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Course opener

Topic What’s new in 2024?
Course introduction New context specific to the Grade 9 (TAS1O) and Grade 10 (TAS2O) Technology and the Skilled Trades courses:
  • The Importance of Technological Education in STEM Education
  • Learning by Doing: A Hands-On Approach to Technological Education
  • Project Management 
Vision and goals Additions:

The goals of the technological education curriculum for Grades 9 and 10 are to enable students to:

  • see themselves as capable and successful STEM learners and practitioners;
  • develop technical, project-management, and transferable skills;
  • explore career opportunities in technological fields and the skilled trades;
  • explore the impact and development of technology, including emerging technological innovations.

Revised goals enabling students to:

  • gain an understanding of the fundamental technological concepts underlying technological education through hands-on, project-based learning while developing technical skills;
  • explore career opportunities in technological fields and the skilled trades, and make connections that will help them take advantage of job skills programs in their school/board or community and potential postsecondary pathways, including apprenticeship.
Engineering design process (EDP) in technological education Students will use an engineering design process to design solutions to real-world problems. This iterative process involves students initiating and planning solutions, and “performing” or carrying out their plan by designing and creating prototypes of their solutions. Students analyze and refine their prototypes based on the information they have collected. Communication and documentation occur throughout the process, using appropriate vocabulary and forms for a variety of purposes. The end product of the engineering design process might not be a tangible object; it might instead be a technological process or service.  
Assessment and evaluation Achievement chart revised to reflect course specific examples to support educators in designing and implementing culturally responsive and relevant assessment and evaluation strategies.
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NEW Strand A: Design Processes and Related Skills

Students engage in an engineering design process as they develop products and/or services.

Topic What’s new in 2024?
Initiating and Planning Projects Students have an opportunity to refine their research skills as they collect and synthesize information from a variety of sources, including people with diverse perspectives and from various communities, such as First Nations, Métis, and Inuit, to inform their projects.

See A1

Cross-curricular Connections  Students make connections to science, technology, engineering, and mathematics (STEM) concepts as they develop their projects.

See A1

Project Management Students will develop and use project management skills to bring design projects to completion effectively, including documentation of projects.  

See A2

Refinement In Grade 9 (TAS1O), students will propose refinements to their projects based on the analysis of data collected throughout the development process.

In Grade 10 (TAS2O), students will use industry-relevant performance standards and quality control methods throughout the development process. Students refine the design of their projects based on the analysis of data collected.

See A3

Health and Safety Students will demonstrate an understanding of regulations that drive responsible practices towards health and safety, including mandated roles and responsibilities.

Students will develop a safety mindset they can apply in every aspect of their lives to identify hazards and mitigate risks.

Students will follow practices that support mental health and well-being.

See A4

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Strand B: Technological Development, Impacts, and Careers

Topic What’s new in 2024?
Innovations and Emerging Technology Students will engage in learning related to innovations and emerging technologies, including the legal, ethical, social, economic, and environmental considerations related to their development and use.

Students also analyze contributions to, and innovations in, technology by people from diverse communities.

See B1 and B2

Career Exploration in Technological Fields and the Skilled Trades Career-related expectations provide opportunities for students to connect concepts and skills associated with this curriculum to potential job skills programs in their school/board or community, postsecondary education and career pathways in technological fields, including in the skilled trades.

See B3

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