Mississauga Secondary School Course Overview
Department:
Course Name:
Communications Technology Grade 11
Communications Technology
Course Code: TGJ3M0
Credit: 1 (College/University)
The organization and evaluation of this course has been designed to conform to the requirements of Ontario Secondary Schools
and the provincial curriculum’s guidelines.
Course Description
This 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 computer-based 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 technology fields .
Prerequisite: none
Ministry overall expectations for the course will be delivered in four strands:
A. Communications Technology Fundamentals
By the end of the course students will:

Demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of
communications media products and services;

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;

Demonstrate an understanding of and apply the interpersonal and communication skills necessary to work
effectively in a team setting.
A. Communications Technology Skills
By the end of the course students will:

Apply a design process or other problem-solving processes to meet a range of challenges in communications
technology;

Create products or productions that demonstrate competence in the application of creative and technical skills;

Apply project management techniques to the planning and development of communications media projects.
C. Technology, the Environment and Society
By the end of the course students will:

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;

Describe the impact of communications media technology and activities on the environment and identify ways of
reducing their harmful effects.
C. Professional Practice and Career Opportunities
By the end of the course students will:

Identify career opportunities in communications technology and demonstrate an understanding of the skills, work
habits, education and training required for entry into post secondary programs or employment in these fields;

Demonstrate an understanding of and apply safe work practices in communications technology activities.
The knowledge and expectation of the course will be delivered through the following units:
Course Units—Learning Expectations
Unit 1: Adobe Photoshop – bitmaps

Use appropriate organizational and time
management tools throughout the project to
manage resources and ensure that project
deadlines are met

Use application software and/or equipment in
photo manipulation and editing
Unit 3: Adobe Illustrator – vector technology

Use application software and/or equipment to
perform a variety of communications tasks.
Unit 2: Adobe Flash - animation

Unit 4: Adobe InDesign - page Layout


Unit 5: Camera - photography

Understand and Evaluate the elements of a good
photograph eg. Camera angles, composition,
communicating a story

Successfully operate camera equipment
A final grade for the course will be determined as follows:
Evaluate possible solutions to identify those that
most effectively meet the objectives and criteria
Within an existing design
Demonstrate a thorough understanding of Print
Media Production and software skills involved.
Understanding of the Elements and Principles of
Design, Page Layout and Typography.
Unit 6: Premiere Elements – video production/audio

Apply creative skills, equipment operating skills,
and software skills to create components for
media production.
Term Work
Knowledge
Thinking and Inquiry
Communication
Application
70%
10
10
10
40
Final Exam/Summative
30%
Assessment and Evaluation Key terms and Definitions
Assessment for Learning: the ongoing process of gathering and interpreting evidence about student learning for the purpose of
determining where students are in their learning, where they need to go and how best to get there(e.g. portfolios,
observations, conversation, non-graded quizzes, pre-tests, minute papers, exit tickets, written assignments, concept maps) The
information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning.
Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to
promote learning.
Assessment as Learning: the process of developing and supporting student metacognition. Students are actively engaged in this
assessment process: that is , they monitor their own learning (e.g. learning logs, metacognitive questions and self-assessment
using graphic organizers, interviews); use assessment feedback from teacher, self and peers to determine next steps; and set
individual learning goals (e.g. goal setting). Assessment as learning requires students to have a clear understanding of the
learning goals and success criteria (e.g. co-constructing rubrics/checklists, self assessment, peer assessment).
Assessment of Learning: the process of collecting and interpreting evidence for the purpose of summarizing learning at a given
point in time, to make judgements about the quality of the student learning on the basis of established criteria, and to assign a
value to represent that quality. (e.g. test, summative assignment) The information gathered may be used to communicate the
student’s achievement to parents, other teachers, students themselves and others. It occurs at or near the end of a cycle of
learning
STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS
(Growing Success Policy 2010 and Peel Policy 14)
Achievement Chart Category 70%
Assessment of Learning
Knowledge (10% of term mark)
Observations
Conversations
-Knowledge of content(e.g., facts,
 Checklists
 Student/teacher
terms, definitions) standing of content  Presentations
Conferences
(e.g., concepts, ideas, theories,
 Class Discussions
 Independent work
procedures, processes)
 Group Work Sketches
 Note Taking
 Review homework
 Group work
Thinking/Inquiry (10% of term mark)
- Use of planning skills(e.g., focusing
 Demonstration of
 Class discussions
research, gathering information,)
problem-solving
 Group work
-Use of processing skill (e.g.,
process
 Student/teacher
analyzing, generating, integrating,
 Independent work
Conferences
synthesizing)
 Review of homework
-Use of critical/creative thinking
 Interviews
processes (e.g., inquiry process,
 Project Development
problem-solving)
(problem Solving)
Communication (10% of term mark)
- Expression and organization of ideas
and information (e.g., clear
expression)
- Communication for different
audiences
and purposes in oral, written, and
visual forms
-Use of conventions vocabulary, and
terminology of the discipline in oral,
written, and visual forms
Application (40% of term mark)
- Application of knowledge and skills
(e.g., concepts, procedures,
processes, and/or technologies) in
familiar contexts in built forms
-Transfer of knowledge and skills (e.g.,
concepts, procedures, methodologies,
technologies) to new contexts
-Making connections within and
between various contexts




Cooperative Learning
Drawing/sketching
Presentations
Class discussions











Computer Skills
drawing development
Demonstration
Checklist
Group work















Drawing reviews
Class discussions
Student/teacher
conferences
Group work
Review of
homework
Interviews


Design review
Class discussions
Student/teacher
conferences
Group work
Review of
homework
Self assessment







Products
Quizzes/Tests
Reports/written
assignments
Finished drawings
Print Production
Quizzes/Tests
Reports/written
assignments
Design Process
Storyboards
Research
assignments
Presentations
Reports/research
assignments
Design presentations
in drawings and
digital form
Personal Portfolio
Projects/assignments
Application of
standards and
conventions
Design process skills
Sketchbook/Portfolio
Digital Design in the
form of ready to
print pages.
STUDENTS ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS
Growing Success 2010 Policy and Peel Policy 14
Success Criteria for completing this course:
Learning Skills:
It is an expectation that each student is assessed not only on their academic achievement but also on their Learning Skills. These skills
include: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self Regulation. Learning skills will not be
factored into the grade for this course but will appear on the report card. It is important to remember that the development and
consistent practice of these skills will influence academic achievement.
_______________________________
Student signature
_______________________________
Parent’s Signature
_________________
Date