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Desktop Publishing






Desktop Publishing

       (Secondary 1 - 3)

            PREPARED BY
             HONG KONG

PREAMBLE                                       3

I.   INTRODUCTION                              4

II. AIMS AND OBJECTIVES                        5


IV. THE TEACHING SYLLABUS                      7


VI. ASSESSMENT                                12



      This syllabus is one of a series prepared for use in secondary schools by
the Curriculum Development Council, Hong Kong. The Curriculum
Development Council, together with its co-ordinating committees and subject
committees, is widely representative of the local educational community,
membership including heads of schools, lecturers from tertiary institutions and
the Hong Kong Institute of Education, officers of the Hong Kong Examinations
Authority and those of the Curriculum Development Institute, Advisory
Inspectorate and other divisions of the Education Department. The
membership of the council also includes parents and employers.

        This syllabus is recommended for use in Secondary 1, 2 and 3 by the
Education Department. Once the syllabus has been implemented, progress will
be monitored by the Advisory Inspectorate and the Curriculum Development
Institute of the Education Department. This will enable the Curriculum
Development Council to review the syllabus from time to time in the light of
classroom experiences.

      All comments and suggestions on the syllabus may be sent to :

           Principal Curriculum Planning Officer
           (Secondary and Prevocational),
           Curriculum Development Institute,
           Education Department,
           Wu Chung House, 13/F,
           213, Queen’s Road East,
           Wan Chai,
           Hong Kong.

                              I. INTRODUCTION

         Publishing and printing are part of the communication process from the
message originator to the target audience with the objective to convey what has been
intended by the author. The technology and body of knowledge and skills developed in
this field have provided a main thrust to the emergence of the modern civilisation. In
our daily livings, we deal inevitably with prints and other information medium as
writers, mere forwarders, information enhancers and final users.

        This application subject is to impart to students practical skills and knowledge
of the working of an industry which are relevant to their future living.

                          II. AIMS AND OBJECTIVES


As an application subject, Desktop Publishing provides a particular context for students
      tackle practical problems analytically with various information technology tools;
      achieve a sense of beauty through their endeavour in the making of prints;
      nourish creativity in design; and
      appreciate the underlying scientific principles of the technology.


Upon completion of the course, students are able to:-
1.       Observe safe working procedures in a workplace environment and
         environmental awareness.
2.       Give a brief account on the principles and development of printing technology.
3.       Understand the principles underlying the appropriate selection of materials,
         equipment and facilities in a range of desktop publishing operations.
4.       Describe various prints and their functions.
5.       Demonstrate the basic manipulative skills of using typeset, graphic, image
         process and layout software in the production of a finished art work in
         accordance with specifications.
6.       Design and specify the prints to be produced after considering the nature of and
         budget for the prints.
7.       Demonstrate the basic manipulative skills of using relevant equipment in the
         production of prints such as printing machine, binding machine, and etc.
8.       Appreciate the importance of co-operative effort and effective communication
         in a printing operation.
9.       Understand relevant articles on press or magazines and develop an awareness of
         the technological development in printing industry.
10.      Adopt a positive attitude towards the development of new products and ideas in
         the printing industry.
11.      Acquire the knowledge and develop the skills required for organization and
         management of resources in the printing operation.
12.      Understand the basic codes or convention of practices and appreciate the ethical
         issues in the industries.


                           Topic                                no. of periods
Workshop safety                                                      9-12

Principles and development of printing                              24-30

Theory and fundamentals of desktop publishing                       24-30

IT knowledge and operations of a prepress computer system           24-30

Typography                                                          24-30

Image Processing                                                    24-30

Finished art work                                                   24-30

Other related processes                                             24-30

*   This course is planned for 3 lessons per week and 22 teaching weeks in a school
    year. As a total, there are 198 lessons. The teachers should implement the
    suggested curriculum in accordance with the needs of their students.

                                                   IV. THE TEACHING SYLLABUS
                                          P = Practical Activity D = Demonstration Pj = Project

               Topics                       Detailed Content                        Suggested Practical Work / Activities             Suggested
                                                                                                                                        no. of
      Workshop safety and       Precautionary measures for the avoidance of    P    Questions and answers for students on proper         9-12
      environmental awareness   accidents and importance of adhering to the         manners, regulations and safety rules in a
                                correct working procedures                          workplace
                                Rules on safety while working with             D    Correct handling of machinery and tools
                                machinery and plant
                                Points of danger on machines                   P    Students are asked to identify the points of
                                                                                    potential danger pertinent with various part
                                                                                    of a machine

                                Actions to be taken in case of accident        P    Case study of accident: role play for students
                                                                               Pj   Collect and analyze news of industrial
                                Ergonomic rules in using computers             D    Explain the importance of proper sitting
                                                                                    posture in using desktop computers
                                Handling chemical waste                        D    Correct approach to handling material
                                Handling of re-cycleable materials             P    Visit a re-cycle paper plant

      Principles and            The craft and its principles since Gutenberg   D    Demonstration on wood cutting printing             24-30
      development of            in the fifteenth century Europe and Bu Sing,   P    Identify various kinds of prints as products of
      publishing and printing   in Sung Dynasty, China                              specific technologies such as wood-cutting,
                                                                                    silk screen, and letterpress
                                The overview of printing and publishing        D    Process of various kinds of printing (offset,
                                cycle with emphasis on appreciation of basic        silk screen, letterpress)
                                principles such as various effects with the         A simple printing exercise
                                 choice of a particular paper medium and ink   Pj   Prepare a wall-chart on printing or publishing
                                 The prevailing technologies and organization Pj    Report on visit of a newspaper/magazine
                                 in the industry                                    publishing house
                                 The modern trends in the industry

      Desktop publishing         The emergence of the technology in mid 80’s   D    Demonstrate and discuss on how the               24-30
                                 Its characteristics and advantages                 computer technology affect the printing
                                 Its applications in publishing on paper and   P    Visit to a production house that adopts          24-30
                                 other media                                        desktop-publishing firm

      Knowledge and              Different parts of a prepress system and their                                                      24-30
      operations of a prepress   functions: scanner, handwriting recognition
      computer system            tablet, high-resolution output devices, etc.
                                 Concepts of page description languages,
                                 coding systems and file formats

                                 Basic operations on graphical, design and Pj       Design a namecard or poster
                                 layout software

      Typography                 Charateristics of types                       D    Compare and contrasting the use of different     24-30
                                                                                    types in different kinds of documents
                                 Special effects on texts in design tasks      P    Experiment on various effects on headline in
                                                                                    a poster
                                 Typesetting texts in specified format with P       Experiment on various effects of the
                                 software                                           formatted texts with different specifications
                                                                                    of hyphenation, justification, and kerking
                                 (Optional: Multi-lingual typesetting)         P    Typesetting exercise with texts mixed with
                                                                                    traditional Chinese and Japanese or another
                                                                                    language other than English
      Image processing          Create graphical elements in conventional     P    Drawing dingbats by hand                        24-30
                                Basic skills in creating graphical elements   P    Design a line-art logo with special effects
                                with a computer
                                Skills in the touch up of digitized images    P    Remove hairline defects on an old
                                                                              P    photograph
                                                                                   Carry out a colour correction tasks on a
                                                                                   colour image

      Finished art work         Basic principles of layout design             P    Discuss on samples of various forms of page     24-30
                                                                              P    Design a template
                                Skills in using layout design software        P    Design a set of personalized stationery
                                Technical workflow and specifications of the Pj    Design a booklet
                                best mix of technologies leading to the
                                production of finished art work
                                Communication       with    clients  and/or P      Role play: Communicate on a layout design


      Other related processes   Basic knowledge in graphic reproduction,      D    Explain and evaluate the principles of colour   24-30
                                colour separation and imposition                   printing with colour proofs
                                                                              D    Explain the principle and demonstrate the
                                                                                   process of imposition
                                Basic knowledge and skills in plate-making,   Pj   Production of a booklet and evaluation of the
                                printing and other post-printing processes.        product

Teachers are encouraged to devise their own teaching approaches appropriate to the
abilities of their students to make learning challenging and interesting. The following
are some suggested guidelines suitable for the teaching of Desktop Publishing.

1.     The role of a Desktop Publishing teacher
       At least four roles of a Desktop Publishing teacher can be identified:
            Activity initiator : The teacher should devise activities pertaining to the
                                 objectives of lessons with appropriate stimulus for
                                 students to participate.
            Facilitator       : The teacher should provide more opportunities for
                                students to learn by themselves and offer guidance to
                                them during their learning process.
            Technical         : The teacher should help students to analyze and solve
            adviser             practical catering services problems.
            Evaluator         : Besides examinations, the teacher should evaluate
                                students in accordance with their performance in the

2.     Emphasizing workshop safety

       A safe working environment is essential for pleasant and effective learning. To
       reinforce workshop safety, teachers are advised to follow closely the booklet
       Safety in School Workshops published by the Education Department.

       In essence, the following contribute to workshop safety:
            proper arrangement of furniture and equipment
            proper management and use of workshop equipment and safety devices
            clear instructions
            good workshop discipline
            close supervision
            correct techniques and processes
            contingency plan in case of emergency

       Teachers should reserve a lesson at the beginning of each school year to remind
       students the importance of workshop safety and the contingency plan in case of
       emergency. Activities such as video shows and workshop safety poster design
       competition may be organized to draw students’ attention to the importance of
       workshop safety. Furthermore, students should be reminded of the specific
       precautionary measures related to each workshop session.

3.     Promoting student-centred activities

       Even in the earliest stages of the course, the students should be encouraged to
       become the developer and presenter of ideas. This involves attitudes and
       practices of some teachers to go beyond simply presenting and delivering

                                        - 10 -
     information to students. Discussions, brainstorming sessions, project
     evaluations and case studies are some of the good means of promoting
     student-centred learning. The experience of tackling an open-ended problem to
     which there are many solutions can be stimulating for students. As students gain
     more experience of desktop publishing, the emphasis of learning should
     gradually change and become increasingly student-centred. Students should
     then come to identify the desktop publishing problems, define them, analyze
     them, resolve them and evaluate the results.

4.   Making good use of extra-curricular activities

     As desktop publishing deals with daily practical problems, students could be
     invited to provide general desktop publishing support for school events such as
     school open day. In order to promote the subject and to demonstrate that the
     learning of desktop publishing is creative, intellectually challenging, interesting
     and stimulating, relevant extra-curricular activities should be organized
     throughout the school year. Examples of such kind of activities include
     inter-house desktop publishing competition and Desktop Publishing Club.

5.   Making good use of teaching aids

     The use of teaching aids such as chalk and board, illustrative charts, overhead
     transparencies, video-tapes and information technology are beneficial to
     teaching. With proper use of teaching aids, concepts and techniques are more
     easily explained by teachers and mastered by students.

     The Visual Education Section of the Advisory Inspectorate Division has a
     collection of video-tapes and teaching resources available for teachers of
     Desktop Publishing to borrow. Teachers are encouraged to make use of these
     teaching resources to enrich their teaching and to stimulate students’ interest.

                                       - 11 -
                                 VI. ASSESSMENT

       Assessment of students’ performance is indispensable; it is an integral part in
the teaching and learning process. Teachers have to measure the progress of their
students towards the course aims, both individually and collectively, and to adjust the
resources, approaches and strategies adopted in the teaching of Desktop Publishing to
accomplish the goals effectively.

       Assessment activities which can represent students’ learning in Desktop
Publishing may be categorized as follows:

1.     Written tests/examinations
       When setting written tests/examinations, teachers should focus on thinking
       rather than possession of information., e.g. justifying a choice of font or paper,
       writing up a specification for output of film etc. Furthermore, the assessment
       criteria of tests/examinations should be clearly defined to the students.

2.     Performance tasks

       This is an assessment in which students are presented with a problem, either in
       form of verbal or written instruction, to which pupils respond to it by doing
       something. The performance tasks can include, e.g. creation of products,
       experimental work, oral presentation, etc.

3.     Project

       This is a portfolio which represents students’ continuous learning and their
       progress over a period of time. Students’ initiative in working the project is very
       important and therefore the subject area selected must be of some interest to
       students and relevant to students’ daily life. The assessment criteria and
       specifications of the project should be made clear to students in advance. The
       focus of assessment should be on student’s ability to communicate the project
       effectively with others.

4.     Observation and conversation

       Observation and verbal exchanges help teachers to understand what students
       have learned and these become an informal way of continuous assessment of
       students’ learning.

Assessments play an important role in students’ learning because assessment results
provide valuable feedback to students and teachers for improvement. Awareness should
be given to the design of appropriate assessment instruments for different assessment
objectives. Records of students’ assessment should be kept and analyzed to see the
learning profile of individual students such as the progress of various skills of
individual students.

                                         - 12 -
                 Appendix A: List of Reference Books

Title of Books             Author              Publisher

                           (to be parepared)

                                    - 13 -
           Appendix B : List of Audio-Visual Materials and CAL

Code No.      Title                                     Duration

 * F=Film (16mm)
  VHS=Video Tape

                             (to be prepared)

                                  - 14 -
                         Teaching and Learning Strategies

Apart from the more conventional teacher talk and teaching, it is recommended that
classroom activities should be organized in the form conducive to the development of
the students’ generic skills such as organizational skill.


It is recommended that continuous assessment is to be performed with more
sophisticated evaluation instruments such as systematic observations on the
development of generic skills like interpersonal skills via project work on group basis
on top of the achievement of curriculum contents by more conventional assessment

   •   Syllabus of Printing (S1-3)

                                        - 15 -

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