Grade 9 Web Design Course

Instructor: Mr. D. Sader, St. Jerome’s Catholic School

Career and Technology Studies (CTS) is a complementary program designed for Alberta’s secondary school students. As a program of choice, CTS offers all students important learning opportunities to:

  • develop skills that can be applied in their daily lives, now and in the future
  • refine career-planning skills
  • develop technology-related skills
  • enhance employability skills
  • apply and reinforce learnings developed in other subject areas
  • prepare for transition into adult roles in the family, community, workplace, and further education.

The course structure of CTS enables schools to design unique programs that meet the needs of students and take advantage of community resources. Developed across levels rather than grades, CTS has multiple entry points and provides secondary students with access to a common curriculum. As a competency-based curriculum, CTS recognizes prior learning from formal schooling and personal initiatives.

The CTS program centres around five clusters and more than 1000 1-credit courses in 28 occupational areas.

A cluster is a group of CTS courses that represent occupations with broad industry commonalities. Clusters in CTS are aligned with the National Occupational Classification (NOC) and function as an organizing tool for the CTS program.

Media, Design & Communication Arts (MDC)
The MDC cluster is designed to provide students the flexibility to adapt to various situations relating to design, communication and esthetics. This cluster includes courses related to art and culture, such as the performing arts, film and video, broadcasting, journalism, writing, creative design, fashion, libraries, and museums.

The pathway of the term will consist of 5-6 courses related to the Web Design career.

5 courses(1 CU each) selected from the “Communications Technology(COM)” strand of the “Media,Design, and Communication Arts(MDC)” cluster of the CTS Program of Studies. 1 course(1CU) from the “Information Processing(INF)” strand of the “Business, Administration, Finance & Information Technology(BIT)” cluster of the CTS Program of Studies.

These Senior High Module Outlines are used as reference for planning instruction and assignment portfolios in the Grade 9 Web Design Course.

  1. COM1005 Visual Composition
    Students learn to employ fundamental elements and principals for various media and gain a strong foundational multidisciplinary experience in preparation for other Communication Technology courses.
  2. COM1055: Web Design 1
    Students research the characteristics of effective web pages and learn World Wide Web Consortium (W3C) conventions and accessibility concerns to construct a simple web page. Prerequisite: COM1005: Visual Composition
  3. COM2055: Web Design 2
    Students learn intermediate coding and software applications to produce a web site. Prerequisite: COM1055: Web Design 1
  4. COM3075: Cascading Style Sheets
    Students develop accessible and standards compliant web pages using current techniques for advanced cascading style sheets. Prerequisite: COM2055: Web Design 2
  5. Students enhance their occupational level keyboarding competence of all keystroke functions, using unedited, edited, and straight copy material. Prerequisite: none

A Grade 9 Web Design Course and its final grade will be listed on the student report card.

Workstation Routines:

Download (DOC, 37KB)

Grade 9 Web Design Course Pathway

  1. Complete the keyboarding course in TypingWeb @ 20+WPM, 95% accuracy. Lesson portfolio and test grades based on the following scale:
    • 60-60% = 20-30 wpm @ 95% accuracy
    • 61-70% = 31-35 wpm @ 96% accuracy
    • 71-80% = 36-40 wpm @ 97% accuracy
    • 81-90% = 41-45 wpm @ 98% accuracy
    • 91-100% = 46-50 wpm @ 99% accuracy
  2. Complete a portfolio of digital assignments: creative writing, visual, audio, video, mashup, web, fanfic, ….

Digital assignment portfolios should contain some simple daily “skill builder” type assignments, ideas that can be knocked out at a rate of 3-5 per week. Digital assignment portfolios should also contain 3-5 major pieces, projects, a single novella, whatever, but enough to justify 25 hours of class/homework time.  Digital assignments should be published in a blog, in a “how to” format, explaining critical steps, edits, revisions, with screenshots, images, and hyperlinks. Portfolio must emphasize the process leading up to the showcase of the final products.

Assessment
1. Keyboarding:

  • 20% Assignment Portfolio
  • 70% Tests on “all keys” minimum 20 wpm @ 95% accuracy
  • 10% Workstation Routines

2. Digital Assignment Porfolio

  • 90% Assignment Portfolio
  • 10% Workstation Routines

Note
Successful completion of Keyboarding is prerequisite to beginning Digital Assignments. Each student will progress through the TypingWeb course at their own rate, some may complete the keyboarding requirement in a few weeks, other students may be hard-pressed to complete the keyboarding requirement in the entire term. Final grades may be adjusted to reflect fairly each students ability and rate at which they progress through each component of the course. Workstation Routines will always be emphasized. Similarly, the simple number of digital assignments done is of no matter if a consistent attention to quality and creative work is maintained through the course.

Students are encouraged, but not required, to bring their own electronic internet devices into the classroom. These devices include and are not limited to laptops (any OS), Chromebooks, smartphones, tablets, ebook readers etc, etc, etc. Basically, if the device can browse the school’s website via the school’s enterprise class wi-fi network, it would be useful in the classroom (most days). Student use of any device must comply with the School Acceptable Use Policy.

Learn more about CTS: “My Child’s Learning: A Parent Resource”
CTF Curriculum Information

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