CORE AND OPTIONS
The course consists of core areas of study, which all students must take, and five optional areas of study, of which each student must take two. Each candidate is also required to undertake a project, supported by appropriate reports.
The core
The core is intended as a broad general introduction to the nature of technology. It is also intended to provide students with a consolidation, extension and refinement of the knowledge, skills and techniques acquired in the junior cycle. The main elements of the core are illustrated in the graphic below. Structure of the Core
A design-based approach, which is central to the core, requires students to relate their work to the logical steps of a systems approach in the solution of practical problems. This approach does not preclude ingenuity, creativity and intuition, nor is it intended that a design process be linear.
The main elements of a design-based approach--which combine cognitive and procedural knowledge, understanding and skill--are illustrated in the graphic below.
Technology, society and the environment
Technological activity includes human responsibility for decision and action. It is not intended that this be dealt with in isolation: it should permeate all aspects of the treatment of the course. It is intended to foster a sound understanding of technological developments and the changes brought about in industry, transport, health, communications, lifestyle, work and leisure as the result of these developments.
It is also intended to develop critical faculties in relation to the energy and resource implications of technological development. Students should appreciate that the manufacture and use of products have social and economic implications and they should develop sensitivity to human and environmental concerns, both local and global. They should appreciate that manufacturing processes, waste processing and storage may give rise to conflicting interests between those of the individual, the society and the environment. In particular, attention should be paid to the safe disposal of waste materials and the by-products of manufacturing processes in ways that protect the environment. Students should understand how legislation affects the consumer. Students should understand the functions of safety officers and the importance of legislation such as consumer law, health and safety, equal opportunities and data protection.
Health and safety in the work area
Throughout the course, safe working practices and recommended procedures must be observed. Students should be fully aware of the potential dangers of the various energy sources, machines, equipment and devices they use. They should be familiar with the location and correct use of safety equipment, be familiar with evacuation procedures in the event of an emergency, and know the location of emergency exits. They should maintain a safe working environment, applying appropriate safety precautions to avoid risks.
Options
The options provide an opportunity for students to undertake a more in-depth study of particular aspects of technology. Students must choose two of the following five options:
- Electronics and Control
- Applied Control Systems
- Information and Communications Technology
- Manufacturing Systems
- Materials Technology.
The project
The project involves the design and production of an artefact and an accompanying folder. In undertaking the project, students combine knowledge and skills developed through their study of the core and chosen options. The project, which must be completed in school and be the unaided work of the student, should integrate the various elements of the study of technology and should represent the highest standard of knowledge and skills attained by the student. The folder should reflect all stages of the student's work from design to realisation, and should include an overall evaluation.
Differentiation between Ordinary and Higher levels
There are three main differences between Ordinary level and Higher level:
- Depth and style of treatment:Ordinary level provides an overview of technology and its applications. Higher level involves a deeper and more analytical treatment.
- Skills development: All students will be required to attain a wide range of skills. A more refined expression of these skills will be required at Higher level.
- Range of syllabus material: In addition to the syllabus content required atOrdinary level, Higher level students will be required to study a broader range of subject matter. Elements designated for Higher level only are printed in black text throughout the syllabus. Presentation of Syllabus Content
Syllabus content for both core and options is presented in three columns:
- Topic
- Treatment of topic (students should learn about/to ... )
- Learning outcomes (students will be able to ... ).
Further details and suggestions for teaching methodology may be found in the accompanying Guidelines for Teachers.
ASSESSMENT
Assessment Components
The syllabus will be assessed in terms of its stated objectives at each of two levels, Ordinary and Higher, by means of a terminal examination paper and a project. The assessment weightings at each level are given in the table below.
ComponentSub-componentSection A: CoreExamination Paper[50%]Section B: OptionsArtefactProject[50%]Report/Portfolio
Terminal Examination Paper
There will be one examination paper at Ordinary level (2 hours) and one at Higher level (221 hours). At each level, the paper will be presented in two sections, as indicated in the table above. Since the Core is mandatory, students will be assessed on all main elements of the Core in part A of the examination paper. Part B will cater for the five Options and students will be required to answer questions related to two of these.
The Project
Students will be required to submit an artefact and a report/portfolio for assessment, based on a specified theme and within stated parameters. The project--which must be the unaided work of the student--should reflect his/her experience of the syllabus Core and Options and represent the highest standards of knowledge and skill attainable. In undertaking the project, students will be expected to analyse the brief or theme, conduct research into existing artefacts or part solutions and evaluate these, prepare outline designs of possible solutions, choose one--or an appropriate combination--of these for development and justify their choice, prepare a plan of manufacture, select and use appropriate materials and processes to produce the artefact or solution according to that plan, and evaluate the final product in the light of the original brief. In both the design and realization of the project, students must take due account of ergonomic and safety requirements. A more detailed treatment of assessment issues may be found in the Guidelines on Assessment and in the associated sample assessment materials for Leaving Certificate Technology.