Outcome Chart - Manitoba - Desktop Publishing 35S

Common Outcomes

Students will…

3. Assess textual, numerical, aural, and visual information, as well as the source of the media, to determine context, perspective, bias, and/or motive. (G-3.2)

4. Self-assess ICT representations and go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion. (Pr-3.2)

7. Identify possible health issues associated with using ICT. (Examples: ergonomic factors, inactivity, carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour…) (E-1.4)

8. Apply school division’s acceptable-use policy for ICT. (E-2.1)

9. Apply safety guidelines when communicating electronically. (Examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards…) (E-2.2)

10. Explain consequences of unethical behaviour. (Examples: cyberbullying, promotion of prejudice and hatred, copyright violations, plagiarism, willful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft…) (E-2.3)

11. Apply guidelines for ethical and responsible use of ICT. (Examples: respect others’ privacy, protect personal information, follow security procedures, respect intellectual property and credit sources, use licensed software, discourage cyberbullying, collect data ethically, analyze information ethically…) (E-2.4)

12. Evaluate effects of personal ICT behaviour on others. (E-3.1)

13. Weigh personal benefits and risks of using ICT. (E-3.2)

14. Analyze various ICT skills and competencies required in personal career choices. (S-2.2)

15. Analyze advantages and disadvantages of ICT use in society. (Examples: lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information, addictive/obsessive behaviour…) (S-2.3)

16. Weigh society’s right to information access against right to individual privacy. (S-3.1)

17. Weigh benefits versus risks to society of creating new ICTs. (Example: outsourcing jobs…) (S-3.2)

MediaSmarts Resources

Authentication Beyond the Classroom

Challenging Hate Online

Cyberbullying and the Law

Dealing with Digital Stress

First, Do No Harm: Being an Active Witness to Cyberbullying

Free Speech and the Internet

Hate 2.0

Hate or Debate

MyWorld (licensed resource)

Online Cultures and Values

Online Gambling and Youth

Online Marketing to Kids: Protecting Your Privacy

Online Relationships: Respect and Consent

Promoting Ethical Behaviour Online: My Virtual Life

Privacy in the Information Age

Secure Comics

Thinking about Hate

What Students Need to Know about Freedom of Information and Protection of Privacy

Who Knows? Your Privacy in the Information Age

Specific Learning Outcomes

1. Define the purpose and audience for a print document.

2. Incorporate elements of good design when designing documents. (Examples: balance, harmony, contrast, colour, consistency…)

3. Plan and produce print documents conforming to recognized standards:

  • Brochures
  • Flyers
  • Media inserts (Examples: CD inserts, DVD inserts…)
  • Newsletters
  • Posters
  • Programs
  • Yearbooks

5. Use language and tone appropriate to the communication.

6. Critique and suggest improvements for published documents using given criteria.

7. Accept a critique of a print document and make changes based on the feedback.

MediaSmarts Resources

First Person

Magazine Production

Marketing to Teens: Gender Roles in Advertising

Relationships and Sexuality in the Media

Secure Comics

The Price of Happiness

Watching the Elections