Introduction
The syllabus emphasises the central role of the task. It will not be possible for students to undertake a complete task in the early stages of the programme. Their knowledge and skills will have to be built up in an ordered manner. The student's knowledge should be assessed at appropriate stages in the course by various means such as a written test in the form of completion or multiple choice or essay questions, or any combination of these.
In adopting a task oriented approach, care should be taken to build up student competency first. For this, early development of drawing and sketching skills are critical. In second and third years, while still introducing the knowledge and concepts in some areas, there should be a conscious effort to integrate as many of the syllabus sections as possible from earlier work so that the tasks being undertaken gradually become more open, integrated and extensive. The students will thus continuously revise and update their knowledge of those sections of the course already covered.
Following on the teaching of a knowledge-based or skills-based element of the course appropriate small-scale tasks could be undertaken which relate directly to, or are a consequence of, this element. On completion of the small-scale task, a foUow-up period could be used to reinforce and highlight the basic principles and knowledge involved.
Students should be encouraged to source information themselves and it is essential that a variety of reference books pertinent to Technology be available to them. Where such possibilities exist, students may be in a position to borrow reference books on a library system for homework. While the teacher is also an information resource for the student, he/she is not a source for all knowledge.
Planning
While there are various ways of teaching Technology, consideration must be given to elements of the syllabus that are fundamental to all of the topics covered in the course. These should form the starting point in the first year to provide the framework on which the student will build the learning of both knowledge and skills. The basic elements of Communications and a foundation in Craft & Materials would be essential in this regard if the student is to progress confidently and with due regard for safety. Some areas from Energy and Control such as Mechanisms might need to be taught early in the programme. From the outset, the student should be aware of how Technology and Society interact.
Keeping in mind the requirement to integrate all the elements of the course rather than see each section as an entity in itself, a sample programme for First Year is given in Appendix A, where the tasks are selected to ensure the integration of the preceding content elements. The programme given is not definitive or prescriptive.
The planning of second and third years can follow a similar layout, going into greater detail and expanding the student's knowledge and skills appropriately.
Team Teaching
Because of the particular expertise of teachers in schools the possibility of providing for Technology by means of team teaching could be considered. This may take the form of individual teachers taking responsibility for particular sections of the syllabus. Another possibility is where more than one teacher might be timetabled for the Technology class at the same time. There could be advantages in this approach particularly when dealing with tasks being undertaken by the students. Team teaching has a number of advantages to offer in the teaching of Technology. Apart from the broader base of expertise and teaching styles, the students tend to become more independent and self-reliant, viewing 'the teacher' less as the central figure. An important aspect of team teaching is the careful planning of roles and responsibilities for course content, etc. together with the integration demanded by the tasks. (cf. Section 3 - Resource Management) Care should be taken that the syllabus should not become compartmentalised or certain sections associated with individual teachers: rather the emphasis should be on the integration of the different sections of the syllabus so as to contribute more effectively to the undertaking of tasks.
Organising the Student
Students can be directed towards good organisation and practises if they are provided with structured approaches to any undertakings assigned to them. An example of this might be a prepared 'blank' workbook, setting out the stages expected to be followed or considered in the completion of an assignment. An example of such a workbook is given in Appendix B. Students learn from each other and opportunities can be planned for group discussion and 'brain-storming' sessions. There is also a lot to be gained from having time for a formal presentation after completion of main tasks. In this manner students will have an opportunity to broaden their perception and ideas on a variety of topics and gain an insight into how other people interpret situations. While there may be the danger that this will introduce unwanted competitiveness, it should not be dismissed lightly.
Teams of students can, on a rota basis, tidy up the Technology or other specialist room for any incoming class, without loss of time in another class. Since any one student will be called upon only occasionally, it is of slight inconvenience to them.
Students can also derive benefit from setting out, checking, and putting away common or shared items of equipment such as power packs, kits, stock supplies. Again, this can be operated on a team basis, and contribute to the development of an overall sense of responsibility for their own learning.
The Design Folder
No student should be allowed to commence manufacture without adequate planning. The design folder should contain a clear step by step plan for the manufacture of the item. Any rough sketches or notes produced by the student should also be included in the folder. Folders of written or printed material can be stored in a filing cabinet where they can be considered secure. The artefacts may occupy much-needed valuable space and can pose quite a problem.
Particular difficulties arise where a student's project or task entails the use of kit pieces or sub-assemblies that are needed for further tasks or investigations. In such circumstances, photographic or videotaped record of the item might be included with the folder indicating the precise use of these parts in the final product.
Extracts from student folders are given in Appendix C.