., job shadowing, computer research, field trips, and guest speakers. Unit 6 provides the outline for this focus on Career Exploration. The delivery of this unit is ongoing and concurrent with the other five units. Teachers should read through this unit to become familiar with how it is integrated throughout all activities. The careers unit can be most effectively delivered by the integration of topics throughout the course. Classroom teachers work closely with the Guidance department to co-ordinate the planning of the unit. Students have the opportunity to explore a variety of career options in the Communications Technology field based on the five units set out in this profile that are appropriate for the range of ability levels within the classroom.

The hours allotted to each unit may be adjusted (but must total 110 hours) to reflect existing school equipment and community focus.

Teaching/Learning Strategies include the following:

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

Buddy System – links students for peer/cross-age support

Case Study – investigation of real and simulated issues

Class Discussion – students actively participate by taking turns while discussing current issues

Collaborative/Co-operative Learning – small group learning providing high levels of student engagement and interdependence

Computer Assisted Learning – learning of new material or review/reinforce material previously learned

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

Design Process – a problem-solving approach using a prescribed process involving a number of steps

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

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

Mind Map – involves representing physical, demographic, and numerical data through visual formats that show relationships among ideas

Problem-solving Strategies – helps students work through problems

Problem Solving – model for helping students to identify and work through a problem design process

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

Research – various models of investigation

Socratic Lesson – oral presentation of information by the teacher

Theological Reflection – students examine issues in relation to spiritual understanding as it reflects on them individually, in their families and in their communities

Assessment/Evaluation

Assessment Techniques

Paper and Pencil Tests

· Ongoing quizzes

· Final evaluation (tests and final exam)

Performance Assessment

· Assigned exercises

· Checklists

· Worksheets

· Log/journal entries

· Presentation

· Finished product checklists

· Career Research Project *

· Portfolios **

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

· Self/peer assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique

Teacher Observation

Formal/informal

Reflection

· Self/peer assessment

· Log/journal

* Career Research Project

This is outlined in Unit 6 and occurs concurrently with all other units. Activity 1 from this unit must be done at the start of the course. Career research data must be compiled throughout all units for use in the culminating activity outlined in Unit 6, Activities 2 and 3. Refer to appendix 6.1a for guidelines on collecting career data.

** Portfolio

Students set up a portfolio for their exemplary work as the course progresses. The portfolio, although evaluated throughout, is examined for completeness at the end of the course. Students should be given guidelines at the start of the first unit outlining how the Portfolio should be set up (Overview Appendix I).

Assessment Tools

· Checklists

· Marking schemes

· Quizzes/Tests

· Rubrics/Rating Scales

· Anecdotal comments with suggestions for improvement

Evaluation of Student Achievement Assessment Methods

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 evaluation.

Activities based in this course are, to a large degree, skill oriented. As students develop skills, they are motivated to acquire related knowledge and develop attitudes, values, and understanding based on Catholic social teaching. The skills are reflected in the expectations set by the curriculum. It is against these expectations that student achievement is measured.

Assessment of skill development involves focus on both the process and the product. Checklists are commonly used to identify the operational steps of the process, whether it be creating a brochure in a desktop-publishing activity or producing a short video. Significant aspects of the completed product or service are identified and assessed on a rated scale. Checklists and rating scales are available at the start of the course; students can use them for self-assessment as they strive for acceptable standards of competence. These checklists and scales provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Through teacher/student discussion, comparisons of the teacher's and student's assessment of the skill can often clarify the standards that are expected. The addition of a peer assessment component, especially in group work, also helps to clarify expectation achievement.

· Self-assessment helps students develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going.

· When self-assessment and peer assessment occur with teacher guidance, students are provided with reactions to their work besides those of the teacher. Through modelling and coaching, teachers can help students provide constructive and supportive feedback to themselves and to one another.

The use of performance tests as a method for assessing the achievement of a skill by a student is both valid and effective.

A variety of assessment techniques should be used in the evaluation process. The vocabulary used in test questions should reflect that used in the lab situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams are effective assessment instruments in technological education. The ability to combine skill and knowledge successfully in practical work tasks are demonstrated by students in their planning and implementation of projects, work assignments, and problem-solving activities. Daily teacher observation of the student's achievement on such assignments is a technique for assessing progress in these areas.

How Assessment Strategies Will Be Used to Determine Final Course Mark

Assessment instruments are designed to provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment instruments may be used in more than one achievement category. The final grade is determined using the weighting below as a guideline to reflect the student’s most consistent performance level.

Final Course Grade

Final Evaluation · Formal Exam · Portfolio	20% 10%	30%
Term Evaluation		70%
Knowledge/Understanding · Unit/Activity tests · Quizzes · Unit Exercises	15
Thinking/Inquiry · Assignments/Worksheets · Unit Projects · Independent Research (Career) · Unit Exercises	20
Communication · Unit Exercises · Presentations	15
Application/Productivity · Unit Projects	20
TOTAL		100%

Accommodation

Teachers using this course profile should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations for students. By doing this, teachers are aware of, and can implement, prescribed modifications and exceptionalities.

There is a wide range of teaching/learning strategies that can be used to meet the needs of all students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. Accommodations may include:

· Modify approaches to assessment.

· The option for oral testing.

· Student demonstrations of acquired skills.

· Written tests designed to suit the reading and writing levels of the students.

· Conferencing/Discussion.

· Student-to-student and teacher-to-student discussion to encourage confidence and motivation.

· Students work with classroom partners and/or peer tutors.

· Students act as lab assistants.

· Provide a list of terminology (possibly simplified) before an activity begins.

· Small group learning.

· Flexible timelines.

· Adaptation of handouts.

· Modified to incorporate a larger, easy-to-read font.

· Modified (simplified/advanced) in terms of language and content provided.

· Project modification.

· Incorporate task modifications (e.g., fewer/more web sites, sources, informational items).

· Enrichment and extension activities.

Resources

For a complete listing, see unit and activity Resources.

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.

The Ontario Curriculum, Grades 9 to 10, Technological Education, 1999.

The Ontario Curriculum, Grades 9 to 10, Program Planning and Assessment, 1999.

The Ontario Secondary Schools, Grades 9 – 12, Program and Diploma Requirements, 1999.

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Web Sites

Educational Computing Organization of Ontario (ECOO)
http://www.ecoo.org/mainmenu.html
Resources for teachers and links to other educational sites

Educational Network of Ontario (ENO)
http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites

Ontario Curriculum Clearinghouse (OCC)
http://www.curriculum.org
Ministry approved resources, course profiles, and links to other educational 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

TV Ontario (Edulinks)
http:/www2.tvo.org/edulinks/
Resources for teachers and links to other educational sites

TV Ontario (Pdonline)
http://www.tvo.org/pdonline/
Professional development for teachers on line with links to other useful educational sites

TV Ontario (OESS)
http://www2.tvo.org/oess/
Ontario Education Software Service – Ministry licensed educational software

OSS Policy Applications

The Grade 10 Communications Technology Course is designated as a Technological Education program. All courses offered in Technological Education are open courses, and comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9-12]), or as an optional credit. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12, and for productive participation in society.

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 accommodation where the needs of all students are met.

Ontario secondary school graduates are expected to be technologically literate as dictated in Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. This means 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. 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.

Career exploration is a component of all units as outlined in Unit 6, and is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate their course through a variety of methods:

· Teachers may utilize a student PMI (Positive-Minus-Improvement) form administered at the completion of the course to gather information on how to modify the program.

· Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into course units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications, and applications.

· The community, both local school and business community, may have input on reviewing/developing aspects of the Communications Technology course.

The following areas should be assessed:

· Are expectations being met?

· Are the learning styles of all students being met through teaching strategies?

· Does assessment/evaluation measure student expectations in a reliable and accurate manner?

· Are parents informed of student performance on a regular basis?

· Are a variety of assessment/evaluation tools used?

· Are a variety of teaching/learning strategies used?

· Are the special needs of individual students being met?

Overview Appendix I: Student Manual

(To be given out at the start of the course)

Communications Technology Grade 10: Manual for New Students

Introduction

Welcome to Grade 10 Communications Technology! During this semester you will be provided with the opportunity to complete a range of communications technology projects. You will learn transferable skills that you will be able to use in all your courses. Your “job description” as a member of this class is described below. Follow it closely and you will have the best chance of success!

Secondary Policy Document Course Description

This course requires students to complete a range of communications technology projects. These may include graphic design activities, short audio-video productions, computer-generated animations, graphical information displays, and image production. Students learn to transfer information using electronic, live, and graphic communications methods. The knowledge and skills developed provide a basis for careers in areas such as publishing, advertising, print production, animation, audio-video production, photography, and journalism.

Unit Titles

Unit 1	Graphic Design and Production	22 hours
Unit 2	Short Audio-Video Productions	22 hours
Unit 3	Short Animations	22 hours
Unit 4	Information Displays and Environments	22 hours
Unit 5	Image Production and Processes	22 hours
Unit 6	Career Exploration in Communications Technology	Delivered concurrently

Student Job Description

· Follow all class guidelines and procedures.

· Maintain your notebook following the specified guidelines.

· Maintain your supplementary notes and folders as required:

· Glossary of terms

· Technical Journal

· Portfolio (hard and electronic copy)

· Career Exploration research

· Summary of marks and marked tests, quizzes, and assignments

· Complete all projects for all units.

Student Notebook

As you progress through this course, you will be supplied with a great deal of information on relevant topics. Much of this information is to be filed in a separate Com Tech notebook. A well-organized and complete notebook will be a valuable reference and study resource for you. It is recommended that you use a three-ring binder into which material can be easily inserted.

Notebooks should be organized into the following sections:

· Vinyl Insert (provided by the teacher)
Activity Checklists, Daily Log Sheet, and computer disk should be stored here

· Introductory Course Notes

· Glossary of Technical Terms (see below)

· Unit 1 Cover Page

· Notes/handouts

· Returned quizzes, worksheets, tests, etc.

· Completed checklists/Daily Logs (when you start the next unit)

· Units 2 – 5

· Same organization as Unit 1 above.

· Portfolio (see below)

· List of where your exemplary work can be found if it is not printable (disks, videotapes, etc.)

· Hard copy of any printable material

· Career Exploration Research (see Appendix 6.1a)

Glossary

Glossaries are like dictionaries and are useful for reference and studying purposes. The glossary for this course contains terms and expressions relevant to Communications Technology. In the beginning, the glossary is updated using pen and paper. Later in the course, the glossary is organized and updated electronically. The glossary should be set up as shown:

Unit #: Title of Unit

Activity #: Title of Activity

Term - Explanation

Example:

· Unit 2: Short Audio-Video Productions

· Activity 1: School Promotional Video

· Grips – A film industry term applied to anything to do with camera supports – from a simple tripod to a complex camera crane. A grip is a member of a film crew that looks after the support hardware. A key grip is the head of this department.

· Iris – The opening of a lens through which light passes.

Technical Journal

You are required to maintain a Technical Journal in which you record newly learned procedures. This serves as a handy personal reference to which you can refer for specific procedures that are often difficult to memorize. For example, you might begin by listing the steps required to access your computer and later note the web site that was particularly useful for one of your searches.

Portfolio

Your portfolio contains samples of your exemplary work. This work should be saved electronically: in your directory on the school file server, on a disk (floppy or zip), or transferred to a videotape or CD. A paper copy, if possible, should be placed in the portfolio section of the your notebook. The work could be presented to a potential employer as a demonstration of what you are able to do. Sample work is collected from most, if not all, the unit activities. As work is filed in your portfolio, you should update the Portfolio Table of Contents.

Example:

· Unit 1, Activity 1 – Community Newsletters

· Unit 2, Activity 2 – School Visual Essay (see videotape 1)

Overview Appendix II: Self-Evaluation Chart