Technological Education Newly Revised Curriculum OCTE Conference 2009 - PowerPoint PPT Presentation

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Technological Education Newly Revised Curriculum OCTE Conference 2009

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  1. Technological Education Newly Revised Curriculum OCTE Conference 2009

  2. AGENDA • Introductions • Anticipation Guide • Overview of new • Curriculum • Things to Start • Thinking About

  3. Presenters • Rod Parcher • OCTE Communications Chair (PDSB) • Sergio Borghesi • OCTE Executive Vice-Chair (NCDSB)

  4. Note! The Grade 11 – 12 material in this presentation should still be considered DRAFT.

  5. Emphasis Courses Added • emphasis subjects are now predefined with their own designated course codes in grades 11/12 • benefits of emphasis courses? • excellent option for focused credit bundles • meets a community need • aligns with staff expertise–Identifies what you are actually delivering • allows specialization in a specific sector or career path, but not to the total exclusion of the other related areas of the Broad Based technology (BBT) subject • allows students to take multiple credits within a technology subject area and within a specific grade level (10, 11 or 12)

  6. BBT Emphasis Option cont’d • are identified by 3rd character in course code (grades 11-12 only) • are still activity-based and project-driven, etc. (per standard BBT philosophy) • Note: any grade 11 BBT or emphasis course within a subject area serves as a prerequisite for any grade 12 BBT or emphasis course within that same subject area

  7. Technological Design Emphasis Courses TDA - Architectural Design TDM - Mechanical/Industrial Design TDP - Apparel/Textile Design TDR - Robotics/Control Systems TDV - Interior Design

  8. Course Code Format D T 3 J 1 M Subject BBT (J)or Emphasis # of Credits DisciplineT = Tech Destination Grade1 = grade 92 = grade 103 = grade 114 = grade 12

  9. Standard Elements in the Newly Revised Curriculum • Fundamentals (Skills and Knowledge) Strand • Skills Strand • Technology, Society and the Environment Strand • Professional Practices and Career Opportunities • Common Content -Philosophies, concepts and responsibilities -Health and safety -Work Habits and Essential Skills (per OSP)

  10. The Ontario Curriculum…. Is not written in a linear fashion Typical Course Organization Technological Design TDJ3M/4M TECHNOLOGY, THE ENVIRONMENT & SOCIETY TECHNOLOGICALDESIGN SKILLS TECHNOLOGICAL DESIGN FUNDAMENTALS PROFESSIONAL PRACTICE & CAREER OPPORTUNITIES Technology & the environment t Researching and Managing Projects Design Process Health and Safety Technology & Society Developing & representing design ideas Research & Project Management Career Opportunities Representing Design Ideas Graphically Making and Testing Models and Prototypes Making & testing Models & prototypes Reporting & Presenting Reporting and testing

  11. Typical Subject Pathway Exploring Technologies TIJ 1O Technological Design TDJ 3O Technological Design TDJ 4O Technological Design TDJ 2O Exploring Technological Design TDJ 1O Technological Design TDJ 3M Technological Design TDJ 4M

  12. Expectation Organization Overall expectations must be evaluated Specific expectations must be addressed

  13. FAQ

  14. any grade 11 BBT or emphasis course within a subject area serves as a prerequisite for any grade 12 BBT or emphasis course within that same subject area What prerequisites are required for emphasis courses?

  15. Can emphasis courses be offered in grade 10? • only the broad based technology (BBT) courses can be offered in grade 10….emphasis courses can only be offered in grades 11-12

  16. Can students take more than one BBT or emphasis course within a grade level? emphasis subjects are now predefined with their own designated course codes and therefore students can take a multiple of courses within the same grade levele.g., students can now take TDA 3M (Architecture) and TDV 3M (Interior Design)

  17. Where do we find emphasis course descriptors? Emphasis course descriptors are board specific. Simply add a sentence or two to the BBT descriptor.

  18. Are portfolios assessed or evaluated in Technological Design? Portfolios are evaluated since they are listed as overall expectations.

  19. Are portfolios assessed or evaluated in Technological Design? Portfolios are evaluated since they are listed as overall expectations.

  20. Tree Chart Activity • Individually or in groups: • choose one Tech Design course to review, • summarize the “big idea” in the descriptor for that course • select one strand • summarize the “big idea” for each overall expectation • summarize the “big idea” for each overall expectation • summarize the “big idea” for each specific expectation