LEARNING IN ONTARIO

Broad-based Technological Education

Curriculum Guideline

Grades 10, 11, and 12

Preface
Introduction
- The Role of Technological Education
- Key Features of Technological Education Programs
The Main Components of Broad-based Technology Programs
- The Three Major Areas of Study
- The Ten Concepts Used in Technological Education
- Open-ended Problem Solving and the Design Process
The Learning Environment
- The Broad-based Facility
- Resources
- The Role of the Teacher
- Process and Project Management
Considerations in Program Development
- Safety
- The Role of Computerized Electronic Equipment
- Cross-curricular Applications
- School-Community Partnerships
- Co-operative Education
- Career Information and Planning
- Timetabling
Program Development
- Program Emphases in Grades 10, 11, and 12
- Transferable Skills
- Developing the Program
- Developing a Course Description
Broad-based Technology Programs
- Communications Technology – TGJ
- Construction Technology – TCJ
- Hospitality Services – TFJ
- Manufacturing Technology – TMJ
- Personal Services – TPJ
- Technological Design – TDJ
- Transportation Technology – TTJ
Evaluation
- Introduction
- Evaluation of the Student
- Student Profiles
- Student Participation in the Evaluation Process
- Program Evaluation
Appendices
- A. Sample Web Diagram
- B. Sample Components Matrix
- C. Sample Student Profile
- D. Compulsory and Voluntary Regulated Trades
Acknowledgements

Preface

Broad-based Technological Education outlines policies for the development of technological education programs in Grades 10 to 12. The guidelines provided in this document have been developed in close consultation with school boards and minority-language sections of boards (which have been developing and offering broad-based technology programs since 1989) and with teachers, parents, students, and business and labour groups.

This document shall be used for developing courses in technological education in Grades 10 to 12. As of September 1, 1995, the present document supersedes Technological Studies, Intermediate and Senior Divisions, Part B, 1985 (Footnote 1). The 1985 document may continue to be used as a resource document where appropriate.

Programs developed from this guideline must build on programs developed from The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995 and must be consistent with the policies outlined in that document, in Ontario Schools, Intermediate and Senior Divisions (Grades 7-12): Program and Diploma Requirements, 1989, rev. ed. (OSIS), and in Technological Studies, Intermediate and Senior Divisions, Part C: Ontario Academic Courses, 1987. In Grades 10 to 12, technology programs must be designed to provide all students with the technological foundation they will need to pursue postsecondary education and/or careers. Broad-based technology programs may be offered in the fields of communications, construction, hospitality services, manufacturing, personal services, technological design, and transportation.

Starting in Grade 11, students may select an area of concentration, but only within the overall framework of a broad-based program. Wherever possible, students should also be encouraged to participate in programs such as co-operative education, the Ontario Youth Apprenticeship Program (OYAP), and articulation agreements.

Programs developed from this guideline may also assist in preparing students for Ontario Academic Courses in technological education, as outlined in Technological Studies, Intermediate and Senior Divisions, Part C: Ontario Academic Courses, 1987.

In order to ensure that broad-based technology programs reflect the latest advances in technology, this document will be amended when necessary to incorporate new developments.

Introduction

The Role of Technological Education

Like other areas of the curriculum, technological education is changing in response to changing needs. As recently as ten years ago, technology programs focused primarily on teaching students the knowledge and skills they needed to carry out the specialized tasks associated with a particular, well-defined occupation. Recently, however, the nature of the workplace has altered significantly – partly because of a dramatic increase in the pace of technological change. People's occupations are less likely to fit into neat, easily defined categories, and the lines between different types of work are less rigidly drawn. In order to do their jobs effectively, workers in one field often need to know how developments in other fields affect their own activities, and what impact their work will have upon other people and upon the environment.

As "job descriptions" become broader and more general, workers will need to be competent in a number of different areas, and be able and willing to learn about and use new procedures and emerging technologies. In short, workers increasingly need both a commitment to lifelong learning and a variety of "transferable skills" – skills that will allow them to respond to changing conditions by using their existing knowledge and expertise in new ways.

The policies outlined in the present document are designed to respond to the new nature of the workplace by broadening the scope of technological education. Programs must enable students to understand and apply a range of concepts and to acquire skills that they can use for a variety of purposes. Programs must also ensure that students come to understand the ways in which technology, society, and the environment interact. Programs will continue to include the study of the invention and operation of machines and other design and production procedures; but they must also include the study of human processes, environmental systems, and the impact of technology on society and the environment. In addition, programs must help students to understand that technology is a force for change and enable them to develop the attitudes and values they need to meet the challenges it presents.

Technological education is now part of the core curriculum for Grades 1 through 9 (Footnote 2). As a result, students entering Grade 10 will increasingly have technological knowledge and skills that students at this level lacked in the past. To ensure that the material taught is appropriate to students' higher levels of technological competence and to provide continuity with students' earlier learning, technological education programs in Grades 10 to 12 will need to be continually adapted. Programs must also be continually reviewed and modified to ensure that they reflect new technological developments.

Key Features of Technological Education Programs

The changing nature of the workplace has created a need for technology programs that have the following key features.

Programs must promote integrated learning. That is, they should help students to see how their learning in one area is connected to their learning in another and to conditions in the real world. An integrated program uses a theme or group of activities to link several subject areas, thus allowing students to acquire knowledge, skills, and values that are relevant to more than one topic or field. Programs should enable students to make connections between the various technological subjects, and also between technological subjects and other areas of the curriculum.
Programs must emphasize problem solving, with a focus on problems that lend themselves to more than one type of solution, or that may require novel types of solutions. Through this type of "open-ended" problem solving, students gain valuable experience in identifying, analysing, defining, and solving many different types of problems. The "open-ended" aspect is important to reflect conditions in the real world, where the problems students are likely to encounter will not always be clear-cut. This approach to problem solving is discussed in more detail in the next section, "The Main Components of Broad-based Technology Programs".
Programs must emphasize the process of problem solving as well as the product or solution. In order to solve problems, students must use a number of basic problem-solving techniques. Taken together, these techniques add up to a "process" that can be used consistently to find solutions to many different types of problems. The ability to use a particular process or group of techniques to solve problems is a valuable "transferable skill" – one that can be used in many different situations and for a variety of purposes. Students need to identify and become thoroughly familiar with the steps in the process they are using; to help them do so, they must be required to maintain a record of their activities for each project. This record, which could take the form of a design brief, a technological report, or some similar type of documentation, will also be used in evaluating student performance. The way in which a design process may be used in problem-solving activities is discussed in more detail in the next section, "The Main Components of Broad-based Technology Programs".
Programs must use projects, and the activities and tasks required to complete them, as the primary means through which students learn the subject matter and reach the expected outcomes for the course or program. Projects may be very broad in scope (e.g., a multi-component project undertaken by the whole class) or may be narrow and focused (e.g., a project to learn a specific skill used in making part of a product). Each program should expose students to a variety of types of projects.
Programs must emphasize learning by doing. That is, the students should acquire knowledge and skills primarily through doing the specific tasks required to complete a project, rather than from texts or teacher instruction. Students understand concepts and procedures more readily when they encounter them first through concrete examples.
Programs must emphasize independent and small-group learning activities. Programs that use this approach are called "student centred". The purpose of using a student-centred format is to enable students to take progressively more responsibility for their own learning in preparation for a workplace that requires responsible, self-motivated workers capable of taking on new challenges.

In a student-centred program, a wide variety of learning resources must be available for students' use, and teachers often act as facilitators and resource persons rather than delivering direct instruction in formal lessons. Student self-assessment and peer evaluation are used along with teacher evaluation in a student-centred program.

The Main Components of Broad-based Technology Programs

All broad-based technology programs must include the three major areas of study: physical products, human processes, and environmental systems. Each of these areas must be studied within the framework of the ten concepts used in technological education, which are outlined later in this section. As well, the teaching-learning approaches employed must emphasize open-ended problem solving and the use of a variety of design processes.

The Three Major Areas of Study

We use technology in three main ways to adapt the world around us to human needs: (1) to create physical products for our use; (2) to manage and assist human production processes; and (3) to use or control aspects of our natural environment. To achieve broad technological competence, therefore, students need to understand the uses of technology in the three major areas of physical products, human processes, and environmental systems. They must also understand the connections among these areas and how they interact with one another and with society as a whole.

1. Physical Products

Studies in this area require students to design and build a variety of objects using different types of tools and equipment and a wide range of natural and processed materials. They must also study the uses made of various products and their effects on society and the environment.

2. Human Processes

Students must analyse and learn about a range of human production processes and undertake projects that require them to design, develop, and use examples of such processes. In doing so, they must take account of the impact of the processes on individuals, the environment, and society as a whole.

3. Environmental Systems

Students must analyse and learn about different environmental systems and the technologies that enable us to use or modify those systems to suit our own purposes. They must also examine the impact of technology on the natural environment. They should learn about both the beneficial and the harmful effects and the short-term and long-term consequences of various types of technological intervention.

The Ten Concepts Used in Technological Education

In technological education, ten concepts are used to provide a broad, systematic framework for describing the different types of technological knowledge and skills. It is important for students to understand and use these concepts, which can assist them to analyse and classify technological problems and to identify the most effective ways of solving those problems.

The ten concepts used in technological education are listed below.

1. Structure

The essential physical or conceptual parts of a product, process, or system, including the way in which the parts are constructed or organized.

2. Material

The substance or information from which the structure is made.

3. Fabrication

The act or process of forming and assembling materials and structures.

4. Mechanism

The parts of a structure that allow it to work or function.

5. Power and energy

The resource that enables a mechanism to perform work.

6. Controls

The means by which a mechanism is activated and regulated.

7. Systems

Combinations of interrelated parts (structures and/or mechanisms) that make up a whole and that may be connected with other systems.

8. Function

The use for which a product, process, or system is developed.

9. Aesthetics

The aspects of a product, process, or system that make it pleasing to the human senses.

10. Ergonomics

The aspects of a product, process, or system that allow people to use it efficiently – that is, with minimal waste of time or energy.

Open-ended Problem Solving and the Design Process

An approach to teaching and learning that emphasizes open-ended problem solving is the best way to prepare students for the challenges they will meet in the world outside the school. In the workplace, projects may not always be clearly defined, and traditional methods and procedures may need to be modified and adapted to meet the unique requirements of a specific project. Experience with open-ended problem solving will give students practice in responding to challenges for which prescribed solutions do not already exist.

The steps or techniques used in solving a problem are known as the problem-solving process. In technological studies, this process is often called "the design process". At the beginning of a design process the student analyses a given set of conditions in order to identify a problem, challenge, or need. The student then works through a number of identifiable stages in order to arrive at a solution.

A design process includes all the stages in the development of a product or process. Designing is not necessarily a linear activity, however, but may require the student to reformulate or restate the problem, or revise the plan for solving it, or both. Although the process may have distinct stages, those stages will not necessarily be followed in a rigid sequence. For example, students must evaluate (reflect on) their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications; or they may decide to complete a particular step sooner than was originally planned.

Since design processes are used as a problem-solving model in all technological education programs, students may have begun to use some type of design process as early as Junior Kindergarten. All students should be familiar with and understand the process by the time they reach Grade 10.

The design process described below has five stages. Sections in italic in parentheses indicate the instructions for each stage that could be addressed to the student(s) designing the product or providing the service.

1. Developing a Focus

The students identify the problem or challenge and begin keeping a record of the design process (a technological report or design brief) (Footnote 3). Initially, students should use the design brief to outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. As work progresses on the project, students may periodically revise the initial broad plan to reflect what is actually happening.

(Meet with your client or the group for whom your product or service is being developed. Discuss the project with them to determine what you must accomplish and to establish goals for completing the product or delivering the service.)

2. Developing a Framework

The students identify various possible solutions and the resources required to achieve them; they determine whether the various resources are available and record their findings in the design brief. During this stage they may discover that they need to redefine the problem or challenge.

(Identify various ways in which the possible solutions could be achieved. Evaluate each of these alternatives in terms of quality, cost, durability, expectations, etc. As at any other stage in the process, you may need to redefine what you want to accomplish.)

3. Choosing the Best Solution

The students consider such factors as what materials, tools, and resources are available, the amount of time needed to carry out different procedures, and any relevant ergonomic and aesthetic requirements. If necessary, they construct and evaluate a model. Based on the results of these activities, they choose the solution that seems best. They record the reasons for choosing a particular solution in the design brief.

(Draw up a technical report that sets out for your client the recommendations or best alternatives. Develop a draft plan of action, which may include preliminary drawings.)

4. Implementing a Plan

The students try out different ways of achieving the best solution and construct the product, process, or system. For physical products, they make a full-sized prototype using production-type materials, tools, and equipment. As they assess every aspect of the construction phase, they may make changes to the production plan. They may even modify the original conception of the product to reflect ideas that emerge during construction or to solve problems they did not think of when they began the process. The students record any and all such changes in the design brief.

(Develop a final plan, including final working drawings and a prototype for the approval of your client. Make the product, or provide the service, to your client's specifications.)

5. Reflecting on the Process and the Product

The students evaluate the process used and the end result in light of their own expectations and the reactions of peers and the client. As a result of their evaluation, they may decide to modify the production process, the product, or even the original definition of the problem or challenge. Also at this stage they complete the design brief or technological report and communicate their results.

(As a group, evaluate the final product or service, including your client's reaction to it. Redesign and make changes to the process or product that will be incorporated when filling subsequent orders. Prepare reports and marketing strategies. Outline quality-control procedures that should be used for further products or services.)

From Grade 10 onwards, students should be able to work as self-directed problem solvers, using a design process with progressively less dependence on the teacher. To evaluate students' proficiency in using a design process, teachers may use the chart "Levels of Complexity in the Use of the Design Process" (see page 11). Teachers should note that the levels of complexity represent degrees of readiness and ability rather than age-related or grade-related expectations for students. In general, however, most Grade 10 students will be able to work at Level 3 or 4.

Levels of Complexity in the Use of the Design Process
Adobe Acrobat file (8 K)

The Learning Environment

The Broad-based Facility

Schools should provide a specialized facility for broad-based technology programs. Ideally, this should be a large, open facility that includes work stations of different types. In all broad-based technology programs, students will be working both independently and in small groups to complete assignments and projects. The projects will be of many different types. To accommodate the different types of projects, a variety of work stations containing a wide range of equipment will be needed. There should be a few desks for writing technological reports and design briefs, but a full set of desks will not normally be necessary. Instead, most of the floor space can be used for work stations. The type of equipment at each work station will vary with the program, but usually no more than two or three similarly equipped work stations would be needed. (The exception might be a computer lab that is used by a number of students from different classes at the same time.) The facility should include an area in which students can communicate their results to their peers, customers, or clients and celebrate completion of their projects.

Out-of-school placements such as work experience, co-operative education, or the Ontario Youth Apprenticeship Program (OYAP) may form part of a broad-based technology program. These placements may be in a work setting that is directly related to the program, or in another educational facility that has equipment that supports the program.

Resources

The resources available for any particular program must be adequate to support the learning expectations for the program. A wide variety of resources is required for broad-based technology programs. These may include textbooks, CD-ROMs, videos, computer-aid sheets, sample materials, tools, models, and lists of resource persons and community groups. For ready accessibility, resources should be placed in a central location that is convenient for all technology programs, or within each broad-based technology facility. The facility should be linked to the Ontario Education Highway to provide access to global resources.

Although a multiplicity of resources will be required, not all students will be using the same resources at the same time, so that class sets of a particular resource should not be required.

The Role of the Teacher

In addition to fulfilling their traditional role as sources of information, teachers will act as facilitators to encourage students to take more responsibility for their learning. Teachers are responsible for identifying the knowledge, skills, and values that students are expected to acquire during a particular course or program, although students will take increasing responsibility for deciding how intensively to focus on any particular area. Program and course outcomes will be determined by the teacher in consultation with other stakeholders. Teachers will work with individual students to develop expected outcomes for each student that are compatible with the student's interests and career plans as well as with the outcomes for the program.

An important role of the teacher in a broad-based technology program is to help students to understand and accept the necessity of lifelong learning. Broad-based technology programs provide an excellent opportunity for teachers to demonstrate the meaning of "continuing education" or "retraining", since rapidly changing technologies often mean that teachers may still be learning about some aspects of a new technology while they are introducing it to the students. To help students to develop a positive attitude to the process of adapting to new conditions, teachers must be able to respond to innovations in their field in a positive and constructive manner.

To ensure that courses will be as varied and comprehensive as possible, more than one teacher may be involved in the delivery of a broad-based technology course. Not only technological education teachers but teachers of other subjects may be involved, depending on the degree of integration of the program.

Process and Project Management

The teacher's management skills are particularly important in broad-based technology programs, where the activities of a number of students working independently or in small groups on a wide variety of projects must be supervised and co-ordinated.

The projects that students develop and work on must be closely monitored by the teacher to ensure that students acquire the knowledge, skills, and values that have been identified as the learning outcomes for the course. Before approving a student's project, the teacher must analyse it carefully to determine whether it will promote the necessary learning. Teacher and students must collaborate to ensure that safety issues have been taken into account and that the required resources, learning aids, tools, equipment, and materials are identified and obtained for each project.

The teacher must maintain an ongoing record of the knowledge, skills, and values acquired by each student and the level of achievement each has reached. Computerized student profiles should be used for this purpose, as outlined in the section on evaluation.

If it is necessary for students to move to different areas in the school or out into the community in order to complete projects, the teacher will need to work in close co-operation with all stakeholders (students, parents, community members, other teachers, and administrators) to co-ordinate the contributions of all those participating in the students' activities and to address any concerns related to them.

Considerations in Program Development

Safety

Safety is of paramount importance in all broad-based technology programs. It is the responsibility of both the teacher and the student to ensure that tools and machinery are always used safely. Before a student is allowed to use a tool or piece of equipment, the student must demonstrate to the teacher that he or she understands and can follow the procedures for its safe use.

Essential safety learning outcomes for all students include:

a positive attitude towards personal and group safety;
awareness of potential safety hazards at home and in the workplace;
knowledge of school and classroom safety procedures;
familiarity with the procedures to be followed in an emergency;
knowledge and use of safe work habits;
the ability to design safe working areas and the commitment needed to maintain them properly.

Audio-visual materials and other resources that may be used to increase student awareness of the importance of safety are available from such groups as the Workplace Health and Safety Agency (WHSA), the Industrial Accident Prevention Association (IAPA), and the Construction Safety Association (CSA).

Working conditions and procedures for all broad-based technology programs must comply with relevant safety legislation, including the Workers' Compensation Act and the Workplace Hazardous Materials Information System (WHMIS), and, where applicable, the standards set by the Ontario Building Code, local by-laws, the Food and Drug Act, the Health Protection and Promotion Act, and any other relevant legislation.

Where the safe use of specialized technological equipment is a consideration, students must be supervised by a qualified teacher as identified by the Education Act and regulations.

Note: Although broad-based technology programs are not intended to be trade specific, there may be occasions when a specific project requires the performance of specialized work. If the work to be performed falls under the Trades Qualification and Apprenticeship Act (R.S.O. 1990, Chapter T.17), it must be performed or supervised by a teacher who holds the required journey person qualification in that trade (see Appendix D). Boards and schools must take this into consideration when developing broad-based technology programs.

The Role of Computerized Electronic Equipment

Computer technology is a major component of all broad-based technology programs. Computerized electronic equipment can be used by teachers and students as a tool at various steps of the problem-solving process and for accessing, manipulating, storing, and presenting information related to their projects.

Students can use computers to design products, to operate the machinery needed to make the products, and to assist in quality control and the evaluation of the finished product. Teachers can use computers for certain aspects of program management, such as the assessment and evaluation of students' projects and students' achievement of the expected outcomes. Teachers may also use computers to develop further units of study.

As more information and software packages related to the different technological fields become available, the use of information technology plays an increasingly significant role in technological education. Assembly or instructional manuals, references, guides, and training programs are often accessible on the electronic highway. Both teachers and students need the equipment and the software that will allow them to make use of such information.

Ideally, a broad-based technology facility should have a design centre where students will have access to computers for individual or group problem solving. Various software packages, including specialized types of software for specific programs, should be available. At times, the design centre might be used by a full class; at other times, it might be used concurrently by students from different classes.

Students entering Grade 10 have more sophisticated computer skills than ever before. By the time students have completed Grade 12, they should be thoroughly familiar with the process of locating, retrieving, and manipulating the information available to them through the use of microcomputers.

Cross-curricular Applications

Broad-based technology programs should be developed or offered in collaboration with other programs that are offered in the school.

An integrated program that highlights the many natural and obvious links between technological education and other subject areas will enable students to appreciate the relevance and usefulness of their technology courses. In a fully integrated program, students learn concurrently in the different subject areas while a project is being completed. Teachers from various subject areas must work together to plan programs which make use of the linkages between subjects. Programs may be offered in a fully integrated format, with students learning from two or more teachers of two or more subjects in mixed classes; or programs may be offered as a package of two or more courses in which students study related subjects at different times.

School-Community Partnerships

It is essential for schools to involve the community in the process of developing, offering, and evaluating broad-based technology programs.

Links between technological education and postsecondary programs and between technological education and the workplace can be very useful for helping students to make a successful transition to the world beyond the school.

Communication links with community-based resources, via fax, modem, etc., can provide students with access to valuable sources of information about postsecondary education and careers. Links with the community are particularly important for students in co-operative education, Ontario Youth Apprenticeship, and articulation programs. Schools may be able to place many such students with local community organizations and businesses.

In order to maintain and strengthen their connections with the community, schools must involve community members and groups in the planning, delivery, and evaluation of all broad-based technology programs. Schools should consult with community representatives on a regular basis in order to identify new needs as they arise and allow programs to be adjusted accordingly.

Co-operative Education

Co-operative education or similar experiential programs are recommended for students in technological education programs who wish to learn the specialized skills related to a particular career (see page 18). Students who are primarily learning transferable skills may also benefit from such experiential programs. The success of such programs depends to a great extent on finding appropriate co-operative education placements for students. Because the local community is an important potential source of such placements, schools must involve community representatives in the development of technological education programs on a continuing basis. (See "School-Community Partnerships" above.)

Career Information and Planning

Learning opportunities related to career information and planning must be integrated into all technological education programs in Grades 10, 11, and 12. Programs must help students to identify career paths and the knowledge, skills, and values they need for those careers.

Community-based resources are a valuable source of career-related information. Schools must ensure that technological education students have access to such resources and receive the support they need to use them effectively.

Timetabling

Flexible timetabling is essential for broad-based technology courses. The project-driven nature of courses means that the project, not an external schedule, determines when students will need access to materials, tools, and equipment. To allow the necessary flexibility, boards and schools might consider assigning the teachers for a course as a block, both to the students who have opted for a particular course and to the facilities available for the course. (The teachers may be all technological education teachers, or may include teachers from other subject areas, depending on the type and extent of integration planned for the course.) Given the facilities and students, the teachers can then work together to determine how to deliver the particular course.

Program Development

Program Emphases in Grades 10, 11, and 12

All broad-based technology programs must build on and form a continuum with technological education programs developed from The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995. Programs for Grades 10, 11, and 12 must be developed in conjunction with programs for Grades 7, 8, and 9. Teachers of these programs should work together to ensure continuity within the technological education program. It is also essential for technology teachers to work with the community and with other teachers in the school to develop programs that help students to make connections among the various technologies, and among broad-based technology programs, other school programs, and real-life experiences.

Broad-based technology programs must be designed to accommodate all students and to ensure that they leave school with a basic understanding of technology and how it affects the world in which they live. Programs must be student centred to ensure that the needs of all students are met and that each student has opportunities to learn in the way that he or she learns best. Programs must be activity based to enable students to see a direct relationship between theory and practice. Programs must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. For each student, a profile should be developed in which the teacher keeps a record of the student's progress towards achieving the expected outcomes for the program or course.

Programs can be developed in the following seven broad areas: communication technology, construction technology, hospitality services, manufacturing technology, personal services, technological design, and transportation technology. Each of these areas incorporates a group of related technologies. Within each area, the programs and courses developed should have as wide a scope as possible. For example, manufacturing technology courses should not stop with the study of the traditional industrial assembly line, but should examine other production methods and different aspects of the production process. In studying a manufacturing process like the production of milk, for example, students could explore such topics as the use of computerized feeding systems to increase milk yields, the processing of milk into various end products, and the packaging and marketing of these products. Themes could be chosen for their relevance to the lives of students in the particular school. For example, a study of the production of milk might seem highly relevant to students living in a dairy-farming community.

Components within a broad-based area must be presented using an integrated approach that links various technologies. For example, when working with robotic equipment, students should learn about all the mechanical (including pneumatics and hydraulics), electrical, and electronic elements that may be involved in robotics, and how these elements are interconnected. Building a robotic arm is an excellent way to learn such material. The function of robotic equipment and its impact on society should also be studied. A web diagram and components matrix (see Appendices A and B) may be used to ensure that all aspects of a topic have been identified.

Grade 10 broad-based technology programs should cover the broad spectrum of the technology being studied. (For example, a Grade 10 transportation technology program should include activities that will allow students to achieve all the learning outcomes listed for transportation, at least at the awareness level. The program cannot be limited to just automotive technology.) Grade 11 and 12 programs will con-tinue to cover the broad spectrum of the technology, but students who have already made career choices may also focus on the knowledge, skills, and values they need to pursue their intended careers. To enable students to learn the required skills on the job rather than in a simulated setting within the school, such focused learning should be done through an out-of-school placement, such as a co-operative education, Ontario Youth Apprenticeship, or articulation program. A career-oriented concentration of this type may take place only within a broad-based context, so that all students learn the transferable skills they will need in today's workplace.

Broad-based technology programs must be designed so that, on completion of a particular program, students will have been able to achieve all of the outcomes listed for that technology in the section "Broad-based Technology Programs". Each successive course within a broad-based technology program shall address all of the learning outcomes listed for that technology, to provide students with as many opportunities as possible to achieve the outcomes. The learning outcomes for each broad-based technology area refer to various topics related to that technology. Individual courses may be developed in which some topics are given more weight than others, but all topics must be addressed in any program.

Transferable Skills

A major objective of broad-based technology programs is to provide all students, regardless of their individual career plans, with a basic repertoire of transferable skills that will enable them to adapt to a changing work environment. Programs should therefore emphasize the learning of transferable skills rather than job-specific skills.

Transferable skills include:

communication skills;
research skills;
information-management skills;
design and production skills;
thinking skills;
personal-management skills;
interpersonal and teamwork skills;
problem-solving skills.

Although the themes in any broad-based technology program may vary from school to school, the transferable skills learned by the students will be similar. These skills will constitute the common component in all broad-based technology programs.

Developing the Program

The steps in program development include the following:

a) From the general outcomes given in this document, boards and schools must develop more specific outcomes that identify all the knowledge, skills, and values that students are expected to acquire during a particular program or course.

b) If more than one course is to be offered in a particular broad-based technology program, the outcomes and indicators that identify the knowledge, skills, and values for each course must then be developed.

c) When projects are proposed at the classroom level by students and teachers, proposals must be analysed to ensure that the projects incorporate activities that support the course outcomes. If additional activities are required to complete the project, they must also be analysed to determine what knowledge, skills, and values they will contribute to students' learning. Proposed projects must also be evaluated in advance to be sure that they are sufficiently challenging, so that students will continue to acquire new skills and will become progressively more competent in using the skills they have already learned.

d) As well as developing the outcomes, boards and schools must establish procedures for maintaining an ongoing profile of each student's progress towards acquiring the identified knowledge, skills, and values. Student profiles should be used for this purpose. (A sample is provided in Appendix C.)

A variety of instruments may be used to assist in program development. For example, a web diagram (see Appendix A) could be used to identify all the elements that may be included in a program to allow students to achieve the outcomes. Learning outcomes for these elements can then be developed for the program. In developing programs and individual courses, components matrices (see Appendix B) may be developed to ensure that every program and course covers the ten concepts used in technological education in each of the three major areas – physical products, human processes, and environmental systems. A profile may then be constructed that lists the knowledge, skills, and values covered in the specific course outcomes. If the profile identifies varying levels of achievement for each of these outcomes, it may also be used to keep a record of a student's ongoing progress (see Appendix C, the sample student profile).

Developing a Course Description

As part of the process of developing programs, schools identify the knowledge, skills, and values to be covered in courses within the program. They may then use a components matrix (see Appendix B) to identify the activities and topics that are covered in a particular course. A student profile sheet (see Appendix C) should be used to list the knowledge, skills, and values that students develop through these activities. A variety of types of resources that accommodate students' different learning styles should also be identified in the course description.

A course description should include the following items:

a) the general learning outcomes for the course;

b) a list of the knowledge, skills, and values covered in the course, expressed as general learning outcomes; (Footnote 4)

c) a list of activities that students could perform in order to achieve these learning outcomes; (Footnote 5)

d) a list of the learning resources needed by students when they perform these activities;

e) a description of the evaluation and assessment strategies to be used.

A course description may provide examples of projects that incorporate the activities listed; it is expected, however, that students will take the primary responsibility for choosing their own projects.

Broad-based Technology Programs

The program descriptions provided in this section emphasize process rather than content, to ensure that programs remain current despite changes in the various technologies. The content for a broad-based technology program may be obtained from any source, provided it meets the criteria for the particular program as outlined in this section.

Communications Technology – TGJ

Courses in communications technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of communications technology. A communications technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education.

Communications technology programs must include the study of electronic, live, and graphic communications; a course must focus on two or more of these topics.

"Electronic communications" could include the study of television production, editing, and transmission (air wave and cable); audio recording and amplification; and communication devices such as telephones, fax machines, and computers. The transmission and receiving of communications signals using radio waves, line-of-sight signals, microwaves, satellites, fibre optics, cable, or any other means are relevant parts of the study of electronic communications systems.
"Live communications" could include the study of photography (moving and still) and stage productions. Lighting, art work, carpentry, and other design aspects of the process of creating illusions and functional environments for live communications systems may be included.
"Graphic communications" could include the study of print materials, desktop publishing, computer graphics, drafting methods, and printing systems.

Every student, on completion of a communications technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Communications Technology

Students will describe and evaluate, using practical and theoretical means, types of video, audio, and other electronic communications systems, including microcomputers.
Students will describe and evaluate, using practical and theoretical means, types of live communications systems.
Students will describe and evaluate, using practical and theoretical means, types of graphic communications systems.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to communications technology.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in communications technology related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in communications technology.
Students will select and use appropriate information technologies when developing solutions to problems in communications technology.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in communications technology, and the entry requirements for those careers.

To enable students to explore the use of related media, communications technology courses may be offered in conjunction with courses in media literacy, preferably in a fully integrated format, and with courses in drama, art, construction technology, business studies, and any other related subject, as part of an integrated or packaged program.

Construction Technology – TCJ

Courses in construction technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of construction technology. A construction technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Construction technology programs must include the study of residential, commercial, industrial, recreational, and other built environments, including the systems required to maintain and service them; a course must focus on two or more of these topics.

"Residential construction" could include the study of house and cottage designs, types of multi-family dwellings, construction techniques, electrical and water installation, utility systems, sewage and waste disposal systems, and rural-urban comparisons.
"Commercial construction" could include the study of zoning regulations, stores, gas stations, office buildings, farm buildings, construction techniques, utility systems, and sewage and waste disposal systems.
"Industrial construction" could include the study of zoning regulations, types of buildings, construction techniques, utility systems, and sewage and waste disposal systems.
"Recreational construction" could include the study of arenas, sports stadiums, boat-storage facilities, docks, and marinas.

In construction technology studies, the complete environment for a particular structure must be examined. For example, the utilities that support the operation of the structure, facilities for the discharge of waste products, building codes, landscaping, and the effect that the structure has on the surrounding community and environment must all be included.

Every student, on completion of a construction technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Construction Technology

Students will describe and evaluate, using practical and theoretical means, types of residential construction technology.
Students will describe and evaluate, using practical and theoretical means, types of commercial construction technology.
Students will describe and evaluate, using practical and theoretical means, types of industrial construction technology.
Students will describe and evaluate, using practical and theoretical means, types of recreational and other construction technologies.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to construction technology.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in construction technology related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in construction technology.
Students will select and use appropriate information technologies when developing solutions to problems in construction technology.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in construction technology, and the entry requirements for those careers.

Construction technology courses may be offered in conjunction with courses in mathematics, drama, business studies, art, science, and any other related subject, as part of an integrated or packaged program.

Hospitality Services – TFJ

Courses in hospitality services may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of hospitality services. A hospitality services program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Hospitality services programs must include the study of tourism and guiding, travel and accommodation, food preparation and serving, and other hospitality issues; a course must focus on two or more of these topics.

"Tourism and guiding" could include the study of wilderness travel, hunting and fishing, heritage attractions, communications, and environmental issues.
"Travel and accommodations" could include the study of hotel management, travel booking systems, and travel methods.
"Food preparation and serving" could include the study of quantity food preparation, baking, fast foods, gourmet cooking, table serving, and restaurant management.

Every student, on completion of a hospitality services program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Hospitality Services

Students will describe and evaluate, using practical and theoretical means, principles and practices related to tourism and guiding.
Students will describe and evaluate, using practical and theoretical means, types of travel and accommodation.
Students will describe and evaluate, using practical and theoretical means, principles and practices related to commercial and domestic food preparation and serving.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to hospitality services.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in hospitality services related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in hospitality services.
Students will select and use appropriate information technologies when developing solutions to problems in hospitality services.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in hospitality services, and the entry requirements for those careers.

Hospitality services courses may be offered in conjunction with courses in business studies, mathematics, science, family studies, art, technological design, and any other related subject, as part of an integrated or packaged program.

Manufacturing Technology – TMJ

Courses in manufacturing technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of manufacturing technology. A manufacturing technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Manufacturing technology programs must include the study of product design, process and production planning, manufacturing processes, and quality control; a course must focus on two or more of these topics.

"Product design" could include the study of drafting and design processes, strength of materials, costing, and marketing.
"Process and production planning" could include the study of production tools, materials handling, controls, CAD/CAM systems, flow charts, and quality control.
"Manufacturing processes" could include the study of the forming, bending, removal, joining, and finishing of solid materials and the chemical and physical changes to liquid and gaseous materials.
"Quality control" could include the study of tolerances, inspection processes, and control systems.

Programs may be built around a theme, such as the assembly line, clothing, milk, paper, steel production, or the growing of plants. Job-lot production or a generic approach to manufacturing may also be used.

A manufacturing technology program must cover the entire manufacturing process, from initial product design, through production planning, production, marketing, and the impact of both the manufacturing process and the product on human and environmental systems.

Every student, on completion of a manufacturing technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Manufacturing Technology

Students will describe and evaluate, using practical and theoretical means, principles and practices related to product design.
Students will describe and evaluate, using practical and theoretical means, principles and practices related to process and production planning.
Students will describe and evaluate, using practical and theoretical means, types of manufacturing processes and the quality-control systems required.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to manufacturing technology.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in manufacturing technology related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in manufacturing technology.
Students will select and use appropriate information technologies when developing solutions to problems in manufacturing technology.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in manufacturing technology, and the entry requirements for those careers.

Manufacturing technology courses may be offered in conjunction with courses in mathematics, science, social studies, business studies, and any other related subject, as part of an integrated or packaged program.

Personal Services – TPJ

Courses in personal services may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of personal services. A personal services program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Personal services programs must include the study of health care, personal grooming, child care, and geriatric care; a course must focus on two or more of these topics.

"Health care" could include the study of biotechnology, home care, dental care, nursing fundamentals, dietary rules, exercise, and disease prevention.
"Personal grooming" could include the study of hair care and styling, make-up and manicures, and personal hygiene.
"Child care" could include the study of prenatal and postnatal care, growth and development, childhood illnesses, parental responsibilities, and nutrition.
"Geriatric care" could include the study of disabilities and diseases, diets and nutrition, exercise, bed care, and social contact.

Every student, on completion of a personal services program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Personal Services

Students will describe and evaluate, using practical and theoretical means, principles and practices related to health care.
Students will describe and evaluate, using practical and theoretical means, principles and practices related to personal grooming.
Students will describe and evaluate, using practical and theoretical means, principles and practices related to child care.
Students will describe and evaluate, using practical and theoretical means, principles and practices related to geriatric care.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to personal services.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in personal services related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in personal services.
Students will select and use appropriate information technologies when developing solutions to problems in personal services.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in personal services, and the entry requirements for those careers.

Personal services courses may be offered in conjunction with courses in business studies, mathematics, science, family studies, art, technological design, and any other related subject, as part of an integrated or packaged program.

Technological Design – TDJ

Courses in technological design may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of technological design. A technological design program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Technological design programs must include the in-depth study of a variety of design processes that may be used in solving any technological challenge or problem; a course must focus on two or more of the other six areas of technological education covered in this guideline.

Technological design programs expose students to diverse and complex design processes and problems. Emphasis may be placed on the redesigning of a product, process, or system to produce one that better meets the particular need. Students should take progressively greater responsibility for identifying their own design problems and developing their own optimum solutions with minimal involvement from the teacher. To enhance their ability to make responsible decisions about the use of technology in their everyday lives, students should be given numerous opportunities to explore real-world applications of technology and the use of a wide variety of design processes.

Every student, on completion of a technological design program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Technological Design

Students will describe and evaluate, using practical and theoretical means, a variety of design processes that may be used in solving technological problems.
Students will apply a variety of design processes to solve technological problems in the areas of communications, construction, hospitality services, manufacturing, personal services, and transportation.
Students will identify and analyse the relationship between design processes and the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics).
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve technological design problems related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to design-related technological problems.
Students will select and use appropriate information technologies when developing solutions to design-related technological problems.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in technological design, and the entry requirements for those careers.

To enable students to explore how design processes can be used to solve many different types of problems, technological design courses may be offered in conjunction with any other course, as part of an integrated or packaged program.

Transportation Technology – TTJ

Courses in transportation technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of transportation technology. A transportation technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program.

Transportation technology programs must include the study of transportation by land, water, air, and space, from the point of view of personal transportation, mass transit systems, and the transportation of freight and other objects; a course may focus on two or more of these topics.

"Personal transportation" could include the study of bicycles, motorcycles, cars, snowmobiles, recreational vehicles, motor boats, and small aircraft, and comparisons of the fuel requirements for each.
"Mass transit systems" could include the study of commercial aircraft, buses, trains, subways, streetcars, cruise ships, escalators, and elevators.
"Freight transportation systems" could include the study of tractor trailers, freight trains, cargo ships, rocket ships, farm equipment, pipe lines, and conveyors.

Every course must include the study not only of the vehicles involved, but also of their associated transportation systems and their relation to human/social and environmental concerns.

Every student, on completion of a transportation technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes.

Learning Outcomes for Transportation Technology

Students will describe and evaluate, using practical and theoretical means, types of personal transportation by land, water, and air.
Students will describe and evaluate, using practical and theoretical means, types of mass transit by land, water, and air.
Students will describe and evaluate, using practical and theoretical means, methods of transporting freight and other objects by land, water, air, and space.
Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to transportation technology.
Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in transportation technology related to physical, human/social, and environmental concerns.
Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in transportation technology.
Students will select and use appropriate information technologies when developing solutions to problems in transportation technology.
Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace.
Students will identify and describe the principles related to lifelong learning.
Students will identify and assess career opportunities in transportation technology, and the entry requirements for those careers.

Transportation technology courses may be offered in conjunction with courses in mathematics, science, social studies, business studies, technological design, and any other related subject, as part of an integrated or packaged program.

Evaluation

Introduction

Evaluation (Footnote 6) is an integral component of the learning process and should be designed to encourage continued learning. The evaluation strategies used must reflect the particular approaches to teaching and learning emphasized for the program. Evaluation must examine not only students' success in finding solutions to problems but also their proficiency with the process of problem solving. The emphasis in broad-based technology programs must therefore be on ongoing (formative) evaluation rather than final (summative) evaluation.

Evaluation must also examine the student's success in achieving the learning outcomes – as an individual, not in relation to other students. The individual student profile must be used to record the level of achievement attained for each outcome.

The evaluation process must be clearly explained so that it is understood by all students and their parents.

The record of a student's achievement must be maintained in a format that is useful to students, parents, postsecondary institutions, and employers.

Evaluation of the Student

The ongoing evaluation of a student's progress should occur as an integral part of the learning process and be designed not only to measure the student's progress towards achieving the outcomes but also to support and encourage further learning. At the start of a course, it may be necessary to conduct a diagnostic evaluation to determine the individual student's present level of achievement in relation to each of the expected outcomes for that course.

Ongoing or formative evaluation is used to monitor and assess a student's learning as he or she works towards the solution of a problem. Evaluation of student achievement should be based to a considerable extent on the design brief or technological report kept by each student for each project. Evaluation must be done at each stage of a project to determine whether the student has achieved the knowledge, skills, and values outcomes identified for that stage. If the ongoing process of formative evaluation reveals the need for adjustment to the student's program, modifications should be made as and when they are needed.

Summative evaluation may be used to determine a student's overall achievement, at the end of a unit or course, in relation to the expectations established for that student at the beginning of the unit or course.

Where members of the community are involved in delivering the program (for example, co-operative education supervisors), they should assist in the evaluation of student performance.

Student Profiles

Individual student profiles should be developed to assist in identifying the level of achievement reached by a student as he or she works towards achieving the outcomes for a course or program (see Appendix C). Profiles should be computerized to make it relatively easy to maintain and update them. A student profile may list all the knowledge, skills, and values, at several levels of achievement, for each course or program outcome. Each step in a student's progress (i.e., achievement of a particular level of proficiency for an outcome) is recorded on that student's profile. The profile should be cumulative from course to course, so that by graduation the student has a complete record of the level of achievement attained for all the knowledge, skills, and values covered by the outcomes for the particular program.

The following four levels of achievement may be used for recording student achievement for the knowledge, skills, and values outcomes.

1. Awareness

The student is aware of what needs to be done to achieve a specific outcome, but has not yet managed to do it.

2. Application

The student has begun to apply the process or perform the activity required to achieve the outcome, but has not yet reached the appropriate skill level.

3. Competence

The student has achieved a consistent level of skill in applying the process or performing the activity, indicating that he or she has achieved the specific outcome.

4. Mentorship

The student applies a process or performs an activity expertly enough to provide help or instruction to others.

Student Participation in the Evaluation Process

Students are expected to develop the ability to evaluate their own and others' per-formance as an outcome of technological education programs. To help them do so, teachers must ensure that opportunities for student participation are included in the evaluation procedures. Student participation shall include both self-evaluation and peer evaluation. Students should also be active participants in developing the evaluation procedures used in the course.

While student self-evaluation and peer assessment are important, both students and teachers must acknowledge that the teacher has the ultimate responsibility for evaluation.

Student Self-evaluation

The ability to evaluate one's own performance is an essential tool that is required throughout life. Self-evaluation skills are essential for lifelong learning and can enhance students' feelings of self-worth and effectiveness. Student self-evaluation activities may be used at any stage in the evaluation process.

Peer Assessment

Peer assessment may be used whenever two or more students are involved in working together on a project or problem. Each student assesses the contribution of every student in the group, including his or her own contribution. This process can provide students with a different perspective on their own work and assist them in working with others.

Program Evaluation

Ongoing evaluation of programs and courses is essential to enable teachers to identify any modifications that may be needed to the content or the teaching approaches, or both. All aspects of the program, including the contributions of community members, should be monitored to ensure that programs meet the needs of the students and reflect developments in the area of study.

All those affected by the program – including students, parents, teachers, and community members – should be consulted as part of the evaluation process.

Appendices

Appendix A: Sample Web Diagram
Adobe Acrobat file (28 K)

Appendix B: Sample Components Matrix
Adobe Acrobat file (13 K)

Appendix C: Sample Student Profile
Adobe Acrobat file (15 K)

Appendix D

Compulsory and Voluntary Regulated Trades

(partial list of skilled trades for use in assigning teachers to some components of a broad-based technology program [see section 'Considerations in Program Development']

Compulsory Regulated Trades

A compulsory regulated trade is a skilled trade that only holders of a Certificate of Qualification or registered apprentices may practise.

Alignment and brakes mechanic
Auto body repair
Electrician
Fuel and electric systems mechanic
Hairstylist
Hoisting Engineer
Motor vehicle mechanic
Motorcycle mechanic
Plumber
Refrigeration and air-conditioning mechanic
Sheet metal worker
Steamfitter
Transmission mechanic
Truck-trailer repairer

Voluntary Regulated Trades

A voluntary regulated trade is a skilled trade that does not require a Certificate of Qualification. However, a Certificate of Apprenticeship does indicate that the holder has reached a certain level of expertise, and it may be required as a condition of employment.

Air-cooled and marine engine mechanic
Arborist
Automatic machinist
Automotive machinist
Automotive painter
Baker
Brick and stone mason
Cement mason
Construction boilermaker
Construction millwright
Cook
Farm equipment mechanic
Fitter (structural steel plateworker)
General carpenter
General machinist
Glazier and metal mechanic
Heavy-duty equipment mechanic
Horticulturist
Industrial electrician
Industrial mechanic millwright
Industrial woodworker
Iron worker
Lather
Lineworker
Mould maker
Painter and decorator
Pattern maker
Plasterer
Printer
Radio and television service technician
Sprinkler and fire protection installer
Tool and die maker

From Ontario Training and Adjustment Board (OTAB), "Reference Chart – Regulated Trades" (Toronto: OTAB, April 1995). See also OTAB, Apprenticeship Information (Toronto: OTAB, 1995).

Acknowledgements

The Ministry of Education and Training wishes to acknowledge the contribution of the many persons who have devoted countless hours over the past five years to developing successful broad-based technology programs. This guideline reflects those programs and the way in which they continue to evolve. Special mention should be made of the Technological Education Work Team (1990-92), which was responsible for defining the new directions in technological education from JK to Grade 12. The members of the Technological Education Work Team were:

John Bates, Frontenac County Board of Education
Guy Cantin, Nipissing District Roman Catholic Separate School Board
Graham Carr, Ministry of Education and Training (Project Manager)
Mary-Jane Hardy, Ministry of Education and Training
Bill Kirkwood, Ministry of Education and Training
Betty Moore, Halton Board of Education
Dianne Pennock, Ministry of Education and Training
Brad Saunders, Haliburton County Board of Education
Germain Simard, Ministry of Education and Training (Project Manager)

The Southern Ontario Technological Education Curriculum Consortium, started by the Wellington County Roman Catholic Separate School Board in 1990, has provided much input into the development of this document through its workshops and seminars. The success of this consortium and its more than seventy boards from across the province led to the formation of a province-wide Technological Education Curriculum Consortium of Ontario (TECCO) in 1993. Affiliated to TECCO are several regional consortiums that have also done extensive development work for broad-based technology programs. TECCO is establishing a network to provide for the province-wide sharing of resource materials and information for broad-based technology programs.

Assistance was also received from many others, including all the teachers who pioneered broad-based technology programs and whose experiences are reflected in the document, as well as from the following groups:

Association franco-ontarienne des enseignantes et des enseignants de technologie
The Interfaculty Technological Education Council
MET Regional Office Technological Education Officers
The Ontario Technological Education Co-ordinator's Council
The Technological Education Liaison Group
The Technological Education Reaction Group (1991-92)
The Technological Studies Advisory Committee (1985-90)

Special mention should be made of the following individuals:

Bernie Burns, Ministry of Education and Training
George Isford, Ministry of Education and Training
Tom Matsushita, Ministry of Education and Training
Bob Moulton, Ministry of Education and Training
Herb Salter, Queen's University

The ministry also wishes to acknowledge the contributions of the following education officers who collaborated in the preparation of this document:

Maurice Lamontagne, Ministry of Education and Training
Eric Larivière, Ministry of Education and Training
Germain Simard, Ministry of Education and Training
Sylvia Solomon, Ministry of Education and Training
Laurent Tregonning, Ministry of Education and Training

Footnotes

Part B of this guideline includes the following subject groupings: 1. Transportation Grouping, 1986; 2. Construction Grouping, 1986; 3. Electrical Grouping, 1985; 4. Food Services Grouping, 1986; 5. Graphics Grouping, 1986; 6. Horticulture Grouping, 1987; 8. Manufacturing Grouping, 1986; 9. Personal Services Grouping, 1986; and 10. Textiles Grouping, 1986.
Specific expected learning outcomes for technology in Grades 1 through 9 have been described in the Mathematics, Science, and Technology program area of The Common Curriculum: Policy and Outcomes, Grades 1--9, 1995.
A technological report is similar to a design brief. The terminology may vary, but a technological report records the same type of process (a design process) as that outlined in a design brief. The terminology used to describe the design process in this document is consistent with that used in all other technological education documents.
Details may vary from school to school.
Details may vary from school to school.
Assessment is the continuous and ongoing process of gathering information that is used during evaluation. Evaluation includes the process of drawing conclusions based on the information collected during assessment, and the reporting of those conclusions.

ISBN 0-7778-4632-2
95-036

MINISTER OF EDUCATION
Kathleen
Wynne

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LEARNING IN ONTARIO Preschool Elementary and Secondary Education Adult Learning Apprenticeships Colleges of Applied Arts and Technology Private Career Colleges Universities POPULAR TOPICS FREQUENTLY ASKED QUESTIONS Parents Teachers Students Administrators PREMIER DALTON MCGUINTY ENERGIZING ONTARIO EDUCATION PREMIER'S AWARDS FOR TEACHING EXCELLENCE LEADERSHIP IN FACULTY TEACHING AWARD EMPLOYMENT ONTARIO ONTARIO BUDGET 08 OPS CAREERS FAIRNESS FOR ALL CANADIANS PREMIER'S YOUTH ZONE ABOUT ONTARIO	Broad-based Technological Education Curriculum Guideline Grades 10, 11, and 12 Contents Preface Introduction The Role of Technological Education Key Features of Technological Education Programs The Main Components of Broad-based Technology Programs The Three Major Areas of Study The Ten Concepts Used in Technological Education Open-ended Problem Solving and the Design Process The Learning Environment The Broad-based Facility Resources The Role of the Teacher Process and Project Management Considerations in Program Development Safety The Role of Computerized Electronic Equipment Cross-curricular Applications School-Community Partnerships Co-operative Education Career Information and Planning Timetabling Program Development Program Emphases in Grades 10, 11, and 12 Transferable Skills Developing the Program Developing a Course Description Broad-based Technology Programs Communications Technology – TGJ Construction Technology – TCJ Hospitality Services – TFJ Manufacturing Technology – TMJ Personal Services – TPJ Technological Design – TDJ Transportation Technology – TTJ Evaluation Introduction Evaluation of the Student Student Profiles Student Participation in the Evaluation Process Program Evaluation Appendices A. Sample Web Diagram B. Sample Components Matrix C. Sample Student Profile D. Compulsory and Voluntary Regulated Trades Acknowledgements Preface Broad-based Technological Education outlines policies for the development of technological education programs in Grades 10 to 12. The guidelines provided in this document have been developed in close consultation with school boards and minority-language sections of boards (which have been developing and offering broad-based technology programs since 1989) and with teachers, parents, students, and business and labour groups. This document shall be used for developing courses in technological education in Grades 10 to 12. As of September 1, 1995, the present document supersedes Technological Studies, Intermediate and Senior Divisions, Part B, 1985 (Footnote 1). The 1985 document may continue to be used as a resource document where appropriate. Programs developed from this guideline must build on programs developed from The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995 and must be consistent with the policies outlined in that document, in Ontario Schools, Intermediate and Senior Divisions (Grades 7-12): Program and Diploma Requirements, 1989, rev. ed. (OSIS), and in Technological Studies, Intermediate and Senior Divisions, Part C: Ontario Academic Courses, 1987. In Grades 10 to 12, technology programs must be designed to provide all students with the technological foundation they will need to pursue postsecondary education and/or careers. Broad-based technology programs may be offered in the fields of communications, construction, hospitality services, manufacturing, personal services, technological design, and transportation. Starting in Grade 11, students may select an area of concentration, but only within the overall framework of a broad-based program. Wherever possible, students should also be encouraged to participate in programs such as co-operative education, the Ontario Youth Apprenticeship Program (OYAP), and articulation agreements. Programs developed from this guideline may also assist in preparing students for Ontario Academic Courses in technological education, as outlined in Technological Studies, Intermediate and Senior Divisions, Part C: Ontario Academic Courses, 1987. In order to ensure that broad-based technology programs reflect the latest advances in technology, this document will be amended when necessary to incorporate new developments. Introduction The Role of Technological Education Like other areas of the curriculum, technological education is changing in response to changing needs. As recently as ten years ago, technology programs focused primarily on teaching students the knowledge and skills they needed to carry out the specialized tasks associated with a particular, well-defined occupation. Recently, however, the nature of the workplace has altered significantly – partly because of a dramatic increase in the pace of technological change. People's occupations are less likely to fit into neat, easily defined categories, and the lines between different types of work are less rigidly drawn. In order to do their jobs effectively, workers in one field often need to know how developments in other fields affect their own activities, and what impact their work will have upon other people and upon the environment. As "job descriptions" become broader and more general, workers will need to be competent in a number of different areas, and be able and willing to learn about and use new procedures and emerging technologies. In short, workers increasingly need both a commitment to lifelong learning and a variety of "transferable skills" – skills that will allow them to respond to changing conditions by using their existing knowledge and expertise in new ways. The policies outlined in the present document are designed to respond to the new nature of the workplace by broadening the scope of technological education. Programs must enable students to understand and apply a range of concepts and to acquire skills that they can use for a variety of purposes. Programs must also ensure that students come to understand the ways in which technology, society, and the environment interact. Programs will continue to include the study of the invention and operation of machines and other design and production procedures; but they must also include the study of human processes, environmental systems, and the impact of technology on society and the environment. In addition, programs must help students to understand that technology is a force for change and enable them to develop the attitudes and values they need to meet the challenges it presents. Technological education is now part of the core curriculum for Grades 1 through 9 (Footnote 2). As a result, students entering Grade 10 will increasingly have technological knowledge and skills that students at this level lacked in the past. To ensure that the material taught is appropriate to students' higher levels of technological competence and to provide continuity with students' earlier learning, technological education programs in Grades 10 to 12 will need to be continually adapted. Programs must also be continually reviewed and modified to ensure that they reflect new technological developments. Key Features of Technological Education Programs The changing nature of the workplace has created a need for technology programs that have the following key features. Programs must promote integrated learning. That is, they should help students to see how their learning in one area is connected to their learning in another and to conditions in the real world. An integrated program uses a theme or group of activities to link several subject areas, thus allowing students to acquire knowledge, skills, and values that are relevant to more than one topic or field. Programs should enable students to make connections between the various technological subjects, and also between technological subjects and other areas of the curriculum. Programs must emphasize problem solving, with a focus on problems that lend themselves to more than one type of solution, or that may require novel types of solutions. Through this type of "open-ended" problem solving, students gain valuable experience in identifying, analysing, defining, and solving many different types of problems. The "open-ended" aspect is important to reflect conditions in the real world, where the problems students are likely to encounter will not always be clear-cut. This approach to problem solving is discussed in more detail in the next section, "The Main Components of Broad-based Technology Programs". Programs must emphasize the process of problem solving as well as the product or solution. In order to solve problems, students must use a number of basic problem-solving techniques. Taken together, these techniques add up to a "process" that can be used consistently to find solutions to many different types of problems. The ability to use a particular process or group of techniques to solve problems is a valuable "transferable skill" – one that can be used in many different situations and for a variety of purposes. Students need to identify and become thoroughly familiar with the steps in the process they are using; to help them do so, they must be required to maintain a record of their activities for each project. This record, which could take the form of a design brief, a technological report, or some similar type of documentation, will also be used in evaluating student performance. The way in which a design process may be used in problem-solving activities is discussed in more detail in the next section, "The Main Components of Broad-based Technology Programs". Programs must use projects, and the activities and tasks required to complete them, as the primary means through which students learn the subject matter and reach the expected outcomes for the course or program. Projects may be very broad in scope (e.g., a multi-component project undertaken by the whole class) or may be narrow and focused (e.g., a project to learn a specific skill used in making part of a product). Each program should expose students to a variety of types of projects. Programs must emphasize learning by doing. That is, the students should acquire knowledge and skills primarily through doing the specific tasks required to complete a project, rather than from texts or teacher instruction. Students understand concepts and procedures more readily when they encounter them first through concrete examples. Programs must emphasize independent and small-group learning activities. Programs that use this approach are called "student centred". The purpose of using a student-centred format is to enable students to take progressively more responsibility for their own learning in preparation for a workplace that requires responsible, self-motivated workers capable of taking on new challenges. In a student-centred program, a wide variety of learning resources must be available for students' use, and teachers often act as facilitators and resource persons rather than delivering direct instruction in formal lessons. Student self-assessment and peer evaluation are used along with teacher evaluation in a student-centred program. The Main Components of Broad-based Technology Programs All broad-based technology programs must include the three major areas of study: physical products, human processes, and environmental systems. Each of these areas must be studied within the framework of the ten concepts used in technological education, which are outlined later in this section. As well, the teaching-learning approaches employed must emphasize open-ended problem solving and the use of a variety of design processes. The Three Major Areas of Study We use technology in three main ways to adapt the world around us to human needs: (1) to create physical products for our use; (2) to manage and assist human production processes; and (3) to use or control aspects of our natural environment. To achieve broad technological competence, therefore, students need to understand the uses of technology in the three major areas of physical products, human processes, and environmental systems. They must also understand the connections among these areas and how they interact with one another and with society as a whole. 1. Physical Products Studies in this area require students to design and build a variety of objects using different types of tools and equipment and a wide range of natural and processed materials. They must also study the uses made of various products and their effects on society and the environment. 2. Human Processes Students must analyse and learn about a range of human production processes and undertake projects that require them to design, develop, and use examples of such processes. In doing so, they must take account of the impact of the processes on individuals, the environment, and society as a whole. 3. Environmental Systems Students must analyse and learn about different environmental systems and the technologies that enable us to use or modify those systems to suit our own purposes. They must also examine the impact of technology on the natural environment. They should learn about both the beneficial and the harmful effects and the short-term and long-term consequences of various types of technological intervention. The Ten Concepts Used in Technological Education In technological education, ten concepts are used to provide a broad, systematic framework for describing the different types of technological knowledge and skills. It is important for students to understand and use these concepts, which can assist them to analyse and classify technological problems and to identify the most effective ways of solving those problems. The ten concepts used in technological education are listed below. 1. Structure The essential physical or conceptual parts of a product, process, or system, including the way in which the parts are constructed or organized. 2. Material The substance or information from which the structure is made. 3. Fabrication The act or process of forming and assembling materials and structures. 4. Mechanism The parts of a structure that allow it to work or function. 5. Power and energy The resource that enables a mechanism to perform work. 6. Controls The means by which a mechanism is activated and regulated. 7. Systems Combinations of interrelated parts (structures and/or mechanisms) that make up a whole and that may be connected with other systems. 8. Function The use for which a product, process, or system is developed. 9. Aesthetics The aspects of a product, process, or system that make it pleasing to the human senses. 10. Ergonomics The aspects of a product, process, or system that allow people to use it efficiently – that is, with minimal waste of time or energy. Open-ended Problem Solving and the Design Process An approach to teaching and learning that emphasizes open-ended problem solving is the best way to prepare students for the challenges they will meet in the world outside the school. In the workplace, projects may not always be clearly defined, and traditional methods and procedures may need to be modified and adapted to meet the unique requirements of a specific project. Experience with open-ended problem solving will give students practice in responding to challenges for which prescribed solutions do not already exist. The steps or techniques used in solving a problem are known as the problem-solving process. In technological studies, this process is often called "the design process". At the beginning of a design process the student analyses a given set of conditions in order to identify a problem, challenge, or need. The student then works through a number of identifiable stages in order to arrive at a solution. A design process includes all the stages in the development of a product or process. Designing is not necessarily a linear activity, however, but may require the student to reformulate or restate the problem, or revise the plan for solving it, or both. Although the process may have distinct stages, those stages will not necessarily be followed in a rigid sequence. For example, students must evaluate (reflect on) their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications; or they may decide to complete a particular step sooner than was originally planned. Since design processes are used as a problem-solving model in all technological education programs, students may have begun to use some type of design process as early as Junior Kindergarten. All students should be familiar with and understand the process by the time they reach Grade 10. The design process described below has five stages. Sections in italic in parentheses indicate the instructions for each stage that could be addressed to the student(s) designing the product or providing the service. 1. Developing a Focus The students identify the problem or challenge and begin keeping a record of the design process (a technological report or design brief) (Footnote 3). Initially, students should use the design brief to outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. As work progresses on the project, students may periodically revise the initial broad plan to reflect what is actually happening. (Meet with your client or the group for whom your product or service is being developed. Discuss the project with them to determine what you must accomplish and to establish goals for completing the product or delivering the service.) 2. Developing a Framework The students identify various possible solutions and the resources required to achieve them; they determine whether the various resources are available and record their findings in the design brief. During this stage they may discover that they need to redefine the problem or challenge. (Identify various ways in which the possible solutions could be achieved. Evaluate each of these alternatives in terms of quality, cost, durability, expectations, etc. As at any other stage in the process, you may need to redefine what you want to accomplish.) 3. Choosing the Best Solution The students consider such factors as what materials, tools, and resources are available, the amount of time needed to carry out different procedures, and any relevant ergonomic and aesthetic requirements. If necessary, they construct and evaluate a model. Based on the results of these activities, they choose the solution that seems best. They record the reasons for choosing a particular solution in the design brief. (Draw up a technical report that sets out for your client the recommendations or best alternatives. Develop a draft plan of action, which may include preliminary drawings.) 4. Implementing a Plan The students try out different ways of achieving the best solution and construct the product, process, or system. For physical products, they make a full-sized prototype using production-type materials, tools, and equipment. As they assess every aspect of the construction phase, they may make changes to the production plan. They may even modify the original conception of the product to reflect ideas that emerge during construction or to solve problems they did not think of when they began the process. The students record any and all such changes in the design brief. (Develop a final plan, including final working drawings and a prototype for the approval of your client. Make the product, or provide the service, to your client's specifications.) 5. Reflecting on the Process and the Product The students evaluate the process used and the end result in light of their own expectations and the reactions of peers and the client. As a result of their evaluation, they may decide to modify the production process, the product, or even the original definition of the problem or challenge. Also at this stage they complete the design brief or technological report and communicate their results. (As a group, evaluate the final product or service, including your client's reaction to it. Redesign and make changes to the process or product that will be incorporated when filling subsequent orders. Prepare reports and marketing strategies. Outline quality-control procedures that should be used for further products or services.) From Grade 10 onwards, students should be able to work as self-directed problem solvers, using a design process with progressively less dependence on the teacher. To evaluate students' proficiency in using a design process, teachers may use the chart "Levels of Complexity in the Use of the Design Process" (see page 11). Teachers should note that the levels of complexity represent degrees of readiness and ability rather than age-related or grade-related expectations for students. In general, however, most Grade 10 students will be able to work at Level 3 or 4. Levels of Complexity in the Use of the Design Process Adobe Acrobat file (8 K) The Learning Environment The Broad-based Facility Schools should provide a specialized facility for broad-based technology programs. Ideally, this should be a large, open facility that includes work stations of different types. In all broad-based technology programs, students will be working both independently and in small groups to complete assignments and projects. The projects will be of many different types. To accommodate the different types of projects, a variety of work stations containing a wide range of equipment will be needed. There should be a few desks for writing technological reports and design briefs, but a full set of desks will not normally be necessary. Instead, most of the floor space can be used for work stations. The type of equipment at each work station will vary with the program, but usually no more than two or three similarly equipped work stations would be needed. (The exception might be a computer lab that is used by a number of students from different classes at the same time.) The facility should include an area in which students can communicate their results to their peers, customers, or clients and celebrate completion of their projects. Out-of-school placements such as work experience, co-operative education, or the Ontario Youth Apprenticeship Program (OYAP) may form part of a broad-based technology program. These placements may be in a work setting that is directly related to the program, or in another educational facility that has equipment that supports the program. Resources The resources available for any particular program must be adequate to support the learning expectations for the program. A wide variety of resources is required for broad-based technology programs. These may include textbooks, CD-ROMs, videos, computer-aid sheets, sample materials, tools, models, and lists of resource persons and community groups. For ready accessibility, resources should be placed in a central location that is convenient for all technology programs, or within each broad-based technology facility. The facility should be linked to the Ontario Education Highway to provide access to global resources. Although a multiplicity of resources will be required, not all students will be using the same resources at the same time, so that class sets of a particular resource should not be required. The Role of the Teacher In addition to fulfilling their traditional role as sources of information, teachers will act as facilitators to encourage students to take more responsibility for their learning. Teachers are responsible for identifying the knowledge, skills, and values that students are expected to acquire during a particular course or program, although students will take increasing responsibility for deciding how intensively to focus on any particular area. Program and course outcomes will be determined by the teacher in consultation with other stakeholders. Teachers will work with individual students to develop expected outcomes for each student that are compatible with the student's interests and career plans as well as with the outcomes for the program. An important role of the teacher in a broad-based technology program is to help students to understand and accept the necessity of lifelong learning. Broad-based technology programs provide an excellent opportunity for teachers to demonstrate the meaning of "continuing education" or "retraining", since rapidly changing technologies often mean that teachers may still be learning about some aspects of a new technology while they are introducing it to the students. To help students to develop a positive attitude to the process of adapting to new conditions, teachers must be able to respond to innovations in their field in a positive and constructive manner. To ensure that courses will be as varied and comprehensive as possible, more than one teacher may be involved in the delivery of a broad-based technology course. Not only technological education teachers but teachers of other subjects may be involved, depending on the degree of integration of the program. Process and Project Management The teacher's management skills are particularly important in broad-based technology programs, where the activities of a number of students working independently or in small groups on a wide variety of projects must be supervised and co-ordinated. The projects that students develop and work on must be closely monitored by the teacher to ensure that students acquire the knowledge, skills, and values that have been identified as the learning outcomes for the course. Before approving a student's project, the teacher must analyse it carefully to determine whether it will promote the necessary learning. Teacher and students must collaborate to ensure that safety issues have been taken into account and that the required resources, learning aids, tools, equipment, and materials are identified and obtained for each project. The teacher must maintain an ongoing record of the knowledge, skills, and values acquired by each student and the level of achievement each has reached. Computerized student profiles should be used for this purpose, as outlined in the section on evaluation. If it is necessary for students to move to different areas in the school or out into the community in order to complete projects, the teacher will need to work in close co-operation with all stakeholders (students, parents, community members, other teachers, and administrators) to co-ordinate the contributions of all those participating in the students' activities and to address any concerns related to them. Considerations in Program Development Safety Safety is of paramount importance in all broad-based technology programs. It is the responsibility of both the teacher and the student to ensure that tools and machinery are always used safely. Before a student is allowed to use a tool or piece of equipment, the student must demonstrate to the teacher that he or she understands and can follow the procedures for its safe use. Essential safety learning outcomes for all students include: a positive attitude towards personal and group safety; awareness of potential safety hazards at home and in the workplace; knowledge of school and classroom safety procedures; familiarity with the procedures to be followed in an emergency; knowledge and use of safe work habits; the ability to design safe working areas and the commitment needed to maintain them properly. Audio-visual materials and other resources that may be used to increase student awareness of the importance of safety are available from such groups as the Workplace Health and Safety Agency (WHSA), the Industrial Accident Prevention Association (IAPA), and the Construction Safety Association (CSA). Working conditions and procedures for all broad-based technology programs must comply with relevant safety legislation, including the Workers' Compensation Act and the Workplace Hazardous Materials Information System (WHMIS), and, where applicable, the standards set by the Ontario Building Code, local by-laws, the Food and Drug Act, the Health Protection and Promotion Act, and any other relevant legislation. Where the safe use of specialized technological equipment is a consideration, students must be supervised by a qualified teacher as identified by the Education Act and regulations. Note: Although broad-based technology programs are not intended to be trade specific, there may be occasions when a specific project requires the performance of specialized work. If the work to be performed falls under the Trades Qualification and Apprenticeship Act (R.S.O. 1990, Chapter T.17), it must be performed or supervised by a teacher who holds the required journey person qualification in that trade (see Appendix D). Boards and schools must take this into consideration when developing broad-based technology programs. The Role of Computerized Electronic Equipment Computer technology is a major component of all broad-based technology programs. Computerized electronic equipment can be used by teachers and students as a tool at various steps of the problem-solving process and for accessing, manipulating, storing, and presenting information related to their projects. Students can use computers to design products, to operate the machinery needed to make the products, and to assist in quality control and the evaluation of the finished product. Teachers can use computers for certain aspects of program management, such as the assessment and evaluation of students' projects and students' achievement of the expected outcomes. Teachers may also use computers to develop further units of study. As more information and software packages related to the different technological fields become available, the use of information technology plays an increasingly significant role in technological education. Assembly or instructional manuals, references, guides, and training programs are often accessible on the electronic highway. Both teachers and students need the equipment and the software that will allow them to make use of such information. Ideally, a broad-based technology facility should have a design centre where students will have access to computers for individual or group problem solving. Various software packages, including specialized types of software for specific programs, should be available. At times, the design centre might be used by a full class; at other times, it might be used concurrently by students from different classes. Students entering Grade 10 have more sophisticated computer skills than ever before. By the time students have completed Grade 12, they should be thoroughly familiar with the process of locating, retrieving, and manipulating the information available to them through the use of microcomputers. Cross-curricular Applications Broad-based technology programs should be developed or offered in collaboration with other programs that are offered in the school. An integrated program that highlights the many natural and obvious links between technological education and other subject areas will enable students to appreciate the relevance and usefulness of their technology courses. In a fully integrated program, students learn concurrently in the different subject areas while a project is being completed. Teachers from various subject areas must work together to plan programs which make use of the linkages between subjects. Programs may be offered in a fully integrated format, with students learning from two or more teachers of two or more subjects in mixed classes; or programs may be offered as a package of two or more courses in which students study related subjects at different times. School-Community Partnerships It is essential for schools to involve the community in the process of developing, offering, and evaluating broad-based technology programs. Links between technological education and postsecondary programs and between technological education and the workplace can be very useful for helping students to make a successful transition to the world beyond the school. Communication links with community-based resources, via fax, modem, etc., can provide students with access to valuable sources of information about postsecondary education and careers. Links with the community are particularly important for students in co-operative education, Ontario Youth Apprenticeship, and articulation programs. Schools may be able to place many such students with local community organizations and businesses. In order to maintain and strengthen their connections with the community, schools must involve community members and groups in the planning, delivery, and evaluation of all broad-based technology programs. Schools should consult with community representatives on a regular basis in order to identify new needs as they arise and allow programs to be adjusted accordingly. Co-operative Education Co-operative education or similar experiential programs are recommended for students in technological education programs who wish to learn the specialized skills related to a particular career (see page 18). Students who are primarily learning transferable skills may also benefit from such experiential programs. The success of such programs depends to a great extent on finding appropriate co-operative education placements for students. Because the local community is an important potential source of such placements, schools must involve community representatives in the development of technological education programs on a continuing basis. (See "School-Community Partnerships" above.) Career Information and Planning Learning opportunities related to career information and planning must be integrated into all technological education programs in Grades 10, 11, and 12. Programs must help students to identify career paths and the knowledge, skills, and values they need for those careers. Community-based resources are a valuable source of career-related information. Schools must ensure that technological education students have access to such resources and receive the support they need to use them effectively. Timetabling Flexible timetabling is essential for broad-based technology courses. The project-driven nature of courses means that the project, not an external schedule, determines when students will need access to materials, tools, and equipment. To allow the necessary flexibility, boards and schools might consider assigning the teachers for a course as a block, both to the students who have opted for a particular course and to the facilities available for the course. (The teachers may be all technological education teachers, or may include teachers from other subject areas, depending on the type and extent of integration planned for the course.) Given the facilities and students, the teachers can then work together to determine how to deliver the particular course. Program Development Program Emphases in Grades 10, 11, and 12 All broad-based technology programs must build on and form a continuum with technological education programs developed from The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995. Programs for Grades 10, 11, and 12 must be developed in conjunction with programs for Grades 7, 8, and 9. Teachers of these programs should work together to ensure continuity within the technological education program. It is also essential for technology teachers to work with the community and with other teachers in the school to develop programs that help students to make connections among the various technologies, and among broad-based technology programs, other school programs, and real-life experiences. Broad-based technology programs must be designed to accommodate all students and to ensure that they leave school with a basic understanding of technology and how it affects the world in which they live. Programs must be student centred to ensure that the needs of all students are met and that each student has opportunities to learn in the way that he or she learns best. Programs must be activity based to enable students to see a direct relationship between theory and practice. Programs must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. For each student, a profile should be developed in which the teacher keeps a record of the student's progress towards achieving the expected outcomes for the program or course. Programs can be developed in the following seven broad areas: communication technology, construction technology, hospitality services, manufacturing technology, personal services, technological design, and transportation technology. Each of these areas incorporates a group of related technologies. Within each area, the programs and courses developed should have as wide a scope as possible. For example, manufacturing technology courses should not stop with the study of the traditional industrial assembly line, but should examine other production methods and different aspects of the production process. In studying a manufacturing process like the production of milk, for example, students could explore such topics as the use of computerized feeding systems to increase milk yields, the processing of milk into various end products, and the packaging and marketing of these products. Themes could be chosen for their relevance to the lives of students in the particular school. For example, a study of the production of milk might seem highly relevant to students living in a dairy-farming community. Components within a broad-based area must be presented using an integrated approach that links various technologies. For example, when working with robotic equipment, students should learn about all the mechanical (including pneumatics and hydraulics), electrical, and electronic elements that may be involved in robotics, and how these elements are interconnected. Building a robotic arm is an excellent way to learn such material. The function of robotic equipment and its impact on society should also be studied. A web diagram and components matrix (see Appendices A and B) may be used to ensure that all aspects of a topic have been identified. Grade 10 broad-based technology programs should cover the broad spectrum of the technology being studied. (For example, a Grade 10 transportation technology program should include activities that will allow students to achieve all the learning outcomes listed for transportation, at least at the awareness level. The program cannot be limited to just automotive technology.) Grade 11 and 12 programs will con-tinue to cover the broad spectrum of the technology, but students who have already made career choices may also focus on the knowledge, skills, and values they need to pursue their intended careers. To enable students to learn the required skills on the job rather than in a simulated setting within the school, such focused learning should be done through an out-of-school placement, such as a co-operative education, Ontario Youth Apprenticeship, or articulation program. A career-oriented concentration of this type may take place only within a broad-based context, so that all students learn the transferable skills they will need in today's workplace. Broad-based technology programs must be designed so that, on completion of a particular program, students will have been able to achieve all of the outcomes listed for that technology in the section "Broad-based Technology Programs". Each successive course within a broad-based technology program shall address all of the learning outcomes listed for that technology, to provide students with as many opportunities as possible to achieve the outcomes. The learning outcomes for each broad-based technology area refer to various topics related to that technology. Individual courses may be developed in which some topics are given more weight than others, but all topics must be addressed in any program. Transferable Skills A major objective of broad-based technology programs is to provide all students, regardless of their individual career plans, with a basic repertoire of transferable skills that will enable them to adapt to a changing work environment. Programs should therefore emphasize the learning of transferable skills rather than job-specific skills. Transferable skills include: communication skills; research skills; information-management skills; design and production skills; thinking skills; personal-management skills; interpersonal and teamwork skills; problem-solving skills. Although the themes in any broad-based technology program may vary from school to school, the transferable skills learned by the students will be similar. These skills will constitute the common component in all broad-based technology programs. Developing the Program The steps in program development include the following: a) From the general outcomes given in this document, boards and schools must develop more specific outcomes that identify all the knowledge, skills, and values that students are expected to acquire during a particular program or course. b) If more than one course is to be offered in a particular broad-based technology program, the outcomes and indicators that identify the knowledge, skills, and values for each course must then be developed. c) When projects are proposed at the classroom level by students and teachers, proposals must be analysed to ensure that the projects incorporate activities that support the course outcomes. If additional activities are required to complete the project, they must also be analysed to determine what knowledge, skills, and values they will contribute to students' learning. Proposed projects must also be evaluated in advance to be sure that they are sufficiently challenging, so that students will continue to acquire new skills and will become progressively more competent in using the skills they have already learned. d) As well as developing the outcomes, boards and schools must establish procedures for maintaining an ongoing profile of each student's progress towards acquiring the identified knowledge, skills, and values. Student profiles should be used for this purpose. (A sample is provided in Appendix C.) A variety of instruments may be used to assist in program development. For example, a web diagram (see Appendix A) could be used to identify all the elements that may be included in a program to allow students to achieve the outcomes. Learning outcomes for these elements can then be developed for the program. In developing programs and individual courses, components matrices (see Appendix B) may be developed to ensure that every program and course covers the ten concepts used in technological education in each of the three major areas – physical products, human processes, and environmental systems. A profile may then be constructed that lists the knowledge, skills, and values covered in the specific course outcomes. If the profile identifies varying levels of achievement for each of these outcomes, it may also be used to keep a record of a student's ongoing progress (see Appendix C, the sample student profile). Developing a Course Description As part of the process of developing programs, schools identify the knowledge, skills, and values to be covered in courses within the program. They may then use a components matrix (see Appendix B) to identify the activities and topics that are covered in a particular course. A student profile sheet (see Appendix C) should be used to list the knowledge, skills, and values that students develop through these activities. A variety of types of resources that accommodate students' different learning styles should also be identified in the course description. A course description should include the following items: a) the general learning outcomes for the course; b) a list of the knowledge, skills, and values covered in the course, expressed as general learning outcomes; (Footnote 4) c) a list of activities that students could perform in order to achieve these learning outcomes; (Footnote 5) d) a list of the learning resources needed by students when they perform these activities; e) a description of the evaluation and assessment strategies to be used. A course description may provide examples of projects that incorporate the activities listed; it is expected, however, that students will take the primary responsibility for choosing their own projects. Broad-based Technology Programs The program descriptions provided in this section emphasize process rather than content, to ensure that programs remain current despite changes in the various technologies. The content for a broad-based technology program may be obtained from any source, provided it meets the criteria for the particular program as outlined in this section. Communications Technology – TGJ Courses in communications technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of communications technology. A communications technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Communications technology programs must include the study of electronic, live, and graphic communications; a course must focus on two or more of these topics. "Electronic communications" could include the study of television production, editing, and transmission (air wave and cable); audio recording and amplification; and communication devices such as telephones, fax machines, and computers. The transmission and receiving of communications signals using radio waves, line-of-sight signals, microwaves, satellites, fibre optics, cable, or any other means are relevant parts of the study of electronic communications systems. "Live communications" could include the study of photography (moving and still) and stage productions. Lighting, art work, carpentry, and other design aspects of the process of creating illusions and functional environments for live communications systems may be included. "Graphic communications" could include the study of print materials, desktop publishing, computer graphics, drafting methods, and printing systems. Every student, on completion of a communications technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Communications Technology Students will describe and evaluate, using practical and theoretical means, types of video, audio, and other electronic communications systems, including microcomputers. Students will describe and evaluate, using practical and theoretical means, types of live communications systems. Students will describe and evaluate, using practical and theoretical means, types of graphic communications systems. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to communications technology. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in communications technology related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in communications technology. Students will select and use appropriate information technologies when developing solutions to problems in communications technology. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in communications technology, and the entry requirements for those careers. To enable students to explore the use of related media, communications technology courses may be offered in conjunction with courses in media literacy, preferably in a fully integrated format, and with courses in drama, art, construction technology, business studies, and any other related subject, as part of an integrated or packaged program. Construction Technology – TCJ Courses in construction technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of construction technology. A construction technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Construction technology programs must include the study of residential, commercial, industrial, recreational, and other built environments, including the systems required to maintain and service them; a course must focus on two or more of these topics. "Residential construction" could include the study of house and cottage designs, types of multi-family dwellings, construction techniques, electrical and water installation, utility systems, sewage and waste disposal systems, and rural-urban comparisons. "Commercial construction" could include the study of zoning regulations, stores, gas stations, office buildings, farm buildings, construction techniques, utility systems, and sewage and waste disposal systems. "Industrial construction" could include the study of zoning regulations, types of buildings, construction techniques, utility systems, and sewage and waste disposal systems. "Recreational construction" could include the study of arenas, sports stadiums, boat-storage facilities, docks, and marinas. In construction technology studies, the complete environment for a particular structure must be examined. For example, the utilities that support the operation of the structure, facilities for the discharge of waste products, building codes, landscaping, and the effect that the structure has on the surrounding community and environment must all be included. Every student, on completion of a construction technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Construction Technology Students will describe and evaluate, using practical and theoretical means, types of residential construction technology. Students will describe and evaluate, using practical and theoretical means, types of commercial construction technology. Students will describe and evaluate, using practical and theoretical means, types of industrial construction technology. Students will describe and evaluate, using practical and theoretical means, types of recreational and other construction technologies. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to construction technology. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in construction technology related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in construction technology. Students will select and use appropriate information technologies when developing solutions to problems in construction technology. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in construction technology, and the entry requirements for those careers. Construction technology courses may be offered in conjunction with courses in mathematics, drama, business studies, art, science, and any other related subject, as part of an integrated or packaged program. Hospitality Services – TFJ Courses in hospitality services may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of hospitality services. A hospitality services program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Hospitality services programs must include the study of tourism and guiding, travel and accommodation, food preparation and serving, and other hospitality issues; a course must focus on two or more of these topics. "Tourism and guiding" could include the study of wilderness travel, hunting and fishing, heritage attractions, communications, and environmental issues. "Travel and accommodations" could include the study of hotel management, travel booking systems, and travel methods. "Food preparation and serving" could include the study of quantity food preparation, baking, fast foods, gourmet cooking, table serving, and restaurant management. Every student, on completion of a hospitality services program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Hospitality Services Students will describe and evaluate, using practical and theoretical means, principles and practices related to tourism and guiding. Students will describe and evaluate, using practical and theoretical means, types of travel and accommodation. Students will describe and evaluate, using practical and theoretical means, principles and practices related to commercial and domestic food preparation and serving. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to hospitality services. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in hospitality services related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in hospitality services. Students will select and use appropriate information technologies when developing solutions to problems in hospitality services. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in hospitality services, and the entry requirements for those careers. Hospitality services courses may be offered in conjunction with courses in business studies, mathematics, science, family studies, art, technological design, and any other related subject, as part of an integrated or packaged program. Manufacturing Technology – TMJ Courses in manufacturing technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of manufacturing technology. A manufacturing technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Manufacturing technology programs must include the study of product design, process and production planning, manufacturing processes, and quality control; a course must focus on two or more of these topics. "Product design" could include the study of drafting and design processes, strength of materials, costing, and marketing. "Process and production planning" could include the study of production tools, materials handling, controls, CAD/CAM systems, flow charts, and quality control. "Manufacturing processes" could include the study of the forming, bending, removal, joining, and finishing of solid materials and the chemical and physical changes to liquid and gaseous materials. "Quality control" could include the study of tolerances, inspection processes, and control systems. Programs may be built around a theme, such as the assembly line, clothing, milk, paper, steel production, or the growing of plants. Job-lot production or a generic approach to manufacturing may also be used. A manufacturing technology program must cover the entire manufacturing process, from initial product design, through production planning, production, marketing, and the impact of both the manufacturing process and the product on human and environmental systems. Every student, on completion of a manufacturing technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Manufacturing Technology Students will describe and evaluate, using practical and theoretical means, principles and practices related to product design. Students will describe and evaluate, using practical and theoretical means, principles and practices related to process and production planning. Students will describe and evaluate, using practical and theoretical means, types of manufacturing processes and the quality-control systems required. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to manufacturing technology. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in manufacturing technology related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in manufacturing technology. Students will select and use appropriate information technologies when developing solutions to problems in manufacturing technology. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in manufacturing technology, and the entry requirements for those careers. Manufacturing technology courses may be offered in conjunction with courses in mathematics, science, social studies, business studies, and any other related subject, as part of an integrated or packaged program. Personal Services – TPJ Courses in personal services may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of personal services. A personal services program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Personal services programs must include the study of health care, personal grooming, child care, and geriatric care; a course must focus on two or more of these topics. "Health care" could include the study of biotechnology, home care, dental care, nursing fundamentals, dietary rules, exercise, and disease prevention. "Personal grooming" could include the study of hair care and styling, make-up and manicures, and personal hygiene. "Child care" could include the study of prenatal and postnatal care, growth and development, childhood illnesses, parental responsibilities, and nutrition. "Geriatric care" could include the study of disabilities and diseases, diets and nutrition, exercise, bed care, and social contact. Every student, on completion of a personal services program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Personal Services Students will describe and evaluate, using practical and theoretical means, principles and practices related to health care. Students will describe and evaluate, using practical and theoretical means, principles and practices related to personal grooming. Students will describe and evaluate, using practical and theoretical means, principles and practices related to child care. Students will describe and evaluate, using practical and theoretical means, principles and practices related to geriatric care. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to personal services. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in personal services related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in personal services. Students will select and use appropriate information technologies when developing solutions to problems in personal services. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in personal services, and the entry requirements for those careers. Personal services courses may be offered in conjunction with courses in business studies, mathematics, science, family studies, art, technological design, and any other related subject, as part of an integrated or packaged program. Technological Design – TDJ Courses in technological design may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of technological design. A technological design program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Technological design programs must include the in-depth study of a variety of design processes that may be used in solving any technological challenge or problem; a course must focus on two or more of the other six areas of technological education covered in this guideline. Technological design programs expose students to diverse and complex design processes and problems. Emphasis may be placed on the redesigning of a product, process, or system to produce one that better meets the particular need. Students should take progressively greater responsibility for identifying their own design problems and developing their own optimum solutions with minimal involvement from the teacher. To enhance their ability to make responsible decisions about the use of technology in their everyday lives, students should be given numerous opportunities to explore real-world applications of technology and the use of a wide variety of design processes. Every student, on completion of a technological design program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Technological Design Students will describe and evaluate, using practical and theoretical means, a variety of design processes that may be used in solving technological problems. Students will apply a variety of design processes to solve technological problems in the areas of communications, construction, hospitality services, manufacturing, personal services, and transportation. Students will identify and analyse the relationship between design processes and the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics). Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve technological design problems related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to design-related technological problems. Students will select and use appropriate information technologies when developing solutions to design-related technological problems. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in technological design, and the entry requirements for those careers. To enable students to explore how design processes can be used to solve many different types of problems, technological design courses may be offered in conjunction with any other course, as part of an integrated or packaged program. Transportation Technology – TTJ Courses in transportation technology may be developed for up to 2 credits at the Grade 10 level, and up to 3 credits at each of the Grade 11 and 12 levels. Additional credits may also be offered through co-operative education programs. Courses may be offered at all levels of difficulty. Courses must cover at least the knowledge, skills, and values for the introductory level in all areas of transportation technology. A transportation technology program must build on and form a continuum with the technology portion of the Grades 7, 8, and 9 program. All courses must be integrated, student centred, and activity based. They must use projects as the primary vehicle for learning, must emphasize open-ended problem solving, and must focus on the process as well as the product or solution. They must include the study of the three major areas (physical products, human processes, and environmental systems) and the ten concepts used in technological education. Transportation technology programs must include the study of transportation by land, water, air, and space, from the point of view of personal transportation, mass transit systems, and the transportation of freight and other objects; a course may focus on two or more of these topics. "Personal transportation" could include the study of bicycles, motorcycles, cars, snowmobiles, recreational vehicles, motor boats, and small aircraft, and comparisons of the fuel requirements for each. "Mass transit systems" could include the study of commercial aircraft, buses, trains, subways, streetcars, cruise ships, escalators, and elevators. "Freight transportation systems" could include the study of tractor trailers, freight trains, cargo ships, rocket ships, farm equipment, pipe lines, and conveyors. Every course must include the study not only of the vehicles involved, but also of their associated transportation systems and their relation to human/social and environmental concerns. Every student, on completion of a transportation technology program, must have been given the opportunity to acquire the knowledge, skills, and values for all of the following learning outcomes. Learning Outcomes for Transportation Technology Students will describe and evaluate, using practical and theoretical means, types of personal transportation by land, water, and air. Students will describe and evaluate, using practical and theoretical means, types of mass transit by land, water, and air. Students will describe and evaluate, using practical and theoretical means, methods of transporting freight and other objects by land, water, air, and space. Students will identify and analyse the relationships among the ten concepts used in technological education (structure, material, fabrication, mechanism, power and energy, controls, systems, function, aesthetics, and ergonomics) as they apply to transportation technology. Students will apply appropriate methods of open-ended problem solving, working as individuals and in small groups, to investigate, analyse, and resolve problems in transportation technology related to physical, human/social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to problems in transportation technology. Students will select and use appropriate information technologies when developing solutions to problems in transportation technology. Students will identify, describe, analyse, and use the personal-management skills that are necessary for success in the workplace. Students will identify and describe the principles related to lifelong learning. Students will identify and assess career opportunities in transportation technology, and the entry requirements for those careers. Transportation technology courses may be offered in conjunction with courses in mathematics, science, social studies, business studies, technological design, and any other related subject, as part of an integrated or packaged program. Evaluation Introduction Evaluation (Footnote 6) is an integral component of the learning process and should be designed to encourage continued learning. The evaluation strategies used must reflect the particular approaches to teaching and learning emphasized for the program. Evaluation must examine not only students' success in finding solutions to problems but also their proficiency with the process of problem solving. The emphasis in broad-based technology programs must therefore be on ongoing (formative) evaluation rather than final (summative) evaluation. Evaluation must also examine the student's success in achieving the learning outcomes – as an individual, not in relation to other students. The individual student profile must be used to record the level of achievement attained for each outcome. The evaluation process must be clearly explained so that it is understood by all students and their parents. The record of a student's achievement must be maintained in a format that is useful to students, parents, postsecondary institutions, and employers. Evaluation of the Student The ongoing evaluation of a student's progress should occur as an integral part of the learning process and be designed not only to measure the student's progress towards achieving the outcomes but also to support and encourage further learning. At the start of a course, it may be necessary to conduct a diagnostic evaluation to determine the individual student's present level of achievement in relation to each of the expected outcomes for that course. Ongoing or formative evaluation is used to monitor and assess a student's learning as he or she works towards the solution of a problem. Evaluation of student achievement should be based to a considerable extent on the design brief or technological report kept by each student for each project. Evaluation must be done at each stage of a project to determine whether the student has achieved the knowledge, skills, and values outcomes identified for that stage. If the ongoing process of formative evaluation reveals the need for adjustment to the student's program, modifications should be made as and when they are needed. Summative evaluation may be used to determine a student's overall achievement, at the end of a unit or course, in relation to the expectations established for that student at the beginning of the unit or course. Where members of the community are involved in delivering the program (for example, co-operative education supervisors), they should assist in the evaluation of student performance. Student Profiles Individual student profiles should be developed to assist in identifying the level of achievement reached by a student as he or she works towards achieving the outcomes for a course or program (see Appendix C). Profiles should be computerized to make it relatively easy to maintain and update them. A student profile may list all the knowledge, skills, and values, at several levels of achievement, for each course or program outcome. Each step in a student's progress (i.e., achievement of a particular level of proficiency for an outcome) is recorded on that student's profile. The profile should be cumulative from course to course, so that by graduation the student has a complete record of the level of achievement attained for all the knowledge, skills, and values covered by the outcomes for the particular program. The following four levels of achievement may be used for recording student achievement for the knowledge, skills, and values outcomes. 1. Awareness The student is aware of what needs to be done to achieve a specific outcome, but has not yet managed to do it. 2. Application The student has begun to apply the process or perform the activity required to achieve the outcome, but has not yet reached the appropriate skill level. 3. Competence The student has achieved a consistent level of skill in applying the process or performing the activity, indicating that he or she has achieved the specific outcome. 4. Mentorship The student applies a process or performs an activity expertly enough to provide help or instruction to others. Student Participation in the Evaluation Process Students are expected to develop the ability to evaluate their own and others' per-formance as an outcome of technological education programs. To help them do so, teachers must ensure that opportunities for student participation are included in the evaluation procedures. Student participation shall include both self-evaluation and peer evaluation. Students should also be active participants in developing the evaluation procedures used in the course. While student self-evaluation and peer assessment are important, both students and teachers must acknowledge that the teacher has the ultimate responsibility for evaluation. Student Self-evaluation The ability to evaluate one's own performance is an essential tool that is required throughout life. Self-evaluation skills are essential for lifelong learning and can enhance students' feelings of self-worth and effectiveness. Student self-evaluation activities may be used at any stage in the evaluation process. Peer Assessment Peer assessment may be used whenever two or more students are involved in working together on a project or problem. Each student assesses the contribution of every student in the group, including his or her own contribution. This process can provide students with a different perspective on their own work and assist them in working with others. Program Evaluation Ongoing evaluation of programs and courses is essential to enable teachers to identify any modifications that may be needed to the content or the teaching approaches, or both. All aspects of the program, including the contributions of community members, should be monitored to ensure that programs meet the needs of the students and reflect developments in the area of study. All those affected by the program – including students, parents, teachers, and community members – should be consulted as part of the evaluation process. Appendices Appendix A: Sample Web Diagram Adobe Acrobat file (28 K) Appendix B: Sample Components Matrix Adobe Acrobat file (13 K) Appendix C: Sample Student Profile Adobe Acrobat file (15 K) Appendix D Compulsory and Voluntary Regulated Trades (partial list of skilled trades for use in assigning teachers to some components of a broad-based technology program [see section 'Considerations in Program Development'] Compulsory Regulated Trades A compulsory regulated trade is a skilled trade that only holders of a Certificate of Qualification or registered apprentices may practise. Alignment and brakes mechanic Auto body repair Electrician Fuel and electric systems mechanic Hairstylist Hoisting Engineer Motor vehicle mechanic Motorcycle mechanic Plumber Refrigeration and air-conditioning mechanic Sheet metal worker Steamfitter Transmission mechanic Truck-trailer repairer Voluntary Regulated Trades A voluntary regulated trade is a skilled trade that does not require a Certificate of Qualification. However, a Certificate of Apprenticeship does indicate that the holder has reached a certain level of expertise, and it may be required as a condition of employment. Air-cooled and marine engine mechanic Arborist Automatic machinist Automotive machinist Automotive painter Baker Brick and stone mason Cement mason Construction boilermaker Construction millwright Cook Farm equipment mechanic Fitter (structural steel plateworker) General carpenter General machinist Glazier and metal mechanic Heavy-duty equipment mechanic Horticulturist Industrial electrician Industrial mechanic millwright Industrial woodworker Iron worker Lather Lineworker Mould maker Painter and decorator Pattern maker Plasterer Printer Radio and television service technician Sprinkler and fire protection installer Tool and die maker From Ontario Training and Adjustment Board (OTAB), "Reference Chart – Regulated Trades" (Toronto: OTAB, April 1995). See also OTAB, Apprenticeship Information (Toronto: OTAB, 1995). Acknowledgements The Ministry of Education and Training wishes to acknowledge the contribution of the many persons who have devoted countless hours over the past five years to developing successful broad-based technology programs. This guideline reflects those programs and the way in which they continue to evolve. Special mention should be made of the Technological Education Work Team (1990-92), which was responsible for defining the new directions in technological education from JK to Grade 12. The members of the Technological Education Work Team were: John Bates, Frontenac County Board of Education Guy Cantin, Nipissing District Roman Catholic Separate School Board Graham Carr, Ministry of Education and Training (Project Manager) Mary-Jane Hardy, Ministry of Education and Training Bill Kirkwood, Ministry of Education and Training Betty Moore, Halton Board of Education Dianne Pennock, Ministry of Education and Training Brad Saunders, Haliburton County Board of Education Germain Simard, Ministry of Education and Training (Project Manager) The Southern Ontario Technological Education Curriculum Consortium, started by the Wellington County Roman Catholic Separate School Board in 1990, has provided much input into the development of this document through its workshops and seminars. The success of this consortium and its more than seventy boards from across the province led to the formation of a province-wide Technological Education Curriculum Consortium of Ontario (TECCO) in 1993. Affiliated to TECCO are several regional consortiums that have also done extensive development work for broad-based technology programs. TECCO is establishing a network to provide for the province-wide sharing of resource materials and information for broad-based technology programs. Assistance was also received from many others, including all the teachers who pioneered broad-based technology programs and whose experiences are reflected in the document, as well as from the following groups: Association franco-ontarienne des enseignantes et des enseignants de technologie The Interfaculty Technological Education Council MET Regional Office Technological Education Officers The Ontario Technological Education Co-ordinator's Council The Technological Education Liaison Group The Technological Education Reaction Group (1991-92) The Technological Studies Advisory Committee (1985-90) Special mention should be made of the following individuals: Bernie Burns, Ministry of Education and Training George Isford, Ministry of Education and Training Tom Matsushita, Ministry of Education and Training Bob Moulton, Ministry of Education and Training Herb Salter, Queen's University The ministry also wishes to acknowledge the contributions of the following education officers who collaborated in the preparation of this document: Maurice Lamontagne, Ministry of Education and Training Eric Larivière, Ministry of Education and Training Germain Simard, Ministry of Education and Training Sylvia Solomon, Ministry of Education and Training Laurent Tregonning, Ministry of Education and Training Footnotes Part B of this guideline includes the following subject groupings: 1. Transportation Grouping, 1986; 2. Construction Grouping, 1986; 3. Electrical Grouping, 1985; 4. Food Services Grouping, 1986; 5. Graphics Grouping, 1986; 6. Horticulture Grouping, 1987; 8. Manufacturing Grouping, 1986; 9. Personal Services Grouping, 1986; and 10. Textiles Grouping, 1986. Specific expected learning outcomes for technology in Grades 1 through 9 have been described in the Mathematics, Science, and Technology program area of The Common Curriculum: Policy and Outcomes, Grades 1--9, 1995. A technological report is similar to a design brief. The terminology may vary, but a technological report records the same type of process (a design process) as that outlined in a design brief. The terminology used to describe the design process in this document is consistent with that used in all other technological education documents. Details may vary from school to school. Details may vary from school to school. Assessment is the continuous and ongoing process of gathering information that is used during evaluation. Evaluation includes the process of drawing conclusions based on the information collected during assessment, and the reporting of those conclusions. ISBN 0-7778-4632-2 95-036	MINISTER OF EDUCATION Kathleen Wynne OFFICIAL BIOGRAPHIES Minister of Education Deputy Minister of Education JOIN OPEN Receive e-mail updates on ministry news EARLY LEARNING ADVISOR Have your say

Broad-based Technological Education

Grades 10, 11, and 12

Contents

The Role of Technological Education

Key Features of Technological Education Programs

The Three Major Areas of Study

The Ten Concepts Used in Technological Education

Levels of Complexity in the Use of the Design Process Adobe Acrobat file (8 K)

The Broad-based Facility

Resources

The Role of the Teacher

Process and Project Management

Safety

The Role of Computerized Electronic Equipment

Cross-curricular Applications

School-Community Partnerships

Co-operative Education

Career Information and Planning

Timetabling

Program Emphases in Grades 10, 11, and 12

Transferable Skills

Developing the Program

Developing a Course Description

Communications Technology – TGJ

Learning Outcomes for Communications Technology

Construction Technology – TCJ

Learning Outcomes for Construction Technology

Hospitality Services – TFJ

Manufacturing Technology – TMJ

Personal Services – TPJ

Technological Design – TDJ

Transportation Technology – TTJ

Introduction

Evaluation of the Student

Student Participation in the Evaluation Process

Program Evaluation

Appendix A: Sample Web Diagram Adobe Acrobat file (28 K)

Appendix B: Sample Components Matrix Adobe Acrobat file (13 K)

Appendix C: Sample Student Profile Adobe Acrobat file (15 K)

Appendix D

Compulsory and Voluntary Regulated Trades

Levels of Complexity in the Use of the Design Process
Adobe Acrobat file (8 K)

Appendix A: Sample Web Diagram
Adobe Acrobat file (28 K)

Appendix B: Sample Components Matrix
Adobe Acrobat file (13 K)

Appendix C: Sample Student Profile
Adobe Acrobat file (15 K)