Page 8 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

THE PHILOSOPHY OF BROAD-BASED TECHNOLOGICAL EDUCATION
The philosophy that underlies broad-based technological education is that students learn best by doing. This curriculum therefore adopts an activity-based, project-driven approach that involves students in problem solving as they develop knowledge and skills and gain experience in the technological subject area of their choice.
Rather than focusing on specific occupations, courses in this broad-based technology cur- riculum explore groups of related occupations and industry sectors within particular sub- ject areas. So, for example, workplace preparation courses in construction technology enable students to acquire knowledge and skills related to carpentry, electrical/network cabling, heating and cooling, masonry, and plumbing.
Broad-based technology courses enable students to develop a variety of transferable skills that will serve them well in a complex and ever-changing workplace. For example, problem- solving skills are transferable skills, because they can be applied in a wide variety of situ- ations to solve problems of various kinds. Other transferable skills emphasized in this curriculum are the “Essential Skills” and work habits identified in the Ontario Skills Passport (see pp. 33–34) as the skills and habits that enable people to perform the tasks required in their jobs and to participate fully in the workplace and the community.
FUNDAMENTAL TECHNOLOGICAL CONCEPTS
This curriculum identifies a number of fundamental concepts that inform design and pro- duction in various areas of technology. To address technological challenges and solve problems effectively, students need to take the full range of these concepts and elements of technology into account. As they progress through their technological education courses, students will come to understand these concepts more deeply, and to work with them cre- atively as they confront new challenges.
Fundamental Concepts
Aesthetics
The aspects of a product, process, or service that make it pleasing to the human senses.
Control
The means by which a device or process is activated or regulated.
Environmental sustainability
The creation of products or services and use of resources in a way that allows present needs to be met without compromising the ability of future generations to meet their needs. An important related concept is that of environmental stewardship – the acceptance of responsibility for the sustainable use and treatment of land and other natural resources.
Ergonomics
The design of a product, process, or service in a way that takes the user’s well-being with respect to its use or delivery into account – that is, in a way that minimizes discomfort, risk of injury, and expenditure of energy.
Fabrication/ building/creation
The act or process of assembling components and/or materials and resources to create a product or service.
Function
The use for which a product, process, or service is developed.
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INTRODUCTION
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