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: Drafting and Design 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 Drafting and Design 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 - Personal and Interpersonal Management

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:

identify and utilize employability skills
describe career and entrepreneurial opportunities related to drafting and design
apply safe work habits in accordance with established regulations, including WCB and WHMIS regulations
demonstrate the importance of workstation ergonomics and physical
activity to promote personal health and productivity

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Present the Conference Board of Canada's list of Employability Skills 2000+. This is available online at http://www.conferenceboard.ca/nbec/research.htm or from the Board at 255 Smyth Road, Ottawa, ON K1H 8M7 Canada, Tel. (613) 526-3280, Fax (613) 526-4857. Ask students to suggest how the various employability skills might be applicable in a drafting and design work environment.
Discuss course and project marking criteria and their relationship to the student's ability to set priorities and organize their work.
Have students maintain a log or journal to organize and assess their project work by:
- documenting project flowcharts that identify sub-tasks and interim stages, as well as self-imposed deadlines for completion of these tasks and stages
- recording drafting-related deadlines
- self-checking work to ensure accuracy and completeness.
As a class, generate a list of various occupations related to drafting and design. Have students work individually or in pairs to research particular occupations, including required training, wages, and responsibilities. Students could conduct their research through guest speakers or interviews, work experience, job shadowing, and Internet searches. Have students work in groups to produce a poster that represents their findings.
Conduct a class discussion on aspects of a working environment:
- hours of work
- absence or tardiness
- conflict resolution procedures
- role of the student, teacher, workplace supervisor, etc.
- dress code
- job descriptions
- school or employer expectations.
Have each student develop a procedural guide for the work site.
Conduct a class discussion on health problems that may result from working in a drafting and design environment. Have students develop a list of ways to prevent these problems.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

Have students develop and maintain a self-checklist that might include:
- a check plot to correct mistakes
- use of marking criteria to check their work
- use of ISO or ANSI standards.
As students work together and independently, they display their attitudes towards their work. Observe the extent to which they:
- are punctual
- are productive during the time they are in class
- are enthusiastic about their projects and assignments
- participate fully in project work and assignments
- demonstrate personal responsibility in group efforts to identify and solve problems
- meet deadlines and due dates.
Have students examine their projects. To focus their reflection, pose questions such as:
- Is all the information there to enable someone to make the item?
- Are the views and dimensions correctly located?
- Have recognized standards been incorporated?
- Have you kept the check plot and preliminary sketches?
Have students maintain a design portfolio. To assist them in recording their thoughts, have them consider the following questions:
- Have you clearly identified the design problem?
- Have you documented evidence of research?
- Have you generated a number of potential design solutions and a set of criteria for choosing the best one?
- Have you chosen materials to best match the specific product requirements?
Include injury prevention as a criterion for assessing any facility or workstation designs that students produce. Do the design solutions take into account ergonomics, storage provisions, and the shapes and positioning of objects conducive to safety and injury prevention?