Self-Audit Checklist for the Junior Secondary Curriculum: Technology Education Key Learning

Self-Audit Checklist for the Junior Secondary Curriculum: Technology Education Key Learning Area

( The content of the table below is based on the Technology Education KLA Curriculum Guide (P1-S3) . Teachers can download th e table from www.edb.gov.hk/334  Examples/tools for planning NSS)

1. Please use the following table to examine the junior secondary Technology Education curriculum in your school. Areas / Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks Strands curriculum / learning activities covered, Subject School-based Cross-KLA please (e.g. S1-3 Home Economics) curriculum Learning provide (e.g. Life activities reason(s), Education, (e.g. project such as Creative Art) learning) Others time Please indicate the Please indicate constraint)  year level(s) (S1 /S2 / S3) in which the learning element the name of is covered; and the curriculum,  name the unit/module that covers the learning element. the year level(s) and themes that are involved.

1 Areas / Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks Strands curriculum / learning activities covered, Subject School-based Cross-KLA please (e.g. S1-3 Home Economics) curriculum Learning provide (e.g. Life activities reason(s), Education, (e.g. project such as Creative Art) learning) Others time Please indicate the Please indicate constraint)  year level(s) (S1 /S2 / S3) in which the learning element the name of is covered; and the curriculum,  name the unit/module that covers the learning element. the year level(s) and themes that are involved.

2 Areas / Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks Strands curriculum / learning activities covered, Subject School-based Cross-KLA please (e.g. S1-3 Home Economics) curriculum Learning provide (e.g. Life activities reason(s), Education, (e.g. project such as Creative Art) learning) Others time Please indicate the Please indicate constraint)  year level(s) (S1 /S2 / S3) in which the learning element the name of is covered; and the curriculum,  name the unit/module that covers the learning element. the year level(s) and themes that are involved.

3 Information & Technology Common Topics Communication    2. ProgrammingConcepts   Systems1. Computer   5. Consumer Education       4. Design & Applications     3. InformationPresentation & Processing     2. Safety Health &      1. Technology & Society Data manipulationData storedIdeas of programme a Problem-solving techniques and procedures functionsProperties of usual and components software Hardware and C C C P F D D B I I A C G W C P C H E Ethical Legal issues ssues related to of ITssues the use related processing tools information processing nformation and roduct designroduct ashion design clothing rotective nvironmental issues onsumers analysis ost-benefit asic operation and computer omputer tools, care useof and hoice, lifestyle in hanges onsequences of consumersonsequences esign consideration esign process technology (IT) ofpplication information work area of ood housekeeping issuesealth orking attitude elements issues ’ right and right consumers of of design ’ actions equipment ’ choices and chemicals 4 Systems & Control Strategies & Management Operation & Materials & Structures Manufacturing   2.    1.    1. Business Organizations & Environments,Operations    2.   1.    2.     1. Materials & Application of Application of Tools & Equipment Concepts of System ProcessProduction Structures Mechanisms & Model control systems control pneumatic systems and electronic electrical, Mechanical, S closedOpen control and system loop Input, processand output control, organization, projects planning, and operations business in assurance quality and evaluation, making, Decision Different types of business physical, social-political-legal & cultural technological, environments-economic, Business forSkills, proceduresresources production process and constraints choosingFactors production in process and in process Production fields various of use solutions machines of realization design for and choice Appropriate of useSafe of control and transmission for movements mechanisms of Use Different structural various design for needs movementSimple of properties and structure Reus Appropriate application of properties testing Material and Types of nature and ystem componentsystem e and recycland Resources tools and equipment tools System e of e s common common resources resources forresources design work organizations materials ol, eupet and equipment tools, 5

n 1, Food and Nutrition i v i  Food groups L  Dietary goals & eating habits &

y  Meal planning g o l 2. Food Preparation & Processing o n

h  Hygiene & safety c e  Principles of food preparation & processing T  Skills in food preparation & processing 3. Dress Sense & Clothing Construction  Pattern and garment construction  Choice of clothing for different considerations 4. Family Living & Home Technology  Family relationship  Food technology  Energy saving devices

Average no. of teaching periods per week / cycle at S1 in 2008/09 s.y. Average no. of teaching periods per week / cycle at S2 in 2008/09 s.y. Average no. of teaching periods per week / cycle at S3 in 2008/09 s.y. Total no. of teaching periods per week / ___-day cycle* in 2008/09 s.y.:

* Please delete as appropriate 2. With reference to the outcome of the self-audit exercise, please suggest remedial measures for essential learning elements that are not covered. 3. Please provide strategies and methods for remedial measures that can be taken for those essential learning elements as stated in the question 2.

Learning elements not covered Remedial measures that can be taken (e.g. collaboration between subjects, project learning)

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