BC Education - Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the Technology Education 11 and 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Curriculum Branch´s home page: http://www.bced.gov.bc.ca/branches/pser/welcome.htm

The Introduction

The Introduction provides general information about Technology Education 11 and 12, including special features and requirements. It also provides a rationale for teaching Technology Education 11 and 12 in BC schools.

The Industrial Design 11 and 12 Curriculum

The main body of this document consists of the Industrial Design 11 and 12 courses of the Technology Education 11 and 12 curriculum. When additional Technology Education 11 and 12 courses are completed, they will be added to this IRP.

The Industrial Design 11 and 12 curriculum is structured in terms of curriculum organizers. There are four columns of information for each organizer in the Industrial Design 11 and 12 curriculum. These columns describe:

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

A series of appendices provides additional information about the curriculum and further support for the teacher.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Design and Communication (Principles and Concepts of Technology)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

describe aesthetic and functional purposes for design elements (line, shape, form, colour, texture) in product and system designs
describe how product and system designs are influenced by specifications such as:
- industry standards
- function
- availability of resources
- user requirements
evaluate the effect of a variety of processes, tools, and techniques used to plan, research, and communicate design information and production details
describe the effect of technological change on postsecondary and career opportunities in the field of design and production

To view the prescribed learning outcomes for Design and Communication Principles and Concepts of Technology) in other grades click on an icon below.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Students learn to solve design problems and communicate design ideas by examining past and present product designs. As they learn about the elements of design and apply knowledge and skills from other disciplines, they enhance their understanding of the elements of design.

Discuss with students design processes used to develop an existing sport or recreational product. (e.g., Present the class with three brands of skateboard, including past and current models.) Have them record information on the development of the design, including variations in design elements, structure, and materials (e.g., wood versus composite). Ask students to discuss how these variations relate to function and aesthetics.

Provide students with an illustration that describes the design process. Have them keep journals in their portfolios to record their own design experiences from specific projects and to reflect on the design process.

Form teams, and ask each team to select a product (e.g., telephone, fax machine) and then research the development of the product design. Challenge each team to use a variety of resources (e.g., on-line searches, electronic forums, community sources) to gather information about the historical development of the product design, the impact of specifications on the product design, technological developments, ergonomics, engineering principles, and aesthetics. Encourage them to select various communication tools to present their findings to the class.

Have students investigate careers and occupations related to design and communication (e.g., through guest speakers, work experience, job shadowing, career preparation options) and determine the educational prerequisites. Ask each to select a career and develop a classified ad for a company seeking to employ a qualified, experienced person to fill the job.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

As students analyse the design elements of past and present products, they can demonstrate their understanding of the aesthetic and functional value of these elements.

Present students with examples of processes and practices used in the design of a particular product (e.g., skis, bicycles) that has changed over time. To help students evaluate the changes, pose questions such as:

How has the structural design improved? Has the safety of the product improved as a result?
What are the advantages of using the current materials in the product as compared to those previously used? Are there any negative environmental issues related to these materials?
How have the aesthetics changed, and what impact have these changes had on the visual appeal of the product?

Work with students to develop criteria that will be used to assess their research presentations on the development of a product design. Criteria might include:

use of a variety of relevant sources of information
accuracy of information
use of correct terminology
effective presentation of information
identification of impact of specifications on the design process

Have students conduct hands-on research to compare and contrast a variety of manual and electronic drawing techniques and communication methods while working in "companies" that design, develop, and market products. As the teams demonstrate their findings to the class, note their abilities to:
- work collaboratively in their "companies"