September 3, 2013

CommTech - Gr 11

This course examines communications technology from a media perspective. Students

will develop knowledge and skills as they design and produce media projects in the

areas of live, recorded, and graphic communications. These areas may include TV, video,

and movie production; radio and audio production; print and graphic communications;

photography; digital imaging; broadcast journalism; and interactive new media. Students

will also develop an awareness of related environmental and societal issues, and will

explore college and university programs and career opportunities in the various commu-

nications technology fields.

Prerequisite: None

CommTech - Gr 12

This course enables students to develop knowledge and skills in the areas of graphic

communication, printing and publishing, audio and video production, and broadcast

journalism. Students will work both independently and as part of a production team to

design and produce media products in a project-driven environment. Practical projects

may include the making of signs, yearbooks, video and/or audio productions, newscasts,

and documentaries. Students will also develop an awareness of related environmental

and societal issues, and will explore secondary and postsecondary education and train-

ing pathways and career opportunities in the various communications technology fields.

Prerequisite: None

Achievement Chart

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Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding	Specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Knowledge of content (e.g., facts, equipment, terminology, materials)	- demonstrates limited knowledge of content	- demonstrates some knowledge of content	- demonstrates considerable knowledge of content	- demonstrates thorough knowledge of content
Understanding of content (e.g., procedures, design concepts, processes, standards)	- demonstrates limited understanding of content	- demonstrates some understanding of content	- demonstrates considerable understanding of content	- demonstrates thorough understanding of content
Thinking	The use of critical and creative thinking skills and/or processes
Use of planning skills (e.g., identifying the problem , formulating questions, scheduling, selecting strategies and resources)	- uses planning skills with limited effectiveness	- uses planning skills with some effectiveness	- uses planning skills with considerable effectiveness	- uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing and interpreting information, reasoning , generating and evaluating solutions, forming conclusions)	- uses processing skills with limited effectiveness	- uses processing skills with some effectiveness	- uses processing skills with considerable effectiveness	- uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., design process, problem solving, decision making)	- uses critical/creative thinking processes with limited effectiveness	- uses critical/creative thinking processes with some effectiveness	- uses critical/creative thinking processes with considerable effectiveness	- uses critical/creative thinking processes with a high degree of effectiveness
Communication	The conveying of meaning through various forms
Communication for different audiences and purposes in oral, visual, and written forms	- communicates for different audiences and purposes with limited effectiveness	- communicates for different audiences and purposes with some effectiveness	- communicates for different audiences and purposes with considerable effectiveness	- communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., standards/symbols, industry codes, graphics, units), vocabulary, and terminology (e.g., acronyms) of the discipline in oral, visual, and written forms	- uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	- uses conventions, vocabulary, and terminology of the discipline with some effectiveness	- uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	- uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application	The use of knowledge and skills to make connections within and between various contexts
Application of knowledge and skills (e.g., concepts, processes, use of equipment and technology) in familiar contexts	- applies knowledge and skills in familiar contexts with limited effectiveness	- applies knowledge and skills in familiar contexts with some effectiveness	- applies knowledge and skills in familiar contexts with considerable effectiveness	- applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, processes, use of tools and software) to new contexts	- transfers knowledge and skills to new contexts with limited effectiveness	- transfers knowledge and skills to new contexts with some effectiveness	- transfers knowledge and skills to new contexts with considerable effectiveness	- transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., multidisciplinary connections, social impact of technology , connections between school and future opportunities)	- makes connections within and between various contexts with limited effectiveness	- makes connections within and between various contexts with some effectiveness	- makes connections within and between various contexts with considerable effectiveness	- makes connections within and between various contexts with a high degree of effectiveness

Assessment

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Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Progress will be monitored on an on-going basis using a variety of assessment tools, including written work, formal testing, quizzes, teacher-student communication, discussion boards and chat rooms.

As required by the Ministry of Education, students will be assessed in the four areas of the achievement chart. The suggested breakdown for this course is as follows:

Assessment Category	Percentage
Knowledge and Understanding	25%
Thinking and Inquiry	25%
Communication	25%
Application	25%

Final Grade

The final grade will be determined as follows (in accordance with Ministry of Education standards):

Term Work Based on evaluations conducted throughout the course.	70%
Summative Evaluation A final evaluation in the form of assignments and an exam.	30%

*Unless otherwise indicated, all assignments will be submitted using the dropbox for that assignment.

Learning Skills

The following Learning Skills rubric can be used by online teachers when assessing Learning Skills:

Criteria	Needs Improvement	Satisfactory	Good	Excellent
Responsibility fulfills responsibilities and commitments within the e- learning environment completes and submits class work, homework and assignments according to agreed-upon timelines takes responsibility for and manages own behaviour	demonstrates limited responsible behaviour	demonstrates some responsible behaviour	demonstrates considerable responsible behaviour	demonstrates a high degree of responsible behaviour
Organization devises and follows a plan and process for completing work and tasks establishes priorities and manages time to complete tasks and achieve goals identifies, gathers, evaluates and uses information, technology and resources to complete tasks	demonstrates limited organizational skills	demonstrates some organizational skills	demonstrates considerable organizational skills	demonstrates a high degree of organizational skills
Independent Work independently monitors, assesses, and revises plans to complete tasks and meet goals uses class time appropriately to complete tasks follows instructions with minimal supervision	demonstrates limited ability to work independently	demonstrates some ability to work independently	demonstrates considerable ability to work independently	demonstrates a high degree of ability to work independently
Collaboration accepts various roles and an equitable share of work in a group responds positively to the ideas, opinions, values, and traditions of others builds healthy peer-to-peer relationships through personal and media assisted interactions works with others to resolve conflicts and build consensus to achieve group goals shares information, resources, and expertise and promotes critical thinking to solve problems and makes decisions	demonstrates limited collaborative behaviour	demonstrates some collaborative behaviour	demonstrates considerable collaborative behaviour	demonstrates a high degree of collaborative behaviour
Initiative looks for and acts on new ideas and opportunities for learning demonstrates the capacity for innovation and a willingness to take risks demonstrates curiosity and interest in learning approaches new tasks with a positive attitude recognizes and advocates appropriately for the rights of self and others	demonstrates limited initiative	demonstrates some initiative	demonstrates considerable initiative	demonstrates a high degree of initiative
Self Regulation sets own individual goals and monitors progress towards achieving them seeks clarification or assistance when needed assesses and reflects critically on own strengths, needs, and interests identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals perseveres and makes an effort when responding to challenges	demonstrates limited self- regulation	demonstrates some self- regulation	demonstrates considerable self- regulation	demonstrates a high degree of self- regulation

If the teacher decides that an assignment described as formative would be better used as a summative task, appropriate rubrics will need to be created and supplied to students.

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