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
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.
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.
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.
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.
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 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.
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.
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.
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.
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).
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
