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About the course

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 communications technology fields.

Communication Technology 11

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Communication Technologies Fundamentals

In this unit students will explore the basic concepts that are necessary to effectively produce media products. These may include video, audio levels, audio and video continuity, frames per second, animation fluidity, balanced layout, lighting, and more. Students will also be introduced to the components of a communication system, such as lenses, filters, cameras, aperture, editing software, printer, mixers, connectors, recorders, desktop publishing software and platesetter in a computer-to- plate system, and be offete with their basic functions and setup. Students will also be introduced to the components and controls of different types of communications devices and explore their settings and usage in context. They will explore softwares to concatenate media files and enhance their look and sound. They will be exposed to other more technical communication terms like kerning, framing, key frame, jump cut, peaking video etc. They will explore softwares and hardwares to perform a range of media communication tasks. They will also be introduced to storyboarding, audio level, dissolve, resolution, masking, and file management. Students will be introduced to the basic science related to communication processes and technologies (e.g., light and colour theory, acoustic theory, persistence of vision, sensor operation). They will be introduced to the formulas and calculations to solve problems in pre-production, production, and post-production work (e.g., calculating frame rates, timelines, resolutions, file compression ratios, scaling)

Expected Hours of Instruction: 36 Hours

Communications Technologies Skills

In this unit students will explore the different duties that are needed to be done during a production. To this end, they will, in groups, define roles for each other, such as budget controller, secretary, scheduler, motivator, publicist, and meeting coordinator. They will explore various project management software that can assist with the smooth running of a project to ensure there is no lack of resources and that everything is on schedule. They will also examine techniques to communicate projects such as story-borading, mock-ups, scripts, task lists, design briefs, site maps, research, and others. In this unit students will expand their knowledge base to include an account of its contextual relevance and any potential cultural appropriation or other negative impact that it may have on certain cultures. They will identify the challenges and constraints that may limit the effectiveness of the production and ways to mitigate them. Such challenges may include but are not limited to cost, time, technology restrictions and mitigating factors may include limiting the scope of the design, or other problem-solving options by researching online sources or any other. Students will be introduced to the industry standards for productions and try to apply them where possible.

Expected Hours of Instruction:36 hours

Technology, The Environment, and Society

In this unit students will evaluate the impact that technology has on the environment. They will go through the metacognitive process to examine the effects of their own design on the environment. They will evaluate the possibilities of their product enhancing or degrading the well-being of the environment and project the ability of their product to become more environmentally friendly as more efficient components of their product are developed in the future. Students will reflect on how their product influences changes in societal behavior as a whole but with emphasis on the environment and vice versa.

Expected Hours of Instruction:15 hours

Professional Practices and Career Opportunity

In this unit students will explore job opportunities that their product or service can create for others and how a successful design can contribute to themselves being hired by companies. They will look at how to identify companies that may need their product or services. Students will examine ways to tweak their presentation to suit the values of those companies. They will explore techniques to secure interviews or appointments with those companies to present their products or to secure a job. They will be introduced to proper resume writing techniques and look at ways to properly keep an updated portfolio.

Expected Hours of Instruction: 12 Hours

Project and Final Exam

The project (different from other projects) part of the final exam is 15% of the course and will be in the form of a group presentation (where possible). The other part of the final exam will be written for 15% of the course. It is the teacher’s prerogative to make the final exam 30% of the course.

Expected Hours of Instruction: 9 hours (presentation) 2 hours (written exam)

Total Hours: 110


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations


A1 demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products and services;
A2 demonstrate an understanding of different types of equipment and software and how they are used to perform a range of communications technology operations and tasks;
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 communication skills necessary to work in a team environment.


B1 apply project management techniques to develop communications technology products effectively in a team environment;
B2 apply a design process or other problem-solving processes or strategies to meet a range of challenges in communications technology;
B3 create productions that demonstrate competence in the application of creative and technical skills and incorporate current standards, processes, formats, and technologies.


C1 describe the impact of current communications media technologies and activities on the environment and identify ways of reducing harmful effects;
C2 demonstrate an understanding of the social effects of current communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects.


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 standards relating to the communications technology industry;
D3 identify careers in communications technology for which postsecondary education is required or advantageous, and describe college and university programs that prepare students for entry into these occupations.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken form: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009; Pg 34-37 Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.

The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.

Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%

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