TAS1O – TECHNOLOGY AND THE SKILLED TRADES – GRADE 9

Part of: Technological Education

This course enables students to further explore the engineering design process and develop other technological knowledge and skills introduced in earlier grades. Students will design and safely create prototypes, products, and/or services, working with tools and technologies from various industries. As students develop their projects to address real-life problems, they will apply technological concepts such as precision measurement, as well as health and safety standards. Students will begin to explore job skills programs and education and training pathways, including skilled trades, that can lead to a variety of careers.

Vision: The vision of the technological education program in Grades 9 and 10 is for all students to acquire and develop the skills and knowledge related to technological education that will support them in contributing to the global economic, scientific, and societal innovations of tomorrow. to enable students to:

• Gain an understanding of the fundamental technological concepts underlying technological education through hands-on, project-based learning while developing technical skills.
• Explore the impact and development of technology, including emerging technological innovations.
• See themselves as capable and successful STEM (science, technology, engineering, and mathematics) learners and practitioners.
• Explore career opportunities in technological fields and the skilled trades and make connections that will help them take advantage of job skills programs and potential postsecondary pathways, including apprenticeship.

The technological education curriculum in Grades 9–12 encompasses ten broad-based technology areas, as follows:

The study of current events related to technologies in various industries, including emerging technologies, should inform the technological education curriculum, enhancing both the relevance and the immediacy of the program. Discussion of current events related to various technologies and inclusion of these topics in daily lessons will stimulate students’ interest and curiosity and also help them connect what they are learning in class with real-world events or situations. The study of events in industrial sectors and technological developments in the world needs to be thought of not as a separate topic removed from the program but as an effective instructional strategy for implementing many of the applicable expectations found in the curriculum.