TGJ2O_Course_Outline

=**TGJ2O Course Guidelines**= = = __ Course Profile __ Communications Technology, Grade 10, Open, Public  =Identifying Information = Course Title: Communications Technology Grade: 10 Course Type: Open Development Date: April 2000 Ministry Course Code: TGJ2O Credit Value: 1 Secondary School Policy Document: // The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999. //

=Description/Rationale = <span style="font-family: Arial, Helvetica, sans-serif">This course introduces students to the concepts and methods of communications technology. Students develop communication ideas in five areas: graphic production, sound and video, computer animation, information displays, and photography. Focussing on fundamental concepts, students use computers, audio-video equipment, and other tools to acquire and demonstrate the knowledge and skills to create, capture, manipulate, edit, arrange, display, and present communication projects. Working through pre-production, production, and post-production processes, students create devices for effective communication with an intended audience. As they explore the diverse technologies within communications, students learn about career opportunities and the impact communications technology has on society. <span style="font-family: Arial, Helvetica, sans-serif"> =<span style="font-family: Arial, Helvetica, sans-serif">Unit Titles (Time + Sequence) = Unit 1 || Graphic Design and Production || 22 hours || Unit 2 || Short Audio-Video Production || 22 hours || Unit 3 || Short Animations || 22 hours || Unit 4 || Information Displays and Environments || 22 hours || Unit 5 || Image Production and Processes || 22 hours || =<span style="font-family: Arial, Helvetica, sans-serif">Unit Descriptions =

<span style="font-family: Arial, Helvetica, sans-serif">Unit 1: Graphic Design and Production
<span style="font-family: Arial, Helvetica, sans-serif">This unit introduces students to the technology required to communicate graphically through desktop-publishing systems and software, print production methods, and specialty printing. Students learn and apply design elements and principles by creating thumbnail sketches, rough sketches, comprehensive layouts, and camera-ready artwork to produce printed materials. Safety, print media influences, careers, and educational planning are explored.

<span style="font-family: Arial, Helvetica, sans-serif">SUGGESTED PROJECTS: >
 * <span style="font-family: Arial, Helvetica, sans-serif">Gr10 Yearbook page(s) (images and copy could later be reformatted for inclusion in the real yearbook)

<span style="font-family: Arial, Helvetica, sans-serif">Unit 2: Short Audio-Video Production
<span style="font-family: Arial, Helvetica, sans-serif">This unit introduces students to the processes of audio-video pre-production, production, and post-production. Students learn basic shot sizes, camera movements, and special effects to create a storyboard and to script audio-video material. Students compose and capture images, edit audio-video footage, and apply finishing operations before presenting the production to an audience. The safe and careful handling of sensitive equipment is emphasized. Students learn to apply ethical standards and policies in their productions while exploring further education and career opportunities.

<span style="font-family: Arial, Helvetica, sans-serif">SUGGESTED PROJECTS: >
 * <span style="font-family: Arial, Helvetica, sans-serif">

<span style="font-family: Arial, Helvetica, sans-serif">Unit 3: Short Animations
<span style="font-family: Arial, Helvetica, sans-serif">This unit introduces students to the fundamental principles of computer-generated animation. Students develop scripts, prepare storyboards, construct or model images, and edit animations and output for different applications. They study and apply composition, 2-D and 3-D modelling, and editing techniques to create animated, short films. Students apply ethical standards and policies in their productions while exploring further education and career opportunities. <span style="font-family: Arial, Helvetica, sans-serif"> <span style="font-family: Arial, Helvetica, sans-serif">SUGGESTED PROJECTS: >
 * <span style="font-family: Arial, Helvetica, sans-serif">Short Advertisements & PSA's

<span style="font-family: Arial, Helvetica, sans-serif">Unit 4: Information Displays and Environments
<span style="font-family: Arial, Helvetica, sans-serif">Students plan and produce environments for information displays using a variety of software, hardware, and physical materials. Students create display spaces and employ electronic resources in the production, presentation, and distribution of information. Students apply ethical standards and policies in their productions as they explore further education and career opportunities.

<span style="font-family: Arial, Helvetica, sans-serif">SUGGESTED PROJECTS: >
 * <span style="font-family: Arial, Helvetica, sans-serif">Use of <span style="font-family: Arial, Helvetica, sans-serif">the display screens for PSA's, morning announcements
 * <span style="font-family: Arial, Helvetica, sans-serif">Portfolio Kiosk for "art show"

<span style="font-family: Arial, Helvetica, sans-serif">Unit 5: Image Production and Processes
<span style="font-family: Arial, Helvetica, sans-serif">Students apply the elements and principles of photography in developing techniques to capture, manipulate, and edit images. Traditional black and white, 35 mm, pinhole, and colour digital photography are explored. Students learn basic optic principles, technical terminology, lighting techniques, and production processes to safely generate final photographic images. They discover how the camera captures images and how light is controlled in studio and natural settings. Students apply ethical standards and policies in their productions while exploring further education and career opportunities.

<span style="font-family: Arial, Helvetica, sans-serif">SUGGESTED PROJECTS: >
 * <span style="font-family: Arial, Helvetica, sans-serif">Photography to support Gr10 yearbook page(s)

=<span style="font-family: Arial, Helvetica, sans-serif">Course Notes = <span style="font-family: Arial, Helvetica, sans-serif">In addition to teaching proper equipment usage, Communications Technology provides practical experiences and information about technological systems that enable students to attain a deeper understanding of how effective communications products are conceptualized, planned, produced, distributed, and presented. Student work is expected to contain positive images of people regardless of age, physical appearance, dialect, socio-economic status, disability, race, or gender. Any stereotypes, acts of violence, sexual themes, or use of profanity is unacceptable. In addition to the specific skills that are developed throughout the course, students learn to: <span style="font-family: Arial, Helvetica, sans-serif">Each unit enables students to focus on specific career options and gain insights into the skills required for a variety of professions. A number of teaching/learning strategies employed in the classroom allow for career orientation including job shadowing, computer research, field trips, and guest speakers. <span style="font-family: Arial, Helvetica, sans-serif">Teachers address safety/censorship on the Internet by implementing School Board Policies relating to appropriate student use and access to Internet services. =<span style="font-family: Arial, Helvetica, sans-serif">Teaching/Learning Strategies = //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 //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 conferencing to encourage confidence and motivation to success in all learners //Design Process// – the stages of development of a product or process, including developing a focus, developing a framework, choosing the best solution, implementing a plan, and reflecting on the process and the product //Independent Study// – exploration and research of a topic interesting to students //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, numerical data through visual formats and shows relationships among ideas //Problem-Solving Strategies// – helps students work through problems //Problem Solving// – model for helping students to identify and work through a problem //Report/Presentation// – oral, visual, and written presentation of researched topic to class or in community //Research// – model of investigation //Socratic Lesson// – oral presentation of information by the teacher //Teacher-Directed Class Discussion// – students actively participate by taking turns discussing current issues =<span style="font-family: Arial, Helvetica, sans-serif">Assessment/Evaluation Techniques = <span style="font-family: Arial, Helvetica, sans-serif">Paper and Pencil Tests <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Ongoing quiz, self/peer rubric <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Final evaluation (rubric, tests) <span style="font-family: Arial, Helvetica, sans-serif">Performance Assessment <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Research project <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Assigned exercises <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Log/journal entries <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Presentation <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Finished product <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Project portfolio* <span style="font-family: Arial, Helvetica, sans-serif">Personal Communication <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Conferencing <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Student-teacher <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Teacher-group <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Self/peer assessment <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Daily log/journal <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Ongoing verbal feedback <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Critique self/peer <span style="font-family: Arial, Helvetica, sans-serif">Teacher Observation <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Formal/informal <span style="font-family: Arial, Helvetica, sans-serif">Reflection <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Self/peer assessment <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Log/journal
 * <span style="font-family: Arial, Helvetica, sans-serif">problem solve through careful analysis, co-operation, and communication;
 * <span style="font-family: Arial, Helvetica, sans-serif">develop individual and group skills through student-centred activities;
 * <span style="font-family: Arial, Helvetica, sans-serif">develop time-management skills to design and follow organizational plans to complete a range of tasks;
 * <span style="font-family: Arial, Helvetica, sans-serif">show commitment to a task by maintaining a level of effort required to complete a product;
 * <span style="font-family: Arial, Helvetica, sans-serif">develop the ability to self-monitor progress using record-keeping and tracking procedures such as logs, journals, and project portfolios.

<span style="font-family: Arial, Helvetica, sans-serif">Assessment Tools
<span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Checklists <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Marking schemes <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Project specification sheets <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Rubrics <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Anecdotal comments with suggestions for improvement <span style="font-family: Arial, Helvetica, sans-serif">* <span style="font-family: Arial, Helvetica, sans-serif">Students prepare a portfolio in which they add exemplary work as the course progresses.

<span style="font-family: Arial, Helvetica, sans-serif">Assessment Methods
<span style="font-family: Arial, Helvetica, sans-serif">Diagnostic <span style="font-family: Arial, Helvetica, sans-serif">– occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful <span style="font-family: Arial, Helvetica, sans-serif">Formative <span style="font-family: Arial, Helvetica, sans-serif">– provides ongoing feedback to the teacher during learning about the quality of learning and the effectiveness of instruction <span style="font-family: Arial, Helvetica, sans-serif">Summative <span style="font-family: Arial, Helvetica, sans-serif"> – usually carried out at the end of a learning process (may include feedback and/or judgment)

<span style="font-family: Arial, Helvetica, sans-serif">Evaluation
<span style="font-family: Arial, Helvetica, sans-serif">Communications Technology activities are project driven and produce tangible materials. Projects fuel the need for students to acquire specific skills and attain a deeper understanding of communications technology. The skills and knowledge reflect the expectations set by the curriculum. The level of achievement on each expectation measures student achievement. <span style="font-family: Arial, Helvetica, sans-serif">Evaluation in skill development involves assessing the process and product. Checklists are commonly used to identify the operational steps of the process, whether it’s creating personal stationery or producing a short video. Significant aspects of the completed product or service are identified and commonly assessed with rating scales. Checklists and rating scales are effective tools for self-assessment as they establish acceptable standards of competence. These sheets provide the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Teacher-student conferencing during pre-production, production, and post-production provides clarity and maintains the expected standards. The addition of a peer assessment component especially in a group work situation also helps to identify reasonable expectations. <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Self-assessment helps students to 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. <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">Through modelling and coaching, teachers can help students to provide constructive and supportive feedback to themselves and to one another. <span style="font-family: Arial, Helvetica, sans-serif">Performance tests are effective for assessing the achievement of knowledge and skills. Evaluation should include a variety of assessment techniques. The vocabulary used in the test questions should reflect those used in the lab situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students are encouraged to write answers in proper sentence form, diagrammatic answers are effective assessment instruments in technological education. In their planning and implementation of projects, work assignments, and problem-solving activities, students demonstrate their ability to combine skill and knowledge successfully in practical tasks.

<span style="font-family: Arial, Helvetica, sans-serif">Evaluation of Student Achievement
<span style="font-family: Arial, Helvetica, sans-serif">Assessment instruments provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment instruments may appear in more than one evaluation category. The final grade is determined using the weighting below as a guideline to reflect the student’s most consistent performance level. The evaluation is based on testing, product development, application of processes, and product delivery using a variety of media. Factored into this evaluation is the degree to which a student uses independent and collaborative product development strategies. <span style="font-family: Arial, Helvetica, sans-serif">Final Course Grade Formal Exam (theory and practical) and Portfolio || 30% || **30%** || **70%** || Knowledge/Understanding ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Unit/activity tests ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Quizzes ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Activity exercises || 10% || || Thinking/Inquiry ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Assignments/worksheets ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Activity projects ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Independent study (career) ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Activity exercises || 15% || || Communication ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Activity exercises ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Presentations || 10% || || Application/Productivity ·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Activity projects || 35% || || **100%** || =<span style="font-family: Arial, Helvetica, sans-serif">Accommodation = <span style="font-family: Arial, Helvetica, sans-serif">Teachers using this course profile are expected to be acquainted with each student’s Individual Education Plan (IEP) and unique learning characteristics and to make the necessary accommodations. <span style="font-family: Arial, Helvetica, sans-serif">Teachers should use a range of teaching/learning strategies to recognize the needs of all students. Special needs students benefit from accommodations in the overall activity criteria, as well as teacher and peer assistance where appropriate. Written tests should be designed to suit students’ reading and writing levels. Teachers should modify and expand teaching strategies to accommodate learning styles. These may include: <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">modifying approaches to evaluation; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">oral instead of written tests; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">demonstrations of acquired skills instead of written evaluations; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">providing rewrite opportunities as appropriate; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">small group learning; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">flexible timelines; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">adapting handouts; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">peer tutoring; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">enrichment and extension activities. =<span style="font-family: Arial, Helvetica, sans-serif">Resources = <span style="font-family: Arial, Helvetica, sans-serif">A number of resources are included in this profile. They include: <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">textbooks; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">training manuals; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">magazines; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">web sites; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">multimedia and presentation packages; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">videos; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">career/industry sources. =<span style="font-family: Arial, Helvetica, sans-serif">OSS Policy Applications = <span style="font-family: Arial, Helvetica, sans-serif">The Grade 10 Communications Technology Course is designated as a Technological Education program. All courses offered in Technological Education are open courses comprised of 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 provides students with a broad educational base that prepares them for their studies in Grades 11 and 12 and for productive participation in society. <span style="font-family: Arial, Helvetica, sans-serif">Students are introduced to practical aspects of communications technology using electronic, live, and graphic communications methods. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, conflict resolution/violence prevention, and community partnerships are addressed in the course. These support many of the Ontario Secondary School Policies. Career exploration throughout all units is made available with //Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999//. =<span style="font-family: Arial, Helvetica, sans-serif">Course Evaluation = <span style="font-family: Arial, Helvetica, sans-serif">Teachers may evaluate their course through a variety of methods. 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 the units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications, and applications. The school and business community may have input on developing aspects of the Communications Technology Course. Visitors, for example, may be asked to comment on a display of student work. <span style="font-family: Arial, Helvetica, sans-serif">The following should be assessed: <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">expectations are met; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">learning styles of all students are met through teaching strategies; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">assessment and evaluation reliably and accurately measure student expectations; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">parents are informed regularly of student performances; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">a variety of assessment/evaluation tools are used; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">a variety of teaching/learning strategies are used; <span style="font-family: Arial, Helvetica, sans-serif">·<span style="font-family: "Times New Roman"; font-variant: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-family: Arial, Helvetica, sans-serif">students with special needs are accommodated properly. <span style="font-family: Arial, Helvetica, sans-serif">Coded Expectations, Communications Technology, TGJ2O =<span style="font-family: Arial, Helvetica, sans-serif">Theory and Foundation = <span style="font-family: Arial, Helvetica, sans-serif">Overall Expectations <span style="font-family: Arial, Helvetica, sans-serif">– identify and describe the techniques used to produce print media; <span style="font-family: Arial, Helvetica, sans-serif">– identify and describe the basic techniques required to produce animations and audio-video productions; <span style="font-family: Arial, Helvetica, sans-serif">– identify and describe the processes of capturing still images; <span style="font-family: Arial, Helvetica, sans-serif">– demonstrate understanding of electronic communication equipment.
 * Final Evaluation**
 * Final Evaluation**
 * Term Evaluation** || ||
 * Term Evaluation** || ||
 * TOTAL** || ||
 * TOTAL** || ||
 * TFV.01G**
 * TFV.02G**
 * TFV.03G**
 * TFV.04G**

<span style="font-family: Arial, Helvetica, sans-serif">Specific Expectations
<span style="font-family: Arial, Helvetica, sans-serif">– explain the techniques used to produce technical drawings and illustrations; <span style="font-family: Arial, Helvetica, sans-serif">– identify basic composition and typographic principles; <span style="font-family: Arial, Helvetica, sans-serif">– describe the characteristics of materials used in print production; <span style="font-family: Arial, Helvetica, sans-serif">– describe printing and finishing processes; <span style="font-family: Arial, Helvetica, sans-serif">– describe various video recording techniques; <span style="font-family: Arial, Helvetica, sans-serif">– outline the procedures required to create audio-video, audio, and animated productions; <span style="font-family: Arial, Helvetica, sans-serif">– outline the steps used to edit audio-video, audio, and animated productions; <span style="font-family: Arial, Helvetica, sans-serif">– identify the types and uses of still photography; <span style="font-family: Arial, Helvetica, sans-serif">– identify various cameras and accessories and describe how to test the component parts; <span style="font-family: Arial, Helvetica, sans-serif">– explain the process of developing and printing photographic images; <span style="font-family: Arial, Helvetica, sans-serif">– identify the elements of lighting and staging. =<span style="font-family: Arial, Helvetica, sans-serif">Skills and Processes = <span style="font-family: Arial, Helvetica, sans-serif">Overall Expectations <span style="font-family: Arial, Helvetica, sans-serif">– prepare camera-ready artwork for print and post-production; <span style="font-family: Arial, Helvetica, sans-serif">– produce audio-video and/or animated productions; <span style="font-family: Arial, Helvetica, sans-serif">– compose, capture, and process still images; <span style="font-family: Arial, Helvetica, sans-serif">– use computer graphics software competently.
 * TF1.01G**
 * TF1.02G**
 * TF1.03G**
 * TF1.04G**
 * TF1.05G**
 * TF1.06G**
 * TF1.07G**
 * TF1.08G**
 * TF1.09G**
 * TF1.10G**
 * TF1.11G**
 * SPV.01G**
 * SPV.02G**
 * SPV.03G**
 * SPV.04G**

<span style="font-family: Arial, Helvetica, sans-serif">Specific Expectations
<span style="font-family: Arial, Helvetica, sans-serif">– produce technical drawings and illustrations for printing; <span style="font-family: Arial, Helvetica, sans-serif">– apply composition and typographic principles to produce camera-ready artwork for print production; <span style="font-family: Arial, Helvetica, sans-serif">– produce printed copies using a variety of reproduction methods; <span style="font-family: Arial, Helvetica, sans-serif">– apply finishing operations to printed products; <span style="font-family: Arial, Helvetica, sans-serif">– create various effects using video and digital camera techniques; <span style="font-family: Arial, Helvetica, sans-serif">– use basic lighting techniques and props competently to accentuate audio-video productions; <span style="font-family: Arial, Helvetica, sans-serif">– create simple animations using video cameras; <span style="font-family: Arial, Helvetica, sans-serif">– edit audio-video and/or animated productions; <span style="font-family: Arial, Helvetica, sans-serif">– create still images using composition techniques; <span style="font-family: Arial, Helvetica, sans-serif">– process and obtain prints from film and/or digital input; <span style="font-family: Arial, Helvetica, sans-serif">– enhance or create sets, lighting schemes, and information displays. =<span style="font-family: Arial, Helvetica, sans-serif">Impact and Consequences = <span style="font-family: Arial, Helvetica, sans-serif">Overall Expectations <span style="font-family: Arial, Helvetica, sans-serif">– explain the benefits, risks, and ethics associated with communications technology; <span style="font-family: Arial, Helvetica, sans-serif">– observe safety rules and regulations; <span style="font-family: Arial, Helvetica, sans-serif">– identify career opportunities in the communications field.
 * SP1.01G**
 * SP1.02G**
 * SP1.03G**
 * SP1.04G**
 * SP1.05G**
 * SP1.06G**
 * SP1.07G**
 * SP1.08G**
 * SP1.09G**
 * SP1.10G**
 * SP1.11G**
 * ICV.01G**
 * ICV.02G**
 * ICV.03G**

<span style="font-family: Arial, Helvetica, sans-serif">Specific Expectations
<span style="font-family: Arial, Helvetica, sans-serif">– identify strengths and weaknesses of graphic, electronic, and live communications; <span style="font-family: Arial, Helvetica, sans-serif">– operate equipment safely; <span style="font-family: Arial, Helvetica, sans-serif">– apply health and safety standards when using products and materials; <span style="font-family: Arial, Helvetica, sans-serif">– identify career opportunities and develop appropriate education plans; <span style="font-family: Arial, Helvetica, sans-serif">– demonstrate knowledge of ethical standards and policies for communications technology.
 * IC1.01G**
 * IC1.02G**
 * IC1.03G**
 * IC1.04G**
 * IC1.05G**

http://www.jharrisonstudio.com/fmss/tgj2o/CourseInfo/Intro.html http://www.laxton.lunarpages.com/Course_Profiles/ICE4MCourseProfile.htm http://teacherweb.com/ON/CawthraPark/chute/h1.stm
 * __Samples:__**

Potential Course Outline

 * Administrivia
 * [|Getting Started]
 * What is Communication?
 * Computers in Communication
 * Intro to Web Page Design
 * Audio Processing ([|Audacity], [|Podcasting])
 * Video (iMovie)
 * Photography
 * Graphic Arts (Photoshop)
 * Portfolio & Final Project