Technology in the School Programme

The achievement objectives set out in this curriculum statement are designed to guide the organisation of the learning and teaching programme and do not reflect an exact balance of time to be spent on any objective. Achievement by students in a particular objective will not necessarily be dependent on undertaking one specific unit or activity: rather, a range of technological activities should be designed which will, together, enable particular achievement objectives to be met and assessed. Different activities will naturally emphasise some objectives more than others. The attainment of the achievement objectives may involve two years of learning at levels 1 to 5 and one year at levels 6, 7, and 8.

Students will work towards all achievement objectives over a period of time (one to two years), through different activities, using different settings, and in different technological areas.

A range of technology courses may be available in the senior secondary school, and at this level students may specialise in technological areas, undertake general courses in technology, or do both.

Each school will need to develop an implementation process which builds on the strengths of its current practice and provides a balanced education in technology. It is essential that technology is taught in substantial sections rather than dissipated across the curriculum.

Four possible options are:

• providing a time-tabled subject called technology, which is taught by teachers with particular knowledge and skills in technology. These teachers may come from a range of disciplines;
• developing a school approach which integrates units of study, or modules, of technology education in a systematic, co-ordinated way across the curriculum, again involving teachers from a range of disciplines;
• a combination of these two options;
• suspending the timetable for a fixed period to focus on technological activities across a year group, or the whole school.

Each option requires a school to select approaches and settings relevant to its students and their communities and to develop programmes accordingly.

A school's decision will take into account the type of school, the preferred organisational pattern, the ages and competencies of the students, particular teaching strengths, and the availability of community resources.

Issues to consider for each option

• A timetabled subject called technology:
  • provides coherence, status, and focus, especially for the students;
  • ensures that content and objectives are not confused with those of other learning areas;
  • allows for teachers to work collaboratively in planning and delivery;
  • ensures that the time required for an appropriate programme is protected;
  • ensures effective use of specialist resources and facilities.

• Implementation across the curriculum:
  • demands careful planning to ensure that students experience a coherent programme which meets the full range of achievement objectives;
  • needs a monitored programme to ensure that achievement objectives are reliably assessed, and that they are not obscured or confused with objectives from other learning areas;
  • should help to increase the transfer and reinforcement of skills and knowledge across subjects;
  • should increase communication and exchange of ideas among teachers;
  • helps to overcome the distinctions between academic and vocational orientations;
  • recognises the contributions made by all subjects to technological education.

• A combination of approaches:
  • retains strength of focus for specialist activities;
  • encourages collaborative planning;
  • enables specific links to be made between specialist activities and other learning;
  • enables teachers to develop specialist skills;
  • makes full use of resources and facilities;
  • enables students to undertake a coherent and balanced programme.

• Fixed-period focus across a year group or school:
  • can be convenient for the school organisation;
  • involves the whole teaching team in a major activity;
  • provides a strong focus for community involvement;
  • provides the opportunity for students to research, design, complete, and evaluate substantial projects in a concentrated and satisfying way;
  • provides an integrated set of experiences for students.

The implementation of the technology curriculum requires school-based decisions. Teachers should make full use of their flexibility to develop technology programmes that reflect the particular character of their school.