TGJ3M – Communications Technology, Grade 11 University/College Preparation TGJ3M

CAD300.00 each
  • Description
  • Specifications




Course Title:                        Communications Technology
Ministry Course Code:       TGJ3M
Grade:                                    11
Course Type:                       University/College Preparation
Credit Value:                        1.0

Prerequisite:                        Prerequisite:                        None

Department:                         Technology
Course Developer:             Academy of Royal International Education
Development Date:             2017
Course Revision Date:       n/a

Ontario Ministry of Education Curriculum Policy Document: Technological Education, The Ontario Curriculum, Grades 11 and 12, 2009


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.


Grade 11U/M Communications Technology course is broken down into the following units:


1 Getting Started in Web Design & Technology 20 Hrs

2 Graphic Design & Print 20 Hrs

3 Videography 25 Hrs

4 Digital Photography 25 Hrs

5 Animation 20 Hrs                                                                   

Unit Titles and Descriptions (in sequence delivered)


Unit 1: Getting Started in Web Design and Technology

23 hours

Unit 2: Graphic Design and Print

22 hours

Unit 3:   Videography

23 hours

Unit 4: Digital Photography

22 hours

Unit 5:   Animation

18 hours

Final Assessment:   Final Examination

2 hours


110 hours


This course is entirely online and does not require a textbook.


Throughout the course, students will:



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. 


Technological innovation influences all areas of life, from the daily lives of individuals to the work of business and government, to interactions on a global scale. It helps meet basic human needs and provides tools for improving people’s lives and exploring new frontiers. The policy outlined in this document is designed to ensure that technological education in Ontario enables students to meet the challenges and opportunities of the twenty-first century.

The power, reach, and rapid evolution of technology demand a curriculum that will enable students to become technologically literate – that is, able to understand, work with, and benefit from a range of technologies. Students need to acquire the technological skills and knowledge that will allow them to participate fully in a competitive global economy and to become responsible citizens in an environmentally vulnerable world. To succeed in today’s society, students need to be effective problem solvers and critical thinkers, able to under- stand, question, and respond to the implications of technological innovation. Students who pursue careers in technology will also need these high-level skills to develop solutions to technological challenges or to provide the services required in their chosen fields.

Technological education focuses on developing students’ ability to work creatively and competently with technologies that are central to their lives. As they proceed through their elementary and secondary school education, students attain a level of technological literacy that will enhance their ability to succeed in their postsecondary studies or in the workplace. For students who do not choose to pursue careers in technology, technological education can provide knowledge and skills that will enhance their daily lives.

The Academy of Royal International Education’s Technological program promotes the integration of learning across subject disciplines.
For example, when students design a product, they explore the social or human need that the product addresses (social science), the scientific principles involved in its design and construction (science), its dimensions and shape (mathematics), and the aesthetic qualities of its design (the arts). When they assess the impact that new technologies have had – or may have – on society, students are exploring historical or current events. When they con- sider how various technologies affect health and physical well-being, they are looking into aspects of health and physical education. Students apply business principles to the study of the production and marketing of products. They apply literacy skills to communicate design ideas, produce reports summarizing technological projects, and write instructions for the use of the products they create. Technological education also helps students develop research skills and fosters creativity, critical thinking, and problem solving. In addition, in its emphasis on innovation to meet human needs, it encourages global citizenship and pro- motes social, economic, and environmental awareness.


The fundamental purpose of the technological education program is to provide students with knowledge, skills, and attitudes that will enhance their ability to achieve success in secondary school, the workplace, postsecondary education or training, and daily life.

The goals of the technological education curriculum are to enable students to:

  • gain an understanding of the fundamental concepts underlying technological education;
  • achieve the level of technological competence they will need in order to succeed in their postsecondary education or training programs or in the workplace;
  • develop a creative and flexible approach to problem solving that will help them address challenges in various areas throughout their lives;
  • develop the skills, including critical thinking skills, and the knowledge of strategies required to do research, conduct inquiries, and communicate findings accurately, ethically, and effectively;
  • develop lifelong learning habits that will help them adapt to technological advances in the changing workplace and world;
  • make connections that will help them take advantage of potential postsecondary educational and work opportunities.

The achievement chart criteria of knowledge/understanding, thinking/inquiry, communication and application are applied throughout the course. Throughout the course different strategies are used to allow students to show their diverse abilities in thinking, understanding, application and communication.

Throughout, the following teaching and learning strategies will be used:

  • reading ·dialogue                  ·case studies         ·brainstorming
  • self-analysis   ·quiz             ·assignment                        ·written/oral presentation  
  • questioning ·debate     ·interviews                ·analysis      
  • independent study ·guided research ·essay                       ·independent research
  • use of charts, tables, graphs and other visuals

We develop instructional strategies to help students achieve curriculum expectations and we incorporate techniques applicable to the various learning styles, abilities and interest levels that exist among students that best motivate students toward achieving their goals. Learning should be seen as a process in which students monitor and reflect on the development of their knowledge, understandings, and skills.

It is important for students to complete all assignments for the course by the end of the course.

We use asynchronous processes/technologies, such as online class/group and one-on-one chats, bulletin boards/forums, group and personal emails, telephone, and skype. Audio and video elements are incorporated into many courses. Document sharing is included.

Students will have online progress and grade reports, and an ‘account’ accessible 24/7 where they will see their grade remarks and other information pertinent to them. Tests are taken online, within a specific time frame, projects and other documents can be sent via email. Each course has a major cumulative project with written and presentation requirements and a final 2-hour proctored exam.

Each student is required to consistently maintain a Learning Log as a personal record that evidences their learning and skills development and Work Portfolio of their assignments assessments.


The Ontario Ministry of Education determines the nature of assessment and evaluation of student learning for Ontario credit courses. Our School’s assessment and evaluation policy conforms to the following outlined by the Ontario Ministry of Education in its document, Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010.

The Seven Fundamental Principles of Assessment and Evaluation

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

From Growing Success:



All assessment and evaluation is based upon the Ministry of Education’s document Growing Success 2010 and Ontario Schools, K-12 2011. Assessment is based on a combination of class work, regular class tests and examinations. Examinations are written at the end of each course. The final evaluation for all courses comprises 30% of the total grade. The remaining 70% is for summative assessment and evaluations conducted throughout the course.

Assessment and evaluation is based on the provincial expectations and achievement levels outlined in provincial curriculum documents. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades. Assessment and evaluation includes the following four categories:

  • knowledge and understanding
  • thinking
  • communication
  • application

Achievement Categories and Value:



Knowledge and Understanding






Teachers assess and evaluate student work with reference to established criteria for four levels of achievement that are standard across the province, rather than by comparison with work done by other students, or through the ranking of student performance, or with reference to performance standards developed by individual teachers for their own classrooms. There is no expectation that a certain number or percentage of students must be allocated to any one level of achievement.

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflect how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the overall curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

As part of assessment for learning, teachers provide students with descriptive feedback that guides their efforts towards improvement. Descriptive feedback helps students learn by providing them with specific information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Multiple opportunities for feedback and follow-up are provided during a student’s course to allow for improvement in learning prior to assessment of learning and evaluation.


Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade. Although all curriculum expectations in a course are accounted for in instruction, student evaluations focus solely on a student’s achievement of the overall curriculum expectations in his or her course. Evidence of student achievement for evaluation is collected over the duration of a course and is based on observations, conversations, and student products. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout each course, typically at the end of a module of study.

Student marks in The Academy of Royal International Education courses are based on his or her most consistent effort with special emphasis on his or her most recent work.
In determining a student’s final grade, teachers will consider:

  • All evidence collected through observations, conversations, and student products (tests, exams and assignments for evaluation);
  • The number of tests/exams or assignments that were not completed or submitted;
  • The evidence of achievement that is available for each overall expectation for a subject in a particular course;
  • The teacher will consider that some evidence carries greater weight than other evidence because some performance tasks are richer and reveal more about a student’s skills and knowledge than others;
  • A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course will be determined as follows:
    • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
    • Thirty per cent of the grade will be based on a final evaluation in the form of a supervised final examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.


Final examinations are normally conducted via the Internet, and under the supervision of an authorized exam proctor. Students may also come into the school location in Markham and write a supervised examination.

Students must complete and submit all course requirements (such as tests, assignments, discussion forums, learning logs, independent study units, etc.) to their teacher prior to booking their final exam. Once a student has completed all course requirements, his or her teacher will contact the Principal and provide approval for the student to write his or her final examination. The final examination must be written within 21 days of completion of course requirements.   Students must be supervised during the time they write their final examination. An exam supervisor is the person who will confirm students’ identity and supervise them while they write their final exam. All students are responsible for booking their own exam and selecting a location to write their exam from the list of Approved Examination Centres available from the Office.

Students must submit a request for examination supervision at least 5 business days prior to their desired examination date. International students should allow 5-8 business days for application processing. Please note that if a student does not write his or her exam on the scheduled date, an administration fee will apply to reschedule the examination. Final marks are released approximately 10 business days after the final examination is received from the exam supervisor.


A Summary Description of Achievement in each Percentage Grade Range and Corresponding Level of Achievement

Percentage Grade Range

Achievement Level 

Summary Description 


Level 4 

A very high to outstanding level of achievement. Above provincial standards. 


Level 3 

A high level of achievement. At provincial standards. 


Level 2 

A moderate level of achievement. Below but approaching provincial standards. 


Level 1 

Passable level of achievement. Below provincial standards. 

Below 50% 

Level R 

Insufficient achievement of curriculum expectations. No credit granted.


At the midterm point and final point in the course, students will receive report cards which communicate the student’s achievement. The teacher will indicate the percentage mark the student has attained as well as issue comments regarding areas of strength and areas requiring improvement.   Also, learning skills are reported as a letter grade representing one of the four levels of accomplishment. The report cards will be sent to the student’s home address and, if the student is a part time student, a copy will be sent to the student’s home school.


Students are expected to maintain high standards of honesty and academic integrity which means avoiding any instance of fraud, plagiarism and cheating.  To ensure academic integrity:

  • Students provide photo identification;
  • Course assignments include audio and video components;
  • Teachers Skype regularly with their students;
  • Students are encouraged and supported to develop original work;
  • Exams are proctored by adults in professional, trusted positions.

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures.


The Academy of Royal International Education provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.


The following Program Planning considerations, in alignment with the Ontario Ministry of Education will be available:


Students whose Individual Education Plan (IEP) indicates that accommodations and/or modifications are required will be given such considerations. Classroom teachers are the key educators of students with special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (Draft 2011) describes a set of beliefs, based in research, that should guide program planning for students with special education needs in all disciplines. Teachers pay particular attention to these beliefs, which are as follows: 

  • All students can succeed. 
  • Each student has his or her own unique patterns of learning. 
  • Successful instructional practices are founded on evidence-based research, tempered by experience. 
  • Universal designed and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. 
  • Classroom teachers are the key educators for a student’s literacy and numeracy development. 
  • Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs. 
  • Fairness is not sameness. 



All teachers share in the responsibility for developing and supporting the English language needs of students. The Academy of Royal International Education is committed to cultural and linguistic diversity in the ways it enhances learning.


The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to attain high standards, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship.


Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives. Many of the activities and tasks that students undertake in the technological education curriculum involve the literacy skills relating to oral, written, and visual communication. For example, students use language to describe their plans and the progress of their designs and projects in both informal and formal contexts, to produce work orders, and to report on the results of their projects in presentations and technical and other reports in oral, written, graphic, and multimedia forms. Technological education also requires the use and understanding of specialized terminology. In all technological education courses, students are required to use appropriate and correct terminology, and are encouraged to use language with care and precision in order to communicate effectively. The technological education program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, tables, and graphs, and many components of the technological education curriculum emphasize students’ ability to interpret and use symbols and charts. Students are also required to take accurate measurements, produce plans to specified dimensions, and use metric and imperial systems of measurement, as required in their particular area of study. Inquiry and research are at the heart of learning in all subject areas. In technological education courses, students are encouraged to develop their ability to analyse the context and background of challenges and to explore a variety of possible solutions to those challenges. As students advance through the grades, they acquire the skills to locate information relevant to solving problems and addressing challenges from a variety of sources, such as books, magazines, manuals, technical reports, dictionaries, client interviews, videos, and the Internet. As students in technological education courses conduct such research, teachers should guide them in recognizing that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate that information, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and evaluate information allows a student to become an independent, lifelong learner.


Courses at The Academy of Royal International Education help students to develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos, in order to access information, databases, demonstrations, and a variety of performances; articulate questions for inquiries; create and produce single-medium or multimedia presentations. Access to diverse information can build students’ knowledge to develop lifelong learners in our information and knowledge-based society. Our resources in our courses encourage students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.


Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning. ICT tools include multimedia resources, databases, websites, digital cameras, and word-processing programs. The Academy of Royal International Education supports enhanced student learning through a diverse range of information and communications technology.


The Ontario Skills Passport (OSP) identifies the following Essential Skills:


Reading Text

The comprehension of text consisting of sentences and paragraphs. 


The preparation of written materials for a variety of purposes. 

Document Use

The use of labels, lists, signs, graphs, charts, tables, forms, and other similar materials 

Computer Use

The use of any type of computerized technology.


Oral Communication

The use of speech for a variety of purposes. 


Money Math

The use of mathematical skills in making financial transactions, such as handling cash, preparing bills, and making payments. 

Scheduling or Budgeting and Accounting

Planning for the best use of time and money, as well as monitoring the use of time and money.

Measurement and Calculation

The measurement and calculation of quantities, areas, volumes, and/or distances. 

Data Analysis

The collection and analysis of data in numerical form.

Numerical Estimation

The production of estimates in numerical terms. 


Job Task Planning

The planning and organization of one's own work.

Decision Making

The making of any type of decision, using appropriate information. 

Problem Solving

The identification and solving of problems.

Finding Information

The use of a variety of sources, including written text, people, computerized databases, and information systems. (See also Reading Text, Document Use, Computer Use, and Oral Communication above).

Critical Thinking


Making judgments by using criteria to evaluate ideas and information and the related consequences.

For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit


The goals of the Kindergarten to Grade 12 education and career/life planning program are to: 

  • ensure that all students develop the knowledge and skills they need to make informed education and career/life choices; 
  • provide classroom and school-wide opportunities for this learning;
  • engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning. 

The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning:

  • knowing yourself – Who am I?;
  • exploring opportunities – What are my opportunities?;
  • making decisions and setting goals – Who do I want to become?;
  • achieving goals and making transitions – What is my plan for achieving my goals? 


Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, and cooperative education, provide students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathway through secondary school and on to their postsecondary destination. While The Academy of Royal International Education does not provide cooperative learning experiences, courses often encourage experiential learning. -Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.


As part of every course, students must be made aware that health and safety are everyone’s responsibility – at home, at school, and in the workplace. Teachers must model safe practices at all times and communicate safety requirements to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.


Courses at The Academy of Royal International Education provide numerous opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. Ethical discussion and judgements are made in consideration of data, evidence and in alignment with the inquiry process.

Ethical consideration extends to academic integrity, such as plagiarism. Using accepted forms of documentation to acknowledge sources is a specific expectation within the inquiry and skill development strand for each course.


Grade 11