Performance Assessment: Building a Scale Model Structure
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3400: ELECTRICITY FUNDAMENTALS
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students are introduced to the fundamentals of electricity and basic theory and to components of introductory circuits.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3400: ELECTRICITY FUNDAMENTALS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe the basic fundamentals of electricity | | | |
|including Ohm’s law; analytical | | | |
|troubleshooting; conductors; analog and digital| | | |
|meters; and magnetism | | | |
|explain the operation of passive electrical | | | |
|components including resistors, inductors, | | | |
|relays, capacitors and transformers | | | |
Teacher Signature Date
COURSE CTA3400: ELECTRICITY FUNDAMENTALS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe practical applications of the|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|general principles of electricity |practical applications of the |practical applications of the|describe practical |describe practical |evidence of this performance|
| |general principles of |general principles of |applications of the general |applications of the general |task. |
| |electricity. |electricity. |principles of electricity. |principles of electricity. | |
|1.2 describe the components of basic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuits |the components of basic |components of basic circuits.|describe the components of |describe the components of |evidence of this performance|
| |circuits. | |basic circuits. |basic circuits. |task. |
|1.3 define, give symbols and state units |I can consistently define, |I can usually define, give |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of measurement for electrical terms |give symbols and state units |symbols and state units of |define, give symbols and state|define, give symbols and state|evidence of this performance|
| |of measurement for electrical |measurement for electrical |units of measurement for |units of measurement for |task. |
| |terms. |terms. |electrical terms. |electrical terms. | |
|1.4 describe the term closed circuit |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the term closed circuit. |term closed circuit. |describe the term closed |describe the term closed |evidence of this performance|
| | | |circuit. |circuit. |task. |
|1.5 describe the term open circuit |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the term open circuit. |term open circuit. |describe the term open |describe the term open |evidence of this performance|
| | | |circuit. |circuit. |task. |
|1.6 describe the term short circuit |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the term short circuit. |term short circuit. |describe the short circuit. |describe the short circuit. |evidence of this performance|
| | | | | |task. |
|1.7 explain direction of current |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |direction of current. |direction of current. |explain direction of current. |explain direction of current. |evidence of this performance|
| | | | | |task. |
|1.8 describe the difference between |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|alternating current and direct current |the difference between |difference between |describe the difference |describe the difference |evidence of this performance|
| |alternating current and direct|alternating current and |between alternating current |between alternating current |task. |
| |current. |direct current. |and direct current. |and direct current. | |
|1.9 state the forms of Ohm’s law |I can consistently state the |I can usually state the forms|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |forms of Ohm’s law. |of Ohm’s law. |state the forms of Ohm’s law. |state the forms of Ohm’s law. |evidence of this performance|
| | | | | |task. |
|1.10 perform calculations using all forms |I can consistently perform |I can usually perform |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of Ohm's law |calculations using all forms |calculations using all forms |perform calculations using all|perform calculations using all|evidence of this performance|
| |of Ohm's law. |of Ohm's law. |forms of Ohm's law. |forms of Ohm's law. |task. |
|1.11 explain power dissipation and work in|I can consistently explain |I can usually explain power |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|a resistance |power dissipation and work in |dissipation and work in a |explain power dissipation and |explain power dissipation and |evidence of this performance|
| |a resistance. |resistance. |work in a resistance. |work in a resistance. |task. |
|1.12 calculate power dissipation in a |I can consistently calculate |I can usually calculate power|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|resistance |power dissipation in a |dissipation in a resistance. |calculate power dissipation in|calculate power dissipation in|evidence of this performance|
| |resistance. | |a resistance. |a resistance. |task. |
|1.13 explain the relationship between |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|voltage, current, resistance and power |relationship between voltage, |relationship between voltage,|explain the relationship |explain the relationship |evidence of this performance|
| |current, resistance and power.|current, resistance and |between voltage, current, |between voltage, current, |task. |
| | |power. |resistance and power. |resistance and power. | |
|1.14 state forms and perform calculations |I can consistently state forms|I can usually state forms and|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using power formulas |and perform calculations using|perform calculations using |state forms and perform |state forms and perform |evidence of this performance|
| |power formulas. |power formulas. |calculations using power |calculations using power |task. |
| | | |formulas. |formulas. | |
|1.15 describe analog and digital |I can consistently describe |I can usually describe analog|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|multimeters |analog and digital |and digital multimeters. |describe analog and digital |describe analog and digital |evidence of this performance|
| |multimeters. | |multimeters. |multimeters. |task. |
|1.16 explain types of conductors and |I can consistently explain |I can usually explain types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|insulators used in communications |types of conductors and |of conductors and insulators |explain types of conductors |explain types of conductors |evidence of this performance|
| |insulators used in |used in communications. |and insulators used in |and insulators used in |task. |
| |communications. | |communications. |communications. | |
|1.17 explain the effect of wire resistance|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|in a circuit |effect of wire resistance in a|effect of wire resistance in |explain the effect of wire |explain the effect of wire |evidence of this performance|
| |circuit. |a circuit. |resistance in a circuit. |resistance in a circuit. |task. |
|1.18 define magnetic terms |I can consistently define |I can usually define magnetic|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |magnetic terms. |terms. |define magnetic terms. |define magnetic terms. |evidence of this performance|
| | | | | |task. |
|1.19 identify the types of magnets |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the types of magnets. |types of magnets. |identify the types of magnets.|identify the types of magnets.|evidence of this performance|
| | | | | |task. |
|1.20 define permeability |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |permeability. |permeability. |define permeability. |define permeability. |evidence of this performance|
| | | | | |task. |
|1.21 explain magnetic shielding |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |magnetic shielding. |magnetic shielding. |explain magnetic shielding. |explain magnetic shielding. |evidence of this performance|
| | | | | |task. |
|explain the operation of passive electrical components including resistors, inductors, relays, capacitors and transformers |
|2.1 explain resistors |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |resistors. |resistors. |explain resistors. |explain resistors. |evidence of this performance|
| | | | | |task. |
|2.2 explain the induction of current |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |induction of current. |induction of current. |explain the induction of |explain the induction of |evidence of this performance|
| | | |current. |current. |task. |
|2.3 state Lenz’s Law |I can consistently state |I can usually state Lenz’s |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |Lenz’s Law. |Law. |state Lenz’s Law. |state Lenz’s Law. |evidence of this performance|
| | | | | |task. |
|2.4 explain the generation of induced |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|voltage |generation of induced voltage.|generation of induced |explain the generation of |explain the generation of |evidence of this performance|
| | |voltage. |induced voltage. |induced voltage. |task. |
|2.5 describe typical electrical circuit |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components |typical electrical circuit |typical electrical circuit |describe typical electrical |describe typical electrical |evidence of this performance|
| |components. |components. |circuit components. |circuit components. |task. |
|2.6 describe relay function |I can consistently describe |I can usually describe relay |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |relay function. |function. |describe relay function. |describe relay function. |evidence of this performance|
| | | | | |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3405: AC/DC
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students develop an understanding of the fundamentals of direct current (DC) and alternating current (AC) power sources and their effect on a circuit.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3405: AC/DC
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|explain the operation of DC circuits and | | | |
|battery components | | | |
|describe small signal AC current and voltage, | | | |
|AC power sources, inductive circuits, | | | |
|capacitive circuits, RLC in AC circuits and | | | |
|resonance | | | |
|employ analytical troubleshooting techniques | | | |
Teacher Signature Date
COURSE CTA3405: AC/DC
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define, calculate and analyze series, |I can consistently define, |I can usually define, |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parallel, and series-parallel DC circuits |calculate and analyze series, |calculate and analyze series,|define, calculate and analyze |define, calculate and analyze |evidence of this performance|
| |parallel, and series-parallel |parallel, and series-parallel|series, parallel, and |series, parallel, and |task. |
| |DC circuits. |DC circuits. |series-parallel DC circuits. |series-parallel DC circuits. | |
|1.2 troubleshoot and analyze the effects |I can consistently |I can usually troubleshoot |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of opens and shorts on a parallel circuit |troubleshoot and analyze the |and analyze the effects of |troubleshoot and analyze the |troubleshoot and analyze the |evidence of this performance|
| |effects of opens and shorts on|opens and shorts on a |effects of opens and shorts on|effects of opens and shorts on|task. |
| |a parallel circuit. |parallel circuit. |a parallel circuit. |a parallel circuit. | |
|1.3 describe types of grounding |I can consistently describe |I can usually describe types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |types of grounding. |of grounding. |describe types of grounding. |describe types of grounding. |evidence of this performance|
| | | | | |task. |
|1.4 describe DC power sources |I can consistently describe DC|I can usually describe DC |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |power sources. |power sources. |describe DC power sources. |describe DC power sources. |evidence of this performance|
| | | | | |task. |
|1.5 explain internal resistance of power |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|sources |internal resistance of power |internal resistance of power |explain internal resistance of|explain internal resistance of|evidence of this performance|
| |sources. |sources. |power sources. |power sources. |task. |
|describe small signal AC current and voltage, AC power sources, inductive circuits, capacitive circuits, RLC in AC circuits and resonance |
|2.1 explain the alternating current theory|I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |alternating current theory. |alternating current theory. |explain the alternating |explain alternating current |evidence of this performance|
| | | |current theory. |theory. |task. |
|2.2 identify sources of small signal |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|sinusoidal AC wave forms |sources of small signal |sources of small signal |identify sources of small |identify sources of small |evidence of this performance|
| |sinusoidal AC wave forms. |sinusoidal AC wave forms. |signal sinusoidal AC wave |signal sinusoidal AC wave |task. |
| | | |forms. |forms. | |
|2.3 describe series and parallel inductive|I can consistently describe |I can usually describe series|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and capacitive AC circuits |series and parallel inductive |and parallel inductive and |describe series and parallel |describe series and parallel |evidence of this performance|
| |and capacitive AC circuits. |capacitive AC circuits. |inductive and capacitive AC |inductive and capacitive AC |task. |
| | | |circuits. |circuits. | |
|2.4 describe inductive reactance (XL) and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|capacitive reactance (XC) in terms of an |inductive reactance (XL) and |inductive reactance (XL) and |describe inductive reactance |describe inductive reactance |evidence of this performance|
|AC impedance |capacitive reactance (XC) in |capacitive reactance (XC) in |(XL) and capacitive reactance |(XL) and capacitive reactance |task. |
| |terms of an AC impedance. |terms of an AC impedance. |(XC) in terms of an AC |(XC) in terms of an AC | |
| | | |impedance. |impedance. | |
|2.5 calculate XL and inductance (L), or XC|I can consistently calculate |I can usually calculate XL |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and capacitance (C), and frequency given |XL and inductance (L), or XC |and inductance (L), or XC and|calculate XL and inductance |calculate XL and inductance |evidence of this performance|
|any two of the variables |and capacitance (C), and |capacitance (C), and |(L), or XC and capacitance |(L), or XC and capacitance |task. |
| |frequency given any two of the|frequency given any two of |(C), and frequency given any |(C), and frequency given any | |
| |variables. |the variables. |two of the variables. |two of the variables. | |
|2.6 add inductive reactance in series and |I can consistently add |I can usually add inductive |I sometimes need assistance to|I often need assistance to add|I have not yet provided |
|parallel |inductive reactance in series |reactance in series and |add inductive reactance in |inductive reactance in series |evidence of this performance|
| |and parallel. |parallel. |series and parallel. |and parallel. |task. |
|2.7 identify applications of inductive and|I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|capacitive reactance |applications of inductive and |applications of inductive and|identify applications of |identify applications of |evidence of this performance|
| |capacitive reactance. |capacitive reactance. |inductive and capacitive |inductive and capacitive |task. |
| | | |reactance. |reactance. | |
|2.8 explain the term back electromotive |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|force, |term |term back electromotive |explain the term back |explain the term back |evidence of this performance|
|also known as |back electromotive force, also|force, also known as |electromotive force, also |electromotive force, also |task. |
|counter-electromotive force (CEMF) |known as counter-electromotive|counter-electromotive force |known as counter-electromotive|known as | |
| |force (CEMF). |(CEMF). |force (CEMF). |counter-electromotive force | |
| | | | |(CEMF). | |
|2.9 describe the hazards associated with |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the high voltage produced by opening |the hazards associated with |hazards associated with the |describe the hazards |describe the hazards |evidence of this performance|
|resistor-inductor (RL) circuits |the high voltage produced by |high voltage produced by |associated with the high |associated with the high |task. |
| |opening |opening resistor-inductor |voltage produced by opening |voltage produced by opening | |
| |resistor-inductor (RL) |(RL) circuits. |resistor-inductor (RL) |resistor-inductor (RL) | |
| |circuits. | |circuits. |circuits. | |
|2.10 explain how a charge is stored in a |I can consistently explain how|I can usually explain how a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|dielectric |a charge is stored in a |charge is stored in a |explain how a charge is stored|explain how a charge is stored|evidence of this performance|
| |dielectric. |dielectric. |in a dielectric. |in a dielectric. |task. |
|2.11 explain the charging and discharging |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of capacitors |charging and discharging of |charging and discharging of |explain the charging and |explain the charging and |evidence of this performance|
| |capacitors. |capacitors. |discharging of capacitors. |discharging of capacitors. |task. |
|2.12 describe typical capacitors |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |typical capacitors. |typical capacitors. |describe typical capacitors. |describe typical capacitors. |evidence of this performance|
| | | | | |task. |
|2.13 describe the effects of stray |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|inductance and capacitance |the effects of stray |effects of stray inductance |describe the effects of stray |describe the effects of stray |evidence of this performance|
| |inductance and capacitance. |and capacitance. |inductance and capacitance. |inductance and capacitance. |task. |
|2.14 explain AC maximum power transfer |I can consistently explain AC |I can usually explain AC |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |maximum power transfer. |maximum power transfer. |explain AC maximum power |explain AC maximum power |evidence of this performance|
| | | |transfer. |transfer. |task. |
|2.15 explain transformer theory |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |transformer theory. |transformer theory. |explain transformer theory. |explain transformer theory. |evidence of this performance|
| | | | | |task. |
|employ analytical troubleshooting techniques |
|3.1 define analytical troubleshooting |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |analytical troubleshooting. |analytical troubleshooting. |define analytical |define analytical |evidence of this performance|
| | | |troubleshooting. |troubleshooting. |task. |
|3.2 describe analytical problem solving |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|techniques |analytical problem solving |analytical problem solving |describe analytical problem |describe analytical problem |evidence of this performance|
| |techniques. |techniques. |solving techniques. |solving techniques. |task. |
|3.3 identify causes against known |I can consistently identify |I can usually identify causes|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|standards or specifications |causes against known standards|against known standards or |identify causes against known |identify causes against known |evidence of this performance|
| |or specifications. |specifications. |standards or specifications. |standards or specifications. |task. |
|3.4 explain how |I can consistently explain how|I can usually explain how |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|multi-problem resolutions are accomplished| |multi-problem resolutions are|explain how multi-problem |explain how |evidence of this performance|
|through analytical troubleshooting |multi-problem resolutions are |accomplished through |resolutions are accomplished |multi-problem resolutions are |task. |
|techniques |accomplished through |analytical troubleshooting |through analytical |accomplished through | |
| |analytical troubleshooting |techniques. |troubleshooting techniques. |analytical troubleshooting | |
| |techniques. | | |techniques. | |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3410: BASIC ELECTRICITY
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students are introduced to safe work habits in the lab and complete basic electricity lab exercises using common tools, materials and equipment found in the lab setting.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3410: BASIC ELECTRICITY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|execute various basic electricity lab exercises| | | |
|including work with meters, circuits, voltage | | | |
|dividers, transformers, cells, power supplies, | | | |
|oscilloscope, inductors, and capacitors | | | |
Teacher Signature Date
COURSE CTA3410: BASIC ELECTRICITY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe laboratory rules and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |laboratory rules and |laboratory rules and |describe laboratory rules and |describe laboratory rules and |evidence of this performance|
| |procedures. |procedures. |procedures. |procedures. |task. |
|1.2 correctly operate meters |I can consistently correctly |I can usually correctly |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |operate meters. |operate meters. |correctly operate meters. |correctly operate meters. |evidence of this performance|
| | | | | |task. |
|1.3 test, measure and verify basic |I can consistently test, |I can usually test, measure |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuits |measure and verify basic |and verify basic circuits. |test, measure and verify basic|test, measure and verify basic|evidence of this performance|
| |circuits. | |circuits. |circuits. |task. |
|1.4 verify characteristics of loaded and |I can consistently verify |I can usually verify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|unloaded voltage dividers |characteristics of loaded and |characteristics of loaded and|verify characteristics of |verify characteristics of |evidence of this performance|
| |unloaded voltage dividers. |unloaded voltage dividers. |loaded and unloaded voltage |loaded and unloaded voltage |task. |
| | | |dividers. |dividers. | |
|1.5 test transformers for input/output |I can consistently test |I can usually test |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|current and voltage characteristics |transformers for input/output |transformers for input/output|test transformers for |test transformers for |evidence of this performance|
| |current and voltage |current and voltage |input/output current and |input/output current and |task. |
| |characteristics. |characteristics. |voltage characteristics. |voltage characteristics. | |
|1.6 test cells and power supplies |I can consistently test cells |I can usually test cells and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |and power supplies. |power supplies. |test cells and power supplies.|test cells and power supplies.|evidence of this performance|
| | | | | |task. |
|1.7 measure and verify specified current |I can consistently measure and|I can usually measure and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|characteristics using an oscilloscope |verify specified current |verify specified current |measure and verify specified |measure and verify specified |evidence of this performance|
| |characteristics using an |characteristics using an |current characteristics using |current characteristics using |task. |
| |oscilloscope. |oscilloscope. |an oscilloscope. |an oscilloscope. | |
|1.8 conduct specified lab exercises |I can consistently conduct |I can usually conduct |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|involving inductors |specified lab exercises |specified lab exercises |conduct specified lab |conduct specified lab |evidence of this performance|
| |involving inductors. |involving inductors. |exercises involving inductors.|exercises involving inductors.|task. |
|1.9 conduct specified lab exercises |I can consistently conduct |I can usually conduct |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|involving capacitors |specified lab exercises |specified lab exercises |conduct specified lab |conduct specified lab |evidence of this performance|
| |involving capacitors. |involving capacitors. |exercises involving |exercises involving |task. |
| | | |capacitors. |capacitors. | |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3415: MATHEMATICS
Level: First Period Apprenticeship
Prerequisite: CTA3400: Electricity Fundamentals
Description: Students will develop the mathematical skills required to understand, calculate and isolate the characteristics of series and parallel circuits found in the communication technician trade.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3415: MATHEMATICS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|perform formula manipulation, solve the system | | | |
|of two equations and solve series-parallel | | | |
|circuit problems | | | |
|define and manipulate alternative numbering | | | |
|systems | | | |
Teacher Signature Date
COURSE CTA3415: MATHEMATICS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 perform formula manipulation as |I can consistently perform |I can usually perform formula|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applied to basic AC/DC problems |formula manipulation as |manipulation as applied to |perform formula manipulation |perform formula manipulation |evidence of this performance|
| |applied to basic AC/DC |basic AC/DC problems. |as applied to basic AC/DC |as applied to basic AC/DC |task. |
| |problems. | |problems. |problems. | |
|1.2 solve the system of two equations |I can consistently solve the |I can usually solve the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using methods of substitution and |system of two equations using |system of two equations using|solve the system of two |solve the system of two |evidence of this performance|
|elimination |methods of substitution and |methods of substitution and |equations using methods of |equations using methods of |task. |
| |elimination. |elimination. |substitution and elimination. |substitution and elimination. | |
|1.3 solve series-parallel circuit problems|I can consistently solve |I can usually solve |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |series-parallel circuit |series-parallel circuit |solve series-parallel circuit |solve series-parallel circuit |evidence of this performance|
| |problems. |problems. |problems. |problems. |task. |
|define and manipulate alternative numbering system |
|2.1 describe binary numbering systems |I can consistently describe |I can usually describe binary|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |binary numbering systems. |numbering systems. |describe binary numbering |describe binary numbering |evidence of this performance|
| | | |systems. |systems. |task. |
|2.2 describe hexadecimal numbering systems|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |hexadecimal numbering systems.|hexadecimal numbering |describe hexadecimal numbering|describe hexadecimal numbering|evidence of this performance|
| | |systems. |systems. |systems. |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3420: OUTSIDE CABLING
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students develop the ability and skills to create cabling systems outside plant architecture according to appropriate cabling standards.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3420: OUTSIDE CABLING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|recognize and use the correct cabling standards| | | |
|and types of cables for given installations | | | |
|identify the equipment components and | | | |
|structures of outside plant (OP) architecture | | | |
Teacher Signature Date
COURSE CTA3420: OUTSIDE CABLING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 discuss the reasons for cabling |I can consistently discuss the|I can usually discuss the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|standards |reasons for cabling standards.|reasons for cabling |discuss the reasons for |discuss the reasons for |evidence of this performance|
| | |standards. |cabling standards. |cabling standards. |task. |
|1.2 discuss the various cabling standards |I can consistently discuss the|I can usually discuss the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |various cabling standards. |various cabling standards. |discuss the various cabling |discuss the various cabling |evidence of this performance|
| | | |standards. |standards. |task. |
|identify the equipment components and structures of outside plant (OP) architecture |
|2.1 describe the serving area concept |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|(SAC) |the serving area concept |serving area concept (SAC). |describe the serving area |describe the serving area |evidence of this performance|
| |(SAC). | |concept (SAC). |concept (SAC). |task. |
|2.2 describe underground, direct buried |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and aerial components |underground, direct buried and|underground, direct buried |describe underground, direct |describe underground, direct |evidence of this performance|
| |aerial components. |and aerial components. |buried and aerial components. |buried and aerial components. |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3425: INSIDE CABLING
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students develop the ability and skills to create structured cabling systems inside plant architecture.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3425: INSIDE CABLING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|identify the equipment, components and | | | |
|structures of inside plant architecture | | | |
|use correct bonding and grounding equipment and| | | |
|procedures for a given installation | | | |
|identify and use the correct tools to perform | | | |
|acceptable cable splicing and bonding and | | | |
|grounding procedures | | | |
Teacher Signature Date
COURSE CTA3425: INSIDE CABLING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe structured cabling systems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|(SCS) |structured cabling systems |structured cabling systems |describe structured cabling |describe structured cabling |evidence of this performance|
| |(SCS). |(SCS). |systems (SCS). |systems (SCS). |task. |
|1.2 describe the relationship of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|networking systems and topologies, |the relationship of networking|relationship of networking |describe the relationship of |describe the relationship of |evidence of this performance|
|considering architectures |systems and topologies, |systems and topologies, |networking systems and |networking systems and |task. |
| |considering architectures. |considering architectures. |topologies, considering |topologies, considering | |
| | | |architectures. |architectures. | |
|1.3 describe building entrances and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|demarcation points |building entrances and |building entrances and |describe building entrances |describe building entrances |evidence of this performance|
| |demarcation points. |demarcation points. |and demarcation points. |and demarcation points. |task. |
|1.4 identify and describe NID/NIB (network|I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|interface device/network interface board) |and describe NID/NIB (network |describe NID/NIB (network |identify and describe NID/NIB |identify and describe NID/NIB |evidence of this performance|
|component parts |interface device/network |interface device/network |(network interface |(network interface |task. |
| |interface board) component |interface board) component |device/network interface |device/network interface | |
| |parts. |parts. |board) component parts. |board) component parts. | |
|1.5 describe the function of NID/NIB |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|component parts |the function of NID/NIB |function of NID/NIB component|describe the function of |describe the function of |evidence of this performance|
| |component parts. |parts. |NID/NIB component parts. |NID/NIB component parts. |task. |
|1.6 describe the correct wiring |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|configuration for NID/NIB protectors |the correct wiring |correct wiring configuration |describe the correct wiring |describe the correct wiring |evidence of this performance|
| |configuration for NID/NIB |for NID/NIB protectors. |configuration for NID/NIB |configuration for NID/NIB |task. |
| |protectors. | |protectors. |protectors. | |
|1.7 describe protective devices |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |protective devices. |protective devices. |describe protective devices. |describe protective devices. |evidence of this performance|
| | | | | |task. |
|1.8 identify the appropriate protection |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|devices to protect life and property of |the appropriate protection |appropriate protection |identify the appropriate |identify the appropriate |evidence of this performance|
|subscribers |devices to protect life and |devices to protect life and |protection devices to protect |protection devices to protect |task. |
| |property of subscribers. |property of subscribers. |life and property of |life and property of | |
| | | |subscribers. |subscribers. | |
|1.9 describe telecommunication rooms (TR) |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |telecommunication rooms (TR). |telecommunication rooms (TR).|describe telecommunication |describe telecommunication |evidence of this performance|
| | | |rooms (TR). |rooms (TR). |task. |
|1.10 describe vertical risers/backbone |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |vertical risers/backbone. |vertical risers/backbone. |describe vertical |describe vertical |evidence of this performance|
| | | |risers/backbone. |risers/backbone |task. |
|use correct bonding and grounding equipment and procedures for a given installation |
|2.1 explain the purpose of bonding and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|grounding |purpose of bonding and |purpose of bonding and |explain the purpose of bonding|explain the purpose of bonding|evidence of this performance|
| |grounding. |grounding. |and grounding. |and grounding. |task. |
|2.2 identify electrical safety regulatory |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|bodies governing bonding and grounding of |electrical safety regulatory |electrical safety regulatory |identify electrical safety |identify electrical safety |evidence of this performance|
|communication facilities |bodies governing bonding and |bodies governing bonding and |regulatory bodies governing |regulatory bodies governing |task. |
| |grounding of communication |grounding of communication |bonding and grounding of |bonding and grounding of | |
| |facilities. |facilities. |communication facilities. |communication facilities. | |
|2.3 describe bonding and grounding |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements for communications equipment |bonding and grounding |bonding and grounding |describe bonding and grounding|describe bonding and grounding|evidence of this performance|
| |requirements for |requirements for |requirements for |requirements for |task. |
| |communications equipment. |communications equipment. |communications equipment. |communications equipment. | |
|2.4 describe latest developments in |I can consistently describe |I can usually describe latest|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|anti-static protection |latest developments in |developments in anti-static |describe latest developments |describe latest developments |evidence of this performance|
| |anti-static protection. |protection. |in anti-static protection. |in |task. |
| | | | |anti-static protection. | |
|identify and use the correct tools to perform acceptable cable splicing and bonding and grounding procedures |
|3.1 perform terminations on various blocks|I can consistently perform |I can usually perform |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and panels |terminations on various blocks|terminations on various |perform terminations on |perform terminations on |evidence of this performance|
| |and panels. |blocks and panels. |various blocks and panels. |various blocks and panels. |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3430: TELEPHONE BASICS
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students are introduced to the telecommunications industry and learn that the industry encompasses any communication over a distance—telephone, television, radio, wireless network, computer network, telemetry or other means. Students also explore how these technologies and others continue to converge so that the lines between telecommunications and other industries, such as computer hardware and consumer electronics, are getting blurrier all the time.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3430: TELEPHONE BASICS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|define the scope of the communication | | | |
|technician trade and be familiar with common | | | |
|terms associated with the trade | | | |
|draw and interpret simple and complex telephone| | | |
|circuits, and describe cable characteristics | | | |
|explain the operation of the basic telephone | | | |
|set | | | |
|interpret block diagrams, and describe the | | | |
|North American network systems, digital | | | |
|multiplexing, subscriber interfacing and basic | | | |
|signaling technology | | | |
Teacher Signature Date
COURSE CTA3430: TELEPHONE BASICS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 outline the history of the |I can consistently outline the|I can usually outline the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telecommunication industry |history of the |history of the |outline the history of the |outline the history of the |evidence of this performance|
| |telecommunication industry. |telecommunication industry. |telecommunication industry. |telecommunication industry. |task. |
|1.2 describe the present telecommunication|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|environment |the present telecommunication |present telecommunication |describe the present |describe the present |evidence of this performance|
| |environment. |environment. |telecommunication environment.|telecommunication environment.|task. |
|1.3 identify emerging technologies, trends|I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and opportunities for future growth |emerging technologies, trends |emerging technologies, trends|identify emerging |identify emerging |evidence of this performance|
| |and opportunities for future |and opportunities for future |technologies, trends and |technologies, trends and |task. |
| |growth. |growth. |opportunities for future |opportunities for future | |
| | | |growth. |growth. | |
|1.4 describe various terms associated with|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the communication technician trade |various terms associated with |various terms associated with|describe various terms |describe various terms |evidence of this performance|
| |the communication technician |the communication technician |associated with the |associated with the |task. |
| |trade. |trade. |communication technician |communication technician | |
| | | |trade. |trade. | |
|draw and interpret simple and complex telephone circuits, and describe cable characteristics |
|2.1 draw and explain a simple telephone |I can consistently draw and |I can usually draw and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuit; e.g., telephone to central office|explain a simple telephone |explain a simple telephone |draw and explain a simple |draw and explain a simple |evidence of this performance|
| |circuit; e.g., telephone to |circuit; e.g., telephone to |telephone circuit; e.g., |telephone circuit; e.g., |task. |
| |central office. |central office. |telephone to central office. |telephone to central office. | |
|2.2 draw and explain a complex telephone |I can consistently draw and |I can usually draw and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|circuit; e.g., loop improvement equipment,|explain a complex telephone |explain a complex telephone |draw and explain a complex |draw and explain a complex |evidence of this performance|
|loop extenders, virtual routing and |circuit; e.g., loop |circuit; e.g., loop |telephone circuit; e.g., loop |telephone circuit; e.g., loop |task. |
|forwarding (VFR), loading schemes |improvement equipment, loop |improvement equipment, loop |improvement equipment, loop |improvement equipment, loop | |
| |extenders, VFR, loading |extenders, VFR, loading |extenders, VFR, loading |extenders, VFR, loading | |
| |schemes. |schemes. |schemes. |schemes. | |
|2.3 describe cable characteristics |I can consistently describe |I can usually describe cable |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |cable characteristics. |characteristics. |describe cable |describe cable |evidence of this performance|
| | | |characteristics. |characteristics. |task. |
|explain the operation of the basic telephone set |
|3.1 identify components of a typical |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telephone set |components of a typical |components of a typical |identify components of a |identify components of a |evidence of this performance|
| |telephone set. |telephone set. |typical telephone set. |typical telephone set. |task. |
|3.2 explain the theory of operation of a |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telephone set |theory of operation of a |theory of operation of a |explain the theory of |explain the theory of |evidence of this performance|
| |telephone set. |telephone set. |operation of a telephone set. |operation of a telephone set. |task. |
|3.3 describe the characteristics of a |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telephone set |the characteristics of a |characteristics of a |describe the characteristics |describe the characteristics |evidence of this performance|
| |telephone set. |telephone set. |of a telephone set. |of a telephone set. |task. |
|interpret block diagrams, and describe the North American network systems, digital multiplexing, subscriber interfacing and basic signaling technology |
|4.1 describe intra-office call systems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |intra-office call systems. |intra-office call systems. |describe intra-office call |describe intra-office call |evidence of this performance|
| | | |systems. |systems. |task. |
|4.2 describe inter-office call systems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |inter-office call systems. |inter-office call systems. |describe inter-office call |describe inter-office call |evidence of this performance|
| | | |systems. |systems. |task. |
|4.3 describe numbering schemes |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |numbering schemes. |numbering schemes. |describe numbering schemes. |describe numbering schemes. |evidence of this performance|
| | | | | |task. |
|4.4 describe the North American switched |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|network |the North American switched |North American switched |describe the North American |describe the North American |evidence of this performance|
| |network. |network. |switched network. |switched network. |task. |
|4.5 describe the long distance market |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the long distance market. |long distance market. |describe the long distance |describe the long distance |evidence of this performance|
| | | |market. |market. |task. |
|4.6 explain a block diagram of a |I can consistently explain a |I can usually explain a block|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telecommunication system |block diagram of a |diagram of a |explain a block diagram of a |explain a block diagram of a |evidence of this performance|
| |telecommunication system. |telecommunication system. |telecommunication system. |telecommunication system. |task. |
|4.7 explain a block diagram of a |I can consistently explain a |I can usually explain a block|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telecommunication system as it relates to |block diagram of a |diagram of a |explain a block diagram of a |explain a block diagram of a |evidence of this performance|
|multiplex and carrier systems |telecommunication system as it|telecommunication system as |telecommunication system as it|telecommunication system as it|task. |
| |relates to multiplex and |it relates to multiplex and |relates to multiplex and |relates to multiplex and | |
| |carrier systems. |carrier systems. |carrier systems. |carrier systems. | |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3435: SWITCHING & EQUIPMENT
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students are introduced to switching systems and learn that the systems generally perform these three basic functions: transmit signals over the connection and alert (ring) the called station; establish connections through a switching network for conversational use during the entire call; and process the signal information to control and supervise the establishment and disconnection of the switching network connection.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3435: SWITCHING & EQUIPMENT
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe basic switching system functions | | | |
|including interconnecting, functions, control | | | |
|systems and power requirements | | | |
|use a block diagram to describe the operation | | | |
|of basic customer terminal equipment, and | | | |
|describe the technology trends with customer | | | |
|terminal equipment | | | |
|perform various analyses of telephony operation| | | |
Teacher Signature Date
COURSE CTA3435: SWITCHING & EQUIPMENT
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe interconnecting |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |interconnecting. |interconnecting. |describe interconnecting. |describe interconnecting. |evidence of this performance|
| | | | | |task. |
|1.2 describe the eight-step operation of a|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telephone call |the eight-step operation of a |eight-step operation of a |describe the eight-step |describe the eight-step |evidence of this performance|
| |telephone call. |telephone call. |operation of a telephone call.|operation of a telephone call.|task. |
|1.3 explain block diagrams of a |I can consistently explain |I can usually explain block |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|telecommunication system |block diagrams of a |diagrams of a |explain block diagrams of a |explain block diagrams of a |evidence of this performance|
| |telecommunication system. |telecommunication system. |telecommunication system. |telecommunication system. |task. |
|1.4 describe direct current (DC) power |I can consistently describe |I can usually describe direct|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements of switching systems |direct current (DC) power |current (DC) power |describe direct current (DC) |describe direct current (DC) |evidence of this performance|
| |requirements of switching |requirements of switching |power requirements of |power requirements of |task. |
| |systems. |systems. |switching systems. |switching systems. | |
|use a block diagram to describe the operation of basic customer terminal equipment, and describe the technology trends with customer terminal equipment |
|2.1 describe the operation of basic |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|customer terminal equipment using a block |the operation of basic |operation of basic customer |describe the operation of |describe the operation of |evidence of this performance|
|diagram |customer terminal equipment |terminal equipment using a |basic customer terminal |basic customer terminal |task. |
| |using a block diagram. |block diagram. |equipment using a block |equipment using a block | |
| | | |diagram. |diagram. | |
|perform various analyses of telephony operation |
|3.1 measure voltage and current on the |I can consistently measure |I can usually measure voltage|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|subscriber loop |voltage and current on the |and current on the subscriber|measure voltage and current on|measure voltage and current on|evidence of this performance|
| |subscriber loop. |loop. |the subscriber loop. |the subscriber loop. |task. |
|3.2 measure frequency response on cables |I can consistently measure |I can usually measure |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |frequency response on cables. |frequency response on cables.|measure frequency response on |measure frequency response on |evidence of this performance|
| | | |cables. |cables. |task. |
|3.3 perform decibel (dB) loss measurements|I can consistently perform |I can usually perform decibel|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |decibel (dB) loss |(dB) loss measurements. |perform decibel (dB) loss |perform decibel (dB) loss |evidence of this performance|
| |measurements. | |measurements. |measurements. |task. |
|3.4 perform noise measurements |I can consistently perform |I can usually perform noise |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |noise measurements. |measurements. |perform noise measurements. |perform noise measurements. |evidence of this performance|
| | | | | |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3440: NETWORK FUNDAMENTALS
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety
Description: Students will be introduced to the concept of networking and the codes and regulations applied to the various types of networks commonly used in the communication industry.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3440: NETWORK FUNDAMENTALS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe networking and terminology | | | |
|describe and compare networking models and | | | |
|standards | | | |
Teacher Signature Date
COURSE CTA3440: NETWORK FUNDAMENTALS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 define and explain the need for |I can consistently define and |I can usually define and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|networking |explain the need for |explain the need for |define and explain the need |define and explain the need |evidence of this performance|
| |networking. |networking. |for networking. |for networking. |task. |
|1.2 discuss the historical progression of |I can consistently discuss the|I can usually discuss the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|networking starting with the Advanced |historical progression of |historical progression of |discuss the historical |discuss the historical |evidence of this performance|
|Research Projects Agency Network (ARPANET)|networking starting with the |networking starting with the |progression of networking |progression of networking |task. |
| |Advanced Research Projects |Advanced Research Projects |starting with the Advanced |starting with the Advanced | |
| |Agency Network (ARPANET) |Agency Network (ARPANET) |Research Projects Agency |Research Projects Agency | |
| | | |Network (ARPANET) |Network (ARPANET) | |
|1.3 define networking terms |I can consistently define |I can usually define |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |networking terms. |networking terms. |define networking terms. |define networking terms. |evidence of this performance|
| | | | | |task. |
|describe and compare networking models and standards |
|2.1 explain the need for standards |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |need for standards. |need for standards. |explain the need for |explain the need for |evidence of this performance|
| | | |standards. |standards. |task. |
|2.2 describe the seven layers of the Open |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Systems Interconnection (OSI) model and |the seven layers of the Open |seven layers of the Open |describe the seven layers of |describe the seven layers of |evidence of this performance|
|its advantages |Systems Interconnection (OSI) |Systems Interconnection (OSI)|the Open Systems |the Open Systems |task. |
| |model and its advantages. |model and its advantages. |Interconnection (OSI) model |Interconnection (OSI) model | |
| | | |and its advantages. |and its advantages. | |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3445: NETWORK DEVICES & IP
Level: First Period Apprenticeship
Prerequisite: CTA3900: Apprenticeship Safety,
CTA3440: Network Fundamentals
Description: Students understand how most common network devices operate and learn about the protocols, which are crucial to the success of building reliable, high-performance networks.
Parameters: Access to a materials work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the communication technician trade.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3445: NETWORK DEVICES & IP
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe physical layer, data link layer and | | | |
|network layer devices | | | |
|explain the purpose of Internet Protocol | | | |
|version 4 (IPv4) addressing | | | |
|construct a simple LAN | | | |
Teacher Signature Date
COURSE CTA3445: NETWORK DEVICES & IP
RUBRIC
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe the function of Layer 1 |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components |the function of Layer 1 |function of Layer 1 |describe the function of Layer|describe the function of Layer|evidence of this performance|
| |components. |components. |1 components. |1 components. |task. |
|1.2 describe physical LAN (local area |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|network) topologies |physical LAN (local area |physical LAN (local area |describe physical LAN (local |describe physical LAN (local |evidence of this performance|
| |network) topologies. |network) topologies. |area network) topologies. |area network) topologies. |task. |
|1.3 describe the function of Layer 2 |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|components |the function of Layer 2 |function of Layer 2 |describe the function of Layer|describe the function of Layer|evidence of this performance|
| |components. |components. |2 components. |2 components. |task. |
|1.4 explain the concept of collision |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|domains |concept of collision domains. |concept of collision domains.|explain the concept of |explain the concept of |evidence of this performance|
| | | |collision domains. |collision domains. |task. |
|1.5 describe Layer 2 functions and |I can consistently describe |I can usually describe Layer |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|protocols |Layer 2 functions and |2 functions and protocols. |describe Layer 2 functions and|describe Layer 2 functions and|evidence of this performance|
| |protocols. | |protocols. |protocols. |task. |
|1.6 describe Layer 3 functions and |I can consistently describe |I can usually describe Layer |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|protocols |Layer 3 functions and |3 functions and protocols. |describe Layer 3 functions and|describe Layer 3 functions and|evidence of this performance|
| |protocols. | |protocols. |protocols. |task. |
|1.7 describe where the devices fit within |I can consistently describe |I can usually describe where |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the enterprise network architecture |where the devices fit within |the devices fit within the |describe where the devices fit|describe where the devices fit|evidence of this performance|
| |the enterprise network |enterprise network |within the enterprise network |within the enterprise network |task. |
| |architecture. |architecture. |architecture. |architecture. | |
|explain the purpose of Internet Protocol version 4 (IPv4) addressing |
|2.1 explain the process of converting |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|decimal to binary and binary to decimal as|process of converting decimal |process of converting decimal|explain the process of |explain the process of |evidence of this performance|
|it relates to the IPv4 addressing scheme |to binary and binary to |to binary and binary to |converting decimal to binary |converting decimal to binary |task. |
| |decimal as it relates to the |decimal as it relates to the |and binary to decimal as it |and binary to decimal as it | |
| |IPv4 addressing scheme. |IPv4 addressing scheme. |relates to the IPv4 addressing|relates to the IPv4 addressing| |
| | | |scheme. |scheme. | |
|2.2 describe the classes and breakdown of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|IP addressing |the classes and breakdown of |classes and breakdown of IP |describe the classes and |describe the classes and |evidence of this performance|
| |IP addressing. |addressing. |breakdown of IP addressing. |breakdown of IP addressing. |task. |
|2.3 explain IP subnetting |I can consistently explain IP |I can usually explain IP |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |subnetting. |subnetting. |explain IP subnetting. |explain IP subnetting. |evidence of this performance|
| | | | | |task. |
|2.4 identify the common components of an |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|IP addressing configuration on a host |the common components of an IP|common components of an IP |identify the common components|identify the common components|evidence of this performance|
| |addressing configuration on a |addressing configuration on a|of an IP addressing |of an IP addressing |task. |
| |host. |host. |configuration on a host. |configuration on a host. | |
|2.5 explain the use of variable length |I can consistently explain the|I can usually explain the use|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|subnet masks (VLSM) |use of variable length subnet |of variable length subnet |explain the use of variable |explain the use of variable |evidence of this performance|
| |masks (VLSM). |masks (VLSM). |length subnet masks (VLSM). |length subnet masks (VLSM). |task. |
|construct a simple LAN |
|3.1 design an IP addressing plan |I can consistently design an |I can usually design an IP |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |IP addressing plan. |addressing plan. |design an IP addressing plan. |design an IP addressing plan. |evidence of this performance|
| | | | | |task. |
|3.2 build a simple LAN |I can consistently build a |I can usually build a simple |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |simple LAN. |LAN. |build a simple LAN. |build a simple LAN. |evidence of this performance|
| | | | | |task. |
|3.3 construct a simple internetwork |I can consistently construct a|I can usually construct a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |simple internetwork. |simple internetwork. |construct a simple |construct a simple |evidence of this performance|
| | | |internetwork. |internetwork. |task. |
|3.4 troubleshoot a simple internetwork |I can consistently |I can usually troubleshoot a |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |troubleshoot a simple |simple internetwork. |troubleshoot a simple |troubleshoot a simple |evidence of this performance|
| |internetwork. | |internetwork. |internetwork. |task. |
|3.5 use a network protocol analyzer |I can consistently use a |I can usually use a network |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
| |network protocol analyzer. |protocol analyzer. |use a network protocol |a network protocol analyzer. |evidence of this performance|
| | | |analyzer. | |task. |
|Teacher feedback and assessment. | |
COMMUNICATION TECHNICIAN APPRENTICESHIP ASSESSMENT
COURSE CTA3900: APPRENTICESHIP SAFETY
Level: First Period Apprenticeship
Prerequisite: None
Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning.
Parameters: Access to a materials work centre and to instruction from an individual with specialized training in occupational health and safety (and understanding of the telecommunication industry) and/or a communication technician.
ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting 650101b; Hazardous Materials and Fire Protection 650101c; Communication 090101d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE CTA3900: APPRENTICESHIP SAFETY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe legislation, regulations and practices| | | |
|intended to ensure a safe workplace in the | | | |
|communication technician apprenticeship trade | | | |
|describe the use of personal protective | | | |
|equipment (PPE) and safe practices for | | | |
|climbing, lifting, rigging and hoisting in the | | | |
|communication technician apprenticeship trade | | | |
|describe the safety practices for hazardous | | | |
|materials and fire protection in the | | | |
|communication technician apprenticeship trade | | | |
|demonstrate communication skills and workshop | | | |
|safety as they pertain to occupational health | | | |
|and safety standards | | | |
|demonstrate an understanding of the | | | |
|communication technician apprenticeship trade | | | |
|and of apprenticeship opportunities that exist | | | |
|by creating a personal career portfolio | | | |
Teacher Signature Date
COURSE CTA3900: APPRENTICESHIP SAFETY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 demonstrate the ability to apply the |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Occupational Health and Safety (OHS) Act, |the ability to apply the |ability to apply the |demonstrate the ability to |demonstrate the ability to |evidence of this performance|
|Regulation and Code, as well as the |Occupational Health and Safety|Occupational Health and |apply the Occupational Health |apply the Occupational Health |task. |
|changes from Bill C-45 |(OHS) Act, Regulation and |Safety (OHS) Act, Regulation |and Safety (OHS) Act, |and Safety (OHS) Act, | |
| |Code, as well as the changes |and Code, as well as the |Regulation and Code, as well |Regulation and Code, as well | |
| |from Bill C-45. |changes from Bill C-45. |as the changes from Bill C-45.|as the changes from Bill C-45.| |
|1.2 explain the core requirements |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applicable to all industries |core requirements applicable |core requirements applicable |explain the core requirements |explain the core requirements |evidence of this performance|
| |to all industries. |to all industries. |applicable to all industries. |applicable to all industries. |task. |
|1.3 demonstrate an understanding of the 26|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 26 |understanding of the 26 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to all industries |parts of the OHS Code |of the OHS Code requirements |of the 26 parts of the OHS |of the 26 parts of the OHS |task. |
| |requirements applicable to all|applicable to all industries.|Code requirements applicable |Code requirements applicable | |
| |industries. | |to all industries. |to all industries. | |
|1.4 demonstrate an understanding of the 12|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts of the OHS Code requirements |an understanding of the 12 |understanding of the 12 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to specific industries and |parts of the OHS Code |of the OHS Code requirements |of the 12 parts of the OHS |of the 12 parts of the OHS |task. |
|activities drawing |requirements applicable to |applicable to specific |Code requirements applicable |Code requirements applicable | |
| |specific industries and |industries and activities. |to specific industries and |to specific industries and | |
| |activities. | |activities. |activities. | |
|1.5 demonstrate an understanding of the 11|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|OHS Code Schedules that the Explanation |an understanding of the 11 OHS|understanding of the 11 OHS |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|Guide does not address |Code Schedules that the |Code Schedules that the |of the 11 OHS Code Schedules |of the 11 OHS Code Schedules |task. |
| |Explanation Guide does not |Explanation Guide does not |that the Explanation Guide |that the Explanation Guide | |
| |address. |address. |does not address. |does not address. | |
|1.6 explain the role of the employer and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employee in regard to occupational health |role of the employer and |role of the employer and |explain the role of the |explain the role of the |evidence of this performance|
|and safety legislation |employee in regard to |employee in regard to |employer and employee in |employer and employee in |task. |
| |occupational health and safety|occupational health and |regard to occupational health |regard to occupational health | |
| |legislation. |safety legislation. |and safety legislation. |and safety legislation. | |
|1.7 explain industry practices for hazard |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment and control procedures in four |industry practices for hazard |industry practices for hazard|explain industry practices for|explain industry practices for|evidence of this performance|
|main hazard categories |assessment and control |assessment and control |hazard assessment and control |hazard assessment and control |task. |
| |procedures in four main hazard|procedures in four main |procedures in four main hazard|procedures in four main hazard| |
| |categories. |hazard categories. |categories. |categories. | |
|1.8 identify and describe hazard |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment tools that both employees and |and describe hazard assessment|describe hazard assessment |identify and describe hazard |identify and describe hazard |evidence of this performance|
|employers must use in assessing and |tools that both employees and |tools that both employees and|assessment tools that both |assessment tools that both |task. |
|controlling work-site hazards |employers must use in |employers must use in |employees and employers must |employees and employers must | |
| |assessing and controlling |assessing and controlling |use in assessing and |use in assessing and | |
| |work-site hazards. |work-site hazards. |controlling work-site hazards.|controlling work-site hazards.| |
|1.9 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|engineering controls that provide the |and describe employer |describe employer engineering|identify and describe employer|identify and describe employer|evidence of this performance|
|highest level of worker protection |engineering controls that |controls that provide the |engineering controls that |engineering controls that |task. |
| |provide the highest level of |highest level of worker |provide the highest level of |provide the highest level of | |
| |worker protection. |protection. |worker protection. |worker protection. | |
|1.10 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|administrative controls that limit hazards|and describe employer |describe employer |identify and describe employer|identify and describe employer|evidence of this performance|
|to the lowest level possible |administrative controls that |administrative controls that |administrative controls that |administrative controls that |task. |
| |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest | |
| |level possible. |level possible. |level possible. |level possible. | |
|1.11 describe the responsibilities of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employees and employers to apply emergency|the responsibilities of |responsibilities of employees|describe the responsibilities |describe the responsibilities |evidence of this performance|
|procedures |employees and employers to |and employers to apply |of employees and employers to |of employees and employers to |task. |
| |apply emergency procedures. |emergency procedures. |apply emergency procedures. |apply emergency procedures. | |
|1.12 describe positive tradesperson |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|attitudes with respect to legal |positive tradesperson |positive tradesperson |describe positive tradesperson|describe positive tradesperson|evidence of this performance|
|responsibilities for all workers |attitudes with respect to |attitudes with respect to |attitudes with respect to |attitudes with respect to |task. |
| |legal responsibilities for all|legal responsibilities for |legal responsibilities for all|legal responsibilities for all| |
| |workers. |all workers. |workers. |workers. | |
|1.13 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of employers and |the roles and responsibilities|roles and responsibilities of|describe the roles and |describe the roles and |evidence of this performance|
|employees with respect to the selection |of employers and employees |employers and employees with |responsibilities of employers |responsibilities of employers |task. |
|and use of personal protective equipment |with respect to the selection |respect to the selection and |and employees with respect to |and employees with respect to | |
|(PPE) |and use of personal protective|use of personal protective |the selection and use of |the selection and use of | |
| |equipment (PPE). |equipment (PPE). |personal protective equipment |personal protective equipment | |
| | | |(PPE). |(PPE). | |
|describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the communication technician apprenticeship trade |
|2.1 select, use and maintain specialized |I can consistently select, use|I can usually select, use and|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|PPE and materials for climbing, lifting |and maintain specialized PPE |maintain specialized PPE and |select, use and maintain |select, use and maintain |evidence of this performance|
|and loading |and materials for climbing, |materials for climbing, |specialized PPE and materials |specialized PPE and materials |task. |
| |lifting and loading. |lifting and loading. |for climbing, lifting and |for climbing, lifting and | |
| | | |loading. |loading. | |
|2.2 describe manual lifting procedures, |I can consistently describe |I can usually describe manual|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|including correct body mechanics |manual lifting procedures, |lifting procedures, including|describe manual lifting |describe manual lifting |evidence of this performance|
| |including correct body |correct body mechanics. |procedures, including correct |procedures, including correct |task. |
| |mechanics. | |body mechanics. |body mechanics. | |
|2.3 describe rigging hardware and the safe|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|work load |rigging hardware and the safe |rigging hardware and the safe|describe rigging hardware and |describe rigging hardware and |evidence of this performance|
| |work load. |work load. |the safe work load. |the safe work load. |task. |
|2.4 select the correct equipment for |I can consistently select the |I can usually select the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rigging typical loads |correct equipment for rigging |correct equipment for rigging|select the correct equipment |select the correct equipment |evidence of this performance|
| |typical loads. |typical loads. |for rigging typical loads. |for rigging typical loads. |task. |
|2.5 describe hoisting and load-moving |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |describe hoisting and |describe hoisting and |describe hoisting and |describe hoisting and |evidence of this performance|
| |load-moving procedures. |load-moving procedures. |load-moving procedures. |load-moving procedures. |task. |
|2.6 explain the most commonly used sling |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|configurations to connect a load to a hook|most commonly used sling |most commonly used sling |explain the most commonly used|explain the most commonly used|evidence of this performance|
| |configurations to connect a |configurations to connect a |sling configurations to |sling configurations to |task. |
| |load to a hook. |load to a hook. |connect a load to a hook. |connect a load to a hook. | |
|2.7 demonstrate the standard movement |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|signals a signaler is required to know to |the standard movement signals |standard movement signals a |demonstrate the standard |demonstrate the standard |evidence of this performance|
|signal a crane operator |a signaler is required to know|signaler is required to know |movement signals a signaler is|movement signals a signaler is|task. |
| |to signal a crane operator. |to signal a crane operator. |required to know to signal a |required to know to signal a | |
| | | |crane operator. |crane operator. | |
|describe the safety practices for hazardous materials and fire protection in the communication technician apprenticeship trade |
|3.1 describe the roles, responsibilities, |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|features and practices related to the |the roles, responsibilities, |roles, responsibilities, |draw describe the roles, |draw describe the roles, |evidence of this performance|
|Workplace Hazardous Materials Information |features and practices related|features and practices |responsibilities, features and|responsibilities, features and|task. |
|System (WHMIS) program |to the Workplace Hazardous |related to the Workplace |practices related to the |practices related to the | |
| |Materials Information System |Hazardous Materials |Workplace Hazardous Materials |Workplace Hazardous Materials | |
| |(WHMIS) program. |Information System (WHMIS) |Information System (WHMIS) |Information System (WHMIS) | |
| | |program. |program. |program. | |
|3.2 describe the three key elements of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|WHMIS |the three key elements of |three key elements of WHMIS. |describe the three key |describe the three key |evidence of this performance|
| |WHMIS. | |elements of WHMIS. |elements of WHMIS. |task. |
|3.3 describe handling, storage and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|transportation procedures when dealing |handling, storage and |handling, storage and |describe handling, storage and|describe handling, storage and|evidence of this performance|
|with hazardous material |transportation procedures when|transportation procedures |transportation procedures when|transportation procedures when|task. |
| |dealing with hazardous |when dealing with hazardous |dealing with hazardous |dealing with hazardous | |
| |material. |material. |material. |material. | |
|3.4 describe safe venting procedures when |I can consistently describe |I can usually describe safe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with hazardous materials |safe venting procedures when |venting procedures when |describe safe venting |describe safe venting |evidence of this performance|
| |working with hazardous |working with hazardous |procedures when working with |procedures when working with |task. |
| |materials. |materials. |hazardous materials. |hazardous materials. | |
|3.5 describe fire hazards, classes, |I can consistently describe |I can usually describe fire |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures and equipment related to fire |fire hazards, classes, |hazards, classes, procedures |describe fire hazards, |describe fire hazards, |evidence of this performance|
|protection |procedures and equipment |and equipment related to fire|classes, procedures and |classes, procedures and |task. |
| |related to fire protection. |protection. |equipment related to fire |equipment related to fire | |
| | | |protection. |protection. | |
|demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards |
|4.1 use various types of communication to |I can consistently use various|I can usually use various |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
|provide trade-related information, |types of communication to |types of communication to |use various types of |various types of communication|evidence of this performance|
|employing standard terms for components |provide trade-related |provide trade-related |communication to provide |to provide trade-related |task. |
|and operations |information, employing |information, employing |trade-related information, |information, employing | |
| |standard terms for components |standard terms for components|employing standard terms for |standard terms for components | |
| |and operations. |and operations. |components and operations. |and operations. | |
|4.2 identify key areas of responsibility |I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|that an employee has in regards to shop |key areas of responsibility |areas of responsibility that |identify key areas of |identify key areas of |evidence of this performance|
|and trade safety |that an employee has in |an employee has in regards to|responsibility that an |responsibility that an |task. |
| |regards to shop and trade |shop and trade safety. |employee has in regards to |employee has in regards to | |
| |safety. | |shop and trade safety. |shop and trade safety. | |
|4.3 explain the correct use of fire |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extinguishers and explain fire prevention |correct use of fire |correct use of fire |explain the correct use of |explain the correct use of |evidence of this performance|
|techniques |extinguishers and explain fire|extinguishers and explain |fire extinguishers and explain|fire extinguishers and explain|task. |
| |prevention techniques. |fire prevention techniques. |fire prevention techniques. |fire prevention techniques. | |
|demonstrate an understanding of the communication technician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio |
|5.1 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|communication technician apprenticeship |an understanding of the |understanding of the |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|trade and related job opportunities |communication technician |communication technician |of the communication |of the communication |task. |
| |apprenticeship trade and |apprenticeship trade and |technician apprenticeship |technician apprenticeship | |
| |related job opportunities. |related job opportunities. |trade and related job |trade and related job | |
| | | |opportunities. |opportunities. | |
|5.2 describe what it means to be an |I can consistently describe |I can usually describe what |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|apprentice and describe requirements for |what it means to be an |it means to be an apprentice |describe what it means to be |describe what it means to be |evidence of this performance|
|the employee and employer |apprentice and describe |and describe requirements for|an apprentice and describe |an apprentice and describe |task. |
| |requirements for the employee |the employee and employer. |requirements for the employee |requirements for the employee | |
| |and employer. | |and employer. |and employer. | |
|5.3 refine and present a personal career |I can consistently refine and |I can usually refine and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|portfolio, showing evidence of strengths |present a personal career |present a personal career |refine and present a personal |refine and present a personal |evidence of this performance|
|and competencies |portfolio, showing evidence of|portfolio, showing evidence |career portfolio, showing |career portfolio, showing |task. |
| |strengths and competencies. |of strengths and |evidence of strengths and |evidence of strengths and | |
| | |competencies. |competencies. |competencies. | |
|5.4 demonstrate knowledge of workplace |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements, rights and responsibilities |knowledge of workplace |knowledge of workplace |demonstrate knowledge of |demonstrate knowledge of |evidence of this performance|
|and relate this knowledge to personal |requirements, rights and |requirements, rights and |workplace requirements, rights|workplace requirements, rights|task. |
|career or employment expectations |responsibilities and relate |responsibilities and relate |and responsibilities and |and responsibilities and | |
| |this knowledge to personal |this knowledge to personal |relate this knowledge to |relate this knowledge to | |
| |career or employment |career or employment |personal career or employment |personal career or employment | |
| |expectations. |expectations. |expectations. |expectations. | |
|5.5 outline the educational requirements |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to move into the communication technician |outline the educational |outline the educational |outline the educational |outline the educational |evidence of this performance|
|apprenticeship trade |requirements to move into the |requirements to move into the|requirements to move into the |requirements to move into the |task. |
| |communication technician |communication technician |communication technician |communication technician | |
| |apprenticeship trade. |apprenticeship trade. |apprenticeship trade. |apprenticeship trade. | |
|Teacher feedback and assessment. | |
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