TECHNOLOGY DEPARTMENT

Course Outline 2021-22

Course: Technological Design Course Code: TDJ2O0-A

Grade: 10 Credit Value: 1

Curriculum Document: Ontario Curriculum, Gr. 10: Technological Education, 2009 (revised)

Department: Technology
Teacher(s): Mr. Elsie

Prerequisite: None

Course Description: This course provides students with opportunities to apply a design process to
meet a variety of technological challenges. Students will research projects, create designs, build models
and/or prototypes, and assess products and/or processes using appropriate tools, techniques, and
strategies. Student projects may include designs for homes, vehicles, bridges, robotic arms, clothing, or
other products. Students will develop an awareness of environmental and societal issues related to
technological design, and will learn about secondary and postsecondary education and training leading
to careers in the field.

Overall Curriculum Expectations:

Technological Design Fundamentals

A1.  identify and describe the purpose, scope, and steps of a design process;

A2.  identify and describe tools, strategies, and skills needed for project research, planning, and
organization;

A3.  demonstrate an understanding of how design ideas are represented graphically;

A4.  explain the purpose of building models and prototypes, and identify tools, materials, and methods
for building and testing them;

A5.  demonstrate an understanding of communications methods used in the design process. 


Technological Design Skills

B1. Apply project management techniques to the planning and development of communications media
products;

B2. Apply a design process or other problem-solving processes to meet a range of challenges in
communications technology;

B3. Create products or productions that demonstrate competence in the application of creative and
technical skills.

Technology, The Environment; and Society

C1. demonstrate an understanding of environmentally responsible practices, and apply them through-
out the technological design process;

C2. describe how society influences technological innovation and how technology affects society.

Professional Practice and Career Opportunities

D1. apply appropriate health, safety, and environmental practices throughout the design process;

D2. identify careers related to technological design, and the education and training required for them.
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Outline Of Course Content/Unit Titles:

Units may be taught in varying orders. Students will explore and apply industry standard terminology, skills
and processes.

• Introduction to Technological Design

• Introduction to Design Fundamentals
• Introduction to 3D Modelling
• Introduction to Architectural Design
• Technology, The Environment, and Society
• Careers ISU
• Student Website Portfolio (of student course work)

Teaching Strategies:

• Theoretical lectures/lessons (small and large groups)

• Application style demonstrations (small and large groups)

• The design/production process

• Audio visual tutorials and demonstrations (small and large groups)

• Collaborative team work and activities

• Independent work and activities

• Computer and technological equipment assisted learning

• Activity and assignment check point breakdown

Assessment and Evaluation:

The primary purpose of assessment and evaluation at Castlebrooke Secondary School is to improve student
learning. Student performance is measured in two ways. First, they are measured against the content
standards in the Ontario curriculum and second, against the performance standards in the provincial
achievement chart. Overall, teachers use a balanced approach to assessment and evaluation by considering
and integrating all four achievement categories when they assess and evaluate student work (over the stretch
of a semester). Evidence of learning refers to anything that students do, say or create that demonstrates
deep conceptual understanding of Ontario curriculum expectations based on established learning goals for a
course.

Evidence of learning also refers to a more holistic approach or process of appraising what students know, can
do and understand in place of traditional assessment methods of teaching, quizzing and testing; it uses the
process of triangulation of student data used in research to provide a more well-rounded and all-inclusive
picture of student achievement.Triangulation means collecting student evidence over time from three
sources: observations, conversations and student products and considering all three sources in
determining students’ grades.
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Knowledge/Understanding Thinking Communication Application

(20%) (20%) (10%) (20%)

• Research of key concepts, • The Design Process • Individual self assessment • Concept sketching

procedures, terms, safety • Careers Research journal entries • Practical lesson

issues, careers, technology in Assign • Student reflection entries computer activities
the environment and society • Small and large group • Teacher/student • Unit assignments and
etc. discussions and tasks interviews projects
• Post lesson activities • Computer and • Assignment follow up • Student reflections
• Teacher/student interviews technology activities reports • Student Website
• Unit quizzes and assignments Portfolio

Learning Skills:
The following learning skills will be taught and assessed throughout the course and will be shown on report
cards. Students’ performance in these skill areas will not be included in the final numeric mark but it is
important to note that the development and consistent practice of these skills will influence academic
achievement. These skills consist of:

Responsibility Organization Independent Work Collaboration Initiative Self-Regulation

Program Planning/Special Considerations:

Instructional, environmental and assessment accommodations will be taken into account for those students
who have any or all of these requirements and needs (special needs, ESL, ELL etc.) Students will be able to
access lesson presentations, exemplars, notes etc. both as hard copies and digitally for further reference.

1. Lessons will be delivered to the students in large and small groups using visual aids and exemplars.

2. The teacher will provide one on one assistance to those students who require it during the work period.

3. Each student will receive a detailed handout to help them through lesson activities.

4. Learning/physically disabled would be given more in class time as necessary.

Lesson Assessments

Visible: Watch/listen and offer help as student’s work through the lesson

Verbal: Ask student’s questions to determine their level of understanding

Provide immediate feedback: Answers students questions and provide individual instructional direction
as needed

Safety Considerations

The teacher will review safety procedures when working with computer and technological equipment
as required throughout the course. Students will also be given a copy of these safety rules in the lesson
handout. Each student will obey to school policies regarding basic rules and safety rules of the
classroom as well as for the use of computers throughout the course.

Resource Materials:
Computers, monitors, Internet, Keynote/Power Point presentation, LCD projector, white board, speakers,
audio and video exemplars, computer software etc.

Students’ Responsibilities With Respect To Evidence For Evaluation

Students are responsible for providing evidence of their learning within established timelines, and must be
aware that there are consequences for cheating, plagiarizing, not completing work, and submitting work late.

Homework Policy (Based on PDSB Policy #70)

Student’s will be expected to complete homework assigned in this course. Homework achieves the following
goals:

- supplements and supports in-school experiences through related out-of-class activities;

- encourages the development of self-discipline and good work habits;

- helps to develop positive and enthusiastic attitudes towards independent study and lifelong learning;

- assists students in preparing for subsequent planned learning activities;

- acquaints parents with the student’s in-school learning experiences and strengthen the essential links
between home and school

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Cheating and Plagiarism

When a student plagiarizes or cheats, the student does not provide evidence of achievement. Based on the
consideration of mitigating factors, school teams and teachers will choose from a variety of possible
responses. Some resolutions include assigning of a zero and/or the opportunity to complete a similar
evaluation.

“Plagiarism is...Copying all or part of another person's work; paying another person to write your essay or
report; having another person write your essay or report ;Failing to cite another person's ideas; rewording,
summarizing or paraphrasing another's ideas without giving credit; stealing another person's essay or report;
copying all or part of another source, such as information found in a website, without citing the source”-
Source It

Late and Missed Assignments/Tests

If there was a legitimate reason for the assignment/test to be late or missed the teacher will decide when the
assignment/test is to be completed. After clarifying that there were no legitimate reasons for the product to
be late or missed, and considering mitigating factors, teachers may deduct marks for late or missed
assignments. (Growing Success Document)