2022 LEARNING PROGRAM OVERVIEW ISSUE 3 - 2021
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BALLARAT TECH SCHOOL PROGRAM OFFERINGS 2022 PAGE DURATION PROGRAM
YEAR LEVEL
6–7
STEM in Action
7
8
8–9
Sensor Tech
7
8
10 – 11
The Art of Science - Applied Scientific Method
7
8
9
12 – 13
Prototyping Skills
8
9
14 – 15
*Cutting Edge - Design & Laser Cutting Skills
8
9
16 – 17
Automation - Robotic Solutions
8
9
18 – 19
*Bee the Future - Applied VR
8
9
20 – 21
Can Soil Save Us? - Soil Science
8
9
10
VCAL
22 – 23
NAO - Humanoid Robots
9
10
VCAL
24 – 25
Disaster Relief Housing
9
10
VCAL
26 – 27
Game Maker
9
10
VCAL
28 – 29
Dynamic Digital Design - 3D Modelling
9
10
VCAL VCE
30 – 31
*Bushfood Chocolate
9
10
VCAL VCE
32 – 33
*Driving our Future - Big Data
9
10
VCAL VCE
34 – 35
Mini Farmbot
9
10
VCAL VCE
36 – 37
VCE Psychology - Unit 1 Virtual Brain
10
VCE
38 – 39
VCE Psychology - Unit 4 Augmented Consciousness
VCE
40 – 41
VCE Biology Unit 2/3/4 - Molecular Genetics Of Disease
VCE
42 – 43
VCE Biology Unit 3/4 - Photosynthesis, Respiration
VCE
44 – 45
VCE Biology Unit 3/4 - Transformation & Gene Expression
VCE
46 – 47
5 - 10 HOURS
Soil Science Online
7
8
9
48 – 49
1 - 5 HOURS
Bushfood Bites Online
7
8
9
50 – 51
3 HOURS
Hive Heist CSI Online
8
9
52 – 53
4 - 8 HOURS
54 – 55
16 HOURS
56 – 57
2 - 3 HOURS
VCE Psychology - Unit 3 & 4 Revision
58 – 59
10 + HOURS
Peter Doherty Science Award Competition
60 – 61 62 63 64 65
*
x4 VARIABLE x1 VARIABLE
10
VCAL
Chocolate by Design Online
9
10
VCAL
Game Design Online
9
10
VCAL VCE
VCE
7
Girls in STEM Specialist STEM Opportunities - Challenges & Events Specialist STEM Opportunities - Advanced Manufacturing with STEM
7
8
9
10
8
9
8
9
10
8
9
10
Professional Learning Opportunities
TEACHERS
Professional Learning - Design 2 Innovate
TEACHERS
Programs to be trialled in Semester 1, ready for booking for Semester 2. 1 Day Onsite Tech School 1/2 Day Onsite Tech School NOTE: Most Tech School programs can be tailored to VCAL requirements – please call to discuss. 3
ABOUT THE
Ballarat Tech School Ballarat Tech School is designed to engage, inspire and prepare students for lifelong learning in a changing, highly STEM focused world. Through partnerships and collaboration our programs equip students with transferable skills for STEM pathways, build capability and confidence in teachers and link both to emerging and future industry partners. Our programs are free to attend onsite (including transportation) for partner schools and online and in 2022 will be available to book through our website, making the process easier and more accessible to more of our learning community. - Damon Minotti, Associate Director
USING THIS PROGRAM GUIDE Our 2022 program guide has been structured to reflect the types of programs we offer and their increasing complexity by year level, and also to showcase other specialist STEM learning opportunities that are available to both students and teachers outside normal program delivery. The programs are colour coded by type (see descriptions on page 5) and we encourage teachers to consider their choice of program(s) and learning opportunities, not only in the context of their own classroom curriculum, but also what may be possible for their students in the future with well developed STEM related skills. Each program lists relevant Curriculum, Capabilities and Industry Iinks along with key Tech Knowledge and “21st Century Skills” (which are taken from the World Economic Forum Future of Jobs Report 2020 and its accompanying O*NET Skills analysis) and “Jobs of the Future” (taken from 100jobsofthfuture.com a project by Ford Australia, Deakin University & Griffith University). We have included these to provoke some thought and discussion about how Tech School programs might help to prepare students for work that is emerging and not necessarily addressed by current day curriculum. Programs that can be facilitated online are noted in the program details. 4
CORE PROGRAMS (GREEN): These are integrated, cross curricular programs that relate to multiple subject areas of the Victorian Curriculum, address one or more of the key Capabilities and/or provide specific upskilling that can be applied in other programs. The programs consist of half day, full day or 2 days onsite at the Tech School with access to our technology, equipment and expertise. Students are challenged to apply STEM design thinking and technology skills to develop solutions to real life scenarios and teachers are supported to facilitate pre and post learning activities.
TRIAL PROGRAMS (BLUE): These are Core Programs that are being trialled and refined. The opportunity exists for schools to engage in these programs in Semester 1 as a part of the advanced co-design process, and teachers can book students to help shape the future direction and content. Alternatively, bookings can be made for Semester 2 onwards once they have been piloted and consolidated based on student and teacher feedback.
VCE MASTERCLASSES (PURPLE): Carefully designed to give VCE students subject specific hands-on skills using industry standard or above equipment and technology, VCE Masterclasses can be customised to partner schools and School Assessed Curriculum (SAC) as required. They are limited to 2-3 hours in duration to minimise impact on student timetables and can be arranged for a double period.
ONLINE PROGRAMS (PINK): These are integrated multi modular programs that students can access individually from home, teachers can deliver to their students in class or they can be facilitated by Tech School STEM Educators through a series of online interactions. The learning content of online programs is a mixture of informative text, short videos, website links, coding instruction and hands-on activities. There is capability within the online learning platform for teachers to monitor individual student access to the materials and to see achievement levels.
SPECIALIST STEM OPPORTUNITIES (ORANGE): The Tech School facilitates an array of STEM focused and industry supported competitions, challenges and events, specifically designed for a wide range of student interests and abilities. Some of these combine students from multiple schools to form interschool collaborative groups, encouraging networking and broadening the experience of all involved. Students have access to local, cutting-edge industry experts and mentors to inspire their interest in STEM skills, subject choices and future work pathways. Each program requires a specific engagement commitment from participating students and support from their schools and teachers as they experience deep learning in futurefocussed technologies and work-ready entrepreneurial skills. PROFESSIONAL LEARNING OPPORTUNITIES ORANGE: Available for teachers across a variety of content, pedagogy and technology areas, professional learning sessions will be regularly available each term and promoted through our eNews. Sessions can also be undertaken within onsite core program delivery and teachers are encouraged to reach out to co-design programs to address their specific skill or knowledge needs. In 2022 our STEM Teachers Network will be re-established, aimed at bringing local teachers together to share experiences, upskill themselves and each other, provide feedback on current programs and contribute to future Tech School programs and industry engagement. 5
CORE PROGRAM
STEM in Action
6
STEM in Action Year 7, 8 25 – 75 Students (1 – 3 Classes) 1 Day Onsite 9:30am – 2:30pm Online N/A
Ideal for classes or year levels visiting BTS for the first time, students rotate through three integrated hands-on STEM based workshops introducing them to different technologies and STEM skills, while encouraging them to think about how these are contributing to the world they live in and the future we are all moving toward.
CURRICULUM FOCUS • • • •
Science Design & Technologies Humanities Mathematics
There are a number of workshops that can make up the three rotations depending on other program bookings, staff and equipment availability. All are designed to inspire students to develop STEM skills and a desire to return to other Tech School programs.
CAPABILITIES
9:30am 10:00am 11:00am 11:20am 12:20pm 1:00pm 2:00pm 2:30pm
TECH KNOWLEDGE
Arrival & Introduction to STEM Session 1: First activity rotation Break Session 2: Second activity rotation Lunch Session 3: Third activity rotation STEM collective learnings Depart
• Critical & Creative Thinking • Personal & Social • Ethical
• • • •
Augmented & Virtual Reality Programming & Coding Sustainable Farming Artificial Intelligence
INDUSTRY FOCUS • Food & Fibre • Advanced Manufacturing • Information Technology • Digital Innovation & Connectivity
SUCCESS CRITERIA • • •
Students understand how STEM knowledge and skills can connect technology and industry Use of communication, collaboration, creativity and critical thinking skills to achieve team outcomes Recongnise the increasing importance of the ability to utilise, program and/or apply technology
VCDSTC046, VCSSU090, VCMNA254, VCSSU093
21ST CENTURY SKILLS • • • •
Operation & control Programming Critical thinking Active learning
JOBS OF THE FUTURE PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bushfood Chocolate • VR – Bee the Future / Gamemaker • Automation – Robotic Solutions • NAO – Humanoid Assistant Robots
• Agriculture / Horticulture • Engineering • Information Technology • Science
• Digital or Gamification Designer • Innovation Manager • Cricket Farmer • Assistance Robot Programmer
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CORE PROGRAM
Sensor Tech
8
Sensor Tech Year 7, 8 25 Students 1 Day Onsite 9:30am – 2:30pm Online N/A
A sensor is a device, module, machine, or subsystem whose purpose it is to detect events or changes in its environment and send the information to other electronics such as a computer. Smartphones are a great example and have changed the way in which we interact with the world around us. They can track information such as steps taken, heart rate and temperature and the phone itself is navigated using a touch screen sensor. This program introduces the concept of sensors, IoT (internet of Things) and real time data collection and enables students to understand the role they play in their lives using local examples. In Ballarat Sensor technology is being used to monitor rubbish levels, parking, lighting and environmental health, helping us to become a Smart City and improving outcomes for residents. Session 1: Build basic skills in using Microbits and Microbits wifi to send information between them. Session 2: Expand Microbits skills by adding kits such as Smart Home and/or extensions via a GPIO (general purpose input/output) board. Session 3: Explore and innovate Microbits possibilities and share collective learning.
CURRICULUM FOCUS • Science • Digital Technologies • Health & Physical Education
CAPABILITIES • Critical & Creative Thinking • Personal & Social
TECH KNOWLEDGE • Machine Learning • Artificial Intelligence • Data collection & analysis • Internet of Things & connected devices
INDUSTRY FOCUS • Advanced Manufacturing • Information Technology • Digital innovation & connectivity • Health Sciences & Social Assistance
SUCCESS CRITERIA • Understand how to code basic functions using Microbits and apply algorithmic thinking • Develop a basic understanding of “inputs and outputs” • Demonstrate an understand of the application of sensor technology and the IoT (Internet of Things) and use Microbits to prototype a concept VCSSU104, VCDSTC045, VCDTCD040
21ST CENTURY SKILLS • • • •
Systems Analysis Programming Technology Design Operation Monitoring
JOBS OF THE FUTURE PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Automation – Robotic Solutions • NAO – Humanoid Assistant Robots • Driving our future – Big Data • Mini FarmBot
• Information Technology • Engineering & Manufacturing • Science • Nursing & Health
• • • •
Algorithm Interpreter Forensic Data Analyst Weather Control Engineer Machine Learning Developer
9
CORE PROGRAM
The Art of Science
10
The Art of Science Years 7, 8, 9 25 Students 2 Hours Onsite 9:30 – 11:30am or 12:30 – 2:30pm Online N/A
This program is design specifically to introduce students to the scientific method through application involving hands-on laboratory work and the construction of a scientific poster. The program supports students to participate in the Peter Doherty Science Award, equipping them with the tools and inspiration to pursue their own scientific investigations. The workshop deliberately uses everyday materials that can be easily obtained from supermarkets, demonstrating to students that the application of science is accessible to everyone. Part 1: Given a model biological problem, students formulate a testable hypothesis and apply the scientific method to rapidly test the effectiveness of a range of solutions to control the growth of baker’s yeast.
CURRICULUM FOCUS • Science
CAPABILITIES • Critical & Creative Thinking
TECH KNOWLEDGE • Scientific Laboratory Skills • Scientific Methodology • Scientific Communication
Part 2: The focus is on identifying the independent, dependent and controlled variables in relation to the execution of a fair test, and repeatable trials to support the validity of results.
INDUSTRY FOCUS
Past 3: The central elements of a scientific poster are examined in relation to the scientific method. Students construct a poster of their rapid investigation which can be a template for future posters.
• Academic Research • Research and Development • Education & Training
21ST CENTURY SKILLS
SUCCESS CRITERIA • Apply the scientific method to carry out a scientific investigation • Identify independent, dependent and controlled variables in a fair test • Create a prototype scientistic poster with the essential elements in correct order • Formulate questions about everyday occurrences into scientific investigations VCSSU089, VCSSU090, VCSIS134, VCSIS136, VCSIS137, VCSIS138, VCSIS140
• • • •
Active Learning Critical Thinking Quality Control Analysis Science Skills
JOBS OF THE FUTURE • Data-based Medical Diagnostician • Forensic Data Analyst • Terraforming Microbiologist • Water Management Specialist
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Peter Doherty Science Award • Can Soil Save Us? • Mini FarmBot • VCE Biology – Molecular Genetics of Disease
• Science • Agriculture & Horticulture • Education
11
CORE PROGRAM
Prototyping Skills
12
Prototyping Skills Year 8, 9, 10 50 Students 2 Hours Onsite or @School 9:30am – 2:30pm Online / Virtual delivery
Working in pairs or groups, students assemble a prototype model, learning multiple different cardboard joining techniques in the process. BTS staff step through what prototyping is, where it is useful and some different kinds of prototyping. The program can be facilitated onsite at the Tech School or you can request prototyping packs and instructional material, including in program video content to be sent out to your school. Prototyping is an essential step in the product development process which allows the quick testing of ideas that can be rapidly improved upon through multiple iterations. It is an integral skill embedded in Design Thinking and this program can be scaled up to involve students in Design Thinking challenges.
CURRICULUM FOCUS • Design & Technologies • The Humanities
CAPABILITIES • Critical & Creative Thinking • Personal & Social
TECH KNOWLEDGE • Prototyping Styles • Structural & Joining Techniques • Design Thinking
INDUSTRY FOCUS • • • •
SUCCESS CRITERIA
Advanced Manufacturing Building & Construction Education & Training Research & Development
21ST CENTURY SKILLS
• Successful construction of the prototype model • Application of cardboard joining techniques • Develop an understanding of the value of the prototyping process VCDSCD061, VCDSCD051, VCEBN027, VCDSCD049
• • • •
Active learning & listening Equipment selection Quality control analysis Complex problem solving
JOBS OF THE FUTURE • Autonomous Vehicle Profile Designer • Aesthetician • Massive 3D Printed Building Designer • Haptic Technology Designer
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• 3D Modelling - Dynamic Digital Design • Disaster Relief Housing • Cutting Edge - Design & Laser Cutting Skills • Design Challenges
• Engineering & Manufacturing • Building & Construction • Automotive
13
TRIAL PROGRAM
Cutting Edge - Design & Laser Cutting Skills
14
Cutting Edge – Design & Laser Cutting Skills Year 7, 8, 9 25 Students 1 Day Onsite 9:30am – 2:30pm Online N/A
Cutting Edge promotes rapid upskilling in product design and use of CAD (Computer Aided Design) software to design, prototype and create products from different materials. The program allows for individual and partner work, developing student capabilities along with their technical skills. As well as product creation, they need to consider how it will be marketed using visual design tools. Key Learnings: • Introduction to the CAD program Adobe Illustrator • Use of a laser cutter to prototype a leather product
CURRICULUM FOCUS • Digital Technologies • Design & Technologies • The Arts
CAPABILITIES • Critical & Creative Thinking • Personal & Social
Session 1: Students are given a design brief and work in pairs as designers and end users to plan and design a simple acrylic product, learning CAD skills through Adobe Illustrator.
TECH KNOWLEDGE
Session 2: Then they revisit the process, this time designing and prototyping a product.
• Adobe Illustrator Software • Laser Cutting • Graphic Design Production
Session 3: Leather product designs are laser cut and student use hand craft and stitching skills to complete their products, mixing traditional leather work skills with new technologies.
INDUSTRY FOCUS • Advanced Manufacturing • Information Technology • Tourism & Visitor Economy
SUCCESS CRITERIA
21ST CENTURY SKILLS
• Application of design thinking to produce prototypes • Capacity to produce a usable design in Adobe Illustrator • Develop an understanding of how laser cutters can improve efficiency in industry
• Technology Design • Operation & Control • Creativity, Originality & Initiative
VCDSCD049, VCDSCD051 VCDSCD060, VCDSCD062 JOBS OF THE FUTURE • Digital Implant Designer • Robot Mechanic • New Materials Engineer
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bushfood Chocolate • Automation – Robotic Solutions • Prototyping Skills • Disaster Relief Housing
• Engineering • Automotive • Visual Arts • Information Technology
15
CORE PROGRAM
Automation – Robotic Solutions
16
Automation – Robotic Solutions Year 9 – 10 25 Students 1 Day Onsite 9:30am – 2:30pm Online N/A
Automation is the creation and application of technology to monitor and control the production and delivery of products and services. It has changed how we do business, the type of manufacturing skills required and the jobs available in industry. Economists have identified that automation increases our need to problem solve, communicate and collaborate so students are challenged to develop a robotic solution in response to an industry problem or scenario. Session 1: Students develop basic block coding skills and then work in groups to assemble and program a purpose built machine that uses light sensors and moving parts to sort objects (M&Ms) by colour. Session 2: Increasingly complex programming is introduced to students as they sort additional colours of M&Ms while trying to achieve greater process efficiencies. Session 3: Students progress to programming a mechanical arm to perform precision operations, picking up and placing objects in a targeted pattern.
CURRICULUM FOCUS • Science • Digital Technologies • Mathematics
CAPABILITIES • Critical & Creative Thinking • Personal & Social • Ethical
TECH KNOWLEDGE • Advanced Manufacturing Automation • Programming & Coding • Sustainability practices
INDUSTRY FOCUS • • • •
Advanced Manufacturing Engineering & Design Information Technology Food & Fibre
SUCCESS CRITERIA • Gain experience in different robotic applications and software • Develop an understanding of different end effectors and applications • Apply basic maths, electronic and programming skills to automate a robotic arm to sort, move and place objects VCSSU104, VCDST045, VCDTCD043, VCMNA276
21ST CENTURY SKILLS • Operations & Control • Machine Analysis –Trouble shooting • Advanced Technology – programming & design • Systems Evaluation
JOBS OF THE FUTURE PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• NAO – Humanoid Assistant Robots • Mini FarmBot • Design Challenges
• Information Technology • Engineering • Automotive
• Additive Manufacturing Engineer • Automation Anomaly Analyst • Mechatronics Engineer
17
TRIAL PROGRAM
Bee The Future – CAD & VR
18
Bee The Future – CAD & VR Year 8 - 9 24 Students 1 Days onsite + 4 hours of provided pre-work 9:30am – 2:30pm Online N/A
Bees play a crucial role in garden ecosystems, including pollination for 90% of the foods we consume daily. Students are asked to solve the environmental mystery: Why are bee populations in decline? Using CAD (Computer-aided design) software and VR (Virtual Reality) headsets, they then design a virtual environment that would help improve the chances of bees “surviving” then “thriving” to increase pollination of plants in that space. Session 1: Students discuss their knowledge about declining bee populations globally and research contributing factors. They investigate the life cycle of a bee, bee anatomy and understand how a bee colony functions. Session 2: Using 3D CAD software, students will design and construct a bee friendly environment to educate the community on how to protect and increase the population of bees
CURRICULUM FOCUS • • • •
Science The Humanities The Arts Technologies
CAPABILITIES • Critical & Creative Thinking
TECH KNOWLEDGE • Virtual Reality • Twin Motion Software
Session 3: Students will finalise their digital environments and create a VR experience to enable their peers to explore their creations. INDUSTRY FOCUS • Food & Fibre • Information Technology • Tourism & Visitor Economy
21ST CENTURY SKILLS
SUCCESS CRITERIA • Students understand what is happening to bees and the implications it has globally • Students learn skills in Twin motion software and VR hardware • Students can design a virtual environment that includes bee-friendly elements VCDSTS043, VCDSCD050, VCDSTS054, VCDSCD061, VCSSU100, VCAVCDP003, VCAVCDP009
• Active Learning • Technology Operation & Control • Creativity, Originality & Initiative
JOBS OF THE FUTURE • • • •
Agroecological Farmer Digital Apiarist Off-world Habitat Designer Biomimicry Innovator
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bushfood Chocolate • Game Maker • Driving our Future - Big Data • 3D Modelling - Dynamic Digital Design
• Agriculture & Horticulture • Science • Information Technology • Visual Arts
19
CORE PROGRAM
Can Soil Save Us? – Soil Science
20
Can Soil Save Us? – Soil Science Year 9, 10, VCAL, VCE* 25 Students 1 Day Onsite (+2 hours Prework) 9:30am – 2:30pm Online Accessible
Can Soil Save Us? integrates mathematics and different scientific disciplines to evaluate the capabilities and limitations of different soil types. By examining biological activity and assessing the availability of water and nutrients within soil we can establish a healthy balanced and agriculturally productive soil. Students develop an understanding of soil health by collecting and analysing their own soil samples (or BTS can provide samples from hypothetical industry customers) utilising different laboratory tests and technology. They interpret their results to develop soil and land management recommendations that can optimise growing conditions and crop yields.
CURRICULUM FOCUS • Science • Mathematics • The Humanities
CAPABILITIES • Critical & Creative Thinking • Personal & Social
Session 1: Students prepare soil samples for analysis, evaluate soil sedimentation tests and assess for biological activity.
TECH KNOWLEDGE
Session 2: Carry out laboratory water retention tests, perform pH and nutrient chemical tests and analyse collected results.
• Scientific Laboratory Skills • Microscope Skills • Data Analysis
Session 3: Present recommendations to improve soils health and experiment with corrective soil additives. *We are looking at developing a VCE version of this program focusing on Chemistry Units 1 & 2. If you would like to be involved in co-designing and trialling it with your students please contact us.
INDUSTRY FOCUS • Food & Fibre • Health Sciences • Tourism & Visitor Economy
SUCCESS CRITERIA
21ST CENTURY SKILLS
• Follow BTS soil sample collections procedure to collect quality soil samples • Application of laboratory soil testing procedure and collection of results • Connection of soil test results with corrective action soil management recommendations
• • • •
VCGGK135, VCSIS111, VCMMG321, VCGGK137
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES
• Agroecological Farmer • Nutri-gutome Consultant • Integrated Ecology Restoration Worker • Terraforming Microbiologist
@BTS
@FEDERATION TAFE & UNI
• Mini FarmBot • The Art of Science • VCE Biology
• Agriculture & Horticulture • Science • Food Science & Technology
Complex problem Solving Managing Material Resources Systems Evaluation Science & Maths
21
CORE PROGRAM
NAO – Humanoid Assistant Robots
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NAO – Humanoid Assistant Robots Year 9 - 10 25 students 1 Day onsite 9:30am – 2:30pm Online N/A
The healthcare industry is one of the top five sectors where robot intervention is predicted to change how we work with and care for people in our communities. Robots have the potential to relieve the pressure on front line health care workers and support an ageing population to stay in their own homes longer. This program is a highly engaging way of introducing or enhancing students programming knowledge using visual node-based programming skills while considering personal, social, ethical questions about the future as they design robotic responses to real service industry and care assistance scenarios. Day 1 – Students meet NAO (now) Robots and are introduced to Choregraph software, completing a number of introductory and increasingly complex workshops to program NAO for conversation and human interactions Day 2 – Students apply their knowledge and skills from day 1 participating in a Design Thinking sprint to create a robotic program for the benefit of a sick, elderly, injured person or person with a disability.
CURRICULUM FOCUS • Digital Technologies • Economics & Business • Health & Physical Education
CAPABILITIES • Critical & Creative Thinking • Personal & Social • Ethical
TECH KNOWLEDGE • Humanoid Robotics • Text, Image and Voice Processing • Artificial Intelligence • Choregraph & Python Software
Each day is divided into 3 sessions with a morning tea break (20 mins) and a lunch break (40 mins) included both days.
INDUSTRY FOCUS • Information technology • Health Sciences and Social Assistance • Education & Training
SUCCESS CRITERIA • • •
Demonstration of basic NAO robot programming Application of advanced programming in a care assistance scenario Develop an understanding of how individuals can provide care and personal support services for the mental and physical well-being of others and the role of technologies
VCDTCD050, VCDTCD051, VCEBW025, VCHPEM154
21ST CENTURY SKILLS • • • •
Programming Service Orientation Communication Complex Problem Solving
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Mini FarmBot • VCE Psychology • Driving the Future – Big Data
• Information Technology • Nursing, Midwifery, Paramedicine & Health • Community Services
• Health Shaper • Virtual Assistant Personality Designer • AI Educator
23
CORE PROGRAM
Disaster Relief Housing
24
Disaster Relief Housing Year 9, 10, VCAL 25 Students (up to 50) 1 Day Onsite 9:30am – 2:30pm Online N/A
This is a real-world STEM program applying the Human Centred Design Thinking Process of Engage – Define – Skills – Ideate – Prototype – Present to guide students through the day. Using local materials from Bartlett Industrial Textile Product Manufacturing, students work in teams to redesign and prototype model canvas tents to respond to humanitarian disasters in varied political and environmental climates around the world. Session 1: Students engage through topic introduction to humanitarian disasters, empathise by completing a practical tent construction challenge in teams and then define the best way to approach their design brief. Session 2: Students join organised workshops and ideate using interactive collaboration tools to research environments, assess new materials and their properties and then prototype actual scale model disaster housing solutions. Session 3: Students finalise their prototypes and then present their scenarios and model designs to the class for evaluation and feedback.
CURRICULUM FOCUS • • • •
Digital & Design Technologies Humanities Mathematics The Arts
CAPABILITIES • Critical & Creative Thinking • Personal & Social • Ethical
TECH KNOWLEDGE • Collaboration Tools • Prototyping • Design Thinking
INDUSTRY FOCUS • Research & Development • Engineering & Design • Health Sciences & Social Assistance • Advanced Manufacturing
SUCCESS CRITERIA • Collaboration to find a suitable housing solution • Application of the design thinking process to inform the design solution • Participation in team pitching of the design solution VCDST055, VCDSCD061, VCGGK154, VCMMG31-4, VCAVAV042
21ST CENTURY SKILLS • Analytical Thinking & Innovation • Emotional Intelligence • Leadership & Social Influence • Reasoning, Problem Solving & Ideation
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Prototyping Skills • Girls in STEM • Design Challenges • Bushfood Chocolate
• Community Services • Nursing • Engineering
• Community Support Worker • Cross Cultural Facilitator • Displaced Persons Re-Integrator • New Materials Designer
25
CORE PROGRAM
Game Maker – Unreal Game Design
26
Game Maker – Unreal Game Design Year 9, 10, VCAL 24 Students 1 Day Onsite 9:30am – 2:30pm Online Accessible
Unreal Engine is a game development platform developed by Epic Games which is freely available and is an excellent tool to learn the basics of 3D game development. This course lends itself to all ages and abilities, with students in younger year levels taking a slower and simpler approach to the content, while more advanced students can learn the full suite of core concepts and/or the visual scripting language of Blueprints. Session 1: Students work individually to complete a number of challenges laid out in a gamified manner, guiding them through basics of the software including the manipulating of the game objects, default settings like physics and materials, and interfacing with scripted objects such as enemies and NPCs. Session 2: Once basics have been established, students can concentrate on combat or creativity and work in pairs to complete a storyboard of an idea that they will bring to life in the Unreal Engine. Session 3: Students can learn more advanced techniques, such as modifying elements like gravity, player’s jumping ability and even modifying scripted objects in the visual scripting language of ‘Blueprints’. Students present their storyboard progress to their classmates.
CURRICULUM FOCUS • Design & Technologies • The Arts • Mathematics
CAPABILITIES • Critical & Creative Thinking • Personal & Social
TECH KNOWLEDGE • Virtual Reality Hardware • Unreal Engine Software • Gamification
INDUSTRY FOCUS • Gaming • Information Technology
21ST CENTURY SKILLS
SUCCESS CRITERIA • Complete basic movement and manipulation tasks • Attempt more complex and interactive challenges • Produce a prototype of a gamified storyboard VCDSCD061, VCMNA305, VCPSCO050, VCAVCDP009
• Technology Design & Programming • Systems Operation & Control • Troubleshooting & User Experience • Creativity, Originality & Initiative
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• 3D Modelling - Dynamic Digital Design • Bee the Future - CAD & VR • Driving the Future - Big Data • Game Design Online
• Information Technology • Visual Arts • Education • Business
• Gamification Designer • Ethical Hacker • Shadowtech Manager • Multisensory Experience Designer
27
CORE PROGRAM
Dynamic Digital Design – 3D Modelling
28
Dynamic Digital Design – 3D Modelling Year 9, 10, VCAL 24 Students 1 Day Onsite 9:30am – 2:30pm Online Available
3D Modelling involves the use of computer-generated graphics to produce a 3-dimensional representation of an object or surface. By manipulating “vertices” (points in virtual space) to form a “mesh” (collection of vertices) you can then manipulate the “mesh” to form a realistic object, displaying characteristics you would expect to see in real life. 3D Modelling is becoming an integral part of many careers, from Engineering and Architecture to Game Design and Special Effects and will have increasing application in jobs of the future. In this program students will learn the basics using freely available software, including important shortcuts to help them become more efficient designers. Session 1: Students are introduced to Blender software and the concept of “Hotkeys” and begin the process of creating a simple 3D model of an object within a virtual environment. Session 2: As students develop more confidence and skill, additional 3D modelling techniques are included, as are material / light sciences to create a photorealistic scene. Session 3: Students share ideas & progress, collaborating to ensure that they can produce a finished product. Extension steps are added for those who master the skills quickly & students present their object to the class.
SUCCESS CRITERIA • • •
CURRICULUM FOCUS • Design & Technologies • The Arts
CAPABILITIES • Critical & Creative Thinking
TECH KNOWLEDGE • Blender – 3D Modelling Software • Hotkey Skills • 3D Mesh Editing • Gamification
INDUSTRY FOCUS • • •
Information Technology Infrastructure Design & Development Advanced Manufacturing
21ST CENTURY SKILLS
Develop an understanding of object manipulation Use Hotkeys to demonstrate increased efficiency when using software Create and present a realistic looking object model that incorporates techniques shown during the day
VCDSTC059, VCAVCDV008, VCAVAV042
• Technology Design & Programming • Analytical Thinking & Innovation • Troubleshooting & User Experience • Reasoning, Problem Solving & Ideation
JOBS OF THE FUTURE PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Game Maker • Cutting Edge Design & Laser Cutting Skills • Prototyping Skills
• Information Technology • Engineering • Building & Construction • Visual Arts
• • • •
Bioprinting Engineer 3D Printed Building Designer Net Positive Architect Off-World Habitat Designer
29
TRIAL PROGRAM
Bushfood Chocolate
30
Bushfood Chocolate Year 9, 10, VCAL, VCE* 25 Students 1 Day Onsite 9:30am – 2:30pm Online N/A
This program takes students on a food design journey based on chocolate while introducing them to indigenous Australian bushfood flavours. The program focuses on innovation in food, food products and our food culture. Students develop collaboration and teamwork skills in a guided design experience that allows them to choose specialist roles within the team. Each team member plays a critical role developing specific elements to create and pitch their concept to their peers. Session 1: Students explore the way food is associated with culture and identity. They are taken on a sensory discovery experience to smell and taste different Australian bushfoods products and flavours. Session 2: Students take on the challenge to create a new Australian bushfood chocolate bar using a Thermomix to make chocolate from raw ingredients. They prepare a promotional pitch for their new product. Session 3: Students participate in a new product taste testing survey to evaluate the student made products. They then participate in a pitch relay to present their new product to the class for feedback. *We are looking at developing a VCE version of this program focusing on Units 1 & 2. If you would like to be involved in developing and trialling it with your students please contact us.
CURRICULUM FOCUS • Science • Digital Technologies • Health & Physical Education
CAPABILITIES • Critical & Creative Thinking • Personal & Social
TECH KNOWLEDGE • CAD Software • Thermomix Operation • Workplace Secialisation
INDUSTRY FOCUS • Food & Fibre • Tourism – Visitor Economy
21ST CENTURY SKILLS
SUCCESS CRITERIA • • •
Connection of sensory awareness to design of new products Recognition of the importance of food in different cultures and innovations in the use of indigenous Australian foods and flavours Use of creative techniques to market new products
• Creativity, Originality & Initiative • Analytical Thinking & Innovation • Persuasion • Quality Control Analysis
VCDSTC057-9, VCDSCD062, VCEBE028, VCAVCDV008 JOBS OF THE FUTURE • Food Knowledge Communicator • Cross Cultural Facilitator • Nutri-gutome Consultant
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Cutting Edge - Design & Laser Cutting Skills • Can Soil Save Us? • Bee the Future - CAD & VR • Disaster Relief Housing
• Information Technology • Engineering & Manufacturing • Science • Agriculture & Horticulture
31
TRIAL PROGRAM
Driving Our Future – Big Data
32
Driving Our Future – Big Data Year 8, 9, 10, VCAL, VCE 25 Students 1 Day Onsite 9:30am – 2:30pm Online
This program provides access to real-life, real-time road user data, providing the opportunity for students to analyse and interpret big data and then use it to help them determine community outcomes. Specifically, the data will show traffic flow through a regional Victorian town and then be used by students to determine if a bypass road is warranted, the best route for that bypass, and the potential positive and negative impacts the redirection of traffic might have on the town. They will collect and analyse data using a range of tools Session 1: Students begin the day with a hands-on practical activity that introduces the concepts of traffic flow and planning, before using a range of tools to examine the data that will inform their future decision making. Session 2: CivilCAD program will enable students to calculate the construction costs and potential travel time savings for the proposed bypass. They will also research the impacts of bypasses on regional communities. Session 3: Working in teams students complete their bypass proposal and then present it to the class, considering not just the economic impacts for road users, but also social impacts on local residents.
CURRICULUM FOCUS • • • •
Technologies Mathematics The Humanities The Arts
CAPABILITIES • Critical & Creative Thinking • Personal & Social • Ethical
TECH KNOWLEDGE • • • •
CivilCAD Software Microsoft Excel Big Data Analytics Unreal Engine Software
INDUSTRY FOCUS • • • •
SUCCESS CRITERIA • Learn to analyse and visualise data in different ways • Develop software manipulation skills in CivilCad • Work successfully in teams when assigned differing roles VCDTDI048, VCPSCSO041, VCAVCDE007, VCGGK135
Civil Engineering Information Technology Building & Construction Project Management
21ST CENTURY SKILLS • Complex Problem Solving • Judgement & Decision Making • Technology Design • Management of Material Resources
JOBS OF THE FUTURE PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Game Maker • 3D Modelling – Dynamic Digital Design • Disaster Relief Housing • Prototyping Skills
• Engineering • Information Technology • Building & Construction • Business
• Regional Community Growth Coordinator • Behaviour Prediction Analyst • Automated Transit System Trouble-shooter • Flood Control Engineer
33
CORE PROGRAM
Mini FarmBot
34
Mini FarmBot Year 9, 10, VCAL 25 Students 1 Day Onsite + 3 Weeks @School 9:30am – 2:30pm Online N/A
Students are introduced to automated plant management by designing an extended experiment to test the BTS Mini FarmBot units and evaluate the optimum growth conditions for a range of plants. The Mini FarmBot units use a programmable platform and a range of sensors and actuators to tightly control growth conditions. The Mini FarmBots also incorporate sustainable farming principles such as a wicking bed irrigation system and alternative growth mediums. The system has been designed to require minimal maintenance during the testing period, freeing students to monitor plant growth and system performance. Session 1: Learn about the Mini FarmBot and its components. The students will complete an introduction to programming workshop and learn how to control sensors and calibrate them where necessary. Session 2: Undertake a series of pre-experiment workshops on the properties of the growth medium and the functioning of the Mini FarmBot system. Session 3: Complete the setup of the Mini FarmBot unit to take back to school for 3 weeks to observe and collect experimental results and draw conclusions.
SUCCESS CRITERIA
CURRICULUM FOCUS • Science • Mathematics • Design & Technologies
CAPABILITIES • Critical & Creative Thinking
TECH KNOWLEDGE • • • •
Microcontroller Programming Sensor Technologies Scientific Instrumentation Data Analysis
INDUSTRY FOCUS • • • •
Food & Fibre Information Technology Tourism & Visitor Economy Research & Development
21ST CENTURY SKILLS
• Design of an experimental procedure variables, controls, measurable observations • Building and programming an automated plant management system • Making measurements, collating data and inferring relationships between variables VCSSU121, VCSIS134, VCSIS135, VCSIS137, VCSIS138, VCMNA301, VCMNA309, VCDSTS055, VCDSCD063, VCDSTC059
• Analytical Thinking & Innovation • Complex Problem Solving • Technology Design & Programming • Systems Analysis & Evaluation
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• NAO – Humanoid Assistant Robots • Can Soil Save us? • VCE Biology – Photosynthesis & Respiration
• Agriculture & Horticulture • Science • Information Technology • Engineering
• • • •
Agroecological Farmer Innovation Manager Human Habitat Designer Water Management Specialist
35
VCE STEM MASTERCLASSES
VCE Psychology - Virtual Brain
36
VCE Psychology - Virtual Brain VCE Psychology Unit 1 (Year 10, 11) 26 Students 3 Hours or Double Period Onsite Timing Negotiable Online Pre/Post Only
The Virtual Brain program is broken into two parts and delivery can be organised to fit into a double period if required or extended to 3 hours for a more in depth experience. Part 1: Exploration of the human brain using an annotated 3D model on the Inside Explorer tables. Students undertake a fight, flight, freeze experiment using heart rate monitors and virtual reality software allowing them to conduct the experiments safely and control more of the variables. Part 2: Using the real brain scans in the virtual model, students can rotate, zoom in and slice through the different areas of the brain to review the function, location and interrelationship of each part. The content is tailored specifically to the VCE curriculum and is presented in a completely unique way through cutting edge technology.
CURRICULUM FOCUS • Science – Psychology • Year 10 Introduction to Psychology • VCE Unit 1: Area of Study 1: Outcome 1: Role of the brain in mental processes & behaviour
TECH KNOWLEDGE • Virtual Reality • Software manipulation • Data collection & analysis
Program Variation Year 10: Focus can be on the Nervous System for virtual reality and Insider Explorer tables with greater levels of guidance and instruction.
INDUSTRY FOCUS • Health Sciences • Digital Innovation • Research & Development
21ST CENTURY SKILLS
SUCCESS CRITERIA • • • •
Develop an understanding brain functions Completion of diagrams explaining functions of various structures Analysis of experimental data Successful virtual exploration of the brain and nervous system
• Active learning & learning strategies • Scientific Investigation • Technology Design • Written communication
JOBS OF THE FUTURE • Data-based Medical Diagnostician • Memory Optimiser • Aged Health Carer of the Future • Virtual & Augmented Reality Experience Creator
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Psychology – Augmented Reality • VCE Psychology Unit 3&4 Revision
• Psychology • Science • Information Technology
37
VCE STEM MASTERCLASSES
VCE Psychology - Unit 4 Augmented Consciousness
38
VCE Psychology - Unit 4 Augmented Consciousness
VCE Psychology Unit 4 26 Students 3 Hours or Double Period Onsite Timing Negotiable Online Pre/Post Only
The Augmented Consciousness program is broken into three parts, exploring consciousness as a continuum and changes to a person’s psychological state as an indicator as of their level of consciousness. Part 1: Students use “beer goggles” to simulate different levels of blood alcohol concentration and complete tasks to measure self-control and perceptual distortion. Part 2: Students use “fatal vision” glasses to simulate sleep deprivation and explore how it can affect speed and accuracy. Part 3: Students use the 0.25 BAC “beer goggles” and “fatal vision” glasses to complete an interactive activity measuring their speed and accuracy. Students collect data throughout to use post visit, applying key science skills to a practical task. Prior to attending, teachers will be provided with activity ideas designed to spark discussion around awareness, how features of consciousness change in different states and comparing sleep deprived states to alcohol induced states.
CURRICULUM FOCUS • •
VCE Psychology Units 3 & 4 VCE Unit 4 Psychology Area of Study 1: Outcome 1: Augmented Consciousness
TECH KNOWLEDGE • Computer Skills • Data Analysis • Virtual Reality
INDUSTRY FOCUS • Health Sciences • Psychology
21ST CENTURY SKILLS • Communication • Data Collection • Investigation
SUCCESS CRITERIA • • • •
JOBS OF THE FUTURE
Consciousness as a continuum The changes to a person’s psychological state as an indicator of their level of consciousness The effects of partial sleep deprivation The effects on consciousness of one full nights sleep deprivation as a comparison with the effects of legal blood alcohol concentration.
• Memory Optimiser • Nanomedical Engineer • Behaviour Prediction Analyst
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Psychology Unit 3 & 4 Revision
• Psychology • Science • Information Technology
39
VCE STEM MASTERCLASSES
VCE Biology – Molecular Genetics Of Disease
40
VCE Biology – Molecular Genetics Of Disease
Year 10, VCE Biology Units 2, 3 & 4 25 Students 2 Hours Timing is Negotiable Online Pre / Post Only
Students will apply genetic techniques used in medical research and testing environments. They will gain experience in the use of gel electrophoresis and blood specimen microscopic examination, both of which are typically carried out in wet laboratories. Part 1: Students will separate patient DNA by gel electrophoresis. Part 2: Students will examine blood specimens from patients with and without sickle cell anaemia. Part 3: Students will visualise the patients DNA sample profile and use a molecular weight standard curve to diagnose each patient. Program Variation
CURRICULUM FOCUS • Science – Biological Sciences • VCE Unit 2 (AOS1): How is inheritance explained? • VCE Unit 3 (AOS1): What is the role of nucleic acids and proteins in maintaining life? • VCE Unit 4 (AOS3): Student- Designed Scientific Investigation and Scientific Poster
TECH KNOWLEDGE
Year 10: 3 hr program during which students complete only the onsite activities VCE Biology: Students complete the onsite activities as well as the pre and post program activities on the Ballarat Tech School website portal. Students will use numerous computer-based tools to process and analyse electrophoresis data as well as online tools to access the scientific literature and perform bioinformatics procedures.
• Scientific Methodology • Biotechnology Techniques • Data processing & Analysis
INDUSTRY FOCUS • Health Sciences & Social Assistance • Research & Development • Education & Training
SUCCESS CRITERIA • • • • •
21ST CENTURY SKILLS
Appling an understanding of genetics to a real-life scenario Analysis of the outcome of genetic testing Utilisation of lab technology Review of the scientific literature Use of bioinformatic tools to identify and compare protein sequences
• • • •
Active learning & listening Scientific methodologies Judgement & critical thinking Written communication
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Biology – Photosynthesis & Respiration • VCE Biology – Transformation & Gene Regulation
• Science • Nursing, Midwifery, Paramedicine & Health
• De-extinction & Conservation Geneticist • Biometric Security Solutions Engineer • Bio-jacker • Genetics Coach
41
VCE STEM MASTERCLASSES
VCE Biology – Photosynthesis & Respiration
42
VCE Biology – Photosynthesis & Respiration VCE Biology Units 3 & 4 25 Students 2 - 5 Hours Timing is Negotiable Online Accessible
Students get hands-on experience as they investigate the processes of photosynthesis and respiration in response to a range of environmental conditions. To do this, students will employ an experimental apparatus consisting of algal cells immobilised in an algal gel that enables CO2 consumption to be measured and use Microsoft Excel to process and analyse their data. Program variations: 2 Hour Program: Students work in teams to perform a respiration measurement experiment and discuss how this could be used as a model for a SAC. 3 Hour Program: Students work in teams to perform a respiration measurement experiment and then independently attempt a photosynthesis experiment. 5 Hour Program: Students prepare their own alginate balls for use in two experiments. They work in teams to perform a respiration measurement experiment and then independently attempt a photosynthesis experiment
CURRICULUM FOCUS • Unit 3 (AOS2): How are biochemical pathways regulated? • Unit 4 (AOS3): Student Designed Scientific Investigation and Scientific Poster
TECH KNOWLEDGE • • • •
Scientific apparatus Microsoft Excel Data analysis Molecular genetic techniques
INDUSTRY FOCUS • • • •
Food & Fibre New Energies Health Science Research & Development
21ST CENTURY SKILLS
SUCCESS CRITERIA • Undertake laboratory work in a small team to measure cellular processes • Apply an understanding of the biochemical processes of photosynthesis and respiration • Meaningful analysis of experiment results • Safe use of lab technology
• • • •
Learning strategies Scientific methodologies Judgement & critical thinking Time management
JOBS OF THE FUTURE • • • •
Entomicrobiotech Cleaners Biomimicry Innovator Terraforming Microbiologist Climate Solutions Consultant
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Biology – Transformation & Gene Expression • VCE Biology – Molecular Genetics of Disease
• Science • Agriculture & Horticulture • Education
43
VCE STEM MASTERCLASSES
VCE Biology – Transformation & Gene Regulation
44
VCE Biology – Transformation & Gene Regulation
VCE Biology Unit 3 25 Students 3 Hours Timing is Negotiable Online Pre / Post Only
Students will get hands-on experience in modern molecular biology techniques. They will work with a plasmid containing the heterologous gene encoding green fluorescent protein (GFP) under the control of the arabinose operon. The students will investigate the process of bacterial transformation as they introduce the GFP containing plasmid into E.coli and select for its presence using an antibiotic. They will also investigate gene regulation in bacteria as they induce expression of GFP by way of the inclusion of arabinose in the growth medium and fluorescence by excitation under UV light. Students will set up and run a controlled scientific experiment that clearly demonstrates the relationship between independent and dependent variables. Students will also learn how to use Microsoft Excel to process and analyse their data.
CURRICULUM FOCUS • •
Unit 3 (AOS1): What is the role of nucleic acids and proteins in maintaining life? Unit 4 (AOS3): How is scientific inquiry used to investigate cellular processes and/or biological change?
TECH KNOWLEDGE • • • •
Scientific apparatus Microsoft Excel Data analysis Molecular genetic techniques
INDUSTRY FOCUS • • • •
Food & Fibre New Energies Health Science Research & Development
21ST CENTURY SKILLS
SUCCESS CRITERIA • Undertaking laboratory work in a small team to perform a bacterial transformation • Applying an understanding of the gene regulation to control expression of a fluorescent protein • Analysis and interpretation of experimental results • Safe use of lab technology
• • • •
Learning strategies Scientific methodologies Judgement & critical thinking Service orientation
JOBS OF THE FUTURE • De-extinction & Conservation Geneticist • Biometric Security Solutions Engineer • Bio-jacker • Genetics Coach
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Biology – Photosynthesis & Respiration • VCE Biology – Molecular Genetics of Disease
• Science • Agriculture & Horticulture • Nursing, Midwifery, Paramedicine & Health
45
ONLINE STEM PROGRAMS
Soil Science Online
46
Soil Science Online Year 7, 8, 9, VCAL Unlimited Students 5 – 6 hours Online
The program integrates the scientific disciplines of physics, biology, chemistry and mathematics. Evaluating the capabilities and limitations of different soil types, examining soil biological activity and assessing the availability of water and nutrients within soil is essential to establishing a healthy balanced and agriculturally productive soil. This program has been designed for students to be able to learn remotely at home, however it can easily be used by teachers within the classroom setting. The learning content is a mixture of informative text, short films, website links and hands-on activities focused on students gathering data to support the analysis of their own backyard soil health. The program is open ended thus allowing differentiation and adaptability to the abilities of the students. Module Module Module Module Module Module
1 – What is Soil Science? 2 – Soil Biology 3 – Soil Texture 4 – Soil Water Retention 5 – Soil pH 6 – Making Soil Healthy
• • • •
Science Mathematics The Humanities Design & Technology
TECH KNOWLEDGE • Application of science at home • Computer skills
INDUSTRY FOCUS • Food & Fibre • Health
21ST CENTURY SKILLS • • • •
SUCCESS CRITERIA • • •
CURRICULUM FOCUS
Judgement & Critical Thinking Problem Solving Active Learning Science Skills
JOBS OF THE FUTURE
Understand soil health is dependant on chemical, physical & biological balance Analyse the health of soil and make recommendations to improve it Apply home science techniques to gather data
• Agroecological Farmer • Offworld Habitat Designer
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Can Soil Save Us? • Mini FarmBot • Bushfood Bites Online
• Agriculture & Horticulture • Conservation and Land Management • Science
47
ONLINE STEM PROGRAMS
Hive Heist CSI Online
48
Hive Heist CSI Online Year 8, 9 Teams of 3 – 5 Preferred 2 – 4 Hours Online
The Hive Heist program enables students to work in small groups to develop and use reasoning, anaylsis and critical thinking skills when presented with the details of a crime which has been committed in the local Bee Keeping industry. In order to solve the crime, teams will need to work through a number of pieces of evidence using online tools to analyse each one and determine who was at the crime scene, when the crime happened, why it was committed and ultimately, by whom it was committed. Data analysis skills will be extremely valuable to sift through the information and evidence, including case files for each of the suspects involved. Students will then present their findings in the form of a prosecutors report.
CURRICULUM FOCUS • Science
CAPABILITIES • Critical & Creative Thinking • Personal & Social • Ethical
TECH KNOWLEDGE • Online Navigation • Data Analysis • Computer Skills
INDUSTRY FOCUS • Research & Development • Engineering & Design • Information Technology
21ST CENTURY SKILLS
SUCCESS CRITERIA • •
Students are able to successfully solve the Hive Heist case by identifying the correct suspect/s Students are able to work together as a team to analyse evidence and put together a prosecutor’s report
• Critical Thinking • Time Management • Complex problem Solving
JOBS OF THE FUTURE • Behaviour Prediction Analyst • Smart Dust Wrangler • Agroecological Farmer
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bee the Future CAD & VR • Mini FarmBot • Can Soil Save Us? • VCE Biology
• Science • Psychology • Cyber Security
49
ONLINE STEM PROGRAMS
Bushfood Bites Online
50
Bushfood Bites Online Year 7, 8, 9, 10, VCAL Unlimited Students 3 – 5 Hours Online
Bushfood Bites are bite-size sessions introducing students to Australian native Bushfoods as a growing revolution in the Australian food industry. It explores the science and innovation behind popular foodie products. Watch online Masterclasses and try recipes that enable students to create their own bushfood inspired meals. The learning content is a mixture of informative text, short films, website links and hands-on activities. Students and teachers can pick and choose which Bushfood Bite to explore at any time. This program is open ended allowing differentiation for student abilities. Bushfood Bite 1 - About Australian Bushfoods Bushfood Bite 2 - Murnong Bushfood Bite 3 - Bushfood Garden Bushfood Bite 4 - Cooking Challenge Bushfood Bite 5 - Science of Chocolate
CURRICULUM FOCUS • The Humanities
TECH KNOWLEDGE • Self-paced online learning • Instructional cooking
INDUSTRY FOCUS • Food Fibre • Research & Development • Tourism & Visitor Economy
21ST CENTURY SKILLS • Operation & control • Creativity, originality & initiative • Active learning & learning strategies
SUCCESS CRITERIA
JOBS OF THE FUTURE
• Connect with Australian bush foods cultural understanding • Use Bushfoods in creative cooking applications
• Food Knowledge Communicator • Cross-cultural Capability Facilitator • Personal Brand Manager & Content Curator
VCGGK138, VCDSTC047, VCDSTC058
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bushfood Chocolate • Chocolate by Design Online
• Food & Hospitality • Food Science • Information Technology • Visual Arts
51
ONLINE STEM PROGRAMS
Chocolate by Design Online
52
Chocolate by Design Online Year 8, 9, 10, VCAL Unlimited 4 – 8 Hours Online
Chocolate By Design explores the design process of a new promotional chocolate product with a significant focus on the sustainability of packaging and the ethical supply of raw materials. Students develop collaboration and teamwork skills in a guided design experience that allows them to choose their focus area. Each team member plays a critical role delivering specific elements to the final team prototype and client product pitch. Specialist workshops involve a mixture of hands on experiences, prototype development, local industry case studies and introduction to the ethical and sustainable issues within the chocolate industry. • • •
Material Specialist – sustainable bioplastic packaging options and prototype innovative 3D packaging designs. Food Specialist – manufacturing chocolate from raw materials and new product taste test survey process. Tech Specialist – design a new chocolate mould and client specific promotional graphic design.
CURRICULUM FOCUS • • • •
Science Engineering Mathematics Sustainability
TECH KNOWLEDGE • CAD software • Workplace specialisation • Marketing principles
INDUSTRY FOCUS • Food & Fibre • Advanced Manufacturing • Information Technology
21ST CENTURY SKILLS • Technology Design • Creativity, originality & Initiative • Analytical thinking & Innovation • Persuasion
SUCCESS CRITERIA • Connection of sensory awareness/empathy to product design and marketing. • Application of technology to design and prototype a chocolate from raw materials to specialist moulded product. • Use of teamwork: communication, collaboration, creativity and critical thinking skills to innovate a new product.
JOBS OF THE FUTURE • • • •
Food Knowledge Communicator Cross Cultural Facilitator Nutri-gutome Consultant Personal Brand Manager & Content Creator
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Bushfood Chocolate • Bushfood Bites Online • Disaster Relief Housing
• Information Technology • Engineering & Manufacturing • Science • Agriculture & Horticulture
53
ONLINE STEM PROGRAMS
Game Design Online
54
Game Design Online Year 9, 10, VCAL, VCE Unlimited 8 – 16 Hours Online
Students work through a series of guided tasks to create a playable 2D game in Unreal Engine learning about simple animations, health & damage, jumping, collisions, platforming, and more. Players also learn about creating a user interface for the main menu from a variety of given image assets themed around being a jungle ninja. Ambitious students may want to import their own assets and re-theme the game as a different kind of adventure, such as space, biological or modern combat. Students are assisted through the learning activities with video guides and written descriptions as they are challenged to assemble the pieces of their game and delve into the visual scripting language of blueprints in unreal engine to create custom behaviour for their player character and enemies. After completing each core activity, students can complete an extension that offers some additional challenge and can tweak their game with personal modifications.
CURRICULUM FOCUS • Digital Technologies • Design and Technologies • The Humanities
TECH KNOWLEDGE • Advanced computer skills • Game engine software • AR / VR hardware
INDUSTRY FOCUS • Game Design • Simulation • AR / VR Design
21ST CENTURY SKILLS • Systems Analysis • Learning strategies
SUCCESS CRITERIA
JOBS OF THE FUTURE
• Students will work through a series of online workshops / activities to build a playable game
• • • •
NOTE: Challenges are available for students to build upon their knowledge after each core activity
Digital Augmentation Officer Gamification Designer Human Habitat Designer Virtual and Augmented Reality Experience Creator
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• 3D Modelling - Dynamic Digital Design • Driving Our Future - Big Data • Game Maker
• Information Technology • Software Engineer • Game & Media Development • Business
55
ONLINE STEM PROGRAMS
VCE Psychology - Unit 3 & 4 Revision
56
VCE Psychology - Unit 3 & 4 Online Revision VCE 26 Students 3 Hours or Double Period Onsite Timing Negotiable Online Pre/Post Only
The VCE Study design is split into 4 key units.
CURRICULUM FOCUS
Unit 3 topics: Area of Study 1: How does the nervous system enable psychological functioning? Area of Study 2: How do people learn and remember?
• VCE Psychology Units 3 & 4
Followed by a focus on Unit 4 topics: Area of Study 1: How do levels of consciousness affect mental processes and behaviour? Area of Study 2: What influences mental wellbeing? The modules centre on some of the tricky concepts within the study design. The program includes videos to engage students with each concept and complimentary explanations, followed by practice questions and application tasks. By participating in this program, students will: 1. Learn and apply response skills to a variety of questions. 2. Link together key concepts covered within the study design using higher order thinking 3. Develop an understanding of stress and the nervous system as well as the processes of memory and learning.
TECH KNOWLEDGE • Online learning • VCE Psychology curriculum
INDUSTRY FOCUS • Health Sciences & Social Assistance • Education & Training • Research & Development
21ST CENTURY SKILLS • Active learning • Learning strategies • Complex problem solving
JOBS OF THE FUTURE SUCCESS CRITERIA • • •
Successful completion of the practice questions Demonstration of knowledge through storyboards, annotated diagrams, application of theory to scenarios Identification of key concepts in scenarios
• Offworld Habitat Designer • Health Shaper • Cyborg Psychologist
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• VCE Psychology – Augmented Consciousness • VCE Psychology – Virtual Brain
• Psychological Science • Psychology • Criminology and Criminal Justice
57
SPECIALIST STEM OPPORTUNITIES
Girls in STEM
58
Girls in STEM Years 8 - 9 50 Students (5 - 6 per School) 8 Days (2 Days x 4 Terms) 2 Consecutive Days each Term Onsite, Excursions & Online
The Girls in STEM program is centred around “you can’t be what you can’t see” and aims to provide young women with access to mentors, experiences and skill development in a focused and supported environment. Students are encouraged to explore STEM and are presented with possibilities for STEM career choices. Utililising the design thinking model, the program is linked to local industry and presents students with opportunities to engage with: • • • •
STEM Industry (site visits): knowledge, skills and processes Skill Development (Industry led): lab work, technology and process Problem Solving - real world: application, problem and issue Pathways: female role models, industry options, Federation University and TAFE pathways
The learning that occurs, career pathways mapped and the networks made across schools over the 8 days is supported by industry mentors. Schools can nominate girls in Year 8 & 9 with an interest in STEM based subjects who would benefit from further exploration of future pathways and STEM subject options.
CURRICULUM FOCUS • • • •
Science Technology Arts Mathematics
CAPABILITIES • Critical & Creative Thinking • Entrepreneurial • Personal & Social
TECH KNOWLEDGE • Each term will have a different tech & skill focus while developing personal capabilites
INDUSTRY FOCUS •
Varies from year to year but can include: Advanced Manufacturing, Food & Fibre, Research & Development, Information Technology, Digital Innovation & Connectivity, Health Sciences & Social Assistance, New Energies
SUCCESS CRITERIA
21ST CENTURY SKILLS
• Increased awareness of women working in STEM related fields. • Increased capabilities in STEM technical skills. • Willingness to try new opportunities and develop positive networks.
• • • • • •
Learning Interpersonal Judgement & Critical Thinking Problem Solving Advanced Technology Communication
JOBS OF THE FUTURE
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Peter Doherty Science Award • Design Challenges • Online programs
• Science & Mathematic • Information Technology • Education • Engineering
• Quantum Computer Programmer • Drone Experience Designer • Innovation Manager • Regional Community Growth Coordinator • Algorithm Interpreter • Multisensory Experience Designer
59
SPECIALIST STEM OPPORTUNITIES
Peter Doherty Science Award
60
Peter Doherty Science Award Year 7, 8, 9, 10 Unlimited Students Timing Negotiable At School, Online, Onsite
The Peter Doherty Science Award was established in 2009 as a joint initiative of the Committee for Ballarat and Australian Nobel Prize laureate Professor Peter Doherty. Open to students in Year 7 to Year 10 in the Ballarat Region the annual award encourages: Scientific thought and activity by inspiring students to investigate everyday issues by undertaking experimental research using the scientific method. Scientific communication requiring students to present their findings in scientific poster format and in verbal presentation.
CURRICULUM FOCUS • Science • Humanities
CAPABILITIES • Critical & Creative Thinking
Online Portal Enrolments Open – Term 2
TECH KNOWLEDGE
Submission Close – Thursday 10th November
• Scientific Method • Scientific Communication • Graphic Design Skills
Finalist Judging and Presentation Event – Thursday 24th November The Art of Science program is designed as an introductory workshop to the award, demonstrating the Applied Scientific Method. We recommend booking this program if you wish to enter your class or year level.
INDUSTRY FOCUS • Science • Research & Development • New Energies
21ST CENTURY SKILLS The Award is a competition in which students can participate as part of their school curriculum or independently. It is awarded to the team of students judged to have produced the best evidence based investigative science project.
• Judgement & Critical Thinking • Written Communication • Science & Maths problem solving
AWARD PRIZES Overall Award – $1000 ($600 Students, $400 School) Communication Award – STEM Prize Pack Highly Commended Award – Local Vouchers
JOBS OF THE FUTURE • Forensic Data Analyst • Nanomedical Engineer • Terraforming Microbiologist
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• The Art of Science • VCE Biology • VCE Psychology
• Science • Education
61
SPECIALIST STEM OPPORTUNITIES
Challenges & Events Regional Rail Challenge What does the smart and connected city of 2050 look like? Are you a student in Years 4–10* at a school in the Bendigo, Ballarat, Geelong or Gippsland regions? Do you have an idea about the smart and connected city of 2050? Share it with us and you’ll have the chance to win great prizes for your school, and learn about careers in STEAM and design. *Restricted to students in Years 5–10 in Bendigo and Ballarat, Years 4–6 in Gippsland and Years 7–10 in the Geelong regions.
Get into Games Event The Get into Games Expo shows possible careers within the gaming industry; it also shows how these skills are transferable to other industries. As well as showing students what future study and work paths, it also highlights potential business opportunities within the Ballarat region to Australian game developers. Plus everyone is there to have fun!
Science Week Event The school theme for National Science Week in 2022 is Glass: More than meets the eye. It is based on the UN International Year of Glass. It will celebrate the many roles that glass plays in our lives – from phone screens to optical fibre to glassware in labs – plus investigating glass as a part of our sustainable future. The uses for and intrinsic nature of glass in science make it a suitable topic for investigation across all strands of science education. 62
Advanced Manufacturing with STEM Year 9, 10 25 - 50 Students Onsite 2 Days Online N/A * Selected students from different schools take part.
In partnership with Mars Wrigley this program provides from different schools the opportunity to work together to engage in real world applied STEM with industry experts. Staff from Mars Wrigley Associates Ballarat site will discuss their journeys from STEM studies through to their current careers and then facilitate two days of learning and fun with chocolate. Students work in small design teams to manufacture and pitch a new seasonal product package for Mars. Within the design team students take on specialist roles and participate in workshops to provide explicit knowledge and develop the skills crucial to fulfill the design brief. Day 1 Trends, Quality, Products Marketing and Production Product Design and Manufacture Production and Waste Costings
CURRICULUM FOCUS • Mathematics • Technology • Humanities
TECH KNOWLEDGE • Critical & Creative Thinking • Ethical • Personal & Social
INDUSTRY FOCUS
Day 2 Package Design Marketing Justification and Plans Pitch Presentations Reflection on Design and Lessoned Learned
• Advanced Manufacturing • Food & Fibre • Information Technology
21ST CENTURY SKILLS • • • •
Active Listening Persuasion Quality Control Analysis Complex Problem Solving
SUCCESS CRITERIA • • •
Understand end-to-end product development Apply real world STEM applications replicate factory site processes Learn about balancing competing production demands in industry - quality, innovation, creativity, cost & efficiency
JOBS OF THE FUTURE • Additive Manufacturing Engineering • Innovation Manager • Bioprinting Engineer
PATHWAY POSSIBILITIES @BTS
@FEDERATION TAFE & UNI
• Automation - Robotic Solutions • Bushfood Chocolate • Chocolate Online
• Engineering & Manufacturing • Science & Mathematics • Food
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SPECIALIST STEM OPPORTUNITIES
Professional Learning Opportunities
Skill Builders 1.5 hr workshops offered throughout the year and on request. • Introduction to Coding • Introduction to Laser Cutting - Illustrator • Introduction to 3D Printing -TinkerCAD • Introduction to Digital 3D Modelling – Blender
STEM Teachers Network A collaborative network of local teachers and STEM Educators that come together to co-design programs and learning opportunities, upskill each other and hear from STEM and Industry experts.
Teaching with Tech In program mentoring – teachers can arrange to either watch, participate or co-facilitate a program delivered at the Tech School to improve their own teaching skills and tech knowledge. Contact us to discuss options. 64
D2I - Design to Innovate All Teachers Available on Request 3 Days + 1 Hour Term 1, Term 3 Onsite & Online
Design Thinking
AIM
Developed by Tech Schools in partnership with Bastow, Victorian teachers and international design thinking experts, Design2Innovate: introduction to design thinking will support middle leaders and classroom teachers to become more confident in using design thinking in classroom, school curriculum and leadership practice.
This Professional Learning (PL) aims to develop teacher confidence and capability to use design thinking in practice. STRUCTURE
Learning Outcomes This program will develop your understanding of: • Design thinking, its phases and operation and its application in practice. • How to create a curriculum unit using design thinking. • How to integrate design thinking in your practice and in school curriculum. • How reflective practice will support learning, provide feedback on learning and change future learning and practice – empowering your pursuit of curiosity.
Over three days, teachers will engage in hands-on learning, take risks and be challenged to deepen creative thinking and problem solving skills. Learn how to use design thinking to enhance studentled learning, build 21st century skills, and facilitate cultural change in your school. PROGRAM OVERVIEW On-boarding - A one hour online on-boarding session for you to meet your Tech School facilitators and get to know your fellow participants. Day 1 – Immersion: On the first day, you’ll be immersed as a learner and experience design thinking hands-on through a series of design sprints.
WHAT IS DESIGN THINKING FOR SCHOOLS? As educators, we all want to prepare our students to thrive in a complex future where rapid advances in technology and environmental challenges are changing the way we live and work. We want to make sure our students are creative problem solvers with well-developed 21st century skills. We want to amplify their voice and choice in their own education so they can become the effective lifelong learners the future demands. Design thinking has already transformed global industries. It can also help effect professional practice change in your classrooms and school environments to meet these vital goals.
Day 2 – Prototype: With your ‘teacher hat’ back on, you’ll unpack key elements of the design thinking process and explore how it can be used within your classroom context. Day 3 – Evaluate: In your school team, you will present a visual story to showcase your adventures in design thinking. 65
STUDENT & TEACHER
Experiences & Feedback STUDENT AND TEACHER EXPERIENCE FEEDBACK
“It was a really great program. It’s a very different experience to what we’re used to at school.”
“It was the best thing I ever, ever experienced.”
“I liked how you got a sense of what happens in the real world.”
“I loved it and I learned so much and it was an amazing experience!”
“I enjoyed Ballarat Tech School very much, it was fun learning about how much science goes into farming and soil”
“Both teachers presented, spoke and lead the presentation really well today. Would do this again 10/10”
“This was really good experience and I would love to attend again”
“it was really great to try something that I’m not used to. It was great to code robots and I had a lot of fun.”
“This experience has taught me so much.”
“It was good fun having some practical experience in the lab.”
“I thought it was great, everything was so fun and engaging, I really enjoyed that it was all hands on!”
“It was really good! I want to come back and haven’t even left yet.”
“I really enjoyed the group activities, I especially enjoyed the engagement within the teams.”
“This was an amazing experience. I like the way they teach by swapping between talking and hands on learning. I love how they help change and develop your ideas.”
BostonDynamics
2022 LEARNING PROGRAM OVERVIEW ISSUE 3 - 2021
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