background paper and brief for the review of junior cycle … · 2020-02-18 · the curriculum and...

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BackgroundPaperandBrieffortheReview

ofJuniorCycleTechnologySubjects

September2017

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ListofTablesandFigures

Table1-NumberstakingtechnologysubjectsasDayGroupCertificateExamination,1969–1983..11

Table2-NumberstakingtechnologysubjectsasIntermediateCertificateExamination,1969–1983

..............................................................................................................................................................11

Table3-Breakdownanalysisofthetechnologysubjects....................................................................15

Table4–AnalysesofstudentssittingMaterialsTechnology(Wood)JCexamination,2008-2016...17

Table5-AnalysesofstudentssittingTechnicalGraphicsJCexamination,2008-2016......................17

Table6-AnalysesofstudentssittingMetalworkJCexamination,2008-2016..................................17

Table7-AnalysesofstudentssittingTechnologyJCexamination,2008-2016.................................17

Table8-Subjectuptakebygender2008-2016..................................................................................19

Table9-PercentageofstudentssittingtechnologysubjectsatSeniorCyclein2016........................25

Table10-SummaryofDesignandTechnologyinScotland.................................................................27

Table11-SummaryofTechnologicalEducationinOntario,Canada..................................................28

Table12-SummaryofDesignandTechnologyinEngland,WalesandNorthernIreland...................29

Table13-SummaryofDesignandTechnologyinNewSouthWales,Australia..................................31

Figure1-ComparisonoftheIntermediateCertificateandtheDayGroupCertificate.......................10

Figure2-OverviewofcurrentJuniorCertificatetechnologysubjects................................................14

Figure3-LinkstoPrimarySchoolSyllabuses.......................................................................................22

Figure4-Numberofschoolsofferingthetechnologysubjectsin2016..............................................24

Figure5-SeniorCycletechnologysubjectoptions..............................................................................25

Figure6-Spectrumofcompetences...................................................................................................34

Figure7-Basicdesignprocess.............................................................................................................35

Figure8–Exampleofengineeringdesignprocess..............................................................................36

Figure9-InteractionDesignFoundationdesignprocess....................................................................37

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Contents

1. Introduction 7

2. Background 7

2.1. Evolutionoftechnologyeducation(1926–2017) 7

2.2. TechnologysubjectsinJuniorCycle 14

2.3. GenderuptakeofthetechnologysubjectsatJuniorCertificate 18

2.4. ChiefExaminers’Reports 19

2.5. Sectionsummary 21

3. Continuumoflearning 22

3.1. Problem-solvingskillsintheEarlyYearsandPrimaryschoolcurriculum 22

3.2. Technologysubjectsatpostprimarylevel 23


4. Internationaltrendsintechnologyeducation 27

4.1. Scotland 27

4.2. Ontario,Canada 28

4.3. England,WalesandNorthernIreland 29

4.4. NewSouthWales,Australia 31


5. Educationforthe21stcentury 33

5.1. Designasaproblem-solvingtool 35

5.2. STEM–ScienceTechnologyEngineeringMathematics 38

5.3. Changestotheapprenticeshipmodel 40


6. Emergingthemes 43

6.1. Thebalanceofthesubjectcraftanddesign 43

6.2. Thegenderdivide 43

6.3. Thestudentvoice 44

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6.4. Continuityacrossthesubjects 45

7. Subjectspecificationsinthenewjuniorcycle 46

8. Briefforthereviewofthejuniorcycletechnologysubjects 48

9. Appendices 51

10. Bibliography 57

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1. Introduction

Thetechnologysubjectswillbeintroducedin2019aspartofphasefiveoftheFrameworkforJunior

Cycle implementation. The curriculum and assessment specification for these subjects will be

publishedayearearlierintheautumnof2018.Thispaperprovidesabackgroundforthedevelopment

ofthespecificationsforjuniorcycletechnologysubjects.Thebackgroundpaperincludesanoverview

ofhistoricalmilestonesandthegrowthofthesubjects inthe Irisheducationsystem, international

practicesofthesubjectsandattheroleoftechnologyeducationinthe21stcentury.

For thepurposeof thispaperandprocess,wherereference ismadetothetechnologysubjects, it

includesthesubjects

§ Materialstechnology(Wood)

§ Metalwork

§ TechnicalGraphics

§ Technology

This paper also outlines current research in the teaching of technology subjects nationally and

internationally,andthekeyemergingthemesfromtheresearchsuchastheunequalgenderuptake

andtheinnovativepracticesornewtechnologiesthatwillhaveanimpactonthefuturedevelopment

ofthesubjects.Finally,thispapersetsoutthebriefforthedevelopmentofthespecification.

2. Background

2.1. Evolutionoftechnologyeducation(1926–2017)

The evolution of the technology subjects as they now appear in the Junior Certificate curriculum

(MaterialsTechnology(Wood),Metalwork,TechnicalGraphicsandTechnology)isinextricablybound

upwiththedevelopmentofvocationaleducationinIreland.Thefirstattempttoprovideeducationin

thetechnologysubjectsinIrelandhappenedin1899asaresultofthecondemnationofthelackof

vocationalandtechnicaleducationintheReportoftheIntermediateEducationCommission(1899).

ThisresultedintheestablishmentofaDepartmentofAgricultureandTechnicalInstructionin1900

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and this Department established a series of technical schools around the country to provide

specialisededucationbasedonlocalneeds(Mulcahy,1981).TheTechnicalschoolsprovidedtheonly

formofvocationaleducationinthiscountryuntilthenewstatein1924soughttoreformtheeducation

system.Vocationaleducationwasoriginallyregardedasbeingconcernedwiththedevelopmentof

technicalknowledgeandpracticalskillstofulfiltheindustrialandagriculturalneedsofthenewstate.

Thispaperwilldiscusssomeofthepivotalchangesintheprovisionofvocationaleducationfrom1926

tothepresentdayandtheirimpactonthetechnologysubjects.

1926–1947

In 1926, the Department of Education set up a Commission to Enquire into Technical Education

(Coolahan,1981,p.94).ThiscommissionincludedtworepresentativesfromSwitzerlandandSweden

selectedduetotheirexpertknowledgeofthevocationaleducationsectorandthesimilarityoftheir

countries’economicstructurestoIreland’satthetime.Thecommissionpresenteditsreportonthe

5th of October 1927 and it contained a number of key recommendations. The most influential

recommendationwasthattwotypesofschool,continuationandtechnical,shouldbeestablished.The

continuationschoolwasintendedtoprovideanintermediatestageforpupilsbetweentheagesof14

and16 yearsbefore they followedamore specialisededucation in theTechnical schools, (Clarke,

2012).TheVocationalEducationAct(1930)established38VocationalEducationCommittees(VECs)

tooverseetheseschools.AccordingtotheAct,theseschoolswouldprovidecontinuationeducation

whichmeant‘educationtocontinueandsupplementeducationprovidedinelementaryschoolsand

includes general and practical training in preparation for employment in trades, manufacturing,

agriculture,commerceandotherindustrialpursuits’(HylandandMilne,1992,p.214).Thenewstate

alsointroducedanApprenticeshipActin1931tofurtherregulatethedevelopmentofvocationalskills

andtraining.Thisactprovidedforapprenticesreceivingobligatorytechnicaleducationthroughthe

VECs,(O’Mahony,2014).

AspartoftheassurancesgivenbytheMinisterforEducationJ.M.O’Sullivantothesecondaryschool

sector, thecurriculum intheseschoolswouldnotoverlapwiththatprovided insecondaryschools

(Coolahan,1981).Asanalternativetotheacademicsecondarytradition,continuationeducationin

thevocationalschoolsgavegreaterattentiontosubjectsofatechnicalorpracticalnatureandallowed

forvariationincontenttoreflecttheneedsoftheurbanorruralcommunity.Fromthebeginningthe

coursesofferedweregenderspecific.Boyswereofferedcoursessuchasajuniortechnicalcourse,a

junior commercial course and a junior rural course. Girls were offered a junior domestic science

course,ajuniorcommercialcourseorajuniorruralcourse(Coolahan,1981).Thisgenderedprovision

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fromtheoutsethashadfarreachingconsequencesonthegenderprofileofstudentstakingthese

subjects.

The curriculum followed in the vocational schools varied greatly. As outlined in theReport of the

DepartmentofEducation1931to1932,‘broadprincipleswerelaiddownbytheDepartmentforthe

conductofcoursesbutnoattemptwasmadetoprescribethesyllabusesofinstructiontobefollowed

(DES,1932,p.46). MemoV.40writtenin1942,identifiedandoutlinedcoursesforthevocational

schoolsaccordingtothelocalneedsofacountyandthejuniortechnicalcourseforboysincludedthe

subjectManualInstruction(woodandmetal),(Mulcahy,1981,p.17).Thepractical,skills-basedfocus

ofthecoursesreflectedtheemploymentneedsoftheirlocalcommunityandtheexpectedprogression

routeoftheirpupilstotradeorindustry.

It isworth noting that, in 1927, one of the first educational initiatives of the new statewas ‘the

establishmentofaspecifictrainingprogrammetotrainteachersofbothMetalworkandWoodwork’

whichallowedforthefullimplementationoftheVocationalEducationAct.

Thestatewasnowproviding two formsofpostprimaryeducation, secondaryandvocational.The

curriculuminsecondaryschoolswasmainlyacademicand‘preparedstudentsforthird-leveleducation

andwhite-collaroccupations’(Lewis&Kellaghan,1987,p.7).Somesecondaryschoolsdidoffersome

subjectsthatatthetimewereconsideredtohaveavocationalorpracticalfocussuchasmechanical

drawing andwoodwork, but these subjectswere of limited value formatriculation purposes. The

studentsoftheseschoolshadtwostatequalificationsavailabletothem,theIntermediateCertificate

andtheLeavingCertificate.

However, the students in vocational schools did not have access to the Intermediate or Leaving

CertificateexaminationsandhadnomeansofcertificationuntiltheintroductionoftheDayGroup

Certificate in1947followingrepresentationstotheDepartmentfromtheIrishTechnicalEducation

Association(Mulcahy,1981).StudentspreparingfortheDayGroupCertificateexaminationsstudied

Irish, English, civics and subjects from at least one of the five groups categorised as Commerce

(General), Commerce (Secretarial), Domestic Science, Manual Training (woodwork, metalwork,

mechanical drawing and art) and Rural Science. Post primary education referred to very limited

numbersofpupils.TheSchoolAttendanceAct(1926)madeschoolattendancemandatoryforthose

between6and14yearsofage,themajorityofwhomattendedprimaryschoolsorsecondary-top.

Whilediscussionswereheldduringthe1930sregardingraisingtheschool leavingageto15 itwas

abandonedasneitherpracticablenordesirableduetothelackofadequatefacilitiesforpostprimary

education in many districts (Hyland and Milne, 1992). By 1951, 4,591 students sat the Leaving

Certificate examinations, 10,472 sat the Intermediate examinations and 3,243 sat the Day Group

Certificateexaminations(DepartmentofEducation,1952,p.31).

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Theresultofthisearlydevelopmentofthetechnologysubjectswasthatasvocationalschoolshadno

accesstotheacademicroutetothirdlevel,thesubjectswereseenashavinglesseducationalstatus

thanthoseprovidedinsecondaryschools.Thegenderedprovisionofsubjectscreatedadichotomy

between the technology subjects and domestic science or commerce. The next major reform of

educationalprovisionthathadanimpact,notonlythecurriculumandsubjectsprovided,butalsothe

accesstosecondlevel,occurredinthe1960s.

Figure1-ComparisonoftheIntermediateCertificateandtheDayGroupCertificate

SecondarySchools VocationalSchools

1960-1989

In1963,thethenMinisterforEducation,PatrickHillery,pointedoutthattechnicaleducation

would give the country a systematic supply of youthwith a sufficient technicaleducationtobecomeata laterstagethetechniciansandhigher techniciansthecountryis,aswehope,goingtoneed

(OECD,1969,p.126)

At this time, expenditure ineducationwas viewedas an investment and theneed to address the

provision of technical and scientific educationwas highlighted by theOECD Report Investment in

Education(1966).

IntermediateCertificate

Awardedoncompletionof

threeyearsofschooland

usuallyfromtheageof15or

16.

LeavingCertificate

Designedtotestify‘tothe

completionofagood

secondaryeducationandto

thefitnessofapupiltoenter

onacourseofstudyata

universityoraneducational

institutionofsimilarstanding’.

DayGroupCertificate

Awardedoncompletionoftwo

yearsofschoolandusuallyfrom

theage14to16.

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In1966,Hilleryintroducedgreaterdiversitytothepostprimaryschoolcurriculumbyintroducinga

‘comprehensive curriculum’. This first step in creating a unified systemof post primary education

proposedthatpupilsfromvocationalschoolscouldnowsittheIntermediateCertificateexaminations

andthatthemorepractical,vocationalsubjectshithertoonlyavailableinvocationalschoolswouldbe

made available to secondary school pupils. In order to facilitate this, common courses and

examinations were introduced for the Intermediate Certificate from 1966 and for the Leaving

Certificatefrom1968.Newsubjectswerealsointroduced;MetalworkandWoodworkwereaddedto

thesubjectlistsforIntermediateCertificate,andBuildingConstruction,EngineeringWorkshopTheory

and Practice, Technical Drawing and Mechanics were introduced as Leaving Certificate subjects

(Mulcahy,1981).

Thiswasregardedasaverysignificantchangeanditwashopedthat

thereformwouldresultinawideningoftherangeofsubjectsavailableinallsecondlevel schools and, in particular, that a greater emphasis would be placed ontechnical,practicalandvocationallyorientatedsubjects

(Lewis&Kellaghan,1987,p.8)

Table1-NumberstakingtechnologysubjectsasDayGroupCertificateExamination,1969–1983

1969 1973 1977 1983

NumbertakingDGCE 14481 18245 18136 19961

MechanicalDrawing 54.2% 57.1% 50.0% 46.0%

Metalwork 41.8% 40.8% 36.2% 32.2%

Woodwork 56.7% 55.5% 48.2% 42.7%

Table2-NumberstakingtechnologysubjectsasIntermediateCertificateExamination,1969–1983

1969 1973 1977 1983

NumbertakingICE 30967 39171 48340 55071

MechanicalDrawing 43.3% 34.4% 43.0% 56.4%

Metalwork 18.7% 20.3% 24.3% 26.3%

Woodwork 24.5% 30.1% 38.5% 40.3%

Thenumbersparticipatingintheexaminationsforthevocationalsubjectsneverachievedtheincrease

projectedintheinitialplansforanumberofreasons.Inordertofacilitatetheprovisionofpractical

subjectsinpostprimaryschools,theMinisterinitiatedthebuildingofcomprehensiveschoolsinareas

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wheretherewasnovocationalorsecondaryprovision.Thefirstoftheseschoolsopenedin1966in

Shannon.Inotherareas,theauthoritiesofsecondaryandvocationalschoolswereaskedtomeetwith

aviewtosharingbothfacilitiesandteachers,possiblyleadingtotheamalgamationofschools.These

suggestions were not met with enthusiasm. The introduction of free second-level education

announcedbyDonoghO’Malleyin1966meantthatdemandforsecondlevelplacesfaroutweighed

the facilitiesavailable.By the1970s theDepartmentmovedaway fromcomprehensive schools to

introducenewcommunityschoolstoprovidethenecessarycapacitytothesystem.Thecommunity

schools also aimed to unify the second level provision of traditionally academic and vocational

subjectsbutalsoprovidedlinkstothecommunitysotheycouldrespondtolocalneeds.

The other influencing factor on the uptake of the technical or practical subjects was the initial

unwillingnessof theuniversities toaccept thenewtechnical subjects introduced formatriculation

purposes.Thisnarrowedtherangeofsubjectsavailabletostudentswhowishedtoprogresstothird

level.Theotherunforeseeneffectofthecommoncoursesandexaminationswasthatthenumbers

taking the Day Group Certificate examinations in technical and applied subjects dropped in

comparisontothetakeupofacademicorsecondarysubjects.AccordingtoMulcahy(1981,p.44),this

may be attributed to societal and parental attitudeswhich favouredmore traditional subjects. In

responsetothelackofprogressionavailableatthirdlevelinthetechnicalareasthestateintervened

byestablishing theNational InstituteofHigherEducation (NIHE) in Limerick in1968, theRegional

TechnicalCollegesin1972andtheNationalCouncilforEducationalAwards(NCEA)in1972togrant

awardsinthenon-universitythirdlevelsector.

Despite the increasing numbers at second level and the new schools and subjects available, the

numberstakingtechnologysubjectsfailedtoriseasexpected.Thelackofprogressionroutestothird

levelfortechnicalsubjectshad,insomeway,beenaddressedbytheDepartmentinthefoundingof

NIHEandtheRegionalTechnicalColleges.

1985–2017

TheintroductionoftheJuniorCertificatein1989wasasignificantmilestonefortheeducationsector.

ThisnewqualificationwouldconsolidatetheDayGroupCertificateandtheIntermediateCertificate

intoaunifiedqualificationandfirstexaminationwouldtakeplace1992.

AspartofthenewJuniorCertificatequalification,anewsubject,Technology,wasintroducedwiththe

intentthatthesubjectwouldbe:

the achievement of human purposes through the disciplined use of materials,energy, andnatural phenomena. Education in and through technology involves’appropriateresources,suitabletasks,andtheinterplaybetweenthetwo.

(DepartmentofEducation,1989d,p.2)

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The subjectwas introduced on a phased/restricted basis over the initial years. Schools had to be

approvedtointroducethissubject,anddidsoonverylimitedresources.

In the followingyears, theremaining technical subjectswerereformedand introduced.Under the

JuniorCertificateprogramme,thesubjectMetalworkcontinuedbutMaterialsTechnology(Wood)and

TechnicalGraphicsreplacedWoodworkandMechanicalDrawingrespectively.

Very few curricular advances took place within the technology subjects until 2006, when two

significanteventstookplace.AnewsubjectsupportgroupknownasT4wasestablishedthattookall

thetechnologybasedsubjectstogetheratbothJuniorCycleandSeniorCycleunderoneprofessional

developmentumbrella.Thisservicewasdesignedtosupporttheteachersoftechnologysubjectsand

providecontinuingprofessionaldevelopment,especiallyforthenewsyllabusesthatwereabouttobe

introducedatSeniorCycle.Coincidingwiththe launchofT4,thenMinisterofEducationandSkills,

MaryHanafin,TDannouncedanumberofchanges to theSeniorCycle technologysubjects,which

wouldtakeeffectfromthe2007/2008academicyear:

§ TechnologywouldbeofferedasaLeavingCertificatesubjectasaprogressionoptionfromJunior

CertificateTechnology.

§ Technical Drawing would no longer be offered to students in its current form. Design and

CommunicationGraphicswould take itsplaceand introduce thestudents tonewtechnologies

thatwouldnotonlychangethewaystudentswouldbeassessedinthesubjectbutalsochange

thewaytheywouldlearn-‘armedwiththelatesttechnologyattheirfingertipsstudentswillbe

atthecuttingedgeofnewtechnologieseducation’(DepartmentofEducationandScience,2006).

Theremainingtwosubjectswouldundergoacurriculumreformandchangetitlesfrom

§ EngineeringtoEngineeringTechnology

§ ConstructionStudiestoArchitecturalTechnology

Revised syllabuses for these two subjectswere developed but a decisionwasmade to delay the

implementationof thecurriculumreformforEngineeringandConstructionStudies.Thismayhave

beentheresultoftheeconomicdownturninthecountryatthetime.

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2.2. TechnologysubjectsinJuniorCycle

JuniorCycleOverview

Atpresent,therearefouroptionsatJuniorCyclefortechnologysubjects.Acrossthefoursyllabuses

the stated aims strive to foster creative problem solving and design along with developing the

necessarymanipulativeskillsetforthesubjectarea.Forexample,theMaterialsTechnology(Wood)

syllabus aims to ‘develop a creative approach to problem solving in the design process through

designing,makingandevaluating,andtopromoteinitiative,enquiryanddiscrimination.’(Department

ofEducation,1989a,p.4).TheMetalworksyllabusaimsto‘Linkobservationandactionwithingenuity

and creativity and with problem-solving and higher level responses.’ (Department of Education,

1989b,p.2).TheTechnologysyllabushasbroaderaimswhichinclude‘todevelopinthestudentthe

abilitiestomakeacriticalevaluationofapieceofworkandtotakeappropriateaction(Department

ofEducation,1989a,p.2),whiletheTechnicalGraphicssyllabuscontainedaimsthatmaynothave

formed part of the daily teaching of the class such as the aim ‘to develop basic competency in

computer graphics in the context of graphical problem-solving and computer aided design’

(DepartmentofEducation,1989c,p.5).

Thefollowingisasummaryoverviewofthesesubjects,withassociatedassessmentforexamination

details.

Figure2-OverviewofcurrentJuniorCertificatetechnologysubjects

Materials Technology (Wood) Metalwork

Technical Graphics Technology

Junior Cycle

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Table3-Breakdownanalysisofthetechnologysubjects

MaterialsTechnology(Wood)

Metalwork TechnicalGraphics Technology

OfferedatHigher

Levela a a a

Offeredat

OrdinaryLevela a a a

Project

Weighting66.6% 75% 0%

O/L

60%

H/L

50%

Project

Breakdown

OrdinaryLevelProject=49.95%

Portfolio=16.65%

HigherLevelProject=43.29%

Portfolio=23.31%

OrdinaryLevelProject=75%

HigherLevelProject=37.5%

DayExam=37.5%

OrdinaryLevelProject=36%

Portfolio=24%

HigherLevelProject=20%

Portfolio=30%

WrittenExam

Weighting33.3% 25% 100%

O/L

40%

H/L

50%

WrittenExam

Breakdown

OrdinaryLevel2Hours

HigherLevel2Hours

OrdinaryLevel1.5Hours

HigherLevel2Hours

OrdinaryLevel2.5Hours

HigherLevel3Hours

OrdinaryLevel2Hours

HigherLevel2Hours

KeyObservations

§ Ofnotefromthetableabove,isthatwhileTechnicalGraphicsisconsideredapracticalsubject,it

offersnopractical/projectcomponentinitsassessmentforcertification.

§ There is no parity in the breakdown in the assessment of each of the subjects, i.e. a student

studyingordinarylevelMetalworkcanachieveamaximum75%towardstheirfinalmarkbyonly

having to produce an artefact. Yet, if that same student is studying ordinary level Materials

Technology(Wood)aspartoftheirJuniorCertificate,andonlymangedtoproduceanartefact

towardstheirfinalassessment,he/shecanonlyachieveamaximum49.95%.

§ Metalwork students, at higher level, seem to be over-assessed on their craft skills with the

additionofapracticaldayexam.However,thereisnoreflectiveprocessavailabletometalwork

students to evaluate their learning such as there is in Materials Technology (Wood) and

Technologythroughtheportfolio.

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§ ThemarksawardedtotheprojectandportfolioinTechnologychangesatordinarylevelandhigher

level.Ahigherpercentageofthemarksisawardedtotheprojectatordinarylevel,yettheproject

receivesasmallerpercentageofthemarksthantheportfolioathigherlevel.

§ Whilethefoursubjectsfitintoatechnology‘suite’,theaimsofeachofthesubjects(seeAppendix

1)havefewsimilarities.Thestrongestsimilarityamongstthesubjectsisthereferencetoproblem

solvingineachsyllabus.

s

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Table4–AnalysesofstudentssittingMaterialsTechnology(Wood)JCexamination,2008-2016


YearTotalJC

CandidatesTotalSubjectCandidates

%

2008 55940 15609 27.9%2009 55557 15254 27.5%2010 56086 15224 27.1%2011 56841 15168 26.7%2012 58798 15775 26.8%2013 59822 16163 27.0%2014 60328 16464 27.3%2015 59522 16145 27.1%2016 60248 16381 27.2%

Table5-AnalysesofstudentssittingTechnicalGraphicsJCexamination,2008-2016

TechnicalGraphics

YearTotalJC


%

2008 55940 11850 21.2%2009 55557 11976 21.6%2010 56086 12028 21.4%2011 56841 11914 21.0%2012 58798 12004 20.4%2013 59822 12564 21.0%2014 60328 12349 20.5%2015 59522 11701 19.7%2016 60248 11931 19.8%

Table6-AnalysesofstudentssittingMetalworkJCexamination,2008-2016

Metalwork

YearTotalJC


%

2008 55940 7722 13.8%2009 55557 7548 13.6%2010 56086 7281 13.0%2011 56841 7414 13.0%2012 58798 7739 13.2%2013 59822 7843 13.1%2014 60328 7880 13.1%2015 59522 7984 13.4%2016 60248 7887 13.1%

Table7-AnalysesofstudentssittingTechnologyJCexamination,2008-2016

Technology

YearTotalJC


%

2008 55940 2334 4.2%2009 55557 2470 4.4%2010 56086 2664 4.7%2011 56841 2788 4.9%2012 58798 3026 5.1%2013 59822 2957 4.9%2014 60328 3223 5.3%2015 59522 3258 5.5%2016 60248 3576 5.9%

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KeyObservations

§ With thegrowthof the technology sectornationally andglobally,onemightexpect to seean

increaseintheuptakeofthetechnologysubjects,butfromthedatagathered,thenumbersof

studentssittingthesubjectsforexaminationappearnottohaveincreasedsignificantlyinrecent

years.

§ Technologydoesmakeaslightincreasefrom4%to6%.Acontributingfactortothismaybethe

factthatitwasonlyin2007thataprogressionoptionbecameavailableintheformofLeaving

CertificateTechnology.

§ The question arises as to whether the cost implications of facilitating these subjects have a

negativeimpactonthedecisionsmadetooffertheminschools.

2.3. GenderuptakeofthetechnologysubjectsatJunior

Certificate

Thenumberofmalessittingthesubjectscontinuestosignificantlyoutweighthenumberoffemales

acrossallthetechnologysubjects(seeTable8).

0

5

10

15

20

25

30

2008 2009 2010 2011 2012 2013 2014 2015 2016

MaterialsTechnology(Wood) Metalwork TechnicalGraphics Technology

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Table8-Subjectuptakebygender2008-2016


Metalwork TechnicalGraphics Technology

Year Male(%)

Female(%)

Male(%)

Female(%)

Male(%)

Female(%)

Male(%)

Female(%)

2008 88 12 92 8 86 14 80 202009 88 12 91 9 86 14 78 222010 87 13 91 9 86 14 79 212011 87 13 91 9 87 13 80 202012 88 12 91 9 86 14 80 202013 87 13 92 8 86 14 82 182014 87 13 91 9 86 14 84 162015 85 15 90 10 85 15 81 192016 84 16 90 10 85 15 81 19

Keyobservations

§ Thereisnosignificantincreaseinthefemaleuptakeofanyofthefoursubjectsinthelast9years

observed.

§ PartoftheperceivedrationaleforintroducingTechnologyasasubjectwastorectifythegender

imbalanceevidentintheparticipationratesfortheothertechnologysubjects.Fromthefigures

above,itwouldsuggestthatthisstrategyhasnotbeenoverlysuccessful.

2.4. ChiefExaminers’Reports

TheChief Examiners’Reportsprovideananalysisof the candidates’ performanceand standardof

students’workacrossvarioussubjectsintheStateExaminations.Thefollowingreports,specifictothe

juniorcycletechnologysubjects,werereviewedaspartofthisbackgroundpaper:

§ MaterialsTechnology(Wood)–2002,2006,2009

§ Metalwork–1999,2002,2010

§ TechnicalGraphics–1999,2002

§ Technology–1999,2002,2009

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AnumberoftheChiefExaminers’Reportshighlightedgoodpracticesacrossthesubjectswithaproject

element,especiallyinrelationtopreplanning.

Insomecentrescandidatespreparedprototypes/modelstoshowoverallshapeandsize.Suchpreplanningofcourseworkishighlyrecommendedasitsavestimeandmistakeslaterinthemanufacturingprocess

(StateExaminationCommission,2009b,p.9)

Themostsuccessfulresponsesmadeuseofmockups,ormodels,totesttheirideasbeforeproducingtheartefact;however,thiswasnotaswidespreadasisdesirable.

(StateExaminationCommission,2009c,p.27)

However,partof thefunctionoftheChiefExaminer’sReport is tooffersuggestionsastoareasof

improvement within the subject. The limitations of the students’ abilities in designing and

reflection/evaluationoftheircourseworkhasbeencommenteduponbytheChiefExaminersacross

these subject areas. At present, there is a design element in the Materials Technology (Wood),

Metalwork and Technology coursework. The Metalwork Chief Examiner’s Report (2009) noted

‘Candidates’responsestothedesignfeaturewerepoorinmanycases…Therewasalackofdiversity

of solutions in many cases’. A number of the Chief Examiners’ reports presented a common

recommendationtoteacherstoprovidethestudentwithfrequentopportunitiestoengagewiththe

designprocessoverthethreeyearsofstudy.Thiswouldsuggestthatthedesignaimsofthesyllabuses

arenotbeingfulfilled.

IntheMaterialsTechnology(Wood)ChiefExaminer’sReport(2009,p.15),whileitacknowledgedthat

the ‘the vastmajority of coursework presented expressed the individual design ideas and design

solutions’, itdidhoweverobservethatwhenitcametoevaluatingtheprojects,studentsstruggled

withthereflection/criticalthinkingaspect.

Thisreflectiononlearningischallengingandmanycandidateshavedifficultywithevaluation. Many evaluations consisted of general statements about how thecourseworkprogressedandhowtheyregardthefinishedproduct.Candidatesareencouragedtoreflectonwhattheyhavelearnedandtoincludeacriticalreflectionoftheirlearningjourneywhileengagedwiththecoursework.

(StateExaminationCommission,2009c,p.10)

Acommonmisconceptionstudentshave,whenapproachingtheevaluationstageofanyproject,isto

limit theirdiscussion to thepositiveaspectsof theirwork.TheChiefExaminer’sReport (2009) for

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Technology highlighted this common misconception as part of the analysis of the candidate’s

performance:‘Manycandidateswereunwillingtohighlightobviousdefectsand,inmanycases,afault

oromission in theproductwasnot identified’ (StateExaminationCommission,2009c,p. 26). This

impliesthattheaim‘todevelopinthestudenttheabilitiestomakeacriticalevaluationofapieceof

workandtotakeappropriateaction’(DepartmentofEducation,1989,p.2)isnotbeingfulfilled.

2.5. Sectionsummary

TheVocationalEducationAct(1930)setoutaseriesofeventsthatrevolutionisedvocationaleducation

andtheprovisionofpracticalsubjectsinIrishschools.

TheevolutionfromtheDayGroupCertificateandIntermediateCertificatetotheJuniorCertificatehas

notchangedthecraft-focusofthesubjects;subjectswhoseoriginsemergedlargelyfromadesireto

orientate students towards a craft or workforce progression. The subjects have very significantly

shaped the technologyeducationof today’s studentswhoseeducationalneedsarequitedifferent

fromthoseofpreviousgenerations.

Despitetheinclusionoftechnologyasasubjecttoaddressthegenderimbalance,theuptakeofall

four subjects is made up predominantly of boys. This raises questions regarding the traditional

genderedprovisionofthesubjectsandhowthishasimpactedthelong-termuptakeofthetechnology

subjects. The perceived dichotomy between the technology subjects and other subjects has

continuingimplicationsforschoolsandhowthesubjectsareofferedtostudents.

Despite the statedaimsof the syllabuses theabsenceofa significant focuson thedesignprocess

withinthelearning,teaching,andassessmentrelatedtotheexistingsubjectsisnotableandisoften

remarkeduponintheChiefExaminers’Reports.

Despite rapid and substantial changes in all aspects of technology in the past decade, since the

introduction of Design and CommunicationGraphics and Technology, there have been few if any

majorcurricularadvancesorchangesmadetothetechnologysubjectsatjuniorcycleorseniorcycle.

22

3. Continuumoflearning

3.1. Problem-solvingskillsintheEarlyYearsandPrimary

schoolcurriculum

Aistear,theEarlyChildhoodCurriculumFramework(NationalCouncilforCurriculumandAssessment,

2009a)drawsattentiontothefactthatearlylearningisnotjustimportantinitsownright,butthatit

alsolaysimportantfoundationsforlaterlearning.Aistearcontainsnumerousreferencestoproblem

solving,acoreskillforanyonestudyinganyofthetechnologysubjectsanditdoesnotconfineproblem

solvingtoadiscretearea,butratherpresentsitasbeinganaspectoflearningacrossarangeofareas.

WhilethePrimarySchoolCurriculumdoesnotcontainatechnologysubjectassuch,severalofthe

subjectslendthemselvestotheteachingofskillsthatwouldbebeneficialtostudentswhoprogress

to studyanyof the technology subjects at second level.Adiscussionpaperproducedby the Irish

NationalTeachers’Organisation(INTO)makesreferencetothepositivevaluesofteachingproblem-

solving skills inmathematics, ‘a child’s earlymathematical experience and experience of problem

solvingwillunderpinfuturedevelopmentoflearning’(IrishNationalTeachers'Organisation,2013,p.

42)

Figure3-LinkstoPrimarySchoolSyllabuses

•Toenablethechildtoacquireknowledge,skillsandattitudessoastodevelopaninformedandcriticalunderstandingofsocial,environmental

andscientificissues.Science

•Todevelopproblem-solvingabilitiesandafacilityfortheapplicationofmathematicstoeveryday

life.Mathematics

•Toenablethechildtoseeandtosolveproblemscreativelythroughimaginativethinkingandso

encourageindividualityandenterprise.VisualArt

23

3.2. Technologysubjectsatpostprimarylevel

JuniorCycle

Thefirststageofpost-primaryschoolingthatlearnersencounterisjuniorcyclewhichis:

athree-yearprogrammethatbuildsontheyoungperson’seducationalexperienceatprimaryschoolbyofferingabroad,balancedandcoherentprogrammeofstudyacrossawiderangeofcurriculumareas

(NationalCouncilforCurriculumandAssessment,2009b,p.6)

Insection1.2above,thetechnologysubjectsavailabletostudentsatjuniorcycleareoutlined.The

ESRI report, Pathways through the Junior Cycle: the experiences of second year students (Smyth,

Dunne,McCoy,&Darmody,2006)foundthatthelearningexperienceofstudentswasmorepositive

wherethelearningisorganisedinanactive,project-likeway.ThisrelatedtosubjectssuchasArt,the

technologysubjects,HomeEconomics,PhysicalEducationandMusic.

TheESRIstudyTheexperiencesofstudentsinthethirdyearofjuniorcycleandintransitiontosenior

cycle:Summaryandcommentary(2007,p.21)foundthat

Thelevelofinterestinsubjectswithapracticalorientationisstriking.Subjectslikematerialstechnology(wood)art,homeeconomicsandphysicaleducationmaybefavoured by students for a number of reasons: they are activity-based, involvelearning by doing, havemore varied learning environments and, in the case ofexamination subjects, have assessment methods that include a practicaldimension.

Thestudyalsocommentedthat

Thecontributionthesesubjectscanmaketostudentmotivationandengagementareconsiderable.Thatschoolsshouldbeencouragedandsupportedtomakethesesubjectsaccessibletothemajorityoftheirstudentsisbeyondquestion

(NationalCouncilforCurriculumandAssessment,2007,p.21)

Thesereportsnotonlyhighlightthatstudentsenjoysubjectswithapracticalapplicationbutalsothat

thepracticalnatureoractive learningsignificantly increasesstudents’motivationandengagement

withthesubject.

It isworthnoting thatnotall schoolsoffer these subjectsaspartof their curriculum.Appendix2,

illustratesthepercentageuptakeofeachsubjectandabreakdownofschoolsthatofferthesesubjects.

OnfurtherinspectionoftheJuniorCycledata,itisapparentthat:

24

§ Metalwork is still poorly represented in the secondary and community and comprehensive

schools.Theremaybenumerousreasonsforthisbuttheyalmostcertainlyincludefactorssuchas

lackofresources,shortageofqualifiedstaff,lackofworkshopspaceandthelesseracademicvalue

placedon the subject.MaterialsTechnology (Wood) isprimarilyofferedby theEducationand

TrainingBoard(ETB)schools,buthasagreaterpresenceinsecondaryschoolsthanMetalwork.

§ TherepresentationofMaterialsTechnology(Wood)andTechnicalGraphicsinsecondaryschools

couldbe linkedtothetraditionaloptionswheresomesecondaryschoolspriorto1966offered

thesetwosubjectsaspartoftheircurriculum.

§ Technologyasasubjectispoorlyrepresentedinallschooltypescomparedtotheothertechnology

subjects.

Figure4-Numberofschoolsofferingthetechnologysubjectsin2016

Inthe2017/2018schoolyear,thenumberofsecondlevelschoolsregisteredare:

§ CommunityandComprehensive=96schools

§ ETB=241schools

§ SecondarySchools=374schools

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SeniorCycle

Figure5-SeniorCycletechnologysubjectoptions

Learnersatseniorcyclecancurrentlyoptforatwoorthree-yearseniorcycle,leadingtotheLeaving

Certificatequalification.TheycantakeaninitialTransitionYearprogrammeand/orproceeddirectly

tooneoftheLeavingCertificateoptionsinFigure5andtakethefinalexaminationaftertwoyears.

Thepurposeofseniorcycleisto‘developeachstudent’spotentialtothefullandtoequiphimorher

for furthereducationor training,or for theworldofwork’ (DepartmentofEducationandScience,

2004,p.2)

WhiletheSeniorCycletechnologysubjectscouldbeseenasatransitionfromthetechnologysubjects

studiedatjuniorcycle,thefiguresintable9seemnottoreflectthis.

Table9-PercentageofstudentssittingtechnologysubjectsatSeniorCyclein2016

Subject 2008 2012 2016

ConstructionStudies 18% 17% 15%

DesignandCommunicationGraphics* 11% 11% 10%

Engineering 10% 10% 10%

Technology1 - 2% 3%

Engineering(LCA) 26% 23% 25%

GraphicandConstructionStudies 41% 44% 47%

Technology(LCA) 8% 5% 7%

*In2008TechnicalDrawingwasexamined

1Therearenofiguresavailablein2008asthesubjectwasonlyintroducedin2007

LeavngCertificate

• ConstructionStudies• DesignandCommunicationGraphics• Engineering• Technology

LeavingCertificateApplied

• Engineering• Graphic&ConstructionStudies• Technology

26

Therelativelylowuptakeofthetechnologysubjectsatseniorcyclemaybetheresultofalowuptake

ofthesubjectsatjuniorcycleandcanhaveaprofoundinfluenceontheuptakeatthirdlevel2.

3.3. Sectionsummary

Theearlyyearsofeducationdonot includethestudyoftechnologyasasubject,butdoteachthe

foundationalskillsthatlendthemselvestothesubjectareainlateryears.

Atsecondlevel,thestudentsareexposedtothetechnologysubjectsandresearchshowsthatstudents

enjoythesubjectsbecauseoftheirpracticalnature.Themainstudiesreviewedonlyfocusedonthe

student experience of the subjects in their current form and did not explore attitudes or

desired/possiblechangestothesubjects.

Observationsmadeontheschoolsofferingthetechnologysubjectsatjuniorcycleshowsimilartrends

tothatofthepre-1966eraandthisraisesthequestionofwhether,intheinterveningperiod,schools

havesimplymaintainedafocusonthesubjectstheytraditionallyoffered.

Thelackofcontinueduptakeinthestudyofthetechnologysubjectsfromjuniorcycleuptofurther

educationandbeyond,isaconcerninanincreasinglytechnologicalsociety.

2In2016,only11%ofnewentrantsinthirdleveltookupplacesinthefieldofengineering,manufacturingandconstruction(HigherEducationAuthority,2017)

27

4. Internationaltrendsintechnologyeducation

Ireland is almost unique in presenting its technology education as four, stand-alone subjects.

Internationally it is more common for schools to offer one subject, encompassing a range of

technology learning, with a title like ‘Design and Technology’ or ‘Technological Education’. The

following summarises the provision of technology education at lower secondary in a number of

jurisdictionsandhighlightsthesimilaritiesanddifferencesbetweenthem.

4.1. Scotland

Table10-SummaryofDesignandTechnologyinScotland

SubjectName: DesignandTechnology

Qualification: NationalCertificate

Age when

studied:

14–15

Learning

Outcomes:

TheaimsoftheCoursearetoenablelearnersto:

§ developskillsinproducingandinterpretingsketches,drawingsanddiagrams

§ developskillsinpracticalmodelmakingandconstruction

§ developskillsintestingandsimpleevaluationofmodels

§ applysafeworkingpracticesinaworkshoporsimilarenvironment

§ developknowledgeofbasicengineeringideas

§ The course introduces learners to ideas and skills which they may then

choosetotakeforwardthroughfurtherstudyinthetechnologiescurriculum

area.

KeyPrinciples:

Thecourseisdividedintothreemandatoryunits:

§ GraphicsforDesign

§ DesigningandModelling

§ ConstructingandTesting

Assessment:

ScottishQualificationAuthoritydoesnotspecifythemethodsofassessmentto

be used; teachers should determine the most appropriate method for their

learnersanddevelopanassessmentthatcoversall learningoutcomesoneach

unit

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Progression:

FollowingonfromstudyingDesignandTechnology,thesubjectdividesintothree

areasandthestudentcanoptforthefollowingfieldsofstudy:

GraphicCommunication

EngineeringScience

DesignandManufacture

4.2. Ontario,Canada

Table11-SummaryofTechnologicalEducationinOntario,Canada

SubjectName: TechnologicalEducation

Qualification: OntarioSecondarySchoolDiploma

Agewhenstudied: 14–16

LearningOutcomes:

Thegoalsofthetechnologicaleducationcurriculumaretoenablestudentsto:

§ gain an understanding of the fundamental concepts underlying

technologicaleducation

§ achievetheleveloftechnologicalcompetencetheywillneedinorderto

succeed in theirpostsecondaryeducationor trainingprogrammesor in

theworkplace

§ developacreativeandflexibleapproachtoproblemsolvingthatwillhelp

themaddresschallengesinvariousareasthroughouttheirlives

§ developtheskills,includingcriticalthinkingskills,andtheknowledgeof

strategiesrequiredtodoresearch,conduct inquiries,andcommunicate

findingsaccurately,ethically,andeffectively

§ developlifelonglearninghabitsthatwillhelpthemadapttotechnological

advancesinthechangingworkplaceandworld

§ makeconnectionsthatwillhelpthemtakeadvantageofpotentialpost-

secondaryeducationalandworkopportunities.

KeyPrinciples:

§ ExploringTechnologies*

§ CommunicationsTechnology

§ ComputerTechnology

§ ConstructionTechnology

§ GreenIndustries

§ HairstylingandAesthetics

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§ HealthCare

§ HospitalityandTourism

§ ManufacturingTechnology

§ TechnologicalDesign

§ TransportationTechnology

* Students must study the Exploring Technologies module in grade 9 and

choseoneoftheremainingtentostudyingrade10

Assessment:

Studentsarecontinuouslyassessedunderthefollowingheadings:

§ KnowledgeandUnderstanding

§ Thinking

§ Communication

§ Application

Teachershaveaccesstoanachievementchart(seeAppendix3)thatguides

themtowardsfairassessmentofstudentlearning.

Progression:

Studentscontinueeducationuptograde12andcancontinuetostudy the

modulechosenatyear10withadeeperfocusrelatingtocollege/university

andtheworkforce.

4.3. England,WalesandNorthernIreland

Table12-SummaryofDesignandTechnologyinEngland,WalesandNorthernIreland


Qualification: GCSE


LearningOutcomes:

Coursesbasedonthisspecificationmustencouragestudentsto:

§ demonstratetheirunderstandingthatalldesignandtechnologicalactivity

takesplacewithincontextsthatinfluencetheoutcomesofdesignpractice

§ developrealisticdesignproposalsasaresultoftheexplorationofdesign

opportunitiesandusers’needs,wantsandvalues

§ useimagination,experimentationandcombineideaswhendesigning

§ developtheskillstocritiqueandrefinetheirownideaswhilstdesigningand

making

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§ communicate theirdesign ideasanddecisionsusingdifferentmediaand

techniques, as appropriate for different audiences at key points in their

designing

§ developdecisionmakingskills,includingtheplanningandorganisationof

timeandresourceswhenmanagingtheirownprojectwork

§ develop a broad knowledge ofmaterials, components and technologies

and practical skills to develop high quality, imaginative and functional

prototypes

§ beambitiousandopentoexploreandtakedesignrisksinordertostretch

the development of design proposals, avoiding clichéd or stereotypical

responses

§ considerthecosts,commercialviabilityandmarketingofproducts

§ demonstratesafeworkingpracticesindesignandtechnology

§ use key design and technology terminology including those related to:

designing, innovation and communication; materials and technologies;

making,manufactureandproduction;critiquing,valuesandethics.

KeyPrinciples:

Thecourseisdividedintothreecoreareas:

§ Coretechnicalprinciples

§ Specialisttechnicalprinciples

§ Designingandmakingprinciples

Thespecialist technicalprinciplescanbetaught throughoneormoreof the

follow fields: papers and boards, timber based materials, metal based

materials, polymers, textile based materials, electronic and mechanical

systems.

Assessment:2hourwrittenexam–50%

Task–50%(thisismarkedbytheteacherandexternallymoderated)

Progression:FollowingonfromstudyingDesignandTechnology,studentscanopttostudy

DesignandTechnology:ProductDesignatALevels

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4.4. NewSouthWales,Australia

Table13-SummaryofDesignandTechnologyinNewSouthWales,Australia


Qualification: SchoolCertificateRecordofAchievement


LearningOutcomes:

Studentswilldevelop:

§ knowledgeandunderstandingofdesignconceptsandprocesses

§ understandingandappreciationoftheimpactofpast,currentandemerging

technologiesontheindividual,societyandenvironments

§ knowledgeandunderstandingoftheworkofdesignersandtheissuesand

trendsthatinfluencetheirwork

§ knowledge and understanding of and skills in innovation, creativity and

enterprise

§ skillsincommunicatingdesignideasandsolutions

§ knowledge and understanding of and skills in managing resources and

producingqualitydesignsolutions.

KeyPrinciples:

Corecontentisdividedintoareasthatmustbeintegratedwhendevelopingunits

ofwork.Theareasare:

§ aholisticapproach

§ designprocesses

§ activityofdesigners.

Assessment:Studentsarecontinuouslyassessedwithparticularfocusonadesignprojectthat

involvesthedesign,production,documentationandevaluationofsolutions.

Progression:

Students have the option to continue education on completion of the School

CertificateRecordsofAchievement.DesignandTechnologyisasubjectoption,

but other options such as Engineering Studies, Metal and Engineering, and

Constructionnowbecomeavailabletostudents.

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4.5. Sectionsummary

Thepracticeofotherjurisdictionsistoapproachtechnologyeducationasonesubject/programme.

TheEngland,Wales,NorthernIrelandandtheNewSouthWalesmodelshaveundergonethemost

recentreformsofthejurisdictionsstudied.

Ineach jurisdictiondesign,creativity,andcritical thinkingareatthecoreof learningalongsidethe

skill/craftelement.Thestudentsareencouragedtodevelopholisticskillsthatwilltakethembeyond

aterminalassessment/project.

Ingeneral,thereis lessfocusontheterminalexaminationthaninIreland(asidefromtheEngland,

Wales,NorthernIrelandmodel)andthecontinuousassessmentmodelisadoptedbythemajorityof

jurisdictions.

Eachjurisdiction’scurriculumsetsoutaclearpaththattakesstudentsthroughalearningprocessthat

seeksabalanceofsoftskillsandthecraftskillssuchasdrawing,handskillsandtoolskills

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5. Educationforthe21stcentury

For generations, Vocational Education Committee (VEC) schools provided thosewho eventually became tradespersons with their basic education through theGroupCertificateand,lateron,theIntermediate/JuniorCertificate.Critically,also,the VEC schools providedmanywhowould take up apprenticeships and similartypes of employment with their core vocational skills – woodwork, metalwork,mechanicaldrawing,homeeconomics,typingandbook-keeping.

(EducationandTrainingBoardsIreland,2013,p.2)

As outlined in the previous section, the technology subjects evolved from a strongly vocational,

practicalbase.Lookingforward,anydevelopmentineducationforthetwenty-firstcenturyneedsto

becognisantofabroadersetofskillsrequiredbystudents.InJanuary2016,researchbytheWorld

EconomicForumestimatedthat‘65%ofchildrenenteringprimaryschooltodaywillultimatelyendup

workingincompletelynewjobtypesthatdon’tyetexist.’(WorldEconomicForum,2016,p.1).The

technology classroom can no longer be an environment for the teaching of the skills particularly

associatedwith trades or similar types of employment. The technology subjects should of course

encourageprocessingskillsbutalsodevelopkeyskillssuchasproblemsolvingandcriticalthinking

that can contribute significantly toward the learning in other technology subjects and the wider

learningofthestudent.

Manyinstitutionsandorganisationshaveendeavouredtocompileacomprehensivelistoftheskills

andcompetencesneededby21stcenturylearners.In2006,theEuropeanUnionpublishedareference

framework for key competences for lifelong learning. Among those skills listed are ‘technological

competence’ and ‘learning to learn’. These competences refer to the necessity of developing a

problem-solvingattitude,theabilitytoreflectcriticallyandworkcollaboratively(EU,2006).TheGlobal

Digital Citizen Foundation has delivered presentations to educators and administrators in several

countriesovermanyyears.Ithassurveyededucationpractitionersonthemostimportant21stcentury

skillsneededbystudents.Thecommonresponsescompiledinclude:

§ Problem-solving

§ Creativity

§ Analyticthinking

§ Collaboration

§ Communication

§ Ethics,action,andaccountability

(Crockett,Jukes,&Churches,2011)

34

While the Assessment and Teaching of 21st Century Skills project promoted by Intel, Cisco and

Microsoft, identified ten key skills divided into four broad categories, a similar spectrum of

competencesisevident.

Figure6-Spectrumofcompetences

WaysofThinking

Creativityandinnovation

Criticalthinking,problemsolving,

decision-making

Learningtolearn/metacognition(knowledge

aboutcognitiveprocesses)

ToolsforWorking

Informationliteracy

Informationandcommunicationtechnology

(ICT)literacy

WaysofWorking

Communication

Collaboration(teamwork)

WaysofLivingintheWorld

Citizenship–localandglobal

LifeandCareer

Personalandsocialresponsibility–including

culturalawarenessandcompetence

(Griffin,Care,&McGaw,2012)

Theinclusionofcompetencessuchaspersonalandsocialresponsibility,globalcitizenship,ethicsand

accountability raise questions regarding sustainability and ethics that will have implications for

courses that produce artefacts. The sustainability, or desirability, ofmaintaining amajor focus on

artefact production has been questioned in research (McGarr, 2010). The national strategy on

Education for Sustainable Development (Department of Education and Skills, 2014) requires the

integrationofESDprinciplesacrosscurriculumareasastheyarereviewed.Thishasimplicationsfor

thedevelopmentofthespecificationsforthetechnologysubjects.

A recent study, The Role of Engineering Design in Technological and 21st Century Competencies

CapacityBuilding:ComparativeCaseStudyintheMiddleEast,Asia,andEurope(Abdulwahed&Hasna,

2017,p.2)foundthat

Oneofthebestapproachesofdevelopinganall-rounded21stcenturyengineeringtalentistoembedexistingengineeringcurriculumandco-curriculumwithtechnicalapproachesthatleadtoawidesetofcompetenciesdevelopment;designcourses,projects, and co-curriculum activities can be a well-suited platform for thisembeddedapproach.

35

Indesigningaspecificationforthetechnologysubjectstosuittheneedsandrequirementsofstudents

inthe21stcentury,theinclusionoftheseskillsandcompetenceswouldseemtobeanessentialfirst

step.

5.1. Designasaproblem-solvingtool

Manyofthecompetenciesidentifiedabovesuchasproblem-solving,creativity,innovation,analytical

or critical thinking, collaboration and social responsibility can be encompassed within the design

process.Thedesignprocessisofteninterpretedasasimpleprocesssuchas:

Figure7-Basicdesignprocess

Toexaminethedesignprocessingreaterdetail,onewouldneedtoexplorethedesignprocessasa

problem-solvingexercise,sinceitpresentsitselfasamuchmorecomplexprocessthatcanbeused

tosolveproblemsnotonlywithinthetechnologysubjects,butacrossarangeofsubjectsandtasks.

Inthediagrambelowforexample,theengineeringdesignprocesshaseightiterativestageswhich

canbeusedtosolveaproblem/task.

36

Figure8–Exampleofengineeringdesignprocess

(Jenkins,2015)

Developingdesignskillsdoesmorethan justenableonetophysicallycreateanartefact.Theskills

involvedcanbeusedaspartofaneffectiveapproach toproblemsolving. ‘At theheartofdesign

thinkingisanapproachtoproblem-solvingthatisbuiltaroundinquiry,reflection,andmodification’

(Sterman,2015,p.3)

Theteachingandpracticeofdesignskillscanequiplearnerswithskillsthatcanbeutilisedbeyondthe

classroom.

DesignThinking isanapproachto learningthatfocusesondevelopingchildren’screativeconfidencethroughhands-onprojectsthatfocusonempathy,promotingabiastowardaction,encouragingideationandfosteringactiveproblem-solving–skillsandcompetencies

(Kwek,2011,p.4)

In a review of Technology Education in Ireland; a changing technological environment promoting

design activity (2014), Leahy and Phelan found that ‘Irish policymakers were striving to prosper

beyondvocationaleducationtowardsaholisticdesign-basededucation’sincethe2006reforminthe

technology subjects at senior cycle. This has not been reflected so far in the current Junior Cycle

subjects.Designispracticedinresponsetoassessmentrequirementsratherthanasanapproachto

37

problem-solving.Thisisduetomanyfactors,suchasatraditionalvocationalemphasis,thelackofa

designpedagogyforeducation,andanassessment-drivenculture.Asaconsequence,theapproaches

towarddesignresultinadominantfocusontheartefactratherthantheproblem/process.

Thedesignprocesswhenusedasagenerictooltosolveproblems,ratherthanthespecificengineering

example,canberepresentedinfivestages:

1. Empathise–togainanempathicunderstandingoftheproblemyouaretryingtosolve

2. Define – putting together the information you have created and gathered during the

Empathisestage.Youwillanalyseyourobservationsandsynthesisetheminordertodefine

thecoreproblems

3. Ideate-identifynewsolutionstotheproblemstatementyou’vecreatedandyoucanstartto

lookforalternativewaysofsolvingtheproblem.

4. Prototype–productionofseveralinexpensive,scaleddownversionsofthesolutionorspecific

featuresfoundwithinthesolution

5. Test - testthecompletesolutionusingthebestsolutions identifiedduringtheprototyping

phase.

Eventhoughtheprocessispresentedinalinear,stepbystepmanner,itisintendedthattheprocess

iscarriedoutinamoreflexibleandnon-linearfashionsuchastheversionillustratedbytheInteraction

DesignFoundationinfigure9.

Figure9-InteractionDesignFoundationdesignprocess

(Dam&Siang,2017)

38

Aspartofthisprocess,itisimportantnottoconfusedesignbasedlearningwithprojectbasedlearning.

Combined,theycanbeusedtosolveproblemsandcreatesolutions,butrequirethelearnerstohave

adifferentapproach.

Designthinkingisdifferentfromproject-basedlearningbecausetheproblemisnotinitiallyidentifiedforthestudents.Designthinkingrequiresthatstudentsidentifytheproblemforthemselves.Figuringoutwhichquestionstoaskandwhatproblemsareworthsolving

(Kolk,2012)

Ashighlightedinsection4,theinternationalprovisionofthesubjectareaconsistentlyfocusesonthe

centralityofthedesignprocess.IntheexistingJuniorCertificatetechnologysyllabuses,whiledesign

ismentioned,itappearsnottobecentraltotheexperienceofthelearner.

5.2. STEM–ScienceTechnologyEngineeringMathematics

ItiscriticalthatattentionisfocusedonSTEMeducationatsecondleveltoensurethat students are equipped to take up opportunities to continue study in STEMareas.withoutafirmfoundationintheirSTEMeducationatbothprimaryandpostprimarytherewillnotbethirdorfurthereducationstudentsinterestedinseekingtocontinuetheirSTEMstudies

(DepartmentofJobs,EnterpriseandInnovation,p.1)

Morrison(2006)suggeststhatastudentwithawell-developedSTEMeducationisaproblem-solver,

innovative,aninventor,self-reliant,alogicalthinker,technologicallyliterate,andabletorelatehisor

herownculturetothelearning–allcharacteristicsneededforthe21stcenturylearner.

STEMisanideabasedoneducatingstudentsinthefourdisciplines(science,technology,engineering

andmathematics)asaholisticapproachratherthanfourdiscreteareas.‘Innovation2020’,Ireland’s

strategyforResearchandDevelopment,ScienceandTechnology,highlightsthecriticalimportanceof

excellenceinSTEMEducationtoensureacontinuouspipelineoftalenttomeetfuturedevelopment.

IWISH,aninitiativetoinspire,encourageandmotivateyoungfemalestudentstopursuecareersin

STEMrecentlycarriedoutoneofthelargestsurveyseverof2397Irishsecondaryschoolgirlsaged14–

17yearsofageontheirattitudestoSTEM;whatinfluencesthemandwhatisimportanttothemas

theyconsidertheirLeavingCertificatesubjectchoicesandfuturecareerpaths.TheFemalestudents’

attitudes to stem (2017) survey presented some interesting, yet concerning statistics around the

femalestudentperspectiveonSTEM.Thepotentialfor‘realworld’applicationwashighlightedasan

importantfactorforstudents;aneedto‘Integrateintothesyllabusaclearlinkbetweensubjectsand

39

actual‘realworld’application.Thisyearmanyteachersalsoexpressedthevalueofthisconnectionfor

themandtheirstudents(IWish,2017,p.26).Again,withinthesurvey,itshowedthatstudyofSTEM

isstillacontinuingissueinrespecttogender

The uptake level is still disappointingwith 49% not taking any STEM subject toLeavingCertificatelevel.82%ofstudentsreportthattheywantacareerwheretheycanhelpotherpeople,94%acareerthatisinterestingand89%acareerthattheywillbegoodat.WeknowSTEMcareerscandeliverallofthesebutyounggirlsdon’t.

(IWish,2017,P.19)

In November 2016, the STEM Education ReviewGroup, set up to review STEM education in Irish

schools,publisheditsreport.Ithighlightedthebenefitsofinquiry-basedlearningandproblem-based

learningandlinksthisstyleoflearningtoreallifeapplication.

Inquiry-Based Learning (IBL) and Problem-Based Learning (PBL) approachesencouragestudents toengagewithandunderstandscientificandmathematicalconcepts in the context of real applications. It is common to all STEM subjects,althoughtherearespecificdifferencesforparticularsubjects.

(TheSTEMEducationReviewGroup,2016,p.35)

Even though the report specifically references scientific andmathematical concepts, studies have

showninquiry-basedlearningandproblem-basedlearningisnotjustrestrictedtotheseareas,butis

applicable across all the STEM subjects, including the technology based subjects. Themajority of

researcharoundSTEMfocusesprimarilyonthesciencesandmathematics,whileeventhoughthey

areconsideredequallyimportant,technologyandengineeringstudiesarelessreferencedwithinthe

Irishsecondleveleducationcontext.

Whileconcernsinrelationtoscienceandmathematicsareclearlyevidentincurrentliterature, there does not appear to be a comparable level of interest in thetechnology-relatedsubjectsatsecond-level.

(McGarr&Lynch,2015,p.55)

TheReviewGroupreportlaterreferstoassessmentandassertsthat‘Assessmentstronglyinfluences

the learning process and theway students think about themselves’ (The STEM Education Review

Group,2016,p.36).Currently,studentswhostudythetechnologysubjectswithaprojectelement

oftenregardthefinalartefactinthirdyearasameasureoftheir learningandthelearningprocess

neededtoproducethisoutput isnotvalued.ThereportrecommendedthatSTEMsubjectsshould

haveassessmentsthatare

40

designedtomeasurestudents’abilitytocollaborate,diagnoseproblems,critiqueexperiments,planinvestigations,researchinformation,constructmodels,debatewithpeers,formcoherentargumentsandcreateandco-createnewcontent.

The technology subjects lend themselves naturally to these elements of assessment and align

themselveswiththeeightkeyskillsoftheFrameworkforJuniorCycle(seeappendix4).TheFramework

intendsthatstudentswillacquireandenhancetheirproficiencyintheeightkeyskillsandthat‘they

willbebrought to life through the learningexperiencesencounteredby students’ (Departmentof

EducationandSkills,2015,p.13)andthatthisshouldbeevidentintheassessmentapproachesused

intheclassroomandinexaminations.Anyfuturedevelopmentofthesubjectareashouldbecognisant

ofthisrangeofskillsneededbystudents.

5.3. Changestotheapprenticeshipmodel

ThroughtheNationalSkillsStrategy2025,theActionPlanforEducation2017andaspartofthecurrent

programmeforgovernment,Irelandaimstosignificantlygrowwork-basedlearningoverthecoming

yearsusingtheapprenticeshipandtraineeshipmodeloflearningandskillsdevelopment.

Theapprenticeshipmodelwasprimarilyfocusedoncraftandvocationalschoolswereconsidereda

‘pre-training’stagetothis.

The original purpose of the VECs was to administer continuation and technicaleducation for14- to16-year-olds,where continuationeducationwasdefinedas‘general and practical training in preparation for employment in trades’, whiletechnical education was described as ‘pertaining to trades, manufacturers,commerceandotherindustrialpursuits

(EducationandTrainingBoardsIreland,2013,p.2)

Eventhoughtheminimumeducationalrequirementsforapersontobeeligiblestillrequiresthatthe

studentbe at least 16 yearsof ageandhaveaminimumof gradeD in five subjects in the Junior

Certificate or equivalent exam3, companies are now self-regulating their criteria for selection of

apprentices and are looking for a minimum of a Leaving Certificate or equivalent qualification.

Companiesthatofferspecifictradessuchaselectricians,arenowgoingastepfurtherandaresetting

specificsubjectrequirements.‘EmployerstypicallyseekapplicantswhohavecompletedLeavingCert

3Therearealternativeoptionstothosewhodonothaveajuniorcertificatequalificationsuchaspre-apprenticeshipcourses.Thoseover18yearsofagewiththreeyears’experiencequalifybutmaybeaskedtositanassessmentinterview

41

including Maths (with at least a grade C3 in Ordinary Level Maths) and preferably Physics�

(ConstructionIndustryFederation,2017).

While they were once subjects developed to aid a learner in developing skills relevant to

apprenticeships and/or the working world, the technology subjects are no longer serving that

purpose.Thenewjuniorcycletechnologysubjectswillneedtoreflecttheneedsofthechangingtimes

anddivergefromtheideathatthetechnologysubjectsaresingularlyapathwaytoapprenticeships.

IntheEducationandTrainingBoardsIreland(ETBI)SubmissiontoDepartmentofEducationandSkills

onTheFutureofApprenticeshipinIreland(2016,p.2),thenotionofmovingawayfromthe‘classical’

apprenticeshipmodelwasraised.

Inaworldwherechange is theonlyconstant, itwillnotbesufficient toprovideapprenticeswiththeskillsettogoondoingthesamethingsinthesameway;wewillneedtoprovidethemwiththeknowledge,skills,competencesanddispositionstosolvenewproblems,astheyemerge,innewways.

Itisonlyinmorerecentmonths,thatfiveoftheapprenticeships4haveundergonechangesthatmove

themodelawayfromapredominantlycraftfocusandrealignstrainingwiththeflexibleandchanging

skillsandcompetencesneededinamodernworkforce.Thesechangesincludemovingtoportfolio

assessmentandinclusionofsoftskillsmodulesonteamleadershipandcommunicationsateachof

thejobphases.

5.4. Sectionsummary

Theskillscloselyassociatedwiththecontentofthecurrenttechnologysubjectsneedtobereviewed

consideringtheidentifiedneedsofa21stcenturylearner.

ThereisagrowingemphasisontheimportanceofSTEMsubjectsbutwhilethereissignificantand

ongoingemphasisonScienceandMathematics, theTechnologyandEngineeringelementstendto

receive less attention in this context. The junior cycle reform presents a timely opportunity to

emphasistheroleofTechnologyandEngineeringinsecondleveleducation.

4Carpentryandjoining,plumbing,electrician,metalfabricationandheavygoodsvehiclemechanics

42

Itcannolongerbeassumedthatajuniorcyclequalificationwillguaranteealearnerapositiononan

apprenticeshipprogramme,atraditionalroutetakenbymanystudentsofthetechnologysubjects.

Theroleofthetechnologysubjectsthereforecannolongerbeseen,singularly,asthepathwaytoan

apprenticeshipandthereisaneedtochangethefocustoamorebalancedcurriculum.

Theteachingofdesignskillsandenablingstudentstoengageinaholisticdesignprocessisasignificant

aspectofalearner’sexperiencewhethertheyareproducingartefactsorworkingtowardsasolution

ofaproblem/task.

43

6. Emergingthemes

Thissectionofthebackgroundpaperlooksattheemergingthemesfromtheprecedingsectionsthat

thedevelopmentgroupsforthejuniorcycletechnologysubjectswillneedtotakeintoaccountintheir

deliberations.

6.1. Thebalanceofthesubjectcraftanddesign

Thecraftofthetechnologysubjects,betheythebenchskillsinapracticalroomorthedrawingskills

inTechnicalGraphics,appeartobethemainfocusoflearningacrossallthesubjects.International

practicesshowthatthereisaneedtobalancethecraftofasubjectwithskillssuchasdesigningand

problemsolvingtogivelearnersaholisticlearningexperience.Thisisreflectedintheapproachthat

SeirbhísíOideachaisLeanunaighAgusScileanna(SOLAS),formerlyFÁShavetakentoreformtheIrish

apprenticeship structures to improve the learning experience of its participants and develop the

necessaryskills.Theapprenticeshipapproach,whichwasonceadominantcraft-orientatedmodel,

has now started the process of reviewing their programmes to include soft skills to ensure that

learnerscancompeteandsurviveinthecontinuouslychangingworld.

The teaching of design as a process equips the learner with skills that are adaptable across the

spectrumofeducationandtheworldofwork.

6.2. Thegenderdivide

Itisevidentfromtheanalysisofdatathatthesubjectsarepredominantlytakenbyboys.Thisraisesa

numberofquestions.

AstudybytheEconomicandSocialResearchInstituteonGenderandSubjectChoicefoundthatstrong

genderstereotypingwasevidentinstudentattitudestothetechnologicalsubjects(Darmody&Smyth,

2005).Intheircurrentform,thesubjectstypicallydepictamale-orientatedenvironmentfocusedon

craft and production,which could lead to stereotyping of the subjects. If the technology subjects

exhibitedamoreholisticapproachtolearning,theymightcreateadifferentimpressionofthesubjects

and alter their current depiction asmale orientated. Itmay also encourage single sex schools to

include the technology subjects as a curricular option. Access to resources associated with the

44

teachingoftechnologysubjectsalsohasaroleinlimitingthenumberofschoolschoosingtoofferthe

subjectsforthefirsttime.

The traditional timetabling where schools opt to pair the technology subjects opposite subjects

perceivedtobetraditionallymoreassociatedwithfemaleparticipationrestrictsthegrowthoffemale

uptakeintheschools.Traditionaltimetablingarrangementsalsoreinforcethepreviouslymentioned

stereotypingofthesubjectsasamale-orientatedsubjects.

6.3. Thestudentvoice

Inpreparingthispaperasmallnumberofstudentsofthesubjectswereinterviewedontheirviewsof

thesubjectsintheircurrentandpossiblefutureform.Twoschoolswereavailabletoparticipate;both

weremixed schools under the auspices of an Educational and Training Board.Where one school

cateredmainlyforurbanstudents,theothercateredforbothurbanandruralstudents.Allparticipants

studiedaminimumofoneofthetechnologysubjectswithsomestudyinguptothreeofthetechnology

subjects.

Anumberofthestudentshighlightedsimilarareasthattheyenjoyedacrossallfourofthetechnology

subjects, areas such as: the practical nature of the subjects, getting towork outside the ‘normal

classroom’ and getting to engage in themakingof projects.When askedwhat theywould see as

beneficialchangestoanyofthesubjects,thestudentsofferedanumberoftheirownideas,someof

whichweresimilaracrossanumberofstudents.Theyquestionedtheplaceofthetheoryaspectof

the subjects.While they did not express an interest in removing it in its entirety, they suggested

makingitmorerelevanttoeverydaylifeandcurrenttothetimes.

Aspecificidearelatingtotechnicalgraphicswassuggested–increaseduseofICTinthesubject.The

studenthad completedhis JuniorCertificate and felt that itwouldhavebeenbeneficial if hehad

studiedsomeformofSolidWorksaspartofhisJuniorCertificate.Thiswasnotonlyfromthepointof

viewoftheexperienceofstudyingTechnicalGraphics,butitcouldhavebeenusedinacross-curricular

approach, by incorporating computer drawings into his portfolio work as part of his Materials

Technology(Wood)project.Anotherstudentalsosuggestedthattotakesomeofthepressurefrom

thefinalTechnicalGraphicsexam,theyshouldbegiventheopportunitytoengageinsomeformof

projectworktoimprovetheexperienceofthesubjectand‘makeitmoreofapracticalsubject’.

45

Onefemalestudent felt that thesubjectnames, inparticular,Metalwork,putheroffstudyingthe

subjectandshewouldhavebeenmoreopentothesubjectifthenamereflectedallthatthesubject

involved.Arecommendationfromonegroupofstudentssuggestedmovingawayfromjustfocusing

on‘metal’and‘wood’ inthenameofthesubjectandmovingtosomethingmoreroundedsuchas

‘design and general engineering’ or ‘wood and design’. This idea also arose in 2004 when the

technologysubjectswerereviewed(NCCA,2004,p.16),wherethestudyfoundthat‘anumberofnew

proposalsemergedfornamingthenewsyllabuses/subjects’.

Arisingfromthetalkofdesign,adiscussiontookplaceinrelationtothedesignelementofthesubjects.

StudentsofMetalworkfeltthattherewaslimitedopportunitytodesigntheirownfinalprojectand

thatthesubjectcouldgivethestudentsmorescopetodesignpartsoftheirownproject.

An interesting linkwasmadebetweenonestudent’sresponsetothequestionon ‘whatskills they

shouldhavedevelopedoncompletionoftheJuniorCertificate’andtheskillsdesiredofa21stCentury

learner.ItwashisopinionthatstudentscompletingtheJuniorCertificateshouldhavedevelopeda

numberofskillsfocusedaroundcommunications,teamworking,timemanagementandbeingableto

adapttoanysituationwithintheclassroom.

6.4. Continuityacrossthesubjects

Asmentioned, Ireland isuniqueas itoffers thetechnologysubjectsas fourseparatesubjects.The

processofdevelopingnewjuniorcyclespecificationspresentstheopportunitytoalignthesubjects

moreandcreateacommonstructurearoundwhichtheindividualsubjectscanbedeveloped.Students

shouldbeengaginginlifeskillssuchasproblemsolving,inquirybasedlearningandreflectionacross

all the technology subjects in a related approach. Students should be encouraged to explore the

subjects through experimentation, and encouraged to adapt the skills and learning of any of the

technologysubjectsinacrosscurricularapproach.

46

7. Subjectspecificationsinthenewjuniorcycle

Whilesomemayhavedistinctcharacteristics,arisingfromtheareaoflearninginvolved,alljuniorcycle

specifications,forsubjectsandshortcourses,willhaveseveralfeaturesincommon.Theywill:

§ Beoutcomesbased

§ Reflectacontinuumoflearningwithafocusonlearnerprogression

§ Setoutclearexpectationsforlearning

§ Provideexamplesofthoseexpectations

§ Includeafocusonalleightkeyskills

§ Striveforclarityinlanguageandforconsistencyinterminology.

Toimprovetheconnectionwithlearningandteachinginprimaryschool,thesefeaturesareshared

with the Primary Curriculum. The specification for each junior cycle subject and short coursewill

include:

1 Introductiontojuniorcycle

This will be common to all specifications and will

summarisethemainfeaturesoftheFrameworkfor

JuniorCycle

2Rationale

This will describe the nature and purpose of the

subject as well as the general demands and

capacities that it will place on, and require of,

students.

Thetextwill,asappropriate,aimtodrawattention

tochallengesandanyaccessissuesassociatedwith

studyofthesubjectforstudentswithspecificneeds

ordisabilities.

3 Aims Aconciseaimforthesubjectwillbepresented

4Linkswith

Statementsoflearning

How the subject is linked to central features of

learning and teaching at junior cycle will be

highlightedandexplained.

47

5

Overview

Strands

Learningoutcomes

An overview of the subjectwill illustrate how it is

organisedandwill setout the learning involved in

strandsandlearningoutcomes.

6 Expectationsforstudents

These will be linked with groups of learning

outcomes and will relate to examples of student

work. The examples will be annotated, explaining

whethertheworkisinlinewith,aheadof,orbehind

expectationsforstudents.

7 Assessmentandreporting

Thissectionreferstobothformativeandsummative

assessment. It outlines the assessment

component/s through which students will present

evidenceoflearningonanongoingbasis,andforthe

purposes of recording achievement for the Junior

CycleProfileofAchievement(JCPA)5

Thisdescriptionofassessment is supplementedby

separate assessment guidelines for use in second

andthirdyears.

5 TheJCPAisthenewawardforalljuniorcyclestudents.Itwillreplacethecurrentaward,theJuniorCertificate.

48

8. Briefforthereviewofthejuniorcycletechnology

subjects

Thereviewofthejuniorcycletechnologysubjects

§ MaterialsTechnology(Wood)

§ Metalwork

§ TechnicalGraphics

§ Technology

willleadtonewspecificationspresentedinlinewiththetemplatedescribedabove.

The specificationswill be at a common level andwill be designed to be taught and assessed in a

minimumof200hoursandstructuredororganisedaroundstrandsandlearningoutcomes.

Thespecificationswillbedevelopedinalignmentwiththestatementsoflearning,includingthatthe

student:

§ Creates,appreciatesandcriticallyinterpretsawiderangeoftexts(statementoflearning3)

§ Createsandpresentsartisticworksandappreciatestheprocessandskillsinvolved(statementof

learning4)

§ Recognisesthepotentialusesofmathematicalknowledge,skillsandunderstandinginallareasof

learning(statementoflearning15)

§ Devises and evaluates strategies for investigating and solving problems using mathematical

knowledge,reasoningandskills(statementoflearning17)

§ Observes and evaluates empirical events and processes and draws valid deductions and

conclusions(statementoflearning18)

§ Valuestheroleandcontributionofscienceandtechnologytosociety,andtheirpersonal,social

andglobalimportance(statementoflearning19)

§ Usesappropriatetechnologiesinmeetingadesignchallenge(statementoflearning20)

49

§ Appliespracticalskillsasshe/hedevelopsmodelsandproductsusingavarietyofmaterialsand

technologies(statementoflearning21,alltechnologysubjects)

§ Takesinitiative,isinnovativeanddevelopsentrepreneurialskills(statementoflearning22)

§ Bringsanideafromconceptiontorealisation(statementoflearning23)

§ Usestechnologyanddigitalmediatoolstolearn,workandthinkcollaborativelyandcreativelyin

aresponsibleandethicalmanner(statementoflearning24)

Itwillbecompletedforautumn2018.

Thedevelopmentofthespecificationswill:

§ takeaccountofcurrentresearchanddevelopmentsinthefieldoftechnologyeducation,emerging

understandings of the content and nature of technology in the context of students’ stages of

development, and the need for alignment with the ongoing development of the literacy and

numeracystrategy.

§ addresscontinuityandprogression. Itwillconsiderwhetherthetechnologysubjectsshouldbe

taught from a broader, general base in first year with a particular focus on consolidation of

learning from primary school and on the development of students’ understanding of cross-

curricular links,skillsandattitudesthatthetechnologysubjectscanformwhencombinedwith

other subjects. For example, the use of problem based and inquiry based learning to solve

problems,applyresearchskillstoprojectworkwiththeinclusionofreflectivepracticeandthe

applicationoftechnologyinoureverydaylives.

§ consider the appropriate balance between relevant craft and process skills, design skills, and

problem-solvingskills.,tohelpthestudentsbecomemoreinnovativeandindependentlearners,

whichisrequiredbytheevolvingnatureofthesubjects.Therelevanceandscopeoftheorytobe

includedinthespecificationsshouldalsobereflectedinthisevolution.

Morespecifically,thedevelopmentofthenewspecificationswillconsider:

§ howtoencouragestudentengagement,inclusionandmotivationwithinthesubjects

§ howpractical,inquiry-basedteachingandlearningwillbepromotedwithinthesubjects

§ howthesubjectswillassistinthedevelopmentofstudentself-directedlearning

50

§ howtoassistinthedevelopmentoftheconceptoflifelonglearningwithinthetechnologysubjects

§ assessmentapproachesthatalignappropriatelywiththelearningoutcomesofthespecification

§ howtodevelopstudents’conceptual,collaborativeandcommunicationskills

§ howtoreducethegenderimbalanceintheuptakeofthesubjects,thealignmentbetweenthe

learningwithinthesubjectsandtherapidlyevolvingtechnologyenvironment

§ howdesignasaskillmightbebestembeddedineachspecification

§ theroleofICTinthelearningandteachingofthesubjects

§ whichcraftskillsshouldbelearnedandhowtheycanbestberepresentedinthespecification

§ howtocreateacohesivelearningexperienceofthetechnologysubjects

Theworkofthetechnologysubjectdevelopmentgroupswillbebased,inthefirstinstance,onthis

brief.Inthecourseofitsworkanddiscussions,elaborationsofsomeofthesepointsandadditional

pointsmaybeaddedtothebrief.

51

Appendices

Appendix1:AimsoftheJuniorCertificateTechnologySubjects

TheMaterialsTechnology(Wood)syllabusaims

Todevelopacreativeapproachtoproblemsolvinginthedesignprocessthroughdesigning,makingandevaluating,andtopromoteinitiative,enquiryanddiscrimination

Tostimulatethedevelopmentofarangeofmanipulativeskillsthroughprocessingwoodandothermaterials

Tocontributetothedevelopmentofgraphicandotherappropriatecommunicationskills

Topromotetechnologicalawarenessandtheexerciseofvaluejudgementsofanaesthetic,technologicalandeconomicnature

Toencourageself-confidence,enthusiasmandasenseofachievement,throughthedesignandexecutioninvolvedinpracticalprojectwork

Toencouragetheacquisitionofabodyofknowledgeappropriatetowoodcraftandtechnologythroughanalysis,synthesisandrealisation

Tocontributetothepupil’sappreciationofecologicalandenvironmentalfactorsanduseofnatural

resources.

TheMetalworksyllabusaims

Tomakeanessentialcontributiontogeneraleducationaldevelopment

Tolinkobservationandactionwithingenuityandcreativityandwithproblem-solvingandhigherlevelresponses

Todevelopwork-relateddisciplines

Toprovideinsightsintoengineeringtechnologyatavarietyoflevels

Toprovideabasisforcareerdecision-makingandfurtherstudies.TheTechnicalGraphicssyllabusaims

Tostimulatethepupil’screativeimaginationthroughdevelopingtheirvisuo-spatialabilities

Toencouragethedevelopmentofthecognitiveandpracticalmanipulativeskillsassociatedwithgraphicacy

Toprovidepupilswithabodyofknowledgeappropriatetointerpretingandcommunicatingspatialinformationandideas

52

Tosharpenthepupil’svisualperceptionoftheirenvironmentanditselementsandencouragetheexercisingofaestheticvaluejudgments

Todevelopbasiccompetencyincomputergraphicsinthecontextofgraphicalproblem-solvingandcomputeraideddesign

Toencouragethedevelopmentoflogicalandprogressivereasoningandenquiry/investigativeskills,andtheabilitytospatialiseandvisualisetwoandthreedimensionalconfigurationsandtheirelementsinthesolutionofgraphicalproblems

Tohelppupilsunderstandtheimportanceofcommunicatinginformationgraphically.

TheTechnologysyllabusaims

Tocontributetothestudent'spreparationforlifethroughencouragingtheconstructiveandcreativeuseofsuchknowledgeandtransferableskillsasmightbeapplicabletosolvingpracticalproblems

Tocontributetothestudent'sdevelopmentofqualitiesofself-reliance,self-confidence,resourcefulnessandinitiative

Tocontributetothestudent'spreparationforlifebystimulatingthestudent'sinterestandconfidenceinworkingsafelywithequipmentandmaterials

Todevelopinthestudentsuchskillsofvisualisationandofmanipulationasareinvolvedindesigningandmakingartefacts

Todevelopinthestudenttheabilitiestomakeacriticalevaluationofapieceofworkandtotakeappropriateaction

Todevelopthestudent'sknowledgeandunderstandingofcommunicationsconventionsandofscientificandtechnologicalphenomenaandterminology

Todevelopinthestudentanappreciationofhowtechnologyimpactsonsocietyandanunderstandingofhowitmightbeusedtothebenefitordetrimentofthesocialandphysicalenvironment

Todevelopinthestudentanappreciationthatestablishedtechnologicalsolutionsreflecttheaccumulationoftheexperienceandwisdomoftheages.

53

Appendix2:Schoolsofferingtechnologysubjectsin2016

SingleSex

SchoolsMixed

SchoolsTotal

%ofschoolsoffering

thesubject Male Female

JuniorCertificate

MaterialsTechnology(Wood) 75 1 399 475 67.3%

Metalwork 19 0 302 321 45.5%

TechnicalGraphics 87 17 408 512 75.2%

Technology 19 0 302 321 45.5%

LeavingCertificate

ConstructionStudies 70 3 391 464 67.7%

DCG 85 18 368 471 68.8%

Engineering 23 1 301 325 47.4%

Technology 19 12 61 92 13.4%

LeavingCertificateApplied

Engineering 9 0 85 95 33.1%

Graphic&ConstructionStudies 27 1 128 156 54.4%

Technology 4 2 19 25 8.7%

54

Appendix3:Exampleofachievementchart

Categories 50–59% (Level 1)

60–69% (Level 2)

70–79% (Level 3)

80–100% (Level 4)

Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student: Knowledge of

content (e.g., facts, equipment, terminology, materials)

demonstrates limited

knowledge of content

demonstrates some knowledge

of content

demonstrates considerable knowledge of

content

demonstrates thorough

knowledge of content

Understanding of content

(e.g. Procedures, technological

concepts, processes,

industry standards)

demonstrates limited

understanding of content

demonstrates some


demonstrates considerable


demonstrates thorough


Thinking – The use of critical and creative thinking skills and/or processes The student:

Use of planning skills

(e.g., identifying the problem,

selecting strategies and

resources, scheduling)

uses planning skills with limited

effectiveness

uses planning skills with some

effectiveness

uses planning skills with

considerable effectiveness

uses planning skills with a

high degree of effectiveness

Use of processing

skills (e.g., analysing and interpreting

information, reasoning,

generating and evaluating solutions, forming

conclusions)

uses processing skills with limited

effectiveness

uses processing skills with some

effectiveness

uses processing skills with

considerable effectiveness

uses processing skills with a

high degree of effectiveness

Use of critical/creative

thinking processes

(e.g., problem-solving, design,

uses critical/ creative thinking

processes with limited

effectiveness

uses critical/ creative thinking

processes with some

effectiveness

uses critical/ creative thinking processes with considerable effectiveness

uses critical/ creative thinking processes with a high degree of effectiveness

55

Appendix4:JuniorCyclekeyskills

and decision-making

processes)

57

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