ED3601 CTS Module Plan Assignment

Component 1: Description and Rationale

Student Teacher: Megan Bos

CTS Module COM2155 Design Brand Identity
CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1035 Graphic Tools
Supporting Courses COM2035 Raster Graphics 1
COM2045 Vector Graphics 1
COM2105 AV Preproduction 1
COM2115 AV Production 1
COM2125 AV Postproduction 1
Parameters Access to a computer, audio and video equipment or multimedia production
technology or software.

CTS Module COM2035 Raster Graphics 1

CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1035 Graphic Tools
Parameters Access to a computer, audio and video equipment or multimedia production
technology or software.

CTS Module COM2045 Vector Graphics 1

CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1035 Graphic Tools
Parameters Access to a computer, audio and video equipment or multimedia production
technology or software.

CTS Module COM2105 AV Preproduction 1

CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1105 Audio/Video

CTS Module COM2115 AV Production

CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1105 Audio/Video
Parameters Access to basic audio and video equipment.

CTS Module COM2125

CTS Cluster MDC
Occupational Area Communication Technology
Level Intermediate
Prerequisites COM1105 Audio/Video
Supporting Courses COM2105 AV Preproduction 1
COM2115 AV Production 1
Parameters Access to basic audio and video equipment, a basic studio facility and editing
equipment/facility.
Description:
Purpose:
o OF CTS: CTS is a program that lends itself to the needs and interests of students. It allows students to engage in their
learning and discover what they are truly passionate about. When they have discovered this they can take a pathway of
modules that allow them to explore their interests, gain skills, and eventually manage their transitions into the
workplace.
o OF MDC: The focus of the MDC cluster is for students to develop and apply important knowledge, skills, and attitudes so
they can provide well-designed and aesthetically effective communication solutions. The MDC cluster is designed to
have students relate to art and culture, such as the performing arts, film and video, broadcasting, journalism, writing,
creative design, fashion, libraries, and museums.
o OF COMMUNICATION TECHNOLOGY: Communication technology focuses students on the art of communicating
effectively, particularly through visual modalities. The Occupational Area begins with basic classes in many facets of
communication such as visual composition, web design, and photography. It then branches into higher level and more
specific modules that can directly lead into certain career opportunities.
o OF THE MODULES:
COM2155 Design Brand Identity: In this module students are introduced to the value and importance of
branding and the process of creating and establishing strong brands. Students work through the process of
creating branding from planning, to the creation of a new unique brand, through to creating touch points.
COM2045 Vector Graphics 1: Vector graphics are commonly used in graphic design, page layout, typography,
logos, sharp-edged artistic illustrations, technical illustrations, diagramming and flowcharting. In this course,
students use vector editing software to create basic vector graphics.
COM2035 Raster Graphics 1: A raster format is commonly used in full colour images/graphics and photographs
by using a data structure representing a generally rectangular grid of pixels or points of colour. In this course,
students are introduced to the fundamental skills of raster graphics and their application.
COM2105 AV Preproduction 1: Students examine the value and need for audio and video preproduction, and
explore strategies used to plan an audio and/or a video project using a variety of techniques. Students
understand that preproduction is stage one in the audio and video process.
COM2115 AV Production 1: Students expand on basic audio and/or video production techniques with an
emphasis on following a production plan, capturing content to edit and ensuring that continuity is maintained.
Students understand that production is stage two in the audio/video process.
COM2125 AV Postproduction 1: Students expand on basic audio and/or video production techniques with an
emphasis on following a plan, capturing content to edit and ensuring that continuity is maintained. Students
understand that postproduction is stage three in the audio and video process.

Together these modules combine under the umbrella of COM2155 Design Brand Identity. That module gives a
framework for the other modules to sit in. They are all supporting classes and give purpose to each other. They
allow students to see how the modules can work together and will also allow students to learn about several
aspects of New Media.
School:
o This module introduces students to many branding buzz words, allowing for greater literacy in terms of business and
design. It also introduces them to terminology and technology relevant to AV production. They will walk out of this class
being able to speak the language of professionals in the field.
o Safety aspects of these modules include the following two SLOs.
Demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture.
Demonstrate security for hardware, software, supplies and personal work.
It is important for students to not only have good posture and positioning when working in order to alleviate further
health concerns, but students also need to be responsible for their work on their computer. Making sure everything is
backed up, programs are treated with respect, and supplies are treated with care is an important aspect of design.

Rationale:
Students:
o Vision
In CTS students can be engaged in learning activities that allow them to explore their interests, passions, and skills in
practical and purposeful ways.
 Through these modules, students can discover their interests in media, design, and communication, particularly as
they are related to branding, graphic design, and video production.
o Philosophy & Rationale
CTS is designed to allow for students to prepare themselves for the workplace or further education. They can explore
their interests in an engaging way, connect with the community, and manage their transition. The program in general
is there to facilitate career development for students. It allows students to make decisions as to what they would like
their future career to be and to take modules/classes that direct them to these goals. It gives students the confidence
they need to make that transition from high school.
In these modules students will be able to choose a company to brand that reflects their interests. This method allows
them to personalize their learning and make it relevant to what they may want to transition to post-high school. They
can manage this transition by taking the skills pathway available and/or using this module towards their high school
completion. These modules also introduce students to various formats of media and allows them to identify the one
that might interest them most. The modules will contribute towards the ability of students to develop the confidence
they need to make this transition as they cultivate their abilities, interests, and passions.
o Relevance
Students who have an interest in graphic design, video production, marketing, or have an entrepreneurial mindset
may be interested in taking this course as it is directly related to those careers. Graphic designers and those involved
in TV production need to be aware of the strategy behind the development of a brand as much as marketers do.
Those who intend to create their own business would find this module beneficial, particularly the copyright laws
associated with branding as well as the strategy, vision and mission, and primary function of a brand. It would also be
of interest to understand the strategy behind brands.
o Student Engagement
One of the best parts about this module is the flexibility and choice it allows. Students can cater to their interests as
they experience creating a brand about something that interests them. If they are of an entrepreneurial mindset,
this can head start their planning and ideas for a future business. This choice allows them emotional/intellectual
safety or the freedom to take risks as well as the ability to have their own personal response.
Before students even begin creating their brand, however, they need to conduct market research as well as be
aware of the needs and perceptions of stakeholders. This can bring them into contact with culture and community
as they determine what brands are appropriate for their surroundings.
Authenticity is a huge aspect of this module and CTS in general. The whole program is designed to align itself with
student interests and what is relevant to them. This keeps the modules from being inconsequential, contrived, or
meaningless.
Teacher:
o How will my specialized knowledge enrich student learning within this module?
My two main areas of interest as well as areas of study are marketing/branding and new media. I took communication
arts CTS classes when I was in high school and they directed me towards both the skills competition and my university
studies. Because Ive had this experience, I can relate to the needs of the students. I also have an understanding and
passion for the material which makes it more engaging and relatable for the students. It is a topic that I can talk about
and integrate stories from my own personal experiences with the content matter. My passion for the topic and the
flexibility and choice these modules allow will enrich student learning.
o How will my module design promote success for all students?
Students will be given choice when it comes to what they do their project about. This promotes student
engagement. Students can create a brand for something that interests them.
Students will receive ongoing feedback throughout the duration of the semester allowing them to receive feedback
for learning.
These modules will be scaffolded in such a way that they all will fit into one module, Brand Identity. This provides
context for the other modules. Students will complete skills necessary to create touchpoints and logo before
actually working on them. These formative assessments will prepare them for their projects, but even at the point
where it is being assessed summatively, there will be check-in points where they receive formative assessment.
Students will also have their choice of branded touch points to create. This will allow them to use various modalities
that they can work with best.
While some aspects of my module plan focus on writing or talking, these can easily be interchanged for those who
do not do well with certain modalities. For example, a student who has a hard time reading and writing may wish to
make a video or audio journal instead of a written one.
o How does my module design actively support/embed/mobilize provincial policies and initiatives?
High School Completion Strategic Framework (HSC)
 o Tracking Progress: This module will allow students to find purpose in school as they think beyond high school.
This is a module they can be directed to if they believe it is something that interests the student and will prevent
them from dropping out.
o Student Engagement: Students will have the opportunity to have an input in their learning in these modules
allowing for greater engagement.
o Successful Transitions: If students are interested in this pathway these modules will not only give them an idea of
what is ahead of them, but also allows them to take the Skills pathway if they would like.
o Partnerships: This module includes collaboration with the community as students conduct market research to
determine the best strategy for their brand.
o Positive Connections: Im hoping that I would create a positive connection with my students and help my students
develop relationships with members of the community that can help facilitate their vision for the future.

Module Plan Explanations:

o Prioritizing/Clustering
I clustered the modules according what made sense together. For example, the basic information about
branding and the beginning stages of the process of branding were a logical fit. The students can explore what
branding is and then start to develop an idea about what their brand could be.
The following cluster of activities focuses on an extension of the design principles students will have learned in
prerequisite courses. The skills in both the vector and raster graphics modules are applicable to the Logo and
Touchpoint projects required in the brand identity module, making the outcomes a logical fit.
The AV modules are all connected. It doesnt make sense to have students make a storyboard for one module
and then create another one to produce for the next module. Because of that I combined them all to work
towards a video project.
Because every module included a portion about discussing and presenting their work to an audience, I thought
it would make sense to have the students present the final brand product rather than just parts of it. The only
presentation outcomes I left out were those of the preproduction module because those are covered when the
students pitch their storyboard and script.
The last two outcomes of every module were the same and related to opportunities and challenges associated
with the modules. I thought this would make sense to work on throughout the course of the semester as they
gain new insights about each module. Because of that I clustered those outcomes together for the journal
project.
o Performance Criteria
When developing the performance criteria for these outcomes I asked myself what it was that I really wanted
the students to remember several years from now. I also tried to draw the main concept from a group of
outcomes to create the performance criteria. I then found the corresponding level of cognition and descriptors
for them.
o Formative or Summative?
I decided to make the basic concepts of what branding and touchpoints are summative. It is important that the
students have a firm understanding of those concepts in order to do well further on in the modules.
The market research is also summative. I want students to be able to draw conclusions from research in order to
appropriately brand a company.
In Lesson one I didnt count 5.7 as summative because while interesting, its not completely relevant to the
majority of the module. Its a good talking point though
I did not count outcome 5.8 for Brand Identity as summative because it is something that will be demonstrated
throughout the course of the module.
I left the raster and vector skills journals as formative. I was going to make these summative as they are
important skills, but Id prefer to see how they apply the skills in a business situation. This also allows them time
to work on the skills without pressure. It is still important they learn the skills, though, so I thought making a
rating scale of how they are doing on them along with comments would provide continuous feedback for them
(I would go through the journals several times throughout the times they are working on those skills). In order
to move on to the logo creation, they need to complete the skills to at least a satisfactory level.
The logo and touchpoints are summative because they are an application of previous skills learned. The
students will have been scaffolded to this level and will be able to succeed.
The outcomes that related directly to the actual video production such as produce a production plan or
demonstrate a variety of production elements will be summatively assessed. These are outcomes that can
be assessed by a rubric and are the essence of the actual production.
 Outcomes about understanding the process are being formatively assessed as they will inherently be shown in
subsequent work.
Outcomes about copyright are being summatively assessed as it of utmost importance that students do not
plagiarize or take credit for someone elses work. They should value the work of others and appreciate it and
the work they put into it.
Basic competencies are being formatively assessed as they are not really the core of the modules. However,
they are still important so they will be rated on a rating scale throughout the semester, encouraging students to
work on them as they are important for future careers.
Safety and security, while important, will also be rated on a rating scale. These should be second nature to the
students.
Terminology for technology as well as current technology trends are being rated formatively as they are subject
to change within a few years. Once again, the importance is the process, not the terminology.
Outcomes that are somewhat vague such as showing responsibility will be formatively assessed as they
cannot be fairly assessed summatively.
The career journal is summative because it is important that students take time to reflect on what they are in
the classroom for and what applications can be made. They can look at what barriers and opportunities there
are and what they can do to potentially eliminate the barriers or take advantage of the opportunities.
o Learning Activities
I kept the learning activities very loosely defined. They will give a bit of structure but will not define precisely
what the student must do. This allows them to make choices and decisions based on their interests and skills.
They are mostly project based as many outcomes are at the synthesis and application levels of cognition. These
levels of cognition are best demonstrated through projects where students can apply knowledge they have
learned or create items based on knowledge they have learned.
The discussions allow for students to hear ideas of others or to hear different perspectives. These help broaden
the students outlook.
The vector and raster journals allow the students to keep track of what they are learning and will be a handy
reference book when they have completed the skills (I did this when I was in high school and still look back at it
today!). The same can be said for the career journal. They can look at it later when making decisions for their
future, but it also allows students to really reflect about what they could do in this occupational area.
o Fair and Balanced Assessment
In order to have fair and balanced assessment I tried to make sure I used do, say, and write to add variety and
different modalities.
I made sure the weighting of the projects was based on time spent on activities and importance of them.
I included peer, teacher, and self-assessment (to a certain degree) so not all feedback is from one person.
o Learning Sequence
I created the learning sequence backwards. I looked at what I wanted the end result to be and then built the
learning sequence around that. I started with what students needed to understand in order to complete
subsequent classes. They learn skills they need to complete later tasks.
Im assuming a have a relatively small amount of students in this classroom. Id make adjustments for a larger
class for example, when I listen to their pitches, the current sequence allows me to listen to them all in a day.
If there were more students Id either have to expand this time frame, put the students in groups, or perhaps
integrate more peer assessment.
o Big ideas
CTS is really about allowing students to explore their passions, interests, and skills in an engaging way. CTS is
engaging in the way it is structured, but this sequence allows students to make choices, create a brand for
something that interests them, explore their interests and skills in design and AV production. It also gives them
an opportunity to explore a career pathway they could take.
o Integrated Assessment Plan Reinforcement
The learning sequence reinforces the integrated assessment plan because it is essentially an enactment of it.
o Opportunities for Continuous Feedback
Students will receive continuous feedback with basic competencies as they are rated throughout the semester.
The Raster and Vector journals will allow students to keep track of their progress, but the teacher will be able to
keep track as well. Students will receive continuous feedback as I give feedback on their work and rate their
progress. Also, there are many exit slips and opportunities for peer feedback throughout the semester. And of
course I intend to be circulating throughout the classroom in classroom situations, helping wherever necessary.
o Success towards Essential Understandings
For the first two essential understanding, the semester is essentially an enactment of them, so students will be
living the understanding so to say.
 For the second two understandings, students will be studying design skills and through that will learn what
works and what doesnt. This is part of the considerations they need to make when creating the logo, etc. and
what they will present on at the end of the semester.
o Success towards Essential Products/Processes
The whole semester is centered around the essential processes for students to learn through the means of the
essential products.