TGJ2OI Grey Highlands Secondary School

Technological Studies

Communications Technology (Comm Tech)

Grade 10 Open TGJ2OI

 Developed By Shaun Perry H.BA (Laurier), B.Ed (Brock), History Specialist (U.WO) Curriculum Revision 1.2 (August, 2015)

TGJ2OI: Communications Technology Instructor: Mr. S. Perry Location: Room 132 Telephone: (519) 924-2721 x 654 Email: [email protected] Class Website: http://www.shaunperry.info Remind Invite Code: @0d91b10 Course Description: This is a dynamic course introduces students to communications technology from a media perspective. Students will work in the areas of TV/video and movie production, radio and audio production, print and graphic communications, photography, and interactive new media and animation. Student projects may include computerbased activities such as creating videos, editing photos, working with audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various communications.

Overall Curriculum Expectations: Strand: Computer Technology Fundamentals By the end of this course, students will: A1. Demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products or services; A2. Demonstrate an understanding of technical terminology, basic scientific concepts, and mathematical concepts used in communications technology and apply them to the creation of media products; A3. Demonstrate an understanding of and apply the interpersonal and communication skills necessary to work effectively in a team setting.

Strand: Communications Technology Skills By the end of this course, students will: B1. Apply project management techniques to the planning and development of communications media products; B2. Apply a design process or other problem-solving processes to meet a range of challenges in communications technology; B3. Create products or productions that demonstrate competence in the application of creative and technical skills.

Strand: Technology, the Environment, and Society By the end of this course, students will: C1. Describe the impact of communications media technologies and activities on the environment and identify ways of reducing their harmful effects; C2. Demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions.

Strand: Professional Practice and Career Opportunities By the end of this course, students will: D1. Demonstrate an understanding of and apply safe work practices in communications technology activities; D2. Identify career opportunities in communications technology and demonstrate an understanding of the skills, work habits, education, and training required for entry into postsecondary programs or employment in these fields.

Activities/Skills: This course emphasizes three areas of learning so that students not only learn to recognize and pursue opportunities but learn to create, shape, and construct them in terms of their own potential and actual interests and abilities. The units and activities are designed to help students: 

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acquire the habits, characteristics and skills of a self - directed, life long learner – one who can set and clarify goals and purposes for learning, plan, take action, gather evidence and assess the action, reflect on and evaluate learning, and modify actions based on new knowledge; ask critical questions, as part of an inquiry process, to direct the learning that they need to do and the actions they need to take; gain skills in decision making, problem solving, and inquiry.

Summative Assessment Tasks: Task Description

Method(s) of Evaluation

Overall Expectations

Photography Portfolio

Rubric/Checklist Written & Verbal Feedback Terminology Quiz

A1, B1, B2, B3, C2

Photographic Manipulation Poster

Rubric/Checklist Written & Verbal Feedback

A1, B1, B2, B3,

Stop Motion Animation

Rubric/Checklist Written & Verbal Feedback

A1, B1, B2, B3, C2, D2

Video Production

Rubric/Checklist Written & Verbal Feedback Terminology Quiz

A1, B1, B2, B3, C2,

Audio Commercial

Rubric/Checklist Written & Verbal Feedback Terminology Quiz

A1, B1, B2, B3, D3

The Portfolio Students will be required to keep a detailed portfolio of their accomplishments/brainstorming/ attempts at problem-solving/workshops/etc. Several conferences will be held during the semester, at which time, students will be expected to demonstrate their skill development through the use of their portfolio evidence.

Final Summative Task: Portfolio

Percentage

Construction of a Portfolio

15%

Interview

10%

Best in Show Piece

5%

Assessment and Evaluation Techniques In the course a variety of assessment strategies are used for student demonstration of learning. Paper and Pencil: written responses, note-taking Demonstrations/Performances: projects, skills demonstration, system assembly, networking, Personal Communication: portfolio, conferences, interviews The following tools are used to determine how well students have achieved the expectations: graphic organizers, checklists, rubrics, rating scales, and an ongoing personal profile. Where possible, assessment tasks are designed in “real world” contexts so that students can see the practical application of the skills learned in the course.

Assessment and Evaluation Overview: Learning Skills achievement: Learning skills are crucial to academic, career, and personal success. Students will be assessed frequently on their level of achievement of the following five learning skills:  Works Independently (e.g. accepts responsibility for completing tasks, following instructions, completes assignments on time and with care, uses time effectively)  Teamwork (e.g. works willingly and cooperatively with others, is sensitive to the needs of others, takes responsibility for sharing the work, shows respect for the ideas and opinions of others)  Organization (e.g. organizes work, creates a plan to complete tasks, demonstrates ability to organize and manage information)  Work Habits/Homework (e.g. puts forth consistent effort, completes homework on time and with care, uses time effectively, perseveres with complex tasks that require effort)  Initiative (e.g. responds to challenges and takes risks, seeks out opportunities for learning, identifies problems to solve, seeks additional information, generates questions for inquiry) 2. Achievement of

Overall Course Expectations: Diagnostic and Formative Assessment Tasks will be used throughout the course and may include anecdotal observations, questioning for understanding, quizzes, assignments, activities and investigations. Feedback provided on these assessment tasks will be used to help students and teachers to determine next steps to increase student mastery of the overall course expectations. These assessment tasks will not be used in the determination of grades. Summative Assessment Tasks will usually be used at or near the end of an instructional unit and may include unit tests, performance tasks, products, portfolios of student work, and projects. Evaluation of the summative assessment tasks will be used to determine the term grade and will be worth seventy percent (70%) of the final mark of the course. The mid-term mark will be derived for evaluation of the summative assessment tasks completed up until that point. As students progress through the course, the grade will represent the student’s most consistent level of achievement of overall expectations. Where overall expectations are evaluated more than once during the term, evidence of growth will be considered in determining the final grade. Final Summative Task will be used at or near the end of the course. Thirty percent (30%) of the final grade will be based on the evaluation of final summative tasks in the form of an examination and/or other culminating activities. The tasks will be based on overall expectations from all strands and across the categories of knowledge and understanding, thinking, application, and communication

Evaluation Percentages: Class Work/Unit Summative Assignments

Portfolio and Interview

Best in Show Piece

70%

25%

5%

The entire course structure, including administration and design of curriculum and assessment/evaluation is distributed among the 4 Achievement Categories as follows:

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

25%

25%

20%

30%

Late and Missed Assignments Late and missed assignments for evaluation in Grades 9-12 may be reflected in the student’s grade calculation and will also be noted on the report card as part of the evaluation of a student’s development of the learning skills and work habits. For major assignments, teachers may, after considering various factors and using their professional judgment, impose mark deductions of no greater than 5%/school day up to five (5) school days. After five days and following attempts to support the student, the teacher, using professional judgment, may deduct up to and including the full value of the assignment, i.e., zero (0). In each course/subject/program, prior to each major assignment, teachers will communicate to students the expectations and timelines for that major assignment.

Remind Remind is a free service for educators, students and parents. It allows teachers to send simple and safe text messages to students on a multitude of platforms and devices. At no time is personal information (such as telephone numbers) exchanged. All messages are also logged and catalogued. This service will be used during this class for helpful hints and assignment reminders. More information can be found at www.remind.com (the class invite code is on the first page of this course outline).

Cheating and Plagiarism Cheating is defined as “acting dishonestly or unfairly in order to gain an advantage; gaining an advantage over or depriving of something by using unfair or deceitful methods; defrauding.” (http://.oxforddictionaries.com). Plagiarism is defined as the use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work. (“Growing Success”, p. 151) Consequences Consequences will reflect a continuum of responses, and may escalate based on the following factors: the grade level of the student and course type; the maturity of the student; the number or frequency of incidents; the individual circumstances of the student. Teachers will consider the factors above as part of their professional judgment. In consultation with the school administration, teachers will determine the appropriate consequences. The final decision resides with the school principal. Specific actions will be taken as follows, depending upon the severity of the incident:  the teacher will discuss the individual situation with the student;  the principal will be informed as appropriate;

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the teacher and principal will discuss the individual situation with the student and parent(s)/guardian(s) as appropriate.

Consequences may include the following:  redoing part or all of the assignment;  completing an alternate assignment;  mark deduction;  suspension.

Education for Exceptional Students: In planning courses in technological education, teachers must ensure that accommodations are made to meet the needs of exceptional students as set out in their Individual Education Plan. For example, teachers should recognize that some students may require focused and specialized directions, and advance practice in using equipment perhaps with the help of a peer. Issues relating to students’ ability to use equipment and read accompanying manuals must be addressed before students can be expected to participate effectively.

Student Responsibility: It is the responsibility of the student enrolled in the course to be prepared each and every day (pen/pencil, notebook, binder). During a legitimate absence students are responsible for getting information they miss, handouts, and submitting or picking up marked work upon their return. Any student with an unexplained absence during a test or on a due date will miss the opportunity to write or submit the work. It is imperative in a computer lab that students save their work in the proper location (their own personal network space) and they are encouraged to make a back-up using a USB thumb drive. Saving of non-school related files and deletion of files other than your own is prohibited and will be dealt with accordingly. Please read the Computer Use Policy that was sent home during the first week of school. It is also essential for students to clearly understand the value of the classroom environment. Students may be required to be divided into groups depending on the availability of the equipment. (i.e.: video cameras, digital camera and facilities.) Students will be taught software applications on a need-to-know basis for completion of assignments. Students are encouraged to also explore the software available for more knowledge and increased use for application to all their school projects.