4 Phases of Development … … … . … … … . … … 6

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C ONTENTS

1 Introduction … … … . … … … . … ... 1

2 Background … … … . … … . 2

3 Rationale for Development … … … . … … … . … … … .. … … 5

4 Phases of Development … … … . … … … . … … 6

4.1 Short-term (2000-2005) … … … . 6

4.2 Medium-term (2005-2010) … … … 9

4.3 Long-term (2010+) … … … . 10

5 The Framework … … … ... 11

5.1 Overall Aim … … … … . … … … . . 11

5.2 Learning Targets … … … ... 11

5.3 Components of the Framework … … … . . 13

5.3.1 Strands … … … 14

5.3.2 Generic Skills … … … . . 15

5.3.3 Values and Attitudes … … … 16

5.4 Modes of Curriculum Planning … … … . . 16

5.5 Teaching, Learning and Assessment … … … . . 17

5.5.1 Technology Learning Activities … .. … … … 17

5.5.2 Teaching and Learning through Technology Learning Activities … … … 18

5.5.3 Assessment … … … . 19

5.6 School-based Curriculum Development … … … ... 20

5.7 Life-wide Learning … … … ... 20

5.8 Connections with Other Key Learning Areas … … ... … … … 22

6 Conclusion … … … .... 23

Appendices

1 Examples of Knowledge Contexts … .. … … … . 25

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1 I

NTRODUCTION

This document on the key learning area of Technology Education is

written in support of the consultation document Learning to Learn

prepared by the Curriculum Development Council (CDC) (November

2000) and should be read together with it. The Learning to Learn

document is the outcome of the Holistic Review of the School

Curriculum conducted by CDC beginning in 1999, which is done in

parallel with the Education Commission’s Education System Review.

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2 B

^ACKGROUND

The Chief Executive of the HKSAR in one of his policy addresses cited that innovation and technology are the major driving forces of economic growth while sustainable development is a basic principle for making Hong Kong an ideal home and a world-class city. Technology is widely recognized as one of the major contributing factors to the cultural, social and economic development of a nation, yet its impact on the environment and society should not be overlooked. The CDC considers that it is essential to entitle every student to learning opportunities to acquire know-how and knowledge of technology, as well as to develop the ability to critically appraise the impacts of using technology, technological advancement, and becoming technologically innovative.

The Technology Education Key Learning Area (TE KLA) is thus positioned as one of the eight KLAs.

In 1999, within CDC, the CDC Committee on Technology Education, CDCC(TE), was established to foster the development of TE in Hong Kong. This document presents the initial recommendations of the Committee and strategies for their implementation.

Technology and Technology Education

The definition of Technology may vary in different contexts. In the

context of this document, it is defined as the purposeful application of

knowledge, skills and experience in using resources to create products

or systems to meet human needs. Consequently, Technology Education

is characterized by learning activities which provide students with

authentic experiences in various technological areas such as energy,

environmental protection, business operation, information and

communication technology, etc.

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Subjects under Technology Education Key Learning Area

S1-3 S4-5 S6-7

Groups of Subjects Existing Subjects Existing Subjects

Proposed to phase out Existing Subjects Existing Subjects

Proposed to phase out Existing Subjects

Office Practice

Book-keeping Principles of Accounts Principles of Accounts (AL) Business Fundamentals

Typing Word Processing &

Business Communication (English)

Typewriting

Retail Merchandising

Commerce Business Subjects

Business Studies (AL)

Computer Studies Computer Studies (AL)

Computer Applications (ASL) Computer Education Computer Literacy

Information Technology Home Economics (Food, Home and Family)

Home Economics Home Economics

Home Economics (Dress and Design)

Catering Services Accommodation & Catering

Services Accommodation & Catering Services

Automobile Technology Auto Repairs

Design & Technology Design & Technology

Design & Technology (Alt Design & Technology (Alt Design & Technology (ASL) Technological Subjects

Table 1

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Some of the subjects in Table 1 have been vigorously revised in recent

years to meet current needs: moving from a craft-oriented curriculum to

one emphasizing transferable and generic skills. In particular, the report

Review of Prevocational and Secondary Technical Education, published in

March 1997, recommends a group of subjects, referred to as the New

Technical Curriculum (NTC), designed to impart to students generic,

fundamental and transferable skills in the application of modern

technologies and to replace outdated subjects. We consider that the

rationale underpinning the development of these subjects could be part

of the basis for the development of the TE curriculum framework. In the

light of the TE curriculum, NTC subjects would be further refined and

schools could choose to implement any of them depending on their

missions, curriculum focuses, students’ needs and so on.

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3 R

ATIONALE FOR

D

^EVELOPMENT

The Issues

In the deliberations of CDCC(TE), we observe that TE should be an entitlement of every student at all levels. Hence, we need to address the following long-lasting issues in the existing TE curriculum:

• new subjects to be introduced due to the speedy emergence of new technologies and social expectations, which far outnumber outdated subjects to be phased out, resulting in an overlapping and overcrowded secondary TE curriculum

• the lack of common focus and lateral coherence among existing TE subjects as they are introduced at different points of time with different emphases (e.g. to entitle students with the learning of psychomotor skills; to cater for pre-vocational training; to prepare students with some vocational knowledge and skills, etc.)

• the lack of coherence and focus of TE elements in the primary curriculum as they are scattered across different topics in the General Studies curriculum

The Proposed Development

In view of the issues, we propose to put in place a comprehensive framework for TE so as to:

• entitle every student at both the primary and secondary levels to learning opportunities in TE so as to prepare them for technological challenges;

• refocus the role of TE within the school curriculum so as to

provide broad and balanced learning experiences for students, to

prepare them for a life-long and life-wide education to meet the

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4 P

^{HASES OF}

D

^EVELOPMENT

In our deliberations, we understand that proposals could never be delivered without a realistic implementation plan. In this section, we set out as a basis for consultation the short-, medium- and long-term implementation proposals.

4.1 Short-term (2000-2005)

Many schools are already practising what we are advocating in our proposals, e.g. integrating the learning of different subjects, refocusing the aims of the curriculum for students to understand the context that enables the development of technologies, the impact of technologies on our daily living, etc. We propose that in the short term, the existing subjects should continue to be taught in schools whilst good practices can be further strengthened and disseminated. To this end, we suggest that schools can strengthen the learning of existing TE subjects through:

• refocusing from skill-based or content-based teaching to teaching and learning for a balanced development of capability, understanding and awareness;

• putting more emphasis on the development of interest and the cultivation of creativity by challenging students with problems appropriate to their levels;

• putting more emphasis on the socio-humanistic aspects of TE, like encouraging reading about inventors and inventions, discussions and debates of the impacts of technological advancement, etc; and

• broadening students’ exposure to TE through educational visits,

inter-school competitions, etc.

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Sample Case 1

A Balanced Development of

Capability, Understanding and Awareness

A class of S.1 students is scheduled to learn basic processing skills with thin aluminium sheet like filing and shaping. The teacher intends to shift the learning from a skill-focused approach to the cultivation of creativity and an understanding of the culture of the local community. He asks the students to work on a project titled “A Sculpture to be Erected in the Town Park”.

Students have to work with aluminium to make a model sculpture which should reflect either a virtue treasured or a wrongdoing disliked by local residents. After the brief, students go home and interview their family members, neighbours and even community leaders to collect opinions.

They also go to the Town Park to gather information about location and measurements so that they can build a model park for presenting their sculpture. The students come up with many different ideas for the sculpture: one student makes a big litter bin to remind people to keep the place clean, another one makes an ox to symbolize that diligence is a virtue.

After the presentation, the teacher guides the students to evaluate the effects and impact of erecting the sculpture in the Town Park. With students’ ideas for the sculpture, the teacher also guides the students to reflect upon the values and culture of the local community.

Some schools may wish to initiate school-based curriculum development in TE through:

• organizing teaching and learning of TE topics in the form of technology learning activities (TLAs);

• conducting integration of learning across TE subjects or across subjects in different key learning areas ( KLAs); and

• adapting choices of subjects and/or combinations of learning

elements to be in line with the mission of the schools and the

needs of students.

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Sample Case 2

Adapting Home Economics and Design & Technology

In order to provide equal learning opportunities to students of both sexes, a selection of core elements identified from Home Economics and Design &

Technology could be taught to all students in S.1 to give them adequate exposure to the two subjects. For instance, an analysis of household appliances could be done from an ergonomic point of view or from a safe use and care point of view, and Design-Make-Evaluate processes are applicable in different design projects, including Fashion or Product Design. Through an exercise on project work, students could then select different areas of study in the two subjects, e.g. home management, fashion design, product design, etc. according to their interests and competence, and pursue an in-depth study.

Sample Case 3

Creating Space for Learning

In a secondary school, the majority of the students come from low-income families and do not have computers at home. They have the general characteristics of lacking confidence, being unmotivated, having insufficient vocabulary for discussion and with a tendency to learn only practical skills.

A group of teachers decided to integrate the learning of three subjects,

Design Fundamentals, Graphical Communication and Desktop Publishing,

to facilitate a lateral coherence in the learning of information technology

and design, and to reduce content overlapping so as to provide time to

accommodate differences in student learning paces. The aims of their

curriculum design are for students to understand and master the concept of

design and the design process, using information technology as the tool

and project learning as the learning process. Students will also be given

more opportunities to use the computers in schools.

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is mainly based on project learning where teachers provide students with the necessary knowledge and skills on a need-to-know basis. In the process, students learn to be more self-initiated and the presentation at the end of each project also helps students to improve their communication skills and to build up self-confidence.

To be in concert with schools’ endeavor, the Government will:

• regularly update the contents of the syllabuses;

• coordinate the organization of inter-school projects, visits and other programmes for promoting interest and encouraging innovation;

• work in partnership with the schools to try out new ideas and to identify good practices;

• disseminate the good practices for a wider application; and

• recommend phasing out of outdated subjects and/or learning elements.

The Government, in parallel, will provide teacher development programmes to strengthen teachers’ understanding of the curriculum framework, help them acquire the skills to formulate TLAs effectively, and develop teaching and learning resources, in both primary and secondary schools.

4.2 Medium-term (2005-2010)

In the medium-term, schools will be encouraged to diversify and

specialize at the senior secondary level, in fields that students and

teachers of a school excel, while maintaining a broad and balanced TE

curriculum in the junior forms. The Government will help schools

transcend successful school-based curriculum development and

promulgate good practices for implementation in other schools. Given

the fact that new technologies will have arisen and there will be new

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4.3 Long-term (2010+)

Technology Education will prepare students for life in the ever- advancing technological world by imparting them technological capability, understanding and awareness to help them apply and appraise technology advancement and to make innovations.

Technology Education should be an entitlement for all students.

Students with talents in different areas would be provided with the

opportunities to develop their potentials to the fullest to lead a quality

life.

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5 T

^HE

F

^RAMEWORK

5.1 Overall Aim

The TE curriculum framework will provide a blueprint to:

• develop technological literacy in students for them to deal with the challenges of the future;

• align the focuses of TE at different levels of schooling and the lateral coherence of existing TE subjects; and

• extend the learning experiences of TE to all students as an entitlement.

5.2 Learning Targets

TE aims to develop technological literacy in students through the cultivation of technological capability, technological understanding and technological awareness which can be expressed as the following sets of interrelated learning targets:

(A) Technological Capability

• Identify needs, problems and opportunities, their respective constraints, and preferences

• Develop, communicate, implement and evaluate solutions creatively

• Make informed decisions in creating, using and modifying artefacts, systems and environments

(B) Technological Understanding

• Understand the interdisciplinary nature of technological activities

• Understand the underlying concepts and principles of

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(C) Technological Awareness

• Be aware of the cultural and contextual dependence of technological developments

• Respect cultural differences and the rights of others as well as develop a sense of social responsibility in performing technological activities

• Be aware that the well-being of oneself, one’s family, the society and the natural environment depends upon decisions on how to use technological artefacts and systems appropriately

• Appraise the impact of technology on society and the

environment

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5.3 Components of the Framework

Technology Education

To develop technological literacy in students through the cultivation of technological capability, technological understanding and technological awareness to deal with the

challenges of the future

Overall Aims of Technology Education Technology Learning Activities

+

Effective Teaching, Learning and Assessment Processes

Knowledge Contexts Impacts Generic

Skills

Values &

Attitudes

Strands

Learning in Technology Education centres on the processes that take place in a range of knowledge contexts, and the development of the awareness

of the impact of technology.

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5.3.1 Strands

The core elements to be included in TE are grouped into strands:

namely Processes, Knowledge Contexts and Impacts. These strands are selected to spell out the components to be included in TE curriculum planning. They stress the importance of:

• learning a balanced TE curriculum, including mastering the processes, the concepts and appraising the impacts;

• learning TE through creative and hands-on activities;

• learning TE through a wide range of situations; and

• learning the socio-humanistic aspects of TE.

The Knowledge Contexts strand includes broad areas of knowledge elements in technology. Presently, six knowledge contexts are identified, namely, Information & Communication Technology, Materials & Structures, Operations & Manufacturing, Strategies & Management, Systems & Control and Technology & Living. A list of possible contents for the knowledge contexts and their related subject areas is at Appendix 1. TE teachers may wish to draw upon concepts from one or more knowledge contexts in planning their teaching and learning activities. Integration of learning across different knowledge contexts is essential for students to appreciate the interdependency of the knowledge contexts.

The Processes strand includes the capability to solve technological problems, viz., from identifying needs, through developing and evaluating solutions, to making informed decisions. The totality of these processes is generally termed the design cycle.

The Impacts strand highlights an awareness of the development and

consequences of technological advancement and applications. Students

will learn about the impact of technology on human, society and the

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normal, adverse, etc., in order to achieve a broad exposure for students.

Sample Case 4

Applying the Framework in Home Economics

After learning about design processes and some knowledge of fabrics materials, a class of S.2 students are required to design a present for their parents on Father’s / Mother’s Day. The present should be a useful item for the home, made with recycled materials, and cost less than $10.

Through group discussion, students have to identify the requirements and constraints of the design task, and suggest a list of presents. They have to apply what they have learnt in the Materials and Structure and the Technology and Living knowledge contexts to decide on the materials, form and construction method. After completion, students have to present their products to the class. The products will be evaluated for their originality, aesthetic quality, workmanship, and the appropriateness of materials and construction methods. The recyclable value of the materials used will also be discussed.

Sample Case 5

Applying the Framework in Business Education

In a Commerce class, students are asked to divide into small groups to decide on the most effective method of launching an advertising campaign for a new product. In the process, they have to identify the needs and preferences of their target customers, the problems, impact and opportunities of the method chosen, legal and ethical considerations as well as to apply what they have learnt in the Strategies and Management and the Technology and Living knowledge contexts.

5.3.2 Generic Skills

Generic skills are transferable skills to help students learn in different

subjects/key learning areas/contexts. Nine generic skills are regarded

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5.3.3 Values and Attitudes

In TE, we plan to develop students’ values that will become their principles for conduct and decisions, and to develop attitudes for their personal dispositions to perform tasks well. A review of how TE contributes to the development of values and attitudes is given in Appendix 3.

Sample Case 6

Openness and Collaboration in Group Project

Values like openness and interdependence, and a participatory and co- operative attitude are needed for students to take part in a group project on

“Solar Cooker and Solar Cooking”. Students have to work in collaboration to collect information, identify needs and constraints, design and make the model, and present the findings and outcome of the project. The project also provides ample opportunities for students to develop generic skills such as problem solving, creative thinking, collaboration and communication.

(A detailed description of the case is at Appendix 6.)

5.4 Modes of Curriculum Planning

Students move through different stages of cognitive development in their school years. In this respect, we propose that the focus of TE for different levels of schooling should be different. The focuses could be:

(A) At the primary school level

• To arouse students’ interest

• Through experiencing and exploration

• Using contexts most familiar to the students, like personal,

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(C) At the senior secondary school level

• To know and to explore orientation for specialization

• Through critically reviewed and self-initiated design cycles

• From personal to social and local to international contexts

• Being aware of the impacts, respecting others’ choices and relating decisions made to other non-technological factors The aforementioned focuses are only general guidelines. Schools may wish to take into account their background, students and other factors in setting their school-based focuses in TE.

At the primary level, TE is currently delivered through General Studies and schools can make reference to strands promulgated in the General Studies Curriculum Framework for promoting TE. An extract of the General Studies Curriculum Framework is given in Appendix 4.

It is generally recognized that scientific discoveries and technological developments are inseparable processes. A new subject, Integrated Science & Technology, is being proposed for broadening the learning experiences of non-science students. Outlines of the new curriculum are given in Appendix 5. Schools may wish to take these into account in planning their TE curriculum.

5.5 Teaching, Learning and Assessment 5.5.1 Technology Learning Activities

To meet the stated aims of TE, apart from the usual mode of learning

factual knowledge, basic operational and analytical skills, we propose to

organize student learning through authentic learning activities, which

we refer to as technology learning activities (TLAs). In TLAs, students

are charged with a challenge or problem. They manipulate materials,

resources and equipment available to meet perceived needs. TLAs help:

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and the impact of real-life technological developments; and

• to develop students’ creativity and to promote interest.

5.5.2 Teaching and Learning through Technology Learning Activities

In formulating TLAs, teachers could take into account parameters such as anticipated learning targets, the strands of TE and the selected knowledge contexts, the relevant situations, lateral coherence with other KLAs, teachers’ specialties, etc., to formulate activities to address the learning needs of students. A graphical representation of the formulation is shown in Figure 2 below:

As TLAs are authentic learning activities, they should be conducted on appropriate platforms, e.g. through themes from current issues or from elements of a knowledge context addressing personal, social, academic, practical, technical and even business problems. Draft exemplars for

Technology Learning Activities

(TLAs)

Situations or Contexts Learning Targets

Strands

Figure 2: Schema for Formulating TLAs

Technological Literacy

Other considerations such as lateral coherence with other KLAs, teachers’ specialties, etc.

Students’

Needs

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informed decisions;

• Development of a solution through an interaction between the initial plan and the perceived reality;

• Planning, organizing and managing the realization of the solution;

• Communicating the solution to others; and

• Evaluating the solution in the light of the initial requirements identified, and the effect on others and the natural environment.

In an actual technological problem situation, it is neither necessary to go through all the activities nor to go through them in any particular order.

Therefore students are not required to carry out all the activities in the design cycle in every TLA.

It should be realized that in many cases there is no standard solution to a technological problem. Students will be encouraged to generate alternatives or multiple solutions to nurture creativity, and compare them critically to further enhance their critical thinking skills.

5.5.3 Assessment

No teaching and learning can be truly accomplished without suitable

assessment. Assessment in the current framework is perceived as a

means for both the teachers and students to assess the effectiveness of

teaching and learning, i.e. whether the teaching and learning process

has achieved the learning targets (an elaboration of the learning targets

to indicate the learning focuses at different levels of schooling is given

in Appendix 7). As such, it is essential for teachers, possibly with

students, to decide on the criteria of attainment, i.e. the quality criteria,

as the agreed goal in the teaching and learning process. It is also

important that teachers and students should understand how to use the

results of the assessment to improve teaching and learning. To this end

schools should

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• assess the process of solving the problem as well as the solution itself.

5.6 School-based Curriculum Development

As mentioned earlier, schools may wish to take into account all related factors in setting their school-based focuses in TE. They may adopt a 5-year strategy of transition or an on-going improvement plan.

For schools offering a range of TE subjects, it is suggested that they should minimize overlap by integration and modularization. Schools are encouraged to move towards diversification, with different orientations at the senior secondary level, to develop their own uniqueness and supremacy in TE, so that students can be better motivated and the society as a whole better equipped. The diversification of schools and specialization in orientation help students develop their own areas of interest and sustain their life-long learning in TE. For schools offering a limited number of TE subjects, there should be enhancement to ensure students’ entitlement in TE.

5.7 Life-wide Learning Learning outside School Walls

Student learning can be tremendously enhanced when the students are

provided with opportunities to witness the application of technologies

to their daily lives, e.g. bridges and tunnels to improve traffic conditions,

power stations to generate electricity, telecommunication for mobile

phones and for transmitting TV programmes, technologies used in the

production of food, etc. After considering students’ readiness in

knowledge, skills and physical development, it is proposed that at

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industrial and business sectors.

Project Learning and the Contribution of Community Resources to Student Learning

In order to provide opportunities for students to learn subject specific skills and knowledge in contexts, project learning is an alternative way to organize students’ learning experiences. Through projects, students can:

• enhance their knowledge and understanding of particular learning areas;

• develop their abilities to apply knowledge and skills in practical investigations; and

• develop their abilities to communicate subject specific information systematically and clearly.

Furthermore, related professionals from the industrial and business sectors can be invited to participate in supervising relevant projects of students, which could serve the purposes of familiarizing students with the latest developments in technology and enlightening students’

perspective from a professional point of view.

Sample Case 7

Contributions of Community Resources to Student Learning

A competition on business proposals by secondary school students is

tertiary institutions. A series of lectures, visits and workshops is arranged

for teachers and students. Members of the professional bodies and

university students are assigned as mentors. In concluding the programme,

student presentations and experience sharing sessions will be arranged. It is

intended that through the competition and the series of activities, students

would broaden their knowledge about the development of e-business in

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5.8 Connections with Other Key Learning Areas

TLAs provide students with authentic learning experiences that are interdisciplinary in nature and we envision that TE KLA will require support from other KLAs as well as contribute to other KLAs. For example, a TLA on “Studying the influence of Chinese culture and history on antique furniture design” will couple with learning in Chinese culture; a TLA on “Designing a mechanised toy” will need the input of scientific principles such as “mechanics” and “energy”; a TLA on “Studying and re-designing the town-planning of a local community” will be most effectively studied with the elements on

“understanding different dimensions of the development of human

society” in the Personal, Social and Humanities Education KLA; and so

forth. In order not to compartmentalize student learning but to provide

a learning situation closer to the real world situation, teachers are

encouraged to explore the possibility of designing TLAs which link

with more KLAs.

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6 C

^ONCLUSION

We are in an era where technological innovation and advancement is the predominant factor affecting our life. To prepare our children to cope with future challenges, it is necessary to provide TE to all of them, regardless of their sex and ability, in order to develop their technological capability, understanding and awareness. They should be able to understand and take advantage of technological advances to extend their capability. More importantly, they should be aware of the impact of technology and be able to choose to use technology sensibly for a quality life for themselves and for future generations.

Your support and participation are crucial for the success of the TE curriculum review and your opinions and comments will enable the proposed TE curriculum to meet the needs and expectations of society.

The Curriculum Development Council Committee on Technology Education will hold a series of consultation seminars. You are welcome to participate in them to discuss our proposals.

You are welcome to send your views to the Curriculum Development Council Secretariat by post, by fax or by e- mail on or before 15 February 2001.

Address: Curriculum Development Council Secretariat Room 1329, Wu Chung House

213 Queen’s Road East Wan Chai

Hong Kong

Fax Number: 2573 5299 / 2575 4318

E-mail Address: cdchk@ed.gov.hk

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Appendix 1

Examples of Knowledge Contexts

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Appendix 1 Examples of Knowledge Contexts

Subject Area*

Knowledge Contexts

Information and Communication Technology

Ÿ …

Ÿ Classification of materials ü ü

Ÿ Properties of materials ü ü

Ÿ Processing of materials ü ü

Ÿ Manipulating tools and machinery to process materials ü ü

Ÿ Structural loading ü

Ÿ Structural system (arch, beam, frame, cantilever, etc.) ü

Ÿ Structural mechanics (stability, equilibrium) ü

Ÿ Strength and behaviour of materials under stress ü

Materials and Structures

Ÿ …

Ÿ Logistics management ü ü

Ÿ Production management ü ü

Ÿ Common industrial production processes ü

Ÿ Design for Manufacturing ü

Ÿ Product analysis and product life cycles ü ü

Ÿ Safety and health ü ü ü

Operations and Manufacturing

Ÿ …

Ÿ Roles of business in society ü

Ÿ Different types of business organizations ü

Ÿ Business environments ü

Ÿ Human resource management ü ü

Ÿ Risk management ü

Ÿ Accounting and financial management ü

Ÿ Marketing management ü

Ÿ Management information system ü ü

Ÿ Strategic management ü

Ÿ Missions, decision making, planning and control ü ü ü

Strategies and Management

Ÿ …

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Appendix 1 Subject Area*

Knowledge

Contexts Contents

BS CE HE TS Ÿ Key concept of control system (input, output, process,

feedback) ü ü ü

Ÿ Level of system (system and subsystem) ü ü

Ÿ Behaviour of system (open-loop and closed-loop) ü

Ÿ Component of functioning elements (electronics,

mechanism, hydraulic, pneumatics, computers, etc.) ü Ÿ Use, design, construction and production of functioning

elements ü ü

Ÿ Design and determine behaviour of systems ü

Ÿ Controllers (circuitry, logic, memory, programmes and

sequence) ü ü

Ÿ Sources and application of energy ü

Systems and Control

Ÿ …

Ÿ Food and nutrition ü ü

Ÿ Food and food technology ü ü

Ÿ Food management ü ü

Ÿ Food packaging ü ü

Ÿ Food safety and hygiene ü ü

Ÿ Home and family ü

Ÿ Home en vironment ü

Ÿ Fashion and clothing ü ü

Ÿ Clothing and textile ü ü

Ÿ Fashion design ü ü

Ÿ Garment making ü ü

Ÿ Consumer education ü ü ü

Technology and Living

Ÿ …

*1. Content elements marked with ‘

^ü

‘ are subsumed in existing school subjects of respective subject areas:

BS = Business Subjects CE = Computer Education HE = Home Economics TS = Technological Subjects

2. Some of these knowledge contents are/will be included in General Studies in

primary schools.

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Appendix 1

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Appendix 2

Developing Generic Skills in the

Technology Education Key Learning Area

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Appendix 2 Developing Generic Skills in the

Technology Education Key Learning Area Collaboration Skills

(The expected achievements of the learners in this type of generic skills cannot be suitably to be classified according to key learning stages)

Descriptors of Expected Achievements

across the School Curriculum Exemplars of Implementation in Technology Education Understanding working

relationships

Learners will learn to

s clarify and accept various roles and responsibilities of

individual members in a team and be willing to follow team rules

s recognize that individuals as well as the team have to take the consequences for their own actions

Learners

1. identify various roles in team work and obey rules in a team in a technology learning activity (TLA) project work or management game

2. are responsible in the assigned roles in project work and are aware that their individual actions will contribute to the success of the project

Developing attitudes which contribute to good working relationships

s be open and responsive to others’ ideas; appreciate, encourage and support the ideas and efforts of others s be active in discussing and

Learners

1. reflect on others’ ideas in the TLA, respond objectively with appropriate manners, try out if appropriate, evaluate the outcome, share the success or try out alternatives

2. participate actively and positively in group discussions by contributing individuals’ technological expertise and identify opportunities for synergy in designing solutions of TLA problems

3. are open-minded in dealing with emerging new technologies

Problem solving, planning and making decisions in a small group require the

necessary collaboration skills, namely the skills of listening, appreciation,

communication, negotiation, making compromises, asserting leadership, making

judgement, as well as influencing and motivating others. Learners with these

skills will be able to effectively engage in tasks and teamwork as well as working

with others. Ultimately, learners will be able to form relationships that are mutually

beneficial.

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Achieving effective working

relationships

s select a strategy and plan cooperatively to complete a task in a team

s understand the strengths and weaknesses of members and build on the strengths to maximize the potential of the team

s liaise, negotiate and compromise with others s reflect on and evaluate the

group work strategy and make necessary adjustments

Learners

1. make feasible estimations in project work of TLA, map out the human resource requirements if objective factors allow, invite peers with different expertise to join the team and set out to achieve the agreed goal. Otherwise, subject to the existing strengths, map out assignments based on members’ areas of specialization

2. liaise, negotiate and compromise in task allocation, divide the work into sub-goals and allocate the tasks according to members’ abilities

3. review progress and evaluate achievements of the TLA project continuously and make appropriate adjustments, should there be changes of circumstances or should the existing allocation of work for members prove to be sub-optimal

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Appendix 2 Communication Skills

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage One (Junior Primary)

Learners will learn to Ÿ comprehend and act

appropriately on spoken instructions

Ÿ use clear and appropriate means of communication, both verbal and non-verbal, to express meaning and feelings Ÿ read and write simple texts

Learners

1. communicate orally design ideas with classmates with the help of sketches or mock-ups

2. describe orally the modifications of the technology learning activity (TLA) solution to be carried out under the teacher’s guidance

3. understand the needs of the end-users and propose possible TLA solutions

4. comment orally with appropriate tone on the classmates’

design ideas with intuitive criteria such as like or dislike, lovely or not

5. describe orally with sketches how people’s lives are affected by technological artefacts and systems (e.g. the home is on the tenth floor and the lift is out of order)

6. describe technologies used in everyday life using appropriate common terms

7. spell out the reasons for using certain technologies and express ideas and feelings on their imaginative design 8. generate design solutions in role play discussion under the

guidance of the teacher

9. read biographies and imaginative writings of scientists, designers, engineers and entrepreneurs

Communication is a dynamic and ongoing process in which two or more people

interact in order to achieve a desired outcome or goal. In learning to communicate

effectively, learners should learn to speak, listen, read and write effectively. They

should learn to select the most appropriate means to convey a message in

accordance with the purpose and context of the communication. They should use

accurate and relevant information and organize it systematically and coherently for

their audience. They should also evaluate the effectiveness of their communication

and identify areas of improvement for action.

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage Two (Senior Primary)

Ÿ comprehend and respond to different types of texts Ÿ use spoken, written, graphic

and other non-verbal means of expression to convey

information and opinions, and to explain ideas

Ÿ work and negotiate with others to develop ideas and achieve goals

Learners

1. are able to read signals, graphs and legends commonly used in technological artefacts

2. use diagrams to facilitate the presentation of ideas in a TLA project

3. describe the problem situation or the needs of end-users by means of text / sketches / charts / kits / models

4. use text, simple sketches, mock-ups etc to record the development of design ideas

5. present design ideas to classmates with the help of sketches or mock-ups

6. comment orally on classmates’ design ideas with criteria including functions, aesthetic, safety, etc.

7. generate solutions in group discussion on the design of a key- holder

8. describe orally or with simple text / sketches how people’s lives are affected by technological artefacts and systems (e.g.

we can work late in the night with electric lighting) 9. describe by means of text and/or sketches / mock-ups the

modifications of a TLA solution to be carried out under the teacher’s guidance

10. present ideas / models and suggest ways to improve the solutions

11. solicit information and/or assistance from the community to facilitate the accomplishment of a design project on sun/rain shelters in parks

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage Three (Junior

Secondary)

Ÿ understand, analyze, evaluate and respond to a range of different types of texts Ÿ use appropriate language

and/or other forms of communication to present information and different points of view, and to express feelings

Ÿ reflect and improve on the effectiveness of their own communication

Ÿ work and negotiate with others to solve problems and accomplish tasks

Learners

1. read and comprehend technical instructions/ operation manuals for domestic appliances

2. appreciate reporting articles about technology in the media 3. appreciate imaginative texts in science fiction

4. present and convey design ideas, solutions or intended messages to specified recipients in verbal, graphical or written messages in a logical sequence with precision (e.g. as officials of the Students’ Union, explain to the school

authority in a letter why fewer rubbish bins would be necessary after re-deployment of the existing bins)

5. consider different means, media and protocols to transmit or capture a message (e.g. consider if Siu Ming could read e- mails with graphics while he is on a tour in Guangzhou) 6. communicate with group members of project work by using

different media such as briefing notes, over the phone or Internet, etc.

7. perceive communication as a technological system and design a loop feedback so that the effectiveness of communication can be evaluated critically in accordance with the prescribed criteria (e.g. ask the recipients to confirm after they have received the message)

8. evaluate the effectiveness of the sender of the message in terms of achievement in language and other communication skills such as graphical or signals and the effectiveness of the communication system as a technological issue (e.g. Have the instructions via fax for the contractors been drafted with precision and are there any distortions of the image in the message due to the transmission process?)

Key Stage Four (Senior Secondary)

Ÿ listen and read critically, and speak and write fluently for a range of purposes and audiences

Ÿ use appropriate means of communication to inform,

Learners

1. present ideas orally or in writing at the meeting of a TLA project with co-workers, describing how they argue their points, persuade the others (e.g. why environmentally- unfriendly materials should be used)

2. write up

Ÿ mail requesting product information or making complaints to the Consumer Council,

Ÿ project reports,

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Appendix 2 Creativity

(The expected achievements of the learners in this type of generic skills cannot be suitably classified according to key learning stages)

across the School Curriculum Exemplars of Implementation in Technology Education Learners will learn to

Ÿ strengthen creative abilities:

fluency², flexibility³, originality⁴, elaboration⁵, sensitivity to problems⁶, problem defining⁷, visualization⁸, imagination, analogical thinking⁹, analysis, synthesis, evaluation,

transformation¹⁰, intuition, logical thinking, etc.

Ÿ develop creative attitudes and attributes: imagination, curiosity, self-confidence, independent judgement, persistence and commitment, tolerance for ambiguity, openness to new and unusual

ideas/methods/approaches, deferment of judgement, adaptability, willingness to take sensible risks, etc.

Ÿ use and apply the Creative Problem Solving (CPS) Model

Learners

1. develop curiosity about scientific and technological phenomena by exploration

2. maintain a playful and enjoyable mind in exploring and innovating ideas

3. maintain an enjoyable and supportive atmosphere, rapport and playful mind in “synectics group” / group-discussion

4. explore needs and problems through a range of strategies including role-play, fact-finding, interview, simulation or reenactment of a problem situation, etc.

5. re-define the problem from the teacher with loose description allowing room for idea exploration and innovation, e.g. use the phrase “ design a sitting device” instead of “design a chair”

6. explore alternative ideas from nature, e.g. a leaf vein as the motif of a jewellery design; bee hives as the idea of a structure design; from deficiencies of existing artefacts and systems, e.g.

modify and make the design of students desks and chairs more comfortable for the users; from absurd ideas, e.g. adopt the design of glue-sticks and produce a “butter-stick” that spreads butter on bread more effectively

A brief description: Creativity is an important but elusive concept. It has been defined in a variety of ways. Some people define it as an ability to produce original ideas and solve problems, others see it as a process, and yet others take it as certain personal qualities. In fact, creativity is a complex and multifaceted construct. Within the individual, creative behaviour is the result of a complex of cognitive skills/abilities, personality factors, motivation, strategies, and metacognitive skills.

Person’s creative performance may not correspond to his/her developmental stages.

General Principles: Although the demanding process of teaching for creativity is hard to make routine, some principles apply in general. To develop students’ creativity, we ask them to go beyond the given information, allow them time to think, strengthen their creative abilities, reward their creative efforts, value their creative attributes, teach them creative thinking techniques and the Creative Problem Solving model, and create a climate conducive to creativity¹. These principles can be employed in all key learning areas (KLAs).

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education 7. adopt strategies such as “reasoning by analogy”,

“brainstorming”, and “itemized response”. In an example of

“reasoning by analogy”, a student connotes the shoes storage cabinet as a box and then work out details for storage, opening, ventilation, etc. In another, students use the shape of venetian blinds to design a multiple-faced billboard such as a flight schedule display. In synectics group / group discussion, students use “brainstorming” to produce an extensive list of ideas. In so doing, learners will appreciate absurd ideas and uphold a fluent flow of ideas among members. They also provide novel ideas, “re-defined” ideas and “extended” ideas.

For example: one member suggests “chair”, the next member suggests “sitting block” whilst another member suggests

“chair with back rest”. With “itemized responses”, students endeavor to adopt any emerged ideas to tackle the problem, e.g. solving a cooking problem with a metal bucket at hand if no cooking utensils are available

8. adopt techniques such as “sub-goaling” and “generate and test idea”. With “sub-goaling”, students break down the problem into sub-problems. For examples: (a) divide the “sitting device”

problem into sub-parts of “supporting element”, “body- contacting element”, “decorative element”, etc.; (b) divide a program into sub-routines and deal with them separately; (c) divide a business plan into different time frames such as short, medium and long in order to test its feasibility. On the other hand, students can carry out a “generate and test idea” cycle by proposing and developing a solution, testing it, modifying it and re-testing it, and so forth

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Appendix 2

Notes:

1. Climate conducive to creativity: Respecting the novel and unusual, providing challenges, appreciating individuality and openness, encouraging open discussion, absence of conflicts, allowing time for thinking, encouraging confidence and a willingness to take risks, appreciating and supporting new ideas, etc.

2. Fluency: The ability to produce many ideas in response to an open-ended problem, question or task.

3. Flexibility: The ability to take different approaches to a task or problem, to think of ideas in different categories, or to view a situation from several perspectives.

4. Originality: Uniqueness, nonconformity in thought and action.

5. Elaboration: The ability to add details to a given idea, such as to develop, embellish, and implement the idea.

6. Sensitivity to problems: The ability to identify problems, list out difficulties, detect missing information, and ask good questions.

7. Problem defining: The capability to 1) identify the “real” problem, 2) isolate the important aspects of a problem, 3) clarify and simplify a problem, 4) identify subproblems, 5) propose alternative problem definitions, and 6) define a problem broadly.

8. Visualization: The ability to fantasize and imagine, “see” things in the “mind’s eye” and mentally manipulate images and ideas.

9. Analogical thinking: The ability to borrow ideas from one context and use them in another; or the ability to borrow the solution to a problem and transfer it to another.

10. Transformation: The ability to adapt something to a new use, to “see” new meanings, implications, and applications, or to change an object or idea into another creatively.

11. Attribute listing: A creative thinking technique that involves listing out all the important characteristics of an item and suggesting possible changes or improvements in the various attributes.

12. Synectics: The joining together of apparently unrelated elements. This technique utilizes analogies and metaphors to help the thinker analyze problems and form different viewpoints.

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Appendix 2 Critical Thinking Skills

Ÿ extract, classify and organize information from a source Ÿ identify and express main ideas, problems or central issues

Ÿ understand straightforward cause-and-effect relationships Ÿ distinguish between obvious

fact and opinion

Ÿ recognize obvious stereotypes, assumptions, inconsistencies and contradictions

Ÿ formulate questions, make predictions/estimations and hypotheses

Ÿ draw simple but logical conclusions not contradictory to given evidence and data

Learners

1. understand, with the help of the teacher’s guiding questions, the main points of a typical report issued by the Consumer Council on a commonly used product for infants which may cause danger for the end-users

2. summarize factors attracting the customers to buy the product as described by the above-mentioned report

3. state the findings of the above-mentioned report on how the product may cause danger to infants

4. understand the representations of the investigators in the above-mentioned report and distinguish them from obvious facts or facts supported by findings and their personal opinions 5. understand, from the above-mentioned report, the discrepancy

between the advertised performance and the actual performance of the product

6. re-design the product by making references to the findings in the above-mentioned report, ask how the product would be much safer with a different construction, and spell out explicit assumptions and hypotheses of the proposed design

7. collect data relevant to the aforesaid proposed design and draw logical conclusions on the plausibility of the design

Critical Thinking is drawing out meaning from given data or statements. It is

concerned with the accuracy of given statements. It aims at generating and

evaluating arguments. Critical thinking is the questioning and inquiry we engage

in to judge what to and what not to believe.

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage Two (Senior Primary)

Learners will learn to Ÿ understand and make

deductions/inferences from sources

Ÿ cross reference other sources to determine the reliability of a source

Ÿ understand the concepts of relevance and irrelevance Ÿ distinguish fact and opinion as

well as source and evidence Ÿ question obvious bias,

propaganda, omissions, and the obvious fallacies

Ÿ formulate appropriate questions, make reasonable predictions and hypotheses Ÿ draw logical conclusions based

on adequate data and evidence, and make predictions about consequences

Learners

1. understand the images and texts of an advertisement for a health food in the press, determine if it contains fallacious inferences such as making reference to the characteristics of the populace of the place of production as evidence for the

effectiveness of the product, infer whether the advertised product would be useful for the customers it addresses 2. find out the status of the medical agency cited by the above-

mentioned advertisement, established from the agency if the representation in the ad is indeed the position of the agency, consult a dietitian on whether the findings are plausible

3. interpret the images of the above-mentioned advertisement and judge if the images are indeed relevant to the information required by customers to make an informed purchase decision 4. state which part of the contents of the above-mentioned

advertisement should be taken as descriptive information and which part should be regarded as propaganda, ask if there is information that the customers would like to know but is missing in the advertisement

5. assume that the needs of the end-users as identified by the above-mentioned health food manufacturer are concrete, ask how the needs could be properly addressed without reliance on the health food, and propose a design solution with explicit hypotheses, rationale of design, means of realization and evaluation specifications

6. ask some of the potential end-users if the needs are genuine, whether they like the proposed solution and if they would buy the proposed solution at a suggested price, confirm the findings with a survey of a reasonable scale suggested by common sense Key Stage Three (Junior

Secondary)

Ÿ compare different sources, note contrasts and similarities, and determine their reliability Ÿ distinguish fact, opinion and

reasoned judgment Ÿ be aware that value

orientations and ideologies would affect the perspective of a source

Learners

1. compare information collected from various sources on a social issue such as the causes leading to the installation of a power plant with excessive capacity in Tuen Mun. The sources can be web sites, press reports, government announcements, papers presented by pressure groups, etc.

2. discern whether the information collected is facts, opinions, or reasoned judgment supported by evidence.

3. are cautious of the standpoints of various players that may affect the quality of the information provided. For example, the information provided by the power supplier may justify their actions and the statements put forward by pressure

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage Four (Senior Secondary)

Ÿ distinguish real and stated issues, false and accurate images, and relevant and irrelevant evidence

Ÿ recognize and challenge subtle consistencies and

inconsistencies, unstated fundamental assumptions, permeating value orientations and ideologies

Ÿ distinguish among

sophisticated fact, opinion and reasoned judgment

Ÿ be aware that the selection and deployment of

information/facts is affected by personal perspective

Ÿ draw warranted conclusions, predict and assess probable consequences and make reasoned judgment in reading, writing, and speech

Learners

1. study press articles on a social issue such as the benefits for Hong Kong to hold the Asian Games, compare the

information reported in different newspapers and seek to find out if there are inherent factors for a newspaper to report the issue from a special perspective, such as commercial interests or ideological bias

2. classify the aforesaid information into facts, opinions and reasoned judgement and evaluate its quality accordingly 3. identify the various arguments bearing in mind that there

might be subtle discrepancies and inconsistencies among arguments in the same group or within the argument itself 4. identify from the arguments if there are any statements due to

parochialism and question whether a decision involving such a huge investment should be made merely on emotional terms 5. gather the data for existing facilities such as sports,

accommodation, transport, amenities, etc., analyze and conclude if the existing facilities plus the proposed new facilities could reasonably support the needs of the Games 6. propose viable alternatives to achieve the ultimate goals of the

proposed Games, such as organizing an international grand prix on Lantau Island or revitalizing the local light industries with high-tech initiatives, by spelling out explicitly the current state of technology and possible global trends in the near future

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Appendix 2 Information Technology Skills

Ÿ operate computers in schools Ÿ input Chinese characters with a

handwriting recognition device Ÿ use multimedia resources to

support learning with the help of teachers

Ÿ communicate and handle information with IT tools in learning activities

Learners

1. operate computers in schools and search for knowledge and information pertaining to design problems on CD-ROM/

CAL software

2. acquire the basic concept of a system by means of computer- controlled construction kits under the teacher’s guidance 3. via a computer tablet, write up in Chinese the title and a brief

description of a design project

4. suggest, with the help of the teacher’s guiding questions, at least two sources such as CD-ROM and Internet for retrieving relevant information to facilitate the development of solutions 5. use drawings/graphics or presentation applications to

communicate design ideas with classmates Key Stage Two (Senior Primary)

Ÿ use a number of software packages for different purposes Ÿ input Chinese characters with

devices and the aid of an input method

Ÿ access information via computer networks and other media Ÿ process information using IT

tools

Learners

1. use a drawing software to visualize the initial idea and a 2D CAD software to develop and present the design idea in a more precise form to peers under the teacher’s guidance 2. via a computer tablet and keyboard, write up in Chinese the

work flow of a design project

3. search for information on CD-ROM or the school Intranet / Internet as specified by the teacher to solve a technological problem

4. tabulate data collected in a design project and present them to peers with a presentation software

IT skills are the ability to use IT to seek, absorb, analyze, manage and present

information critically and intelligently. In addition, IT will motivate and empower

our learners to learn at their own pace and help them develop habits of self-

learning, which will benefit them for life.

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Appendix 2

across the School Curriculum Exemplars of Implementation in Technology Education Key Stage Three (Junior Secondary)

Ÿ use appropriate IT tools to facilitate learning

Ÿ use IT tools and strategies for processing and presenting information

Ÿ communicate with others via e- mails

Ÿ verify and evaluate the accuracy and reliability of information

Learners

1. identify, select, and justify sources of data, information, IT equipment and presentation styles in a design brief 2. write up the project portfolio with the help of IT tools 3. process and analyze collected ergonomic or sales data,

present the information to peers, and justify the proposed solution for the design problem

4. use computer simulations to explore various situations and predict the outcomes of different decisions

5. search and gather relevant information on the Internet and request technical information from public institutes or business firms via e-mail

6. verify technical data or information collected from the website of an overseas university with a third source such as a local professional body

7. try out the data collected with a simulation model and establish their worthiness

Key Stage Four (Senior Secondary) Learners will learn to

Ÿ improve self productivity Ÿ use and analyze information Ÿ produce multimedia

presentations

Ÿ integrate the uses of a wide range of IT tools to fulfill specific purposes

Ÿ select and apply appropriate IT tools in different aspects of study, like research, etc

Learners

1. use IT tools and equipment in project work and activities with computer control elements

2. communicate with others by means of electronic data communication

3. create and express design ideas with graphics and image processing software

4. analyze experimental data and findings with the help of IT tools

5. make choices in designing, implementing and testing a system model, and justify the methods

6. explore the effects of changing variables in a design project with computer simulations

7. propose a solution after taking into consideration the resources available and the know-how and present the interpreted findings to others with IT tools

8. perform or produce the proposed solution with various tools, IT tools being one of the options

9. develop the ability to tackle research, design or business problems with the appropriate resources available, including