BD10.2015 MaWD

1. Updated CTE Blueprint 2. Updated CTE Blueprint Primer 3. Important Policies

4. Acknowledgements 5. Assessment and Equipment

1. Official course number and title 1. Agriculture, Food, & Natural

Resources AG

2. Program area 2. Architecture & Construction AC

3. Course description 3. Arts, A/V Technology, &

Communications AR

4. Hours of instruction 4. Business Management &

Administration BM

5. Recommended maximum enrollment 5. Education & Training ED

6. Prerequisite courses 6. Finance FN

7. Career cluster alignment with completers noted

where applicable 7.

Government & Public

Administration GV

8. Essential standard and indicator numbers 8. Health Science HL

9. Essential standard and indicator statements 9. Hospitality & Tourism HT

10. Relative course weights for each essential

standard and indicator statements 10. Human Services HU

11. RBT Designation for each essential standard and

indicator 11. Intormation Technology IT

12. Column for Local Use 12. Law, Public Safety, Corrections &

Security LW

13. Contact information 13. Manufacturing MN

14. Most current version date 14. Marketing MK

15. Science, Technology, Engineering,

& Mathematics ST

16. Transportation, Distribution &

Logistics TD

Worksheets in this workbook are labeled as (click for direct links):

Each Blueprint contains the: Career Cluster Two-letter Abbreviations:

HOW TO USE THIS DOCUMENT

Microsoft Excel organizes content into cells, worksheets, and workbooks. Cells are identified by row and column references. Row 1, Column A would be called cell A1.

135-180 30

BM10: Microsoft Word and Power Point

Career Cluster(s): Work-Based Learning ES # Obj. #

Unit Titles/Essential Standards and Objective Statements

(The Learner will be able to:) Course Weight RBT Designation Local Use

Total Course Weight 100%

1.00 Understand design. 20% B2

1.01 Understand typography, multiuse design principles and elements. 10% B2

1.02 Understand digital communication products. 10% B2

2.00 Understand digital image design. 30% B2

2.01 Understand digital raster graphics. 20% B2

2.02 Understand digital vector graphics. 10% B2

3.00 Understand time based media. 22% B2

3.01 Understand principles of audio and video. 14% B2

3.02 Understand basic motion graphic programming. 8% B2

4.00 Understand the fundamentals of web design. 28% B2

4.01 Understand the fundamentals of HTML5 and CSS. 18% B2

4.02 Understand the concepts of responsive web design. 10% B2

[email protected] for more information.

Foundational: AR and IT

Enhancement: HT and ST

Completer: IT

Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies related to workplace needs.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

North Carolina Career and Technical Education

Updated CTE Course Blueprint

Business, Finance, and Information Technology Education

BD10 Multimedia and Webpage Design

Hours of Instruction: Recommended Maximum

Enrollment: Prerequisite:

Summer 2015

Aligned Credential or Certification:None

Course Description: This course focuses on desktop publishing, graphic image design, computer animation, multimedia production and webpage design. Communication skills and critical thinking are reinforced through software applications. English language arts and arts are reinforced. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Column Heading

Column information

ES#

Obj.# ES=Essential standard number (two digits); Obj.=Objective number (essential standard number and two-digit objective number).

Essential Standard and Objective Statements

Essential standards and specific objectives per essential standard. Each essential standard statement or specific objective begins with an action verb and makes a complete sentence when combined with the stem “The learner will be able to. . .” (The stem appears once in Column 2.) Outcome behavior in each essential standard/objective statement is denoted by the verb plus its object.

Course Weight Shows the relative importance of each objective and essential standard. Course weight is used to help determine the percentage of total class time that is spent on each objective.

RBT Designation

RBT Designation for the classification of outcome behavior in essential standards and objectives: C1 is Remember

C2 is Understand

C3 is Apply, analyze, evaluate.

Local Use Space for use by Local Education Agencies.

Updated CTE Course Blueprint

This document lays out the essential standards and objectives for the course and reflects the intended level of learning as C1, C2, or C3. Essential standards are big, powerful ideas necessary and essential for students to know to be successful in a course and translate to the next level of education or world of work. They identify the appropriate verb and cognitive process intended for the student to accomplish.

This document will help teachers plan for curriculum delivery for the course by providing the relative weights of the units, essential standards, and objectives within the course to help teachers prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Assessment for this course is written at the level of the objective.

Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies related to workplace needs.

Disclaimer Statement

Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or

guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty

of the practitioners, teachers, students, and/or others who apply the contents of this document.

This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.

All materials in this guide may be reproduced for educational purposes only.

Internet Policy

Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an Internet

use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the school’s Internet

policy must be held accountable for his/her actions and face appropriate consequences deemed necessary by the school in accordance with the school’s policies.

Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the

teacher determines a website used in an activity is inappropriate, or students are not mature enough to behave properly and according to the school’s Internet policy,

the teacher should make alternate arrangements for completing the activity.

Course Guide and Assessment Item Policy

Kathryn Farrior

Johnston County Schools

Dennis J. Perks

Wake County Schools

Nancy Stevens

Dare County Schools

Lisa Linn Allen

Senior Web Applications Developer, SAS

Meredith Davis

Department of Graphic and Industrial Design, NC State

Ami Dewar

Senior Designer, IBM

Paige Goodwin

Graphic Designer, Greater Raleigh Chamber of Commerce

Santiago Piedrafita

Department of Graphic and Industrial Design, NC State

Kimberly M. MacDonald

Consultant, Business, Finance, and Information Technology Education

Carol Short

Curriculum Section Chief

Atkins "Trey" Michael

Curriculum Specialist

Linda Lay

Consultant, Business, Finance, and Information Technology Education

Kimberly M. MacDonald

Consultant, Business, Finance, and Information Technology Education

Mary Jane Thomas

FBLA State Adviser

Special thanks to the following educators who developed this blueprint:

Acknowledgements and Special Thanks

Project Director

State Staff for Business, Finance, and Information Technology Education

The CTE Equipment List document may be found here:

http://www.ctpnc.org/cte/equipment/

The DPI facilities guidelines may be found here:

http://www.schoolclearinghouse.org

Post-Assessment Specifications

The post-assessment will be a 100-item multiple choice test administered through the NC Instructional Management System.

The course is designed using the Revised Bloom’s Taxonomy (RBT). Subsequently, the post-assessment is aligned directly to the objective and specific content unpacked

for each objective. It is directly aligned to the RBT level of the objective and the reflective manner in which the content is organized. For example, if content is

unpacked as facts, then test items will assess factual information. If a procedure is unpacked, then test items will assess steps in the procedure.