tgj4m communication technology - grade 12 · tgj4m toronto district school board - secondary school...

TGJ4M

Toronto District School Board - Secondary School

Grade 12 Communication Technology

Course Type: College/UniversityCourse Code: TGJ4MCredit Value: 1.0 CreditPrerequisite/co-requisites: TGJ3M - Grade 11 Communications Technology

Ministry Guidelines: The Ontario Curriculum Grades 11 and 12 Technological Education 2009

Major Resources: http://watch-n-learn.com

Written: October 2010

RATIONALE

This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of 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 expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment.

OVERALL EXPECTATIONS

This course is divided into 4 strands as follows:• Communications Technology Fundamentals• Communications Technology Skills• Technology, the Environment, and Society• Professional Practice and Career Opportunities

Communication Technology - Grade 12

Communication Technology - TGJ4M- Mr. B - 2009 1

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TGJ4M

The overall and specific expectations for each of the strands of this course are as follows:

A. COMMUNICATIONS TECHNOLOGY FUNDAMENTALS.


By the end of this course, students will:

A1. demonstrate an understanding of advanced concepts, techniques, and skills required to produce a range of communications media products and services; A2. describe different types of equipment and software and explain how they are used in creating communications media products; A3. demonstrate an understanding of technical terminology, scientific concepts, and mathematical concepts used in communications technology, and apply them to the creation of media products; A4. demonstrate an understanding of and apply the interpersonal and communications skills necessary to work in a team environment.

SPECIFIC EXPECTATIONS

A1. Core Concepts, Techniques, and Skills


A1.1 demonstrate an understanding of advanced concepts (e.g., floor direction, broadcast script writing, foley and soundtrack production, high dynamic range photography, advanced studio lighting) and creative and production techniques (e.g., pre-press workflow, image optimization, photo workflow, streaming media production) used to produce a range of communications products or services;

A1.2 describe the characteristics of interfaces (e.g., USB, IEEE 1394, optical connector) used to connect components of a communications system (e.g., video or digital cameras to computers, computers to printers, microphones to sound mixing and processing equipment);

A1.3 operate communications technology equipment and devices correctly and use software applications effectively to perform a variety of production tasks (e.g., select appropriate formats and aspect ratios for video productions; control digital video and audio equipment such as video monitors, cameras, DVD recorders, scanners, microphones, and computers).

A2. Equipment and Software


A2.1 describe different types of communications devices and their components (e.g., cameras, lighting equipment, audio and video recorders, audio mixers, scanners, printing equipment) and explain how they are used to produce communications products and services;


Communication Technology - TGJ4M - Mr. B - 2009 2

A2.2 demonstrate a thorough understanding of different types of communications software (e.g., software for photo, audio, and video editing, animation, page layout, web page creation, and computer graphics) and their application in the production of various communications products.

A3. Technical Terminology and Scientific and Mathematical Concepts By the end of this course, students will:

A3.1 demonstrate an understanding of communications technology terms, and use them correctly in oral and written communication (e.g., kerning, framing, key frame, jump cut, peaking, video switching, audio levels, dissolve, signals, layers, vector, file formats, proofs, file management and compression, headroom, noseroom, voice-overs);

A3.2 demonstrate an understanding of scientific concepts that relate to processes and technologies used in communications technology (e.g., light and colour theory, digital encoding of light and sound, fibre optics, operation of image sensors, principles of various printing technologies[offset, gravure, flexographic, letterpress, inkjet, electrostatic]);

A3.3 use appropriate formulas and calculations to solve problems in pre-production, production, and post-production work (e.g., calculating frame rates, timelines, resolutions, file compression ratios).

A4. Teamwork


A4.1 describe and apply a variety of team-building strategies (e.g., cooperative discussion, collaboration strategies, conflict resolution strategies, motivational strategies, respect for the ideas of others);

A4.2 demonstrate an understanding of and apply techniques for encouraging collaboration and building consensus (e.g., sharing information, resources, and expertise; providing opportunities for all to participate; listening);

A4.3 demonstrate an understanding of leadership techniques (e.g., provide clear expectations, recognize contributions, value opinions, communicate progress, criticize constructively) and apply them in a team setting.



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B. COMMUNICATIONS TECHNOLOGY SKILLS



B1. apply project management techniques to the planning and development of communications media projects; B2. apply a design process or other problem-solving processes or strategies 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 and incorporate current and evolving standards, processes, formats, and technologies.


B1. Project Management


B1.1 use a variety of planning techniques and tools (e.g., research, project proposals, design briefs, storyboards, site maps, production schedules) when creating plans for communications technology projects;

B1.2 use a variety of software applications to manage time and resources throughout a project (e.g., scheduling software to produce production schedules and track progress, spreadsheet software to produce equipment availability lists and edit decision lists);

B1.3 use review procedures to measure progress and adapt plans and processes as necessary to ensure timely and accurate completion of projects.

B2. Problem Solving


B2.1 define a problem or challenge precisely and in adequate detail, taking into account relevant contextual or background information;

B2.2 define project objectives and performance criteria precisely and in adequate detail, and assess the effects of constraints such as cost, time, or technology restrictions that will limit design or problem-solving options;

B2.3 use a variety of information sources and research techniques to help identify possible solutions (e.g., conducting Internet and library searches, checking manuals and other printed materials, consulting experts);



B2.4 use idea-generating techniques such as brainstorming, or clarification techniques such as situation analyses, to help identify possible solutions;

B2.5 use charts or hand-drawn sketches to organize sequences, clarify relationships, or compare alternatives;

B2.6 evaluate possible solutions to identify those criteria within the existing constraints.

B3. Process and Production Skills


B3.1 use advanced procedures to set up and operate media production equipment (e.g., cameras, lighting equipment, audio and video recorders, audio mixers, video switchers, scanners, printing equipment, camera supports);

B3.2 apply creative skills, equipment operating skills, and software skills to create and integrate components for a media production (e.g., news copy, video footage, voice-overs, graphics, animations for a TV news broadcast);

B3.3 demonstrate an understanding of and apply industry standards for technical manipulations (e.g., lighting, colour balance) and calibrations (e.g., input and output devices, monitors);

B3.4 produce rich media products that conform to evolving industry standards and formats (e.g., interactive graphics, streamed video, radio broadcasts).



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C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY



C1. analyse the environmental impact of recent advances in communications technology, and describe ways of reducing harmful effects; C2. demonstrate an understanding of the effects of communications technology and media activities on society and cultural diversity.


C1. Technology and the Environment


C1.1 analyse the environmental costs and benefits, local and global, of recent innovations in communications technology (e.g., costs and benefits related to resource usage, energy demand, waste disposal, toxic substances, radiation, air and water pollution);

C1.2 describe ways of minimizing or avoiding harmful environmental effects caused by communications technologies and media activities (e.g., upgrade products rather than dispose of them; turn off equipment that is not being used; treat dead batteries as toxic waste; recycle used paper and printer cartridges).

C2. Technology and Society


C2.1 describe how cultural diversity can be reflected in media products (e.g., by offering specific programming for narrowcasting to different cultural groups, creating content in minority languages, choosing project topics that reflect the interests of diverse communities, using inclusive content and images);

C2.2 evaluate the societal and cultural effects of converging and emerging technologies (e.g., in digital imaging, interface design, interactive media) from various perspectives (e.g., the head of an established business, an entrepreneur, a media worker, a consumer).



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D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES



D1. demonstrate an understanding of and apply safe work practices when performing communications technology tasks; D2. demonstrate an understanding of and adhere to legal requirements and ethical practices relating to the communications technology industry; D3. demonstrate an understanding of career opportunities and career development in a rapidly changing technological environment, and maintain a portfolio of their work as evidence of their qualifications for future education and employment.


D1. Health and Safety


D1.1 describe industry hazards (e.g., ergonomic, mechanical, electrical, and chemical hazards), identify sources of hazard information (e.g., Workplace Hazardous Materials Information System [WHMIS], Passport to Safety), and describe methods of preventing accidents (e.g., safety audits, regular safety training);

D1.2 demonstrate an understanding of and apply safe work practices (e.g., using ergonomically designed equipment and work areas, keeping equipment in proper working order, maintaining a well-organized workplace, using lockout procedures when installing or maintaining equipment, wearing gloves when handling hot lights, using a spotter when climbing ladders, keeping liquids away from electronic equipment) when performing communications technology procedures.

D2. Professional Standards and Ethics


D2.1 describe various ways in which ownership may exist and be protected in creative, intellectual, or artistic works (e.g., copyright, trademarks, patents);

D2.2 use appropriate methods to reference the words, ideas, information, research, or findings of others (e.g., footnotes, endnotes, parenthetical references, bibliographies, credit lists, acknowledgements, permission lists).

D3. Career Opportunities




D3.1 describe career opportunities in existing, converging, and emerging communications technologies (e.g., digital imaging, interactive game development, graphic arts, web/interactive media design, audio/video production);

D3.2 describe the effects of rapidly changing technology on employment opportunities in communications technology;

D3.3 identify professional organizations associated with the various communications technology fields (e.g., TV, video, and movie production; radio; audio and sound production; print and graphic communications; photography and digital imaging; broadcast journalism; interactive new media), and describe their role in professional support and development;

D3.4 explain the need for lifelong learning in the communications technology industry;

D3.5 demonstrate an understanding of and apply the Essential Skills that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., reading text, computer use, oral communication, thinking skills);

D3.6 demonstrate an understanding of and apply the work habits that are important for success in the communications technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);

D3.7 maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in communications technology (e.g., work logs, skills checklist, photographs, digital media, sketches, drawings), and explain why having a current portfolio is important for career development and advancement.



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UNITS OF STUDY

UNIT # UNIT TITLE DURATION

1 Interactive Web Design 10 Hrs

2 Digital Photography 15 Hrs

3 Graphic Design 20 Hrs

4 Video Production 15 Hrs

5 Multimedia 20 Hrs

6 Independent Projects 20 Hrs

EVALUATION AND REPORTING OF STUDENT ACHIEVEMENT

PERCENTAGE GRADE RANGE

UNIT TITLEUNIT TITLE DURATION

80 - 100 % Level 4Level 4 A very high to outstanding level of achievement. Achievement is above the

provincial standard.

70 - 79 % Level 3Level 3 A high level of achievement. Achievement is at the provincial standard.

60 - 69 % Level 2Level 2 A moderate level of achievement. Achievement is below, but approaching, the


50 - 59 % Level 1Level 1 A passable level of achievement. Achievement is below the provincial standard.

Below 50 %Below 50 % Insufficient achievement of curriculum expectations. A credit will not be granted.

Insufficient achievement of curriculum expectations. A credit will not be granted.

Level 3 (70-79%) is the provincial standard. Teachers and parents can be confident that students who are achievingg at level 3 are well prepared for work in the next grade or next course.The final grade for this course will be determined as follows: Seventy per cent of the grade will be based on evaluations conducted throughout the course.



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COURSE EVALUATION

RATIONAL

The communications technology program is a dynamic project driven course of study as such the course evaluation will give greatest credit to projects that students complete.

Since students have an opportunity to improve their skills as the course unfolds there will be a higher weighting given to assignments as semester progresses.

FINAL EVALUATION BREAKDOWN

ASSESSMENT CATEGORY METHODS OF ASSESSMENT

WEIGHT

KNOWLEDGE/UNDERSTANDING Tests & Quizzes 10%

COMMUNICATIONS ProofsDialogueDirectory

5%

APPLICATIONS Projects 65%

FINAL ASSESSMENT Portfolio 20%

SHORT TESTS

Short tests will be given that will test students on some of the theoretical aspects of this technology.

PROOFS

Proofs that indicate work is past the preproduction stage are often given an evaluation of smaller weighting.

PORTFOLIOS

Portfolios As it is important for students in this field to be able to present their work effectively, a final summative task of creating an electronic portfolio of their work will be undertaken by each student at the end of the semester and will comprise the final evaluation. Students at KCSS are using their online portfolios as part of their resumes when applying to post secondary institutes and are receiving great feedback!

MAJOR TEACHER RESOURCES




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TGJ4M

DUE DATES

Deadlines are meant to encourage students to make mature decisions about their work ethic and time management - we all lead busy lives and face numerous demands upon our time.

1. If the student has not handed in work by the assigned date, they have missed the opportunity to do so and the mark will be a zero for that assignment.

2. The student may submit their work prior to the due date to have the teacher assess and provide feedback. this provides the opportunity to revise and resubmit work by the due date and in order to improve the student’s grade.

3. Assignments are due at the beginning of class on the due date. Absence is not an excuse for late submissions. If the work is done, the student should send it with a friend or relative, or submit it electronically to their teacher.

4. All rough work should be available to the teacher upon request.

5. Extensions of due dates are available to the individuals who show a good work ethic in class. If the student is not able to meet a due date it is their responsibility to speak with their teacher, at least one day before the due date, so that an extension can be arranged. There will be no extensions granted the day assignments are due.

6. Late assignments may be graded, or marked only as complete.

7. Assignments submitted after class work has been returned will not be graded.



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UNIT #1 INTERACTIVE WEB DESIGN

TIME: 10 Hrs.

Description: Students will understand and describe the course requirements that they are expected to fulfill. They are expected to understand and imply the technical aspects of creating, and maintaining a website. Students are expected to understand the mechanics behind FTP (File transfer protocol) software and utilize it on a daily basis to maintain and upkeep their website. Proper usage of meta-tags to market their websites, and attract attention via search engines like google.com or bing.com. They will also learn how to properly layout and present information in forms of iFrames, and interactive web features such as an Adobe Fireworks interactive rollover map. Students are expected to understand and imply the necessary skills behind creating visually appealing and most importantly, functioning navigation bars. They are also expected to understand file structure, types, and organizational methods to keep their websites in proper working order.

Unit Overall Expectations Focus Assessment

Unit 1 A1.1-A1.2-A2.3-A3.1

B1.1-B1.2-B2.2-B3.2

C1.1-C2.2

D2.1

Creation of a web domain and hosting account. Setting up your account on an

F.T.P. program (such as Dreamweaver) to

transfer content to your website.

Understand basic button rollover

animation. Utilize basic planning skills

to assure deadlines are met, and proper

planning is done.

Application

Communication

Knowledge/Understanding

Thinking/Inquiry

Formative: Teacher Observation

Summative: Unit Assignment

Hands on performance tasks



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UNIT #2 DIGITAL PHOTOGRAPHY

TIME: 15 Hrs.

Description: This unit outlines the basic photography skills required achieve great photographic skills. Students will be expected to understand and utilize photography essentials such as proper terminology, parts of a camera, lighting, and picture development. Students will engage in hands on photography via field trips to downtown Toronto, where they will execute the theory in which they learned in class (Lighting, aesthetics, composition, balance, rhythm, camera controls, cables, tripods, and proper flash usage). Most importantly students will learn how to digitally manipulate their photographs using Adobe Photoshop CS3, and apply various amounts of filters, and techniques to enhance their final products. By the end of this course, students should also be able to demonstrate how to properly transfer and store images, so that they may later be able to access them, and edit them for further manipulation.


Unit 2 A1.2-A1,3-A1.5-A1.6-A1.7-A2.3-A3.1

B2.1-B2.2-B3.2

C1.2-C2.1-C2.2-C2.3

D1.2-D2.2-D2.4-D2.5

Proper composition

Proper lighting techniques

Photographic terminology

Photo Theory

Adobe CS3

Filters

Techniques

Application

Communication


Thinking/Inquiry

Formative: Practical Tasks

Teacher Observation





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UNIT #3 GRAPHIC DESIGN

TIME: 20 Hrs.

Description: This unit strongly focuses on the various elements of Graphic Design. Students will learn how to properly plan for tight deadlines, (similar to those in the real world) and yet still be able to have enough time to not stifle their creativity. They will learn and understand the benefits of planning backwards and plotting checkpoints to assure timely product delivery. This unit will emphasize a strong focus on the design process, as well as essential principals of design. Students will be able to critique their own work and understand the effectiveness of their design through proper font usage, and application of color theory.


Unit 3 A2.1-A2.2-A3.2-A3.3

B1.1-B1.2-B2.1

C2.3

D2.2

Proper tool understanding and

usage (in Adobe Photoshop CS3)

Application of skills in creating a Visual poem

using image, image manipulation, fonts,

text manipulation, and color theory.

Application

Communication


Thinking/Inquiry


Teacher Observation





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UNIT #4 VIDEO PRODUCTION

TIME: 15 Hrs.

Description: This unit focuses on the video production process. Students will be using various programs in this unit. All basic editing will be done on Adobe Premiere Elements. All video encoding and capturing will be done with CamStudio. In this unit, students will be expected to understand the video filming, and editing process. By the end of this unit, they are expected to understand the basics of storyboarding, filming, lighting, transferring of media to computers, proper storage and labeling, editing, and methods for publishing their media to DVD, VHS, or Youtube.com.

An emphasis will be placed on proper editing skills that will help students achieve that “wow”effect, appeal, excitement, or interest found in most videos on the popular video website Youtube.com


Unit 4 A1.2-A1,3-A1.5-A1.6-A1.7-A2.3-A3.1

B2.1-B2.2-B3.2

C1.2-C2.1-C2.2-C2.3

D1.2-D2.2-D2.4-D2.5

Storyboarding, lighting, filming,

transferring of video footage to computer,

proper storage, labeling, editing, and

publishing

Application

Communication


Thinking/Inquiry


Teacher Observation





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UNIT # 5 MULTIMEDIA

TIME: 20 Hrs.

Description: This unit consists of two small projects. The first is a Soundscape. This project consists of a 30 second flash animation that is accompanied by a series of edited audio clips. Here the students will be utilizing their advanced knowledge in graphic editing and animation to produce a multimedia soundscape production. Images will be rendered in Adobe Photoshop CS3, audio will be spliced and edited in Audacity, and assembled in Adobe Flash CS3. The finished product will then be exported as a flash video, and uploaded to Youtube.com where they will then embed the video to their website using Adobe Dreamweaver CS3.

The second small project is an audio soundboard. This project consists of images and audio clips that are queued up and played when the buttons are pressed. This multimedia project will be created using various programs. All images will be rendered in Adobe Photoshop CS3, the interactive buttons and audio clips will be assembled in Adobe Flash CS3, and the audio will be extracted and edited using Sound-forge or WavePad. Final products will be exported as a flash file, and placed on their website portfolio using Adobe Dreamweaver CS3.


Unit 2 A1.2-A1,3-A1.5-A1.6-A1.7-A2.3-A3.1

B2.1-B2.2-B3.2

C1.2-C2.1-C2.2-C2.3

D1.2-D2.2-D2.4-D2.5

Flash Animation

Flash Buttons

Flash Action Scripting

Audio Capturing

Audio Filtering

Audio Editing

Audio Exporting

Flash Video Exporting

Flash Animation Embedding onto

website.

Application

Communication


Thinking/Inquiry


Teacher Observation





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UNIT #6 INDEPENDENT PROJECTS

TIME: 20 Hrs.

Description: The goal of independent projects is to let students showcase their most developed and favored talents, as well as give the student a taste of the real world of graphic communication.

Independent projects can be undertaken as a small team of no greater than 3 students (exceptions for grand projects) or by individuals. Projects completed as teams should reflect the power of a team effort. Work done for a a real client is the most challenging. This will provide the most realistic experience of what a media content producer's life is like. Clients could include teachers, relatives, employers, and community groups.


Unit 2 A1.2-A1,3-A1.5-A1.6-A1.7-A2.3-A3.1

B2.1-B2.2-B3.2

C1.2-C2.1-C2.2-C2.3

D1.2-D2.2-D2.4-D2.5

Group work.

Various Applications

Applying past knowledge skill sets to

a final end of term project.

Application

Communication


Thinking/Inquiry


Teacher Observation





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TEACHING STRATEGIES

• Extensions for completing assignments or assessment tasks

• Modifying the format of the assessment materials

• Providing assistance from the resource department

• Providing a quiet place for student assessment

• Providing the use of word processors and or ora responses

• Allowing students to redo classroom tests or assignments

DIFFERENTIATED INSTRUCTION

• Use small-group instruction to reteach students having difficulty

• Demonstrate ideas of skills in addition to talking about them.

• Use reading partners to support understanding of text or supplementary materials.

• Use videotapes to supplement and support explanations and lectures.

• Use student questions and topics to guide lectures and materials selection.

• Present material in visual, auditory, and kinesthetic modes.

• Teach with whole-to-part and part-to-whole approaches.

• Use tiered activities (activities at different levels of difficulty, but focused on the same key learning goals).

• Use applications, examples, and illustrations from a wide range of intelligences.

• Mask task directions more detailed and specific for some learners and more open for others.

• Use both like-readiness and mixed-readiness work groups.

• Use interest-based work groups and discussion groups.

• Provide small-group discussions at varied levels of complexity and focused on a variety of skills

• Vary the pacing of student work.

• Allow students to specialize in aspects of a topic that they find interesting and to share their findings with others.

• Allow multiple options for how students express learning.

• Encourage students to work together or independently.

• Lead optional, in-class, small-group discussions on various facets of product development.



• Encourage students to demonstrate key knowledge, understanding and skills in related topics of special interest.

LITERACY

• DEAR 15 minutes each Friday

• Think Literacy Documents:

- Reading Graphical Text pg. 14

- Reading Informational Texts (Safety Literacy) pg. 20

- Writing a Report (Project Management) pg. 40

TECHNOLOGY

• Internet

• Powerpoint presentations/LCD

• Digital Video presentations (Youtube lectures/tutorials)

ACCOMODATIONS

• Providing exceptional students with opportunities to gain the skills and knowledge to make a successfull transition to workplace and/or apprenticeship programs int he community.

• Using special reading resources consistent with student’s reading and earning styles;

• Use of video tapes to help students understand material;

• Hands on resources that extend learning

• Collaborative groups

• Work in cooperation with resource teachers

• Independant learning

• In cooperation with parents about study conditions at home/course outlines

• IEP and ELL accommodations as identified.



CAREER EDUCATION

Ongoing discoveries and innovations coupled with rapidly evolving technologies have resulted in exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong technical skills, critical thinking and problem solving skills, and the ability to work cooperatively in a team, traits that are developed through participation in technological education. Technological education courses enable students to develop problem solving skills, design skills, technological knowledge skills, and the ability to conduct research, present results, and work on projects both independently and in a team environment.

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING

Cooperative education and other forms of experiential learning, such as job shadowing, field trips, and work experience, are central to technological education, enabling students to apply the skills they have developed in the classroom to real life activities in the community and int he world of technological innovation. Cooperative education and other workplace experiences also help to broaden students’ knowledge of employment opportunities in a wide range of fields, including industrial, motive power, construction, service, and agricultural trades; engineering; hospitality and tourism; and health care. In addition, students develop their understanding of workplace practices, certifications, and support their students’ learning by maintaining links with community based businesses to ensure that students have access to hands on experiences that will reinforce the knowledge and skills gained in school.

Students who choose a technological education course as the related course for two cooperative education credits are able, through this packaged program, to meet the group 1, 2, and 3 compulsory credit requirements for the OSSD.



TGJ4M

COURSE SYLLABUSYork Region District School Board - King City Secondary School

Grade 12 Communication Technology

Course Type: College/UniversityCourse Code: TGJ4MCredit Value: 1.0 CreditPrerequisite/co-requisites: TGJ3M - Grade 11 Communications Technology

Ministry Guidelines: The Ontario Curriculum Grades 11 and 12 Technological Education 2009

Major Resources: http://watch-n-learn.com

Written: October 2009

RATIONALE

This course enables students to further develop media knowledge and skills while designing and producing projects in the areas of live, recorded, and graphic communications. Students may work in the areas of 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 expand their awareness of environmental and societal issues related to communications technology, and will investigate career opportunities and challenges in a rapidly changing technological environment.

UNIT # UNIT TITLE DURATION

1 Interactive Web Design 10 Hrs

2 Digital Photography 15 Hrs

3 Graphic Design 20 Hrs

4 Video Production 15 Hrs

5 Multimedia 20 Hrs

6 Independent Projects 20 Hrs



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Evaluation and Reporting of Student Achievement

The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart that follows. A final grade is recorded for this course, and a credit is granted and recorded for the course if the student has achieved a final grade of 50% or more.EVALUATION AND REPORTING OF STUDENT ACHIEVEMENT

PERCENTAGE GRADE RANGE

UNIT TITLEUNIT TITLE DESCRIPTION

80 - 100 % Level 4Level 4 A very high to outstanding level of achievement. Achievement is above the


70 - 79 % Level 3Level 3 A high level of achievement. Achievement is at the provincial standard.

60 - 69 % Level 2Level 2 A moderate level of achievement. Achievement is below, but approaching, the


50 - 59 % Level 1Level 1 A passable level of achievement. Achievement is below the provincial standard.

Below 50 %Below 50 % Insufficient achievement of curriculum expectations. A credit will not be granted.

Insufficient achievement of curriculum expectations. A credit will not be granted.

Level 3 (70-79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or next course.The final grade for this course will be determined as follows: Seventy per cent of the grade will be based on evaluations conducted throughout the course.

The final grade for this course will be determined as follows: Eighty percent of the grade will be based on evaluations conducted throughout the course.

Twenty percent of the grade will be based on a final evaluation in the form of a practical project which is administered towards the end of the course.



70% Term Mark

(Assessment instruments may include performance tasks, performance problems, assignments, and quizzes.)

Knowledge and understanding 10%Application 65%Thinking and Inquiry 5%Communication 20%

30% Final Evaluation

Final evaluation consists of a synthesis of all their work, skills, and projects.

