Foundation for the Atlantic Canada
Technology Education Curriculum

Technology
Education

T

FOUNDATION

Newfoundland and Labrador
Department of Education
Primary, Elementary and Secondary Education BranchISBN 1-55146-146-3

Contents
Acknowledgments..................................................................................................... iii
Vision ......................................................................................................................... v
Introduction ............................................................................................................... 1
A Common Approach ................................................................................................................1
Purpose of this Document ........................................................................................................ 1
Curriculum Focus ...................................................................................................................... 1
Key Features of the Curriculum ................................................................................................. 2

The Nature of Technology .......................................................................................... 3
Dimensions of Technology .........................................................................................................3
Elements of Technology ............................................................................................................4
Technology in Context ............................................................................................................... 5

Outcomes ................................................................................................................. 7
Essential Graduation Learnings (EGLs) .................................................................................... 8
Vision for Technology Education .............................................................................................. 12
General Curriculum Outcomes for Technology Education: Entry-Grade 12 ............................ 12
Key-Stage Curriculum Outcomes (KSCOs) ............................................................................ 13

Contexts for Learning and Teaching .......................................................................... 25
Principles Underlying the Technology Education Curriculum ................................................... 25
The Learning Environment ...................................................................................................... 26
Equity and Diversity ................................................................................................................ 28
Roles within Education ............................................................................................................ 29
Assessing and Evaluating Student Learning .......................................................................... 32

Glossary .................................................................................................................. 37
References............................................................................................................... 39
Appendix
The Atlantic Canada Essential Graduation Learnings

Foundation for the Atlantic Canada Technology Education Curriculumi

ii

Foundation for the Atlantic Canada Technology Education Curriculum

Acknowledgments
The departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince
Edward Island gratefully acknowledge the contributions of the following groups and individuals toward thedevelopment of this document.
• The regional technology education committee, which has provided direction with respect to the developmentof this foundation document. Members include the following:
Province of New Brunswick

Province of Nova Scotia

Debbie Good, Technology Education Consultant
Department of Education

Ann Blackwood, Assistant Director
English Program Services, Department of Education

Ernie Rogers, Teacher
Bathurst High School, Bathurst

Murray Heffernan, Teacher
Auburn Drive High School, Cole Harbour

Province of Newfoundland and Labrador

Province of Prince Edward Island

Leon Cooper, Program Development Specialist
for Technology Education, Department of Education

Pauline Coady, Career Technology Studies Consultant,
Department of Education

Garland Jennings, Teacher, St. John’s

Kim McBurney, Elementary Information Technology
Education Consultant, Department of Education

Dianne Williams, Teacher
Fatima Academy, St. Brides

Brian Zalewski, Teacher
Bluefield High School, North Wiltshire• The provincial working groups, comprising teachers and other educators in New Brunswick, Newfoundlandand Labrador, Nova Scotia, and Prince Edward Island, who provided input and feedback to the document
during the development process.
• The educators, parents, and other stakeholders who contributed many hours to the validation process which
led to the finalization of the Foundation for the Atlantic Canada Technology Education Curriculum.
• The APEF evaluation directors committee for its help in the development of the section entitled Assessing and
Evaluating Student Learning.

Foundation for the Atlantic Canada Technology Education Curriculum

iii

iv

Foundation for the Atlantic Canada Technology Education Curriculum

VisionTechnology education for Atlantic Canada fosters thedevelopment of all learners as technologically literate andcapable citizens who can develop, implement, andcommunicate practical, innovative, and responsible
technological solutions to problems.

Foundation for the Atlantic Canada Technology Education Curriculumv

vi

Foundation for the Atlantic Canada Technology Education CurriculumIntroduction
A Common Approach
In 1993, work began on thedevelopment of common curriculain specific programs, and has since
expanded into other curricularareas. The Atlantic ministers’
primary purposes for collaboratingin curriculum development are to• improve the quality ofeducation for all students
through shared expertise andresources• ensure that the education
students receive across theregion is equitable• meet the needs of bothstudents and society
Under the auspices of the Atlantic
Provinces Education Foundation,
development of Atlantic curricula
follows a consistent process. Eachproject requires consensus by aregional committee at designateddecision points; all provinces haveequal weight in decision making.
Each province has establishedprocedures and mechanisms forcommunicating and consultingwith education partners, and it is
the responsibility of the provinces
to ensure that stakeholders have
input into regional curriculum
development.
Each foundation document
includes statements of essential
graduation learnings, generalcurriculum outcomes for that
program, and key-stage curriculum
outcomes (entry-grade 3,

grades 4-6, grades 7-9, grades
10-12). Essential graduation
learnings and curriculum outcomes
provide a consistent vision for thedevelopment of a rigorous andrelevant curriculum.

Purpose ofthis Document
This document, which provides avision for technology education in
Atlantic Canada,• provides curriculum designers,
other educators, and membersof the general public with an
outline of the philosophy, scope,and outcomes of technology
education• articulates a progression oftechnological concepts, skills,
and competencies from entry tograde 12• provides an articulation ofgeneral curriculum outcomesand key-stage curriculum
outcomes to inform further
curriculum development• assists educators, students, andothers to negotiate andconstruct meaningful learning
experiences in technology
education• provides a frame of reference fordiscussion, by educators andothers, regarding the nature andevolution of technology
education

Foundation for the Atlantic Canada Technology Education Curriculum

Curriculum Focus
Technology education is defined byoutcomes and characterized bycourses and modular curriculum
components. It encompasses alltechnological systems, processes,
resources, and consequences. For
practical purposes, technology
education confines itself torepresentative samples oftechnological problems andsystems. Historically, these havebeen in areas such as construction,
manufacturing, communications,and power systems. This
curriculum enables students towork across a much broader rangeof problems and technologicalsystems, including
communications, production,
sensing-control, power-energy,
biotechnology, and management.
The focus of this curriculum is thedevelopment of students’technological literacy, capability,
and responsibility (International
Technology Education Association,1996). Its primary strategy is toengage them in the design,development, management, andevaluation of technological systems
as solutions to problems.
Technological literacy is the ability
to use technological systems,
manage technological activities,
and make informed decisions
about technological issues.

1Technologically literate people• understand the role and natureof technology• understand how technologicalsystems are designed, used, andcontrolled• critically examine technologies• respond rationally to ethicaldilemmas caused by technology
Technological capability is anexpression of ability andunderstanding through consideredand planned action that combines
technical skill and technologicalknowledge to achieve a desired
result. Technological capability
grows as a consequence ofengagement in technologicalactivity. Attitude is a significant
element in transposing abilities
into capabilities. Collectively,
individuals’ capabilities imbue
organizations, companies, andcountries with capability. Such
entities demonstrate capability inthe way they respond to or initiatechange, especially in industrial andother technological ventures.
Technologically capable people• respond in innovative andinventive ways by employing
iterative technological problemsolving strategies• exhibit attitudes and behaviours
that are conducive to solving
problems when the solutions are
not obvious or there are
multiple solutions• rationalize decisions and predict
the effects of technologicalaction2Technological responsibility
requires an understanding of theconsequences of technologicalactivity and a willingness to takeappropriate action.
Technologically responsible people• understand that technologicalactivity consumes resources andhas consequences• assess the benefits and risks oftechnological actions• take personal responsibility for
their technological decisions

Key Features of theCurriculum
Technology education engages
students in intellectual andphysical activities in the design oftechnological solutions.
Technology education engages
students directly in constructing
technological solutions toeveryday, real-world problems.
Technology education employs awide variety of hands-on activities.
Students are exposed to a broad
range of technological issues,
systems, and problem situations ina systemic, systematic fashion.
They employ a wide range oftechnological resources andprocesses to design, fabricate, andtest solutions to familiar andunfamiliar problems. Outcomes,
learning experiences, andevaluation of student achievement
reflect and are geared towards
engagement.

Technology education builds
technological knowledge incontext.
Technology education provides anaturally integrative function thathelps students identify contextual
relationships between technologicalactivity and principles, and theunderlying scientific,
mathematical, and other concepts,
principles, laws, and theories. For
example, designing structures suchas bridges requires knowledge ofthe forces acting on structures(e.g., torsion, tension,
compression), the structuralproperties of materials (e.g., tensile
strength, toughness, elasticity),environmental factors (e.g., soil
conditions, weather), and theeffects of design aesthetics on
people’s perceptions (e.g., of value,
usefulness, safety).
Technology education makes
connections beyond school.
Technology education provides
students with an understanding of
the fundamental technologicalprinciples of the systems that are
employed in all modern
technologies, and in turn enables
them to relate workplacetechnologies to daily life. It enables
students to develop specifictechnical skills in the context ofreal-world problems and relatethese skills to careers. It provides
students with a broad range ofcapabilities for daily living and forpost-secondary programs or theworld of work.

Foundation for the Atlantic Canada Technology Education Curriculum

The Nature of Technology
Technology is human innovationin action that involves thegeneration of knowledge andprocess to develop systems thatsolve problems and extend
human capabilities. Technology is
how humans modify the world
around them to meet their needs
and wants or to solve practicalproblems (ITEA, 2000).
Technology education curriculum
is very much dependent on thenature of technology. Technology
education engages students in waysthat parallel technological activities
in the home, community,
workplace, and in post-secondary
education and training.

Dimensions ofTechnology
Technology is a human constructthat consists of knowledge,
processes, and products.
Knowledge
Technical knowledge,
fundamental to any technologicalactivity, has different layers ofcomplexity. Tacit knowledge,
acquired through doing, tends tobe personal, immediate, and notreadily transferred to others,
except in one-on-one situationsin the context of doing.
Prescriptive knowledge isconstructed by individuals when
they assess processes andstrategies, and build rules andprocedures, often to improve
effectiveness or efficiency.
Descriptive knowledge, which isbased on facts, such as material
properties that often have ascientific or mathematical basis,
forms the framework in which aperson works or operates.
Technological knowledge derives
its form, meaning, and purpose
from specific technologicalactivities-tacit knowledge isfundamental to all other forms.
Development of technologicalknowledge happens dynamically
across disciplines in response to therequirements of the activity. The
nature of technological knowledge
has significant implications for the
study of technology and for thedevelopment of technologicalliteracy, capability, andresponsibility.
Process
Technological process is the active
state of technology, and it occurs at
many levels of complexity.
Technological activity employs all
types and levels of technologicalknowledge, and consumes
technological resources. It connects
the present with future
possibilities. At the highest level,
technological process ischaracterized by multidimensional, decision-making
strategies. At the lowest level,
technological processes are learned
behaviours that enable one toFoundation for the Atlantic Canada Technology Education Curriculum

employ tools and other resources
to perform a task or activity.
Fundamental technologicalprocesses, which are thefoundation of, and provide context
for, all technological activity,
include the following:• communication processes of
encoding/decoding, storing/
retrieving, and sending/receiving• managing processes of planning,decision making, organizing,staffing, motivating, leading,and controlling• control processes of sensing,switching, and regulating• energy-power processes ofconserving, converting, andtransmitting• production processes ofseparating, combining, shaping,and finishing• biotechnology processes of
propagating, growing, adapting,treating, maintaining,
harvesting, and converting
Products
Technological products, theconsequence of technologicalactivity, comprise the human-madeenvironment. They include
physical products such as cars andfood, virtual products such as
digital information, and services
such as banking and health care.
These products have cultural
significance, and have social,economic, and environmental
issues and consequences. In many
ways they define how we live, how
3we communicate with one
another, how we conductbusiness, and how we feel about
ourselves.

Elements ofTechnology
The elements of technology are
employed to organize and guidepractice. They include
technological concepts andprinciples, technological systems,
and technological problem solving.
Knowledge and understanding ofthese elements are critical if one isto function effectively in atechnological society.
Technological
Concepts and Principles
Technological concepts andprinciples, central and unique tothe study of technology, include
the following (ITEA, 1996):• Technology results from humaningenuity.
• Technological activities requireand consume resources.
• People create technologicalsystems to meet basic needs andwants.
• Technological activities may
have predictable andunpredictable, positive or
negative effects on people andthe environment.
• Technology provides
opportunities and triggers
requirements for careers.
• Technological sophistication isaffected by culturalcontributions.

4• The rate of technologicalchange is accelerating.
• Complex technological systems
develop from simpler
technological systems.
Technological Systems
A system comprises sub-systems
and components. It performs afunction that the components
could not perform individually.
Technological systems, which
include products andenvironments, may be organizedusing a variety of classification
schemes. Three basic technologicalsystems emerge when they areclassified by physical make-up:• Informational systems(communications, management,
and control) employ
communications technologies toprocess, store, and use data.
They are interfaces for humanto-human, human-to-machine,
and machine-to-machinecommunications. New
information and new knowledge
are primary products.
• Physical systems employ
physical materials andtransformation of thosematerials to increase their value.
They are heavily reliant on
power and transportation
systems, and include
production, manufacturing,
construction, and exploration.
• Biological systems employ
living organisms and biologicalprocesses. Biotechnology is
employed to create products;
improve humans, plants, oranimals; or develop micro-organisms for specificpurposes. Biological systems
include aquaculture,
agriculture, silvaculture,
medicine, genetics, and sports.
Systems may also be classified byunderlying scientific principles(e.g., mechanical, electrical, or
fluidic) or purpose (e.g.,aquaculture, communications,manufacturing, or transportation).
Systems are designed to achieve
specific outcomes. They have threemajor components-input, process,and output. Feedback is used tomodify the system components toensure that the desired outcome
is achieved.

Figure 1 - Systems Model

System inputs are technologicalresources such as materials, time,
capital, information, people, tools
and machines, and energy. Systemprocesses are the actions taken on
the inputs (usually on materials,
energy, and/or information) toachieve the desired output. System
outputs may have expected or
unexpected outcomes. Outcomesmay also be desirable orundesirable. System design andmanagement always involves
assessing the trade-offs in output
and consequent outcomes.

Foundation for the Atlantic Canada Technology Education CurriculumTechnological Problem
Solving

continuous and exponential
technological change. Consequencesof the rate of change include
changes in the nature of work,
leisure, education, and most formsof social interactions. Thesechanges, in turn, have major
consequences for individuals andfor society.

Technological problem solving,illustrated in Figure 2, is an
iterative process that often
simultaneously requires suchdiverse responses asmetacognition and technical action.
Figure 3 - Design Process Model

Figure 2 - Technological
Problem-solving Model

Modern industry and commerce
grow by invention and marketingof technological solutions toproblems and opportunities.
Many of the most widely usedtechnological problem-solving
strategies fall under the generalrubric of design. Design practices
vary with the industry, problem,and situation. The major
components of the design process
lend themselves to anorganizational structure as
illustrated below. The steps, orphases, of design serve to inform
practice and provide signposts tomeasure progress. The process
begins with the identification ofproblems and opportunities tomeet needs and wants, and ends
with a solution. Design offers acontinuous process for modifying
and improving the solution overtime.

Solutions and outcomes often
result in more problems andopportunities. Effective design
practice strives to maximize thebenefits (economic, social, andotherwise) while minimizing thenegative impact. Employing thesemethodologies makes it possible,
for example, to pose the sameproblems to entry to grade 12
students as are posed to design
professionals. Whether the
problem is straightforward, such as‘There is not enough light to see
this properly,’ or much more
complex, such as ‘I need a totally
automated system to growtomatoes,’ the methodology
ensures that a viable solution isdeveloped.

Technology in Context
Technology exists and evolves in
the human-made world. It isaffected by and affects everything
we do. Understanding this context,
especially the relationship oftechnology with individuals,
society, science, and education,
helps one understand the natureand evolution of technology.
Developing an understanding of
this context is confounded byFoundation for the Atlantic Canada Technology Education Curriculum

Consequences for individuals
include• the need for a broader range ofskill sets which employ different
modes of thinking and doing• more reliance on independenceof thought and action• an understanding of and ability
to use complex technologicaldevices and systems• the ability to troubleshootsimple malfunctions• the ability to forecast theconsequences of theirtechnological activities• the ability to assess and wisely
choose consumer products• the ability to adapt quickly tochange• the ability to develop novel andpractical technological solutions
to problems• an understanding of the ethicaland legal implications oftechnological actions• an understanding of
employability skills, career
options, and the technology of
the workplace
Consequences for society include• technology-dependent
workplaces and economies
which in turn create the needfor highly skilled andtechnologically competentworkers5•effective democratic
participation of citizens that
requires technological literacy
and access to communications
tools• new meanings and definitions
for literacy and capability• the need for systemic andsystematic approaches todevelopment of technologicalliteracy and capability• standards for legal, moral, andethical decision making that
continue to evolve
Technology is often associatedwith science. While there is a
symbiotic relationship, scienceand technology have different

origins, serve different purposes,
employ different methods, andhave different outcomes.
Development of modern
technological systems depends
heavily on a thoroughunderstanding of scientificconcepts and principles. Modern
scientific practice cannot be
conducted without employing
sophisticated technological tools
and processes. While science isconcerned largely with thenatural world, and technology
with the human-made world,both have effects that are felt insocial and personal contexts.
Education is a principal vehicle
by which modern societies buildin their citizens the capacity toengage in meaningful discourse

about the evolution of thesociety, its institutions andpractices, and equip the younger
members of the society to find ameaningful place that includes
health, employment, andhappiness. Technology is an
integral component of education on
many levels, from strategy andprocess to tools and resources. It
is fundamentally important that
education help young peopleacquire a sense of the nature oftechnology and its place inhuman affairs, an understandingof how to employ it effectively,
and the wisdom to use
technological resources
responsibly.

Figure 4 - Technology-Science Relationship

6Foundation for the Atlantic Canada Technology Education CurriculumOutcomes
Essential graduation learnings (EGLs) arestatements describing the knowledge, skills, andattitudes expected of all students who graduate fromhigh school. Achievement of the essential
graduation learnings will prepare students tocontinue to learn throughout their lives. These
learnings describe expectations not in terms ofindividual school subjects but in terms ofknowledge, skills, and attitudes developed
throughout the curriculum. They confirm thatstudents need to make connections and develop
abilities across subject boundaries if they are to beready to meet the shifting and continuing demandsof life, work, and study today and in the future.
Essential graduation learnings are cross-curricular,
and curriculum in all subject areas is focussed toachieve these learnings. Essential graduation
learnings serve as a framework for the curriculum
development process.

Curriculum outcomes are statements articulating
what students are expected to know and be able to
do in particular subject areas. These outcomesstatements also describe what knowledge, skills, andattitudes students are expected to demonstrate at
the end of certain key stages in their education, as aresult of their cumulative learning experiences ineach grade level of the entry-graduation continuum.
Through the achievement of curriculum outcomes,
students demonstrate the essential graduation
learnings.
General curriculum outcomes are statements that
identify what students are expected to know and beable to do upon completion of study in acurriculum area.
Key-stage curriculum outcomes are statements that
identify what students are expected to know and beable to do by the end of grades 3, 6, 9, and 12, as aresult of their cumulative learning experiences in acurriculum area.

Figure 5 - Relationship among Essential Graduation Learnings,
Curriculum Outcomes and Levels of SchoolingFoundation for the Atlantic Canada Technology Education Curriculum

7Essential Graduation Learnings (EGLs)
Graduates from the public schools of Atlantic Canada will be able to demonstrate knowledge, skills, andattitudes in the following essential graduation learnings. Provinces may add additional essential graduation
learnings as appropriate. More information on the EGLs and the curriculum framework is attached as anappendix. For each EGL there are five statements that refer to each of the five GCO’s for technology
education.
Aesthetic Expression
Graduates will be able to respond with critical awareness to various forms of the arts and beable to express themselves through the arts.
Technology education develops students’ capabilities inthis EGL• by engaging them in the application of a wide
variety of visual and graphic design principles
and elements to create physical and virtual
products (GCO 1)• through the use of technological systems thatencourage analysis of issues and situations andcreative expression of ideas in a variety of media(GCO 2)• by examining the historical and evolving
connections between technology, technical skill, andartistic expression in diverse fields such asarchitecture, product design, and the arts (GCO 3)• by building understanding of invention andinnovation as a fundamental component oftechnological industries (GCO 4)• by encouraging responsible attitudes andpractices related to the use of technology increative activities, including assessing the worksof others (GCO 5)

Citizenship
Graduates will be able to assess social, cultural, economic, and environmental
interdependence in a local and global context.
Technology education develops students’ capabilities inthis EGL by• requiring them to evaluate and act on theconsequences of their technological solutions toproblems (GCO 1)• requiring them to assess and make decisions
regarding the impact and consequence of emerging
technological systems on self, society, and theenvironment (GCO 2)• building understanding of the symbiotic
relationships of diverse areas such as technology,
culture, and education (GCO 3)

8• building understanding of the role and impact oftechnology in economic growth andcompetitiveness (GCO 4)• fostering involvement, for example, in assessing
the ethical and social consequence of new andevolving technologies (GCO 5)

Foundation for the Atlantic Canada Technology Education CurriculumCommunication
Graduates will be able to use the listening, viewing, speaking, reading, and writing modes oflanguage(s), and mathematical and scientific concepts and symbols, to think, learn, andcommunicate effectively.
Technology education develops students’ capabilities inthis EGL by• engaging them in comprehensive research,evaluation, and reporting processes as fundamental
components of design (GCO 1)• providing a wide variety of opportunities andexperiences with communications systems,
processes, and techniques (GCO 2)• engaging them in a critical examination of thehistory, evolution, and impact of communications
technologies on individuals, society, and on
technology itself (GCO 3)• engaging them in a critical examination of therole and impact of communications technologies
and processes on the evolution of work and theworkplace, and on the nature of work (GCO 4)• engaging them in a critical examination of
personal and group responsibility in determining
the future evolution and applications ofcommunications technologies (GCO 5)

Personal Development
Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.
Technology education develops students’ capabilities inthis EGL by• engaging them in the practices, processes, andproblem-solving strategies that relate to a variety ofcareers (GCO 1)• building technological literacy and capability inthe context of real-world technologies,
technological issues, and consequences oftechnological activity (GCO 2)• examining issues such as the historical
relationship between technology and people, athome and in the workplace (GCO 3)• building an understanding of the evolving
nature of technological literacy and capability,
and their impact on current and future
education needs and career options (GCO 4)• encouraging determination of short- and longterm goals and providing opportunities to planand build strategies to achieve them (GCO 5)

Foundation for the Atlantic Canada Technology Education Curriculum9Problem Solving
Graduates will be able to use the strategies and processes needed to solve a wide variety ofproblems, including those requiring language, and mathematical and scientific concepts.
Technology education develops students’ capabilities inthis EGL by• engaging them in designing technologicalsolutions to authentic problems that require
imagination and the application of a wide variety
of technological resources to solve (GCO 1)• exposing them to a wide variety of situations andissues related to the operation, troubleshooting,
maintenance, and management of technologicalsystems that range from simple to complex (GCO 2)• building comprehension and understanding oftechnological consequence, and of ways toemploy that understanding in decisions affecting
the development of solutions to real-world
problems (GCO 3)• incorporating a variety of authentic industrial
and commercial technological problem-solving
strategies into their activities (GCO 4)• encouraging intellectual honesty in their designsof technological solutions (GCO 5)

Technological Competence
Graduates will be able to use a variety of technologies, demonstrate an understanding oftechnological applications, and apply appropriate technologies for solving problems.
Technology education develops students’ capabilities inthis EGL by• requiring them to employ a variety oftechnological tools, technical processes, anddesign strategies (GCO 1)• providing experiences with use and management ofa wide variety of technological systems (GCO 2)• building knowledge and understanding of factors
affecting the development of new technologies, andof ways to adapt technologies to different situations• building capability with technological systems
and tools relevant to a variety of career choices(GCO 4)• requiring them to assess risk and take responsibility
for the consequences of their technological actions(GCO 5)(GCO 3)

10

Foundation for the Atlantic Canada Technology Education CurriculumSpiritual and Moral Development
Graduates will be able to demonstrate understanding and appreciation for the place of belief
systems in shaping the development of moral values and ethical conduct
Technology education develops students’ capabilities inthis EGL by• requiring them to account for the effects ofsolutions they develop (GCO 1)• requireing them to assess the consequence of theiruse of technological systems (GCO 2)• building knowledge and understanding of thehistorical and emerging impact of technologicaldevelopments on individuals, society and theenvironment (GCO 3)• building knowledge and understanding of theeffects of technologival change on the nature ofwork and employability (GCO 4)• building a sense of personal responsibility for theirindividual and social use of technology (GCO 5)

Foundation for the Atlantic Canada Technology Education Curriculum

11Vision for Technology Education
Technology education for Atlantic Canada fosters the development of all learners as technologically literate andcapable citizens who can develop, implement, and communicate practical, innovative, and responsible
technological solutions.

General Curriculum Outcomes for Technology Education:
Entry-Grade 12
These five general curriculum outcomes statements articulate what students are expected to know and be able to
do upon completion of study in technology education. These statements provide a concise description of thestudent as a technologically literate and capable citizen.
GCO 1: Technological Problem Solving
Students will be expected to design, develop, evaluate, andarticulate technological solutions.
Technological problem solving incorporates a variety ofstrategies and processes, consumes resources, andresults in products and services. Technological problem
solving constitutes one of the most important ways inwhich students engage in technological activity.
GCO 2: Technological Systems
Students will be expected to operate and manage
technological systems.

GCO 4: Technology and Careers
Students will be expected to demonstrate an understandingof current and evolving careers and of the influence oftechnology on the nature of work.
All jobs, occupations, careers, and professions exist intechnological environments. An understanding of therange of technologies in the workplace and their effects
on the nature of work is critical to planning careerand education paths.
GCO 5: Technological Responsibility
Students will be expected to demonstrate an understandingof the consequences of their technological choices.

Technological systems are the primary organizational
structure for products and services. Understanding thenature of systems, and understanding how to employ,moderate, and re-structure systems are importantcomponents of technological literacy and capability.
GCO 3: History and Evolution of Technology
Students will be expected to demonstrate an understandingof the history and evolution of technology, and of its socialand cultural implications.

The development of technology, and by extension its
impact in the future, is entirely under human control.
Individually and collectively we share that
responsibility. Accepting the responsibility and being
empowered to take appropriate action require
technological literacy and technological capabilityknowledge, skills, and willingness.

Technology, like many other areas of human endeavour,
is often best understood in its historical context.
Technology has had and continues to have profoundeffects on individuals, society, and the environment.
Understanding the origins and effects of a particulartechnology provides a context for resolving today’s
problems and issues, and often leads to better
solutions.

12Foundation for the Atlantic Canada Technology Education CurriculumKey-Stage Curriculum Outcomes (KSCOs)
Key-stage curriculum outcomes are statements that identify what students are expected to know and be able
to do by the end of grades 3, 6, 9, and 12, as a result of their cumulative learning experiences in technology
education.

Outcomes at the four key stages reflect a continuumof learning. While there may appear to be
similarities in outcomes at different key stages,
teachers will recognize the increase in expectations
for students at the various key stages, according to• the developmental nature of acquiring
technological literacy and capability• students’ maturity of thinking and interests• students’ increasing independence as learners• the increasing complexity and sophistication ofideas, technological problems, and technologicalsystems• the increasing complexity and sophistication of
students’ technological solutions• the range and innovativeness of ideas andsolutions offered in response to technologicalsituations and issues• increasing sophistication in the students’ use oftechnical language and terminology tocommunicate ideas and information about
technology

For each key stage, the ordering of outcomes is notintended to suggest any priority, hierarchy, or
instructional sequence, with the exception of thoserelated to the major sequencing of strategies fortechnological problem solving. While theseoutcomes provide a framework on which educators
may base decisions concerning instruction andassessment, they are not intended to limit the scopeof learning experiences in any key stage. Although it
is expected that most students will be able to attainthe key-stage curriculum outcomes, the needs andperformance of some students will range across key
stages. Teachers should take this variation into
consideration as they plan learning experiences andassess students’ achievement of the various
outcomes. Students’ attitudes, experiences,knowledge, abilities, and engagement in learning
will also influence their ability to achieve the keystage curriculum outcomes.

Foundation for the Atlantic Canada Technology Education Curriculum

13

GCO 1: Technological Problem Solving

Students will be expected to design, develop, evaluate, and articulate technological solutions.
By the end of grade 3, students will be expected to

By the end of grade 6, students will have achieved theoutcomes for entry to grade 3 and will also be expected to[1.101] articulate problems to be solved throughtechnological means• identify a problem to be solved• describe factors that might affect its solution[1.201] articulate problems that may be solved throughtechnological means• describe specific problems• clearly state the problem that will be solved• describe factors that might affect the solution[1.102] conduct design studies to identify a technologicalsolution to a problem• examine possible ideas to solve the problem• explore ways to put the idea into action• record related information[1.202] conduct design studies to identify a technologicalsolution to a problem• consider similar problems• generate ideas to solve the problem• select the preferred idea and give reasons for the choice• examine ways to put the idea into action• record the information in text and drawings[1.103] develop (prototype, fabricate, make) technologicalsolutions to problems• develop the solution by properly using tools and otherresources• discuss their choices and decisions and record thediscussion[1.203] develop (prototype, fabricate, make) technologicalsolutions to problems• develop the solution by properly using tools and otherresources• modify ideas as necessary, discussing their reasons• document decisions and actions[1.104] critically evaluate technological solutions and reporttheir findings• examine how well their solutions work, and how well otherpeople’s solutions to problems work
• identify possibilities for improvement[1.204] critically evaluate technological solutions and reporttheir findings• use established criteria to determine the effectiveness of theirown and selected other solutions• suggest ways to improve technological solutions• record and report their conclusions[1.105] communicate ideas and information about
technological solutions through appropriate technical means• create drawings which employ basic technical symbols andlanguage• employ a variety of tools, including computers, audio, andvideo[1.205] communicate ideas and information about
technological solutions through appropriate technical means• create simple technical drawings that include views of objects• create alternate representations, such as physical models• properly use technical language and terminology in all formsof communications

14

Foundation for the Atlantic Canada Technology Education CurriculumGCO 1: Technological Problem Solving

Students will be expected to design, develop, evaluate, and articulate technological solutions.
By the end of grade 9, students will have achieved theoutcomes for entry to grade 6 and will also be expected to

By the end of grade 12, students will have achieved theoutcomes for entry to grade 9 and will also be expected to[1.301] articulate problems that may be solved throughtechnological means• examine problem situations• construct simple design briefs that include the problem
statement and conditions affecting the solution[1.401] articulate problems that may be solved throughtechnological means• assess diverse needs and opportunities• construct detailed design briefs that include design criteria
and a work schedule[1.302] conduct design studies to identify a technologicalsolution to a problem• investigate related solutions• document a range of options to solve the problem• determine and justify the best option• create a plan of action that includes technical sketches[1.402] conduct design studies to identify a technologicalsolution to a problem• investigate related solutions• document a range of options to solve this problem• determine and justify the best option• determine resource requirements and availability• develop detailed action plans, including technical drawings
and sequences of action[1.303] develop (prototype, fabricate, make) technologicalsolutions to problems• identify appropriate tools and resources• employ safe practices and resource conservation• develop the solution with redesign as necessary to ensure thedesign brief is satisfied• document all activities and decisions[1.403] develop (prototype, fabricate, make) technologicalsolutions to problems• match resources and technical processes for specific tasks• construct and test models and prototypes as needed• construct the solution with adherence to the design criteria• document activities, decisions, and milestones[1.304] critically evaluate technological solutions and reporttheir findings• use established and their own criteria to evaluate theeffectiveness of both their own and others’ technologicalsolutions• assess solution components and incorporate the requiredchanges during the design activity• document and report their changes, the rationale for change,
and conclusions[1.404] critically evaluate technological solutions and reporttheir findings• develop detailed evaluations of both their own and others’
technological solutions, with reference to independently
developed criteria• employ a continuous assessment methodology with the
purpose of continuous improvement of the design• document and report their changes, the rationale for change,
and conclusions[1.305] communicate ideas and information about
technological solutions through appropriate technical means• create more sophisticated orthographic and isometric views• create alternate representations, such as computer animations
and physical models[1.405] communicate ideas and information about
technological solutions through appropriate technical means• accurately present technical information by using a
representative sample of analog and digital tools, including,for example, two- and three-dimensional, computer-assisted
drafting and modelling tools• create accurately scaled models and prototypes

Foundation for the Atlantic Canada Technology Education Curriculum

15

GCO 2: Technological Systems

Students will be expected to operate and manage technological systems.
By the end of grade 3, students will be expected to

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to[2.101] operate components of a variety of familiar
technological systems[2.201] operate a representative range oftechnological systems[2.102] manage technological resources whenengaged in an activity[2.202] manage technological resources to improve
the performance of a system[2.103] operate familiar control systems[2.203] operate logic and control systems[2.104] recognize and identify common
technological systems, and determine what they do
and what keeps them working (e.g., a fridge cools
food and it uses electricity to operate)[1.204] identify the functions and components ofcommon technological systems (e.g., an automobile
has inputs such as fuel, processes such as human action
on the controls, and outputs such as motion)[2.105] follow a process to determine how systems
work[1.205] use tools to diagnose systems

16

Foundation for the Atlantic Canada Technology Education CurriculumGCO 2: Technological Systems

Students will be expected to operate and manage technological systems.
By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to[2.301] operate, monitor, and adjust a
representative range of technological systems[2.401] operate, monitor, and adjust technologicalsystems of increasing complexity[2.302] manage a representative range oftechnological systems[2.402] manage technological systems of increasing
complexity[2.303] employ programming logic and control
systems to sense, switch, and regulate events andprocesses[2.403] modify programming logic and control
systems to optimize the behaviour of systems[2.304] classify technological systems, using one ormore schema, and determine their operational
components and parameters (e.g., schema include
general make-up, underlying principles and purposes,
and sub-systems)[2.404] deconstruct complex technological systems
into their simpler systems and components[2.305] diagnose and repair malfunctioning
systems[2.405] troubleshoot and maintain systems

Foundation for the Atlantic Canada Technology Education Curriculum

17

GCO 3: History and Evolution of Technology

Students will be expected to demonstrate an understanding of the history and evolution oftechnology, and of its social and cultural implications.
By the end of grade 3, students will be expected to

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to[3.101] explore ways that specific technologies canbe used to do different things[3.201] describe ways that different technologies
can be used to do the same thing[3.102] explore things that we learn from scienceand things that we are able to do throughtechnology[3.202] explain ways that science can be used tobetter understand the effects of technology or todevelop new technology[3.103] explore the role that technology plays athome, in school, and in the community[3.203] explain the role of education in helping
people become knowledgeable about technology
and in developing specific capabilities withtechnological tools and systems[3.104] explore reasons why technologies changeover time[3.204] investigate reasons why technologies
change more rapidly now than at previous times inhistory[3.105] account for effects of cultural diversity on
technological solutions• explore ways that different people do the same task
• explore the different ways that students in theirclass might solve the same problem[3.205] account for effects of cultural diversity on
technological solutions• examine different forms that products and solutions
take in different cultures or countries• explore the different roles that members of a designteam play in developing technological solutions toproblems

18

Foundation for the Atlantic Canada Technology Education CurriculumGCO 3: History and Evolution of Technology

Students will be expected to demonstrate an understanding of the history and evolution oftechnology, and of its social and cultural implications.
By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to[3.301] examine the historical evolution oftechnologies and predict future developments[3.401] evaluate technological systems in thecontext of convergence where one system has
multiple functions, or divergence where multiple
systems have the same function[3.302] investigate ways that science activities
depend on technology and that inventions intechnology depend on science[3.402] evaluate the symbiotic roles of technology
and science in modern society[3.303] examine technological literacy andcapability in modern society and their effects on
citizenship and education[3.403] analyse the symbiotic relationship between
technology and education, including factors that
influence standards for technological literacy andcapability, and ways that the community responds[3.304] evaluate the effects of rapid change intechnological systems on people in their schools andcommunities[3.404] critically evaluate the effects of accelerating
rates of technological change on self and society[3.305] account for effects of cultural diversity on
technological solutions• examine the effects of culture on traditional
products, and vice versa• explore how products are designed differently for
different markets• apply their understanding of cultural preferences
when developing technological solutions[3.405] account for effects of cultural diversity on
technological solutions• critically examine the effects of cultural diversity on
market forces and technological products, and viceversa
• incorporate knowledge of cultural diversity intodevelopment of technological solutions

Foundation for the Atlantic Canada Technology Education Curriculum

19

GCO 4: Technology and Careers

Students will be expected to demonstrate an understanding of current and evolving careers andof the influence of technology on the nature of work.
By the end of grade 3, students will be expected to

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to[4.101] explore ways that technology affects thenature of work at home, in the school, and in thecommunity[4.201] demonstrate an understanding of the roles
and applications of technology in workplaces[4.102] recognize the need, opportunity, or
problem that led to the development of specificproducts[4.202] investigate local products and services todetermine how they were designed, and their impact
on the local economy[4.103] demonstrate an understanding that being
able to achieve a goal or complete a task often
requires the development of new skills andcapabilities[4.203] determine the skills and capabilities theywould need to engage in projects and activities, andplan ways to acquire them

20

Foundation for the Atlantic Canada Technology Education CurriculumGCO 4: Technology and Careers

Students will be expected to demonstrate an understanding of current and evolving careers andof the influence of technology on the nature of work.
By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to[4.301] examine the technologies of specific careers
and workplaces, including the organizational structuresof work environments and the effects of newer
technologies[4.401] assess and evaluate employability profiles
for a variety of workplaces and careers anddetermine the level of technological literacy andcapability they would need to achieve for job entry[4.302] examine the roles of design and invention
in business growth and economic development[4.402] employ design and invention as tools tocreate entrepreneurial activity[4.303] develop strategies to assess theirtechnological literacy/capability and plan forcontinuous personal growth, using external criteria[4.403] envision their short- and longer-term
future and develop a plan for acquiring thetechnological literacy/capability required to achieve
their vision

Foundation for the Atlantic Canada Technology Education Curriculum

21

GCO 5: Technological Responsibility

Students will be expected to demonstrate an understanding of the consequences of theirtechnological choices.
By the end of grade 3, students will be expected to

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to[5.101] demonstrate a growing awareness of therights and responsibilities of others and self whenusing technological resources[5.201] demonstrate respect for the rights andresponsibilities of others and self when using
technological resources[5.102] demonstrate an understanding of healthand safety rules and standards[5.202] demonstrate increasing awareness ofhealthy and safe practices when engaging intechnological activity[5.103] identify risks that might be present if
specific technological actions are taken, and explore
ways to manage them

[5.203] demonstrate increasing awareness of theneed to take proper measures to manage
technological risk

22

Foundation for the Atlantic Canada Technology Education CurriculumGCO 5: Technological Responsibility

Students will be expected to demonstrate an understanding of the consequences of theirtechnological choices.
By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to[5.301] demonstrate an understanding of thenature and purpose of legal and ethical rules andprinciples[5.401] demonstrate responsible leadership in
employing legal and ethical rules and principles[5.302] develop personal rules of conduct that
ensure healthy and safe practices[5.402] demonstrate responsible leadership in
employing health and safety rules and standards[5.303] develop and demonstrate risk-management
strategies for a variety of technological activities[5.403] demonstrate responsible leadership intaking proper measures to manage current andfuture technological risk

Foundation for the Atlantic Canada Technology Education Curriculum

23

24

Foundation for the Atlantic Canada Technology Education CurriculumContexts for Learning and Teaching
Principles Underlying
the Technology
Education Curriculum
Technology education curriculumin Atlantic Canada adheres tocertain principles that guidedecisions shaping the continuous
improvement of learning andteaching. These principles guidethe design and implementation of
the curriculum.

knowledge into discrete
disciplines. Technology education
supports and encourages
strategies that emphasize theunifying concepts of related
disciplines, particularly scienceand mathematics. Added value
comes from developing an
understanding of how underlying
concepts, defined and explainedin other disciplines, are pivotal inunderstanding the technologicalprocesses and concepts.

Authenticity
Constructivism
Technology education values andembraces the strategic links between
applied learning and integrated
learning.
By its nature, technology education
integrates the authentic applicationof concepts into students’ learning
experiences. Therefore, whiledeveloping an understanding of
abstract principles, learners
develop concrete competencies
relating to the world beyond
school.
Unity
Technology education values andembraces meaningful connections
among diverse areas of study.

Technology education incorporates
each individual’s prior knowledge,
skills, and attitudes in the design ofauthentic learning experiences.
Learners use their uniqueperspective, shaped by priorlearning experiences, current
beliefs, and attitudes, to construct
new understandings. Technology
by nature is constructivist in that it
entails assessment, design, testing,
implementation, and evaluation
processes. Technology education isfacilitated by the continuous
generation of an interactive,reflective, and supportive learning
environment which invites theconstruction of new knowledge
and understanding.

For theoretical reasons, historians
and educators have separated

Foundation for the Atlantic Canada Technology Education Curriculum

Collaboration
Technology education employs
learning strategies and experiencesthat reflect the collaborative natureof technology.
Technology by nature iscollaborative in that it has a social
function and context. New
solutions to human concerns are
created within the context ofexisting technological knowledge,
processes, and products. The
success of the design andimplementation of newtechnological solutions is afunction of the degree of
meaningful collaboration thatexists.
Autonomy
Technology education values anenvironment with the learner as its
pivotal force.
Autonomous learners require alearning environment in which
they have the freedom to takeresponsibility for their learning. In
such an environment,
collaboration among learners,
guided by informed teachers,
shapes the learning experiences.
The teacher’s role in thisautonomous climate is to establish
appropriate conditions inmediating the learning variables tofacilitate success relevant to eachlearner.

25

Continuous Inquiry
Continuous inquiry is essential totechnology education.
History demonstrates thattechnology and education mustembrace, rather than resist, change.
Research is an essential element in
the design and problem-solving
processes of technology andtechnology education.
Continuous Improvement
The success of technology education
initiatives is a function of informed
implementation and improvement
practices.
Informed leadership recognizes the
profound implications involved in
effecting necessary change in theprocess of continuous
improvement. Such leadershipguides all members of the learning
community to make informed
decisions. Effective collaboration
ensures that the optimum andsustainable balance of the elements
essential to successful change
continues to exist. These elements
include the vision, skills, resources,
strategies, and motivation essential
to any successful implementationof systemic change.
Continuous Learning
Technology education implies
strategic and distinct pre-service andin-service demands on teacher
education.
Learning is the fundamental
purpose of education, andeducators often wisely seek
26

technological solutions to manyof the problems they face. An
effective technology education
gradually prepares learners to makeinformed decisions in designing
and applying solutions to real
problems. To ensure quality
education for all learners, bothteacher education pre-service andcontinuing in-service are essential
to prepare teachers for thecontinuous and dramatic change inboth technology and technology
education.

Such a learning environment
cannot be confined to the physicalspace of the facilities or even theschool. It includes the community
and the workplace, physical andvirtual space. It requires theinvolvement of teachers, parents,
community organizations, andemployers. It requires co-operationand collaboration not just among
members of student design teams,
but also between members of theeducation community and thelarger community.

The Learning
Environment

The Physical SpaceTechnology education challenges
students to critically examine thehuman-made environment; toassess its function andconsequence; to determine its
effects on the natural environment,on themselves and society; and todesign technological solutions withcareful consideration to theconsequences.
The technology education learning
environment sets the stage andconditions in which thecurriculum can challenge students
and teachers alike. In appropriate
conditions, students are challenged
to address their pre-conceived
notions about how and why we dothings, examine the consequencesof technological change, and build
strategies to manage change. It is
normal and expected for students
to assess, select, and if necessary
construct technological tools,
physical or virtual, appropriate to
the situation.

Achieving the technology
education curriculum outcomesplaces a special significance on thedesign of technology education
facilities. Building the broad baseof technological literacies andcapabilities that today’s students
will need on school leaving
requires engagement withmaterials, tools, and technicalprocesses ranging across the virtualand physical worlds. Student
activities require a physical spaceorganized to accommodate boththe planning and fabrication
components of design.
Modular, multi-activity, and multimodal technology education
facilities accommodate diverse
student needs.
Modularity is exemplified byequipment, furniture, and facilities
layouts that may be rearranged andreconfigured quickly and easily toaccommodate different classstructures, activities, and content.

Foundation for the Atlantic Canada Technology Education Curriculum

The facility should accommodatea representative array of real andsimulated design and production
processes. It should be wired toaccommodate a variety of research,planning, documentation, andreporting needs.
Multi-activity is exemplified byengaging students, individually orin design teams, in different
problems and subsequent design
activities simultaneously; therefore,
individual and collaborative efforts
must be supported. Students
engage directly in constructing
their own knowledge in thecontext of real-world problems andresources. Students investigate,plan, prototype, and test in thesame space and time.
Multi-modality is exemplified bysimultaneously implementing
different technological systems,
technical processes, and relatedresources. Modality is scalable. The
facility is often divided into
physical spaces that accommodate
planning technologies, and otherspaces that accommodate
fabrication and production. On
another level, individual students
working on the same design teamwill most likely require different
tools, skills, and processes as theyeach simultaneously carry out thedifferent tasks involved indeveloping a technologicalsolution.
Although modality is often
accomplished through physicalseparation, many technologicalsystems do not cleanly separate.

The line between planning andfabrication is continuously
blurring across information,
physical, and biotechnologicalsystems. Those involved indesigning, building, and using
technology education facilities areafforded a variety of opportunities
to develop innovative approaches.
Resources
Technology education exists onlyin an environment where students
interact with technologicalproblems and resources.
Technological resources have a
special context. In one context,
students make investigations anddeterminations, and they select,use, and assess the effectiveness oftechnological resources as a major
component of problem solving. In
another, more general context,
educators make investigations,determinations, and choices about
technological resources required todeliver a quality technology
education program.
Technology education activities
can conceivably run the gamut ofhuman technological activity. For
practical purposes, design
constraints for the program
include a representative range ofhighly relevant technologicalprocesses and tools. Relevancy isdetermined by the education
system, and will change with time.
Problems and opportunities must
be addressed within those
constraints.

Foundation for the Atlantic Canada Technology Education Curriculum

Information
Information fuels technologicalactivity. It informs everything thattranspires, from articulation of aproblem to implementation ofsolutions, from analysis oftechnological systems to predictionof technological consequence, andfrom decisions about personal
conduct to decisions affecting
society. Information resources
include technical and scientificjournals, manuals, and handbooks,
as well as those sources
traditionally employed in entry tograde 12 education. Increasingly,
technical information is foundonly in electronic format, andmuch of that is through the Web.
Knowledge
Knowledge is a resource that isconstructed by individuals in
response to activities and design
challenges. Learning theories
support the approach of engaging
students in activities that enable
them to construct knowledge.
Educators need to ensure thatstudents face developmentally
appropriate challenges and haveaccess to a wide range oftechnological resources andappropriate guidance to build
sound knowledge bases as aresource to inform their decision
making. It is reasonable to assume
that students will, from time totime, develop specialized
technological knowledge beyond
that of their teachers.

27

PeoplePeople are the primary resource inany technological activity.
Educators and students need to
identify and develop connections
to knowledgeable people andexperts who can serve as mentors
and provide advice on technicaldecision making. Educators shouldcultivate relationships with postsecondary institutions, employers,
and other partners.
Materials
All technological activity consumes
resources, including physicalmaterials.
Technology education engages
students directly in the design andfabrication of solutions toproblems. Many solutions require
the use of natural andmanufactured materials, including
fabrics, woods, metals, plastics,
composites, and ceramics. Proper
engagement in the design processensures that students understandand value the costs of different
materials and employ solutions
that minimize resource
requirements. Access to these typesof consumable materials is
fundamental to success.
Tools and Equipment
Technological activity is ‘doing’
and requires tools and equipment.
Using tools and equipment
requires development of technicalknowledge and skills. Although
one could technically and28

meaningfully say that students
develop these in the context of the
problem they are solving, there arepractical constraints. If employed,
an open approach to technologicalactivity would require that almost
any tool or machine be madeavailable if the solution requires its
use-this approach is neither
practical nor desirable. Technology
education programs typicallyspecify a representative set of tools
and equipment to accommodate
solution development and systems
management for most student
activities. Specialized tools andequipment may be required andmade available for specificapplications and courses. This may
be accomplished, for example, bypurchase or lease, or by partneringwith public/private sector colleges,
universities, employers, and/or
institutions.
Choices of tools and equipment
are based on a consideration ofprogram implementation related tothe technological systems understudy, or required for solution
development, including
communications, production,energy/power, biotechnology, andmanagement systems.
TimeTime is a significant technologicalresource.
Planning of technological activities
must consider time required forvarious components of the process,including time to learn new
concepts and skills.

Frequently, technologicalactivities and processes are timesensitive-once undertaken theymust be completed on aschedule. This consideration has
implications for learning andteaching, affecting classscheduling, types of learning
experiences, and assessment andevaluation processes.
As a major technological resource,
time is an important issue forstudent consideration. It is a major
criterion they apply whengenerating ideas and developing
work plans.

Equity and Diversity
The society of Atlantic Canada,
like all of Canada, is linguistically,
racially, culturally, and sociallydiverse. Our society includes
differences in race, ethnicity,
gender, ability, values, lifestyles,
and languages. Schools should
foster the understanding of suchdiversity. Foundation for the
Atlantic Canada Technology
Education Curriculum is designed
to meet the needs, values,
experiences and interests of all
students.
In a learning community
characterized by mutual trust,
acceptance, and respect, student
diversity is both recognized andvalued. All students are entitled tohave their personal experiences andtheir racial and ethnocultural
heritage valued within anenvironment that upholds therights of each student and requires
students to respect the rights ofothers. Teachers have a critical role

Foundation for the Atlantic Canada Technology Education Curriculum

in creating a supportive learning
environment that reflects theparticular needs of all students.
Educators should ensure thatclassroom practices and resources
positively and accurately reflect
diverse perspectives and reject
prejudice attitudes anddiscriminatory behaviours.
To contribute to the achievementof equity and quality in education,
curriculum must
• reflect students’ abilities, needs,interests, and learning styles• expect that all students will be
successful regardless of gender,
racial and ethnocultural
background, socio-economic
status, lifestyle, or ability• enable students to value
individual variation among
members of their classroom
community
To enhance students’ ability toappreciate diversity, instructional
practices need to• foster a learning environment
which is free from bias andunfair practices• promote opportunities todevelop positive self-images thatwill enable students totranscend stereotypes anddevelop as individuals• promote communication andunderstanding among those
who differ in attitude,
knowledge, points of view, anddialect, as well as among those
who are similar• encourage and enable students
to question their own
assumptions, and imagine,
understand, and appreciaterealities other than their own• promote the equitable sharingof resources, including teacher
attention and support• encourage students to examineand critique materials,
resources, and experiences forbias and prejudice• examine historical and current
equity and bias issues• promote opportunities in nontraditional careers andoccupations• encourage students to challenge
prejudice and discrimination
The Atlantic provinces, throughthe APEF and their departments ofeducation, are committed to using
accepted equity principles andpractices in approving new
curricula and resources.
Technology education curriculum
outcomes provide a framework fora range of learning experiences forall students. Technology educators
adapt learning contexts, includingclassroom organization, teachingstrategies, time, and learning
resources to provide support andchallenge for all students, using
curriculum outcomes in a flexible
way to plan learning experiences
appropriate to students’ individual
learning needs. Technology
education provides opportunities
for all students to develop
confidence in themselves aslearners and to experience learning
success.

Foundation for the Atlantic Canada Technology Education Curriculum

Roles within
Education
Community
In addition to the school, teachers,
and parents, the community
includes volunteers, service andyouth groups, cultural groups,
business and media agencies,
professional organizations, andother groups.
It is important for the community
to view the education of youth as ashared responsibility. As partners,
the school and community cantake measures to promote student
growth as technologically literateand capable citizens, including• involving the school in thecommunity, for example, bysponsoring design competitions
that encourage students to offer
solutions to community issues
and problems• creating joint-venture projects
that make use of shared school
and community technologicalfacilities and resources• providing experts and mentors
who have specialized
technological knowledge andcapabilities• promoting the flow andexchange of technological ideas,
expertise, and resources• providing opportunities forteachers to develop new
capabilities and competencies byinteracting with design andother professionals, and by
participating in work-related
activities with business andindustry29

• creating opportunities forstudents to explore theworkplace• creating opportunities forstudents to assess the roles oftechnology in the community
and the workplace• providing proper standards ofhealth and safety appropriate tofacilities used in technology
education• participating in the continuing
conversation about education
The Education System
An education system can generally
be said to include the departmentof education, universities andcolleges, school boards/districts,
and schools.
Each organization has professional
staff and may have advisory
councils and/or committees. These
organizations have various roles
and responsibilities and makeimportant decisions that affect theteaching and learning oftechnology education. They
employ a number of strategies andactions to positively affect student
achievement in technology
education, including expanding
the commonly held notion oftechnology as product to include
technology as knowledge andstrategy by• allocating personnel and otherresources to ensure that students
have the means and opportunity
to develop technologicalsolutions to problems and toassess and manage arepresentative variety oftechnological systems

30• recognizing that technology
education teachers have specificneeds with respect totechnological literacy andcapability, and providing
opportunities for relevant
professional growth and thecontinuous development ofadministrators and curriculum
personnel at all levels of theeducation system• providing mechanisms toaddress, and encourage
discourse on, controversial
technologies• ensuring that programs at alllevels are anti-discriminatory
and provide for equity of access• ensuring that the learning
environment meets standards ofhealth and safety• ensuring that technology
education facilities
accommodate the learningneeds of all students and enable
students to achieve thecurriculum outcomes• working with technology
education teachers to ensurethat the technology education
facility is adequately and safely
configured to provide varied
learning experiences• working with technology
education teachers to ensurethat the variety of resources andexperiences available meet theneeds of all learners• working with technology
education teachers to ensurethat the learning experiences,
instructional techniques,assessment strategies, learning
environment, and use ofresources are consistent withthose described in thisdocument• ensuring equitable access totechnology education facilities
and other learning resources• working collaboratively withteachers to plan, facilitate, andsupport technology education
experiences and related events

School Administrators

Teachers

Administrators have a significant
impact on implementation of aquality technology education
curriculum.

Teachers play a significant role in
implementing technology
education. Teachers• structure and organize thelearning environment• select teaching strategies from awide repertoire• provide appropriate instruction• demonstrate proper selection
and application of technologicalsystems, tools, and otherresources

Principals and other administrators
take specific actions to support
learning and teaching oftechnology education, including• ensuring that teachers haveappropriate support andopportunities for continuing
professional development

Foundation for the Atlantic Canada Technology Education Curriculum• demonstrate safe and propercare, operation, and use of tools
and equipment acrossinformation, physical, andbiotechnological systems fordesign and fabrication oftechnological solutions• ensure that students havetechnological problem-solving
experiences with a wide range ofproblem situations• provide guidance in assessing
the consequence oftechnological choice and actions• monitor, assess, evaluate, andreport on student learning• provide students with guidanceand experience in assessing theirown technological solutions• provide students with guidanceand experience in assessing theirown technological literacy andcapability• provide students with
opportunities to assess the roleof technology in daily life, andin the workplace, and the natureof careers• model behaviour consistent
with that of a technologicallyliterate and capable person• demonstrate that they employ
technological problem-solving
and related strategies andprocesses in their daily life
• demonstrate capability andcommon sense in theirtechnological choices andactivities• demonstrate willingness toarticulate new and novel ideas,
to take intellectual risks, and tocritically evaluate their own
ideas• ensure that the technology
education facility meets thehealth and safety needs ofstudents
Parents/Guardians
Parents and guardians contributesignificantly to the achievement of
their children in technology
education by• building their personaltechnological literacy andcapability• encouraging their children to
take intellectual risks• encouraging their children toinvestigate their own areas ofinterest in existing and emerging
technologies• engaging their children inconversations about
technological issues andconsequences in their homes,
communities, and the world
around them
• sharing in their children’s
successes• communicating regularly withthe teacher/school• sharing areas of technologicalexpertise/interest with theteacher/school• volunteering to assist withvarious activities in thetechnology facilities or school• supporting school policies andgoals• participating in decision making
by taking part in parent-teacher
organizations and/or schooladvisory councils• providing a positive role modelwith respect to safe and properuse of technological tools andprocesses

Foundation for the Atlantic Canada Technology Education Curriculum

Students
Taking ownership andresponsibility for their own
learning is a significant element in
the growth of a student’s
technological capability. Doing so
implies choice and opportunities
to develop responsible habits ofthought and action. Students need
opportunities to• identify, assess, and makedecisions about their use oftechnological resources• assess their technologicalliteracy/capability in the context
of specific situations• develop personal action plans toacquire specific technical skills
and capabilities• safely use a wide variety oftechnological systems, tools, andother resources• identify and address
technological issues andsituations important to them
• design, develop, and articulatetechnological solutions to awide range of problems• articulate ideas and takeintellectual risks• reflect on and evaluate theirlearning• reflect on, evaluate, and express
ideas and opinions on therelationship between technology
and education and the role oftechnology education• assess technology as a force forchange in a variety of
workplaces, jobs, occupations,and careers31Assessing and
Evaluating Student
Learning
Assessment and evaluation are
essential components of learningand teaching in technology
education. Without effective
assessment and evaluation it is
impossible to know whether
students have learned, whether
teaching has been effective, or how
best to address student learningneeds. The quality of assessmentand evaluation in the educational
process has a profound and wellestablished link to student
performance. Research consistently
shows that regular monitoring andfeedback are essential to improved
student learning. What is assessedand evaluated, how it is assessedand evaluated, and how results arecommunicated send clear messages
to students and others about what
is really valued—what is worth
learning, how it should be learned,
what elements of quality are
considered most important, andhow well students are expected toperform.
Teacher-developed assessments andevaluations have a wide variety ofuses, such as• providing feedback to improvestudent learning• determining whether
curriculum outcomes have beenachieved• certifying that students haveachieved certain levels of
performance• setting goals for future student
learning

32• communicating with parents
about their children’s learning• providing information toteachers on the effectiveness of
their teaching, the program, andthe learning environment• meeting the needs of guidance
and administrative personnel

Evaluation

Assessment

Evaluation involves teachers andothers in analysing and reflecting
upon information about student
learning gathered in a variety ofways.

Assessment is the systematic process ofgathering information on student
learning.
To determine how well students
are learning, assessment strategies
have to be designed tosystematically gather informationon the achievement of thecurriculum outcomes.
In planning assessments, teachers
should use a broad range ofstrategies in an appropriate balance
to give students multiple
opportunities to demonstrate theirknowledge, skills, and attitudes.
Many types of assessment strategies
can be used to gather suchinformation, including, but notlimited to,• formal and informal
observations• work samples• anecdotal records• conferences• teacher-made and other tests• portfolios• learning journals• questioning• performance assessment• peer- and self-assessment

Evaluation is the process ofanalysing, reflecting upon, andsummarizing assessment informationand making judgments or decisions
based upon the information
gathered.

The process requires• developing clear criteria andguidelines for assigning marks
or grades to student work
• synthesizing information frommultiple sources• weighing and balancing all
available information• using a high level of professional
judgment in making decisions
based upon information
Reporting
Reporting on student learning
should focus on the extent towhich students have achieved thecurriculum outcomes.
Reporting involves communicating
the summary and interpretation of
information about student learning
to various audiences who require
it. Teachers have a special
responsibility to explain accurately
what progress students have madein their learning and to respond toparent and student inquiries about
learning.

Foundation for the Atlantic Canada Technology Education CurriculumNarrative reports on progress andachievement can provide
information on student learningthat letter or number grades alone
cannot. Such reports might, forexample, suggest ways in which
students can improve their learningand identify ways in whichteachers and parents can best
provide support.
Effective communication withparents regarding their children’s
progress is essential in fostering
successful home-school
partnerships. Other means include
the use of conferences, notes, andphone calls.
Guiding Principles
In order to provide accurate, useful
information about the achievement
and instructional needs ofstudents, certain guiding principles
for the development,
administration, and use of
assessments must be followed.
Principles for Fair Student
Assessment Practices for Education in
Canada (1993) articulates fivebasic assessment principles, as
follows:• Assessment strategies should beappropriate for and compatible
with the purpose and context of
the assessment.
• Students should be provided
with sufficient opportunity todemonstrate the knowledge,
skills, attitudes, or behaviours
being assessed.

• Procedures for judging or
scoring student performance
should be appropriate for theassessment strategy used and beconsistently applied andmonitored.
• Procedures for summarizing andinterpreting assessment results
should yield accurate andinformative representation of a
student’s performance inrelation to the curriculum
outcomes for the reporting
period.
• Assessment reports should beclear, accurate, and of practicalvalue to the audience for whomthey are intended.
These principles highlight the needfor assessment which ensures that• the best interests of the student
are paramount• assessment informs teaching
and/or promotes learning• assessment is an integral andongoing part of the learning
process and is clearly related tothe curriculum outcomes• assessment is fair and equitable
to all students and involves
multiple sources of information
While assessments may be used for
different purposes and audiences,
all assessment must give each
student optimal opportunity todemonstrate what he/she knows
and can do.

Foundation for the Atlantic Canada Technology Education Curriculum

Assessing Student Learningin the Technology Education
Classroom
Because of the nature oftechnology, assessing andevaluating student learning intechnology education has specificconsiderations:• Assessment strategies, integral todesign activities, are seamlesscomponents of the learning
experience.
• Technology education outcomes
are the basis for assessment.
• Collaborative strategies,
essential to all technologicalactivities undertaken by
students, provide a model thatmakes the student a partner inassessment.
• Students engaged intechnological activities are
required to assess their own
learning and interpret thatassessment as a component of
the activity.
• Experiential authenticity,
expressed by the use of realworld problems, systems, andresources, is critical to growth intechnological capability.
Growth in capability is exhibitedin a variety of ways. These include
tacit and other forms oftechnological knowledge, technicalproficiency, development oftechnological solutions, assessmentand management of technologicalsystems, collaborative and teammanagement skills, and students’evaluation of their own

33technological solutions andprocesses. Assessment tools have tobe effective across all these formsof evidence. In addition to thestandard assessment tools andtechniques employed in all subject
areas, the following merit special
consideration for technology
education.
The Design Brief
The design brief, negotiatedbetween student and teacher, sets
the conditions under which thestudent engages in a design activity.

A design portfolio, containing thefacts of what transpired anddocumenting students’ decisionmaking processes, is a significant
tool in assessing growth in design
capability. Employing the major
phases of the design process asheadings, it documents• processes and components thatwere successful, and those thatwere not• topics of discussion if decisions
had to be made• decisions• the rationale for decisions• the student’s evaluation of theprocess and the solution

The brief parallels the industrial
and commercial practice of design
briefs and contracts, with one
notable difference-design
professionals are assessed mainlyon the solution to the problem,
while students are assessed mainly
on growth in design capability.

Other evidence of student progressprovided by the portfolio includes
use of technical language andterminology, use of technicaldrawings, and the organization andtechnical presentation of thematerial.

The Design Portfolio

The Solution

The student’s design portfolio isessentially a diary of the progress ofthe design activity. It contains all
relevant information, especiallytrial and error information. It is
used to illustrate the thinking andplanning processes that students
engage in while developing atechnological solution to a
problem. Assessment of process isoften indirect, in that the evidence
comes from a variety of sources.
The value of the portfolio comesfrom how well it represents theprocess.

Students’ technological solutions
are assessed and evaluated by bothstudents and teachers with respect
to the design brief.

34

Solutions typically result in a
product or service that can be
examined, assessed, and evaluatedas an independent entity. The
context for assessment andevaluation is the design brief. It
provides the problem statement
and the conditions under which
the problem will be resolved. A
valid assessment of the solution

requires a determination of how
the designers addressed not just the
problem but also the constraints
and conditions.
Student assessments provide
evidence of how students
considered the criteria, how thecriteria affected their decision
making, and what, if anything,
they did about it. These areimportant issues for assessing
growth in design capability.
The Report
The report is an opportunity forstudents and student design teams
to demonstrate how they solved
the problem, why they madeparticular choices, and how thesolution could be improved,
extended, and/or adapted todifferent circumstances.
Typically the report takes the formof an individual or design teampresentation. Presenting to theclient (as represented by theteacher and the class) at various
stages of the process is an
important part of design.
Assessment of the report should
consider, among other things,• organization• completeness• appropriate use of technicallanguage• evidence that students have adevelopmentally appropriate
grasp of the issues arising fromthe problem and the solution• evidence of growth incollaborative and team skills

Foundation for the Atlantic Canada Technology Education CurriculumExternal Assessment
Administration of externallyprepared assessments is on a large
scale in comparison to classroom
assessments, and often involves
hundreds, sometimes thousands ofstudents, allowing for use of results
at the provincial, district and/or
school levels. Depending on thecomprehensiveness of theassessment, information can beused for all of the same purposes asclassroom-based assessment, but it
can also serve additional
administrative and accountability
purposes, such as for admissions,placement, student certification,
educational diagnosis, andprogram evaluation. External
assessments offer common
standards for assessment and foradministration, scoring, andreporting that allow forcomparison of results over time.

As part of the regional agenda,
development of external
assessments in specific curricularareas is being undertaken.
Generally, external assessment
includes assessments prepared bydepartments of education, national
and international assessment
groups, publishers, and researchgroups. Each provincial
department of education makes
decisions on whether or not toadminister external assessments.

In essence, the main difference
between student evaluation andprogram and system evaluation isin how the results are used. In
program evaluation, marks orscores for individual students are
not the primary focus of theassessment-it is the effectiveness ofthe program that is evaluated, andthe results are used to show theextent to which the many
outcomes of the program areachieved.

Program and System
Evaluation

When results are used for systemevaluation, the focus is on how thevarious levels and groups within
the system, such as classrooms,
schools, districts, and so on, areachieving the intended outcomes.
In many ways, student andprogram evaluation are very muchthe same in that both emphasize
obtaining student information
concerning their conceptual
understanding, their ability to use
knowledge and reason to solve
problems, and their ability tocommunicate effectively.

The results from both external andinternal assessments of student
achievement can be used to varying
degrees for program and systemevaluation.
External assessment results,
however, are more comparable
across various groups and are
therefore more commonly the basis
for these types of evaluations.

Foundation for the Atlantic Canada Technology Education Curriculum

35

36

Foundation for the Atlantic Canada Technology Education CurriculumGlossary
Capability is an expression of understanding,ability, and desire through a deliberate action.
Capability increases through doing.

Develop is using a variety of processes and materials
to make or fabricate a working solution as part of adesign activity.

Design is a specific form of technological problem
solving, often associated with manufacturingindustries, and professions such as architecture orengineering. While variations in procedure exist
across the many implementations of design, there
are important commonalities. Design has a specificfunction to provide a solution to the problem oropportunity, and success or failure is determined inthat context. It must occur within the boundaries ofpre-set constraints with respect to factors such as
time, money, and other resources, and usually
within specific rules and regulations.

Educational Technology is the use of multimedia
technologies or audio-visual aids, including
computers, as tools to enhance the teaching andlearning process.

Design Brief is a widely used mechanism that is
structured to ensure the designer and the client
both understand the problem that is to be solved,
the scope of the work to be undertaken, any
conditions or criteria that apply to the solution, andan indication of what constitutes a satisfactory
solution. Note that the latter does not necessarily
determine what the solution will be, or what it will
look like. When used with students in a technology
education program, the design brief provides
guidelines to the student, and is frequently
structured to ensure that the student works within
specific constraints, including a range of tools andresources.
Design Portfolio is a tool used in technology
education to help students understand the processof design, the evolution of their ideas, and therationale for their decisions. It is also a tool used forassessment of student achievement, particularly
with respect to growth in design capability. It
usually takes the form of a diary of activities,
actions, and decisions, and the reasons for them,and includes a collection of all (or samples) ideas,
and materials developed as part of the evolution of
the solution, commencing with the design brief andconcluding with the evaluation of the solution.

Evaluate is to determine quality, worth, condition,or suitability of technological resources, systems, or
products.
Information Literacy is the ability to access,interpret, evaluate, organize, select, produce, andcommunicate information in and through a variety
of media technologies and contexts.
Innovation is the use of non-traditional strategies. It
is characterized by abrupt, radical, or completechanges in practice and/or outcomes. It results insomething new.
Instructional Technology is the use of computers,
multimedia, and other technological tools toenhance the teaching and learning process.
Sometimes referred to as Educational Technology.
Invention is the deliberate creation of a product,system, or service that is new, novel, or does
something in a manner not possible before.
Making or Fabricating is bringing into being byshaping, changing, or combining materials.
Managing a System is making determinations about
the functioning of a system, and making
modifications to its operation in order to improve
its function or its efficiency.
Materials are substances, either naturally occurringor human-made, which are employed in the
fabrication of a product.

Foundation for the Atlantic Canada Technology Education Curriculum37Problem Solving is the process of understanding aproblem, devising a plan, carrying out the plan, andevaluating the plan in order to solve a problem ormeet a need or want.
Systems are entities that perform a function thatnone of the components of the system could
perform independently.
Technological Capability is an expression of ability
and understanding through considered and planned
action that combines technical skill andtechnological knowledge to achieve a desired result.
Technological Literacy is the ability of a person toassess, manage, use, and make informed decisions
about the consequences of a wide variety oftechnological systems and resources.
Technological Problem Solving refers to a wide
variety of strategies and methods that are used todevelop solutions to problems of human adaptationof the environment to meet needs and wants.
Collectively, these strategies indicate a genericmodel that starts with identification of need or
problem, moves to identification of solutions, thento the application of resources to develop thesolution, and finally to implementation of thesolution. Technological action and solutions always
have consequences-good, bad, known, andunknown-that generally lead to new needs, wants,
problems, and opportunities.

Technological Systems, which include products andenvironments, are physical, informational, andbiotechnological.
Technology is how humans modify the world
around them to meet their needs and wants, or tosolve practical problems. Technology includes
process, knowledge, and product. As a result oftechnological activity, resources are consumed todevelop the human/made world.
Technology Education is a program of study
consisting of activities, modules, and courses withthe purpose of developing technological literacy,
capability, and responsibility, particularly withrespect to design and technological systems across awide variety of situations and technologies.
Technology Laboratory/Classroom is the formal
environment in school where the study oftechnology takes place. At the elementary level thiswill most likely be the regular classroom. At thesecondary level this will most likely be a separate
laboratory with areas for hands-on activities, as wellas group instruction.
Troubleshooting is assessing non-functioning
systems with the intent to repair or otherwise
restore the system to full functionality.
Troubleshooting requires understanding of thesystem and its components, and employs logicalprocedures.

Technological Resources include people,
information, knowledge, time, money, tools andmachines, and materials. Technological resources are
consumed in all human activities. Food, forexample, is a technological resource, produced
through a variety of technological means, essential
for the human body and mind to function.
Technological Responsibility is understanding theconsequence of technological activity, taking
appropriate action, and taking responsibility forthat action.

38

Foundation for the Atlantic Canada Technology Education Curriculum

The Atlantic Canada
Essential Graduation Learnings

Essential
Graduation
Learnings

EGL

Purpose

This document has been designed to illustrate the relationship between
the Atlantic Canada essential graduation learnings and theregionally-developed public school curriculum in the four provinces.

Background

The Atlantic provinces departments of education and their partners
have been collaborating on the development of curriculum since 1995.
This collaboration has resulted in the production of high quality andtimely materials, shared expertise and resources, strengthened
professional contacts and networks, and consolidated purchasing
power.
The common curriculum development process began with theidentification and validation of statements of essential graduation
learnings for all schools in Atlantic Canada.
The essential graduation learnings statements offer students clear goals
and a powerful rationale for students’ school work. Essential
graduation learnings statements were developed from the mission
statements of the four Atlantic provinces to provide a vision for thedevelopment of a relevant curriculum for students from school entry tograde 12. They help ensure that the provincial mission statements are
met by design and intention.

MissionStatements

New Brunswick… to have each student develop the attitudes needed to be a lifelong
learner, to achieve personal fulfillment, and to contribute to a
productive, just and democratic society.
Newfoundland and Labrador… to enable and encourage every individual to acquire, throughlifelong learning, the knowledge, skills and values necessary for personal
growth and the development of society.
Nova Scotia… to provide excellence in education and training for personalfulfillment and for a productive, prosperous society.
Prince Edward Island… to provide for the development of children so that each may take ameaningful place in society.

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS

1

Essential
Graduation
Learnings

Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students graduatingfrom high school. Achievement of the essential graduation learnings
will prepare students to continue to learn throughout their lives.
These learnings describe expectations not in terms of individual
school subjects but in terms of the knowledge, skills, and attitudes
developed throughout the curriculum. They confirm that students
need to make connections and develop abilities across subject
boundaries. They also prepare students to be ready to meet thecurrent and emerging opportunities, responsibilities, and demandsof life after graduation. Provinces may add essential graduation
learnings statements as required. The essential graduation learnings
are as follows:
Aesthetic Expression
Graduates will be able to respond with critical awareness to various
forms of the arts and be able to express themselves through the arts.
Citizenship
Graduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.
Communication
Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s) as well as mathematical and scientificconcepts and symbols to think, learn, and communicate effectively.
Personal Development
Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle.
Problem Solving
Graduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.
Technological Competence
Graduates will be able to use a variety of technologies, demonstrate anunderstanding of technological applications, and apply appropriatetechnologies for solving problems.

2

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS

Curriculum
Development
Framework

For each curriculum area the process is the same, starting with thedevelopment of a foundation document. Foundation documents
describe general and key-stage curriculum outcomes for a particularsubject area. They also describe exemplary learning environments andact as the basis for grade-level specific curriculum development.
Foundation documents are now available for arts education, English
language arts, French immersion, core French (orientation document),
mathematics, science, social studies, and technology education. The
outcomes on the following pages illustrate how key-stage curriculum
outcomes, taken as examples from current foundation documents, relate
to the essential graduation learnings. The outcomes of provincial
subject areas also contribute to the achievement of the essential
graduation learnings.
After general and key-stage curriculum outcomes are developed andvalidated, curriculum for each grade may be developed.

Essential Graduation Learnings
aesthetic expression

personal development

citizenshipproblem solving

communication

technological competence

VisionA vision statement for each subject area

General Curriculum Outcomes
Statements that identify what students are expected to know
and be able to do upon completion of study in a subject area.

Key-stage Curriculum Outcomes
Statements that identify what students are expected to know
and be able to do by the end of grades 3, 6, 9, and 12.

Specific Curriculum Outcomes
Statements that identify what students are expected to know andbe able to do at a particular grade level.

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS

3

Essential Graduation Learnings and Curricululm Outcomes
Essential
Graduation
Learnings

Sample Outcomes(from Foundation Documents)
For example, students will be expected to:

Aesthetic Expression

use patterns to solve problems (grade 3 mathematics)

Graduates will be able torespond with criticalawareness to various formsof the arts and be able toexpress themselves throughthe arts.

describe how culture is preserved, modified, and transmitted (grade
6 social studies)demonstrate awareness of the power of spoken language to influenceand manipulate, and to reveal ideas, values, and attitudes (grade 9English language arts)
interpret and represent a range of thoughts, images, and feelings using
and responding to non-verbal gestures (grade 12 music)

For example, students will be expected to:

Citizenship
Graduates will be able toassess social, cultural,
economic, andenvironmental
interdependence in a local
and global context.

demonstrate an awareness of visual images and their daily effects on
people (grade 3 visual arts)
account for effects of cultural diversity on technological solutions(grade 9 technology education)
evaluate social issues related to the applications and limitations ofscience and technology, and explain decisions in terms of advantages
and disadvantages for sustainability, considering a variety ofperspectives (grade 12 science)
recognize and explain the interdependent nature of relationships amongindividuals, societies, and the environment (grade 6 social studies)

For example, students will be expected to:

Communication
Graduates will be able to use
the listening, viewing,speaking, reading, and writing
modes of language(s) as wellas mathematical and scientificconcepts and symbols tothink, learn, andcommunicate effectively.

describe, extend, and create a wide variety of patterns andrelationships to model and solve problems involving real-world
situations (grade 6 mathematics)
communicate questions, ideas, intentions, plans, and results using
lists, notes in point form, sentences, data tables, graphs, drawing,oral language, and other means (grade 9 science)create dances that express and communicate ideas of personal
significance (grade 3 dance)
articulate and justify a personal vision of a sustainable future (grade 12
social studies)4

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS

Essential
Graduation
Learnings

Sample Outcomes(from Foundation Documents)

For example, students will be expected to:

Personal
Development

demonstrate increasing awareness of healthy and safe practices whenengaging in technological activity (grade 6 technology education)

Graduates will be able tocontinue to learn and to
pursue an active, healthy
lifestyle.

access, select, and research, in systematic ways, specific information tomeet personal and individual learning needs (grade 12 English language
arts)
show interest in and curiosity about objects and events within theimmediate environment (grade 3 science)create a movement sequence that communicates a social theme(grade 9 dance)

Problem Solving
Graduates will be able touse the strategies andprocesses needed to solve awide variety of problems,
including those requiring
language, mathematical,
and scientific concepts.

For example, students will be expected to:analyse and evaluate historical and contemporary developments inorder to make informed, creative decisions about issues (grade 9 social
studies)
ask discriminating questions to acquire, interpret, analyse, and evaluate
ideas and information (grade 12 English language arts)
conduct design studies to identify a technological solution to a problem(grade 6 technology education)
examine a range of possible solutions to problems encountered in theirdrama work, and reflect on their decisions (grade 9 drama)

TechnologicalCompetence
Graduates will be able to use
a variety of technologies,
demonstrate anunderstanding oftechnological applications,and apply appropriatetechnologies for solving
problems.

For example, students will be expected to:create written and media texts using a variety of forms (grade 3
English language arts)
use maps, globes, pictures, models, and other technologies torepresent and describe physical and human systems (grade 6 social
studies)
operate, monitor, and adjust a representative range of technologicalsystems (grade 9 technology education)
appreciate that the applications of science and technology can raise
ethical dilemmas (grade 12 science)

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS

5