The central activity in the course is the TASK. The selection of the task will vary according to the stage of development of the student. Every task will require input in terms of knowledge and skills. The interplay between these appropriate resources and suitable tasks is the essence of the course. Knowledge and skills are not treated as independent courses or modules in themselves. The structure of the course, indicating the relationships between its various elements, is illustrated in the accompanying diagram.
2.1 Knowledge and skills:
The knowledge and skills involved in technology might be related to areas already in the school's curriculum. The tasks undertaken could draw on such areas but further depth or breadth of treatment may be required. The identification of, and provision for, these resource requirements will be a matter for curriculum management. Participation in a course in technology requires a sound knowledge basis. While it is likely that each student will have some appropriate knowledge, it is expected that a certain amount will need to be explicitly taught in order to ensure sufficient breadth and balance. In order to engage in technological activity, the student will require cognitive and psychomotor skills. Among the areas where skills will need to be developed are, design, making and communication.
2.2 Tasks:
The essence of technology is the process of finding a solution to a problem. The student will be confronted with tasks which involve the application of knowledge and skills. From the student's perspective, these tasks should be seen as allowing scope for creative response. In general they should allow for more than one solution. The set of tasks to be undertaken will need to show both progression and balance.
Progression is the proper ordering of tasks so as to
suit the developing abilities of students
draw upon concepts developed in other areas
involve a widening variety of materials and processes
foster the ability to evaluate methods of construction
involve a widening range of communications skills
enable the student to address increasingly open-ended problems.
Balance entails
drawing on as wide a range of resources as possible
applying a range of design criteria which extends beyond, for example, expediency
relevance to the individual student, to the community, and to developing technologies.