BC Education - Technology Education 11 and 12

This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the Technology Education 11 and 12: Automotive Technology 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/curriculum

The Introduction provides general information about the Technology Education 11 and 12 curriculum, as a whole, including special features and requirements. It also provides a rationale for the subject-why technology education is taught in BC schools-and an explanation of the curriculum organizers.

The Automotive Technology 11 and 12 IRP is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

Learning outcome statements are content standards for the provincial education system. 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 depends 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. As with the instructional strategies, 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. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a 'starter set' of basic resources to deliver the curriculum. With very few exceptions, learning resources listed in Grade Collections will be the only provincially evaluated and recommended learning resources. 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 (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. 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 Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 11 - Shop Practices

This 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:

demonstrate the ability to access and use technical information
describe general shop administrative practices
perform accurate measurements on a variety of automotive components
correctly identify and use a variety of:
- basic automotive tools
- basic shop and test equipment
- fasteners and fittings

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Using a variety of sources (e.g., ownerÕs manual, manuals on CD-ROM, the Internet), have students retrieve technical information for a particular application.
Have students select the appropriate measuring instruments and perform accurate measurements on automotive components.
On a daily basis, have students record their shop activity or work accomplished (e.g., journals, time cards, work orders, log sheets).
Provide a set of basic hand and power tools. Have students identify them and demonstrate their correct usage.
Have students identify the shop equipment. Provide students with opportunities to operate shop equipment based on instructor demonstration.
On automotive assemblies, have students identify and demonstrate the correct application of fasteners and fittings. Activities could include:
- perform a double-flare on a fuel line or brake line
- drill and tap a hole
- torque a bolt to specifications.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

Have students create or fill out various shop forms (e.g., work order, parts list, inspection or service report, log book). When assessing students'work, look for:
- legibility of their writing
- inclusion of relevant information
- acquisition of essential signatures
- accuracy of information.
Invite students to role play various shop activities and positions (e.g., shop supervisor, parts person, tool room attendant, customer). Observe and note the extent to which they:
- demonstrate and understand the importance of productivity
- describe the implications of an employee being late or absent
- handle a customer's vehicle complaint.
Have students work in groups and measure a variety of items (e.g., engine components, shafts, or other mechanical items). Assess studentsÕ:
- choice of measuring instrument
- accurate use of the measuring instrument
- application of mathematics, such as fractions and decimals.
Have students select and use hand or power tools for a particular task. In assessing a studentÕs performance, consider the extent to which the student:
- selects the appropriate tool for the task
- uses the tool in a safe manner
- identifies and reports any tools or equipment that are unsafe.