Ballarat Tech School 2020 Learning Programs Overview

2020 LEARNING PROGRAM OVERVIEW ISSUE 1 - 2019

BTS Program Industry Matrix Year 7 - 10 Learning Programs PROGRAMS

PAGE

DISASTER RELIEF HOUSING

4-5

BUSHFOODS, INNOVATION IN AUSTRALIAN FOOD

6-7

SOIL SCIENCE

8

MINI FARMBOT

9

HUMANOID ASSISTANT ROBOT

12-13

AUTOMATION – ROBOTIC SOLUTION

18-19

CHOCOLATE; SUSTAINABLE DESIGN

20-21

THINK LIKE HENRY SUTTON

22-23

VR SCENE MAKER – GAME DESIGN

24-25

4 DAY GAME DESIGN EXTENSION

FOOD FIBRE

HEALTH SCIENCE

ADVAN. MANU.

INFO. TECH.

NEW ENERGIES

HEALTH SCIENCE

ADVAN. MANU.

INFO. TECH.

NEW ENERGIES

24

BEES WITH BACKPACKS

26-27

EMERGENCY RESPONSE

28

360° FILM DESIGN

29

SENSOR TECH PROBLEM SOLVING

30

STEM ACADEMY

31

INDUSTRY TECH TASTER

32-33

WAR ON WASTE – PRECIOUS PLASTIC

34-35

PETER DOHERTY SCIENCE AWARD

36-37

GIRLS IN STEM INDUSTRY PATHWAYS

38-39

Year 10, VCAL, VET, VCE Learning Programs PROGRAMS DISASTER RELIEF HOUSING

4-5

BUSHFOODS UNIT 1 VCE AREA OF STUDY 2

6

SOIL SCIENCE

8

MINI FARMBOT

9

WINE INDUSTRY AGRICULTURE

10-11

HUMANOID ASSISTANT ROBOT

12-13

VCE SICKLE CELL MASTERCLASS

14

VCE GENETICS OF TASTE MASTERCLASS

15

VCE VIRTUAL BRAIN MASTERCLASS

16-17

AUTOMATION – ROBOTIC SOLUTION

18-19

CHOCOLATE: SUSTAINABLE DESIGN

20-21

THINK LIKE HENRY SUTTON

22-23

VR SCENE MAKER – GAME DESIGN

24-25

BEES WITH BACKPACKS

26-27

360° FILM DESIGN

29

SENSOR TECH PROBLEM SOLVING

30

WAR ON WASTE – PRECIOUS PLASTIC

2

PAGE

34-35

FOOD FIBRE

Ballarat Tech School: 2020 Learning Programs Dear Partner Schools, BTS has enjoyed facilitating learning programs to over 5000 students in 2019 and meeting with teachers to reflect and refine the Tech School delivery so as to support you in imbedding BTS into your curriculum. In 2020 we will continue to deliver programs that prepare students for success in a rapidly changing world through STEAM industry-based programs and projects. BTS programs continue to be FREE to our seventeen Partner Schools. Programs or activities range from 1 day to 4 days and we will work with you to make the booking structure work for your school.

Various ways we can work with you include: Option 1: Undertake a BTS facilitated program as part of your year level learning program Option 2: Co-design a program with BTS staff that requires access to BTS staff and technology in a term Option 3: Partner School staff deliver your own learning program at BTS and with access to equipment Option 4: Individual students participate in an enrichment pathways program Industry based learning programs across Year 7 - 12 engage young people in learning how to: Industrial Design: Design, prototype, create and manufacture products Social Innovation: Be social innovators and entrepreneurs to improve liveability Designers:

Improve existing products | systems and develop products Technologists: Manipulate and create with digital technology Scientists: Investigate scientific theories, and research hypothesise Pre and post learning program materials are available to schools where applicable which you can modify depending on your schools learning outcome focus.

Professional Development programs are available for learning programs, Professional Learning Teams and / or individuals to understand the STEAM opportunities at BTS and further develop teacher capabilities. Schools are welcome to access our building and resources as part of a tour or to hold your own meetings in our space.

Please find included in our 2020 Learning Program booklet: • A summary Matrix of BTS learning programs • Learning Program overviews Please share this information across your school and be in touch if you have any queries. We will be holding a 2 day Partner School PD Program in term 4 November 25th and 26th to assist schools in planning for 2020 with BTS. Should you have any queries please do not hesitate to contact me on 5327 8287 | s.fiusco@federation.edu.au Regards Sofia Fiusco Director, Ballarat Tech School

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Program : Disaster Relief Housing CURRICULUM FOCUS

Science | Technology - Design Solutions | Humanities

INDUSTRY FOCUS

Engineering | Research & Development (R&D)

CAPABILITIES Critical & Creative Thinking | Ethical | Collaboration SKILLS FOCUS

Communication | Design Thinking | Innovation

YEAR LEVEL Year 8 – 10, VCAL DUR ATION

1 Day: 9.30am – 2 .30pm

An Australian owned manufacturing company who operates locally, Bartlett’s showcases to students a global market leader who has diversified its offerings since it was founded in 1956 by sail maker Cliff Bartlett. Our flagship program delivered more than 40 times in 2019 is a real world STEM – Science, Technology, Engineering and Mathematics design thinking program.

Students work in teams to redesign a basic canvas tent to respond to natural disasters in varied climates by utilising industrial fabrics.

There is always a buzz in the room when you enter the Disaster Relief Program as students work through the design process to create a solution. Students work in teams gathered around whiteboards ideating, designing and talking about their brief.

Up-skilling occurs through workshops with students using new materials and analysing their impact so as to maximise their properties. Research is a key skill required to link climate and the impact of natural disasters to human rights because when building a shelter we need it to be humanitarian in its design.

Developing capabilities and thinking skills in students ensures students are prepared to adapt to a changing workforce.

Every-time this program is delivered the outcomes are different and every-time the designs form a solution to a real-world problem. Partner Schools have been imbedding this program from Year 8 through to VCAL, in Humanities, Science, Personal Development and design.

SUCCESS CRITERIA : - Collaboration to find a suitable housing solution using the design thinking proce ss - Appl ication of the design thinking process to inform the design solution - Team pitching of the design solution 4

5

Program: Bushfoods, Innovation in Australian Food CURRICULUM FOCUS

Food Technology

INDUSTRY FOCUS

Food | Cultura l Innovation | Research & Development | Design

CAPABILITIES Critical & Creative Thinking | Ethics | Intercultural SKILLS FOCUS

Innovation | Initiative | Communication

YEAR LEVEL Year 9 – 10, VCAL VCE FOODS UNIT 1 Area of Study 2 Food in Australia

DUR ATION

1 day 9.30am – 2 .30pm

Victoria currently accounts for approximately one-quarter of Australia’s value of agriculture and its food product exports with Bushfoods integral to the future of the Australian food industries as we respond to environmental change.

Under the guidance of local entrepreneur Brigid Corcoran, owner of Saltbush Kitchen, our BUSHFOODS, INNOVATION IN AUSTRALIAN FOOD and VCE Masterclass program introduces students to the importance of understanding and using Australian bushfoods. The program focuses on innovation in food, food products and our food culture, with students learning how our Australian food culture has developed in response to cultural influences and changes in society. Students learn about traditional agricultural and farming practices specific to Aboriginal Australia in this region, and how this knowledge can influence our Australian food identity today. “Wonderful passion and knowledge shared with the students that enabled great questioning and engagement throughout the day.” - Partner School Teacher.

Students are taken on a sensory discovery to smell, taste and experience different bushfoods including plants, seeds and fruits. The first team challenge for students is to create a bushfood demonstrating how bushfoods can be used as seasoning and flavouring.

In the second part of the day students are taken through the product development process and are challenged to create a new Australian bushfood product – a cookie with a distinct Australian bushfood butter cream. Understanding consumers and how to brand is an essential capability within any industry along with learning how marketing can influence cultural change and social behaviour.

SUCCESS CRITERIA : - Appl ication of Australian bush foods cultural understanding to the pitching of a product - Connection of sensory awareness to design a new product design - Use of creative techniques to market from “paddock to plate”

VCE FOODS UNIT 1 AREA OF STUDY FOOD IN AUSTRALIA This masterclass focuses on the history and culture of food in Australia introducing students to indigenous food prior to European settlement and the attempts of the first non-indigenous settlers to establish a secure and sustainable food supply. Students discover and explore ingredients indigenous to Australia and how they influence our food culture.

6

7

Program: Soil Science CURRICULUM FOCUS

Science | Mathematics | Geography | Hor ticulture | Agriculture

INDUSTRY FOCUS

Food & Fibre | Health

CAPABILITIES

Critical & Creative Thinking | Ethics | Personal & Social

SKILLS FOCUS

Reasoning | Using & Analysing Evidence | Applying Knowledge

YEAR LEVEL Year 7 – 10, VET, VCE, VCAL DUR ATION

1 day 9: 30 – 2 : 30pm

2– 4 hours @ par tner school prior to BTS visit for senior classes

Soil Science covers the scientific disciplines of physics, biology, chemistry, geology, ecology and mathematics. Evaluating the capabilities and limitations of different soil types, gauging soil biological activity and assessing the availability of water and nutrients within soil is essential to establishing a healthy balanced agriculturally productive soil. By integrating soil science into land, food and ecosystem management we can better plan our future food production and security. As we are dependent on soil for food and fibre production, supporting plant and animal life, and providing a foundation for infrastructure is highly important and essential meaning our soil needs to be healthy for plants to grow strong and productive.

BTS delivers various healthy soil science programs which can be localised to various subject areas. We focus on soil science with students learning about healthy soil balance through collecting soil samples or analysing provided samples, carrying out laboratory tests and interpreting the results to develop soil and land management recommendations that can optimize growing conditions and crop yields. At a senior level this applied program can utilise a partner schools local landscape with students also collecting soil samples. We equip students with the knowledge and skills to make recommendations for appropriate basic soil additives and/or remedial action so as to begin creating healthy balanced soils, which can lead to applied applications.

SUCCESS CRITERIA :- ADAPTED AT A SENIOR LEVEL DEPENDING ON AREA - Follow BTS soil sample collection procedure to collect quality soil samples - Appl ication of laboratory soil testing procedures and collection of test results - Connection of soil test results with corrective action soil management recommendations 8

Program: Mini FarmBot CURRICULUM FOCUS

Science - Chemistry | Physics | Biology | Mathematics | Technology

INDUSTRY FOCUS

Food & Fibre | Health | Agriculture

CAPABILITIES

Critical & Creative Thinking | Ethics | Personal & Social

SKILLS FOCUS

Reasoning | Programming | Applying Knowledge

YEAR LEVEL

Year 9 – 10, VET, VCE , VCAL

DUR ATION

1 day 9:30 – 2:30pm

3+ weeks at school growing plants, collecting data

The United Nations estimate the world population will increase by 35% by 2050. In order to ensure food security for a human population of 9.1 billion, world food production must increase by 70%. The Food and Agriculture Organization (FAO) currently estimate that 95% of our food comes from soil, but that one third of global soils are significantly underproductive due to degradation.

Our Mini FarmBot program focuses on the automation of a farming system. Students will construct, program and manage a small-scale automated plant management system at BTS which they will then take back to their home school to observe in operation over 3-4 weeks. Over the course of their nurturing back at school students are able to observe and record the effectiveness of their automation.

Through peer comparison and trouble-shooting students will develop a hands on understanding of the capabilities and limitations of automation. Success of their system is measured through the growth (or otherwise) of the seeds. This knowledge can be applied to designing an effective systems for their home school garden or for animal feeding systems.

Experiencing the breadth of our local food industry responds on many STEM (Science, Technology, Engineering & Maths) levels and encourages critical and creative thinking. The Victorian Government reports that “Victoria currently accounts for approximately one-quarter of Australia’s value of agriculture and its agriculture and food product exports. The State produces a diverse range of produce including meat, grains, fruit & vegetables and dairy products.”

SUCCESS CRITERIA : - Appl ication of laboratory soil testing procedures - Design of an experimental procedure – variables, controls, measureable observations - Building and programming an automated farm system to achieve optimal plant growth 9

Program: Wine Industry Agriculture CURRICULUM FOCUS

Career Pathways | Agriculture | Food Science | Chemistry

INDUSTRY FOCUS

Food | Agrictlture | Vitaculture | Sustainability

CAPABILITIES Entrepreneurial | Critical & Creative Thinking SKILLS FOCUS

Innovation | Technical | Communication

YEAR LEVEL

Year 10, VCAL, VCE FOODS, VET Hor ticulture & Agriculture

DUR ATION

3 Program Days 9am – 3pm

Program timing will depend on harvest This program is application based and will take place once a year

This innovative program in collaboration with Mitchell Harris Wines enables students to explore agricultural pathways through the context of the Wine Industry. The Victorian Wine Industry is worth 1.5 billion dollars, covers more than 25,000 + hectares over 21 wine districts, has 800 wineries across 3000 vineyards and creates 12,000 jobs to support 1.5 million visitors annually.

Award winning local producer Mitchell Harris have been making wine since 2008, with a focus on elegance and reflecting the cool-climate characters of our nearby regions.

Program Overview: Students are exposed to the interconnectivity of STEM – Science, Technology, Engineering and Maths knowledge.

Day 1: Agriculture focus; visit to a vineyard, exploring the technology behind wine production, understanding environmental factors effecting grape harvesting and wine production.

Day 2: The Science of Wine Making; introduction to the concept of fermentation and the role it plays in the wine industry with students undertaking chemistry lab procedures Day 3: The Food Science of Wine Making: focusing on product to market with a visit to Mitchell Harris retail store, aroma and senses workshops and a focus on food science flavourings and flavour change.

John Harris is committed to educating future wine makers and providing experiences that inspire young people interested in an agriculture pathway especially in the wine industry as this was not an option available to him when at secondary school.

Interested student names can be emailed to ballarattechschool@federation.edu.au

SUCCESS CRITERIA : - Career exploration to understand agricultural pathways - Developing an understanding of food production systems - Experiencing lab and technical components of food production 10

11

Program: Humanoid Assistant Robot CURRICULUM FOCUS

Digital Technology | Technology | Design Solutions

INDUSTRY FOCUS

Health Science | Information Technology | Health

CAPABILITIES Critical & Creative Thinking | Ethical | Personal & Social SKILLS FOCUS

Communication | Teamwork | Design Thinking

YEAR LEVEL

Year 8 – 10, VCAL, VET

DUR ATION

Base Program 2 days: 9.30 – 2 .30pm | Extension Program + 1 day

The healthcare industry is one of the top five sectors where robot intervention is predicted to change how we work and how we care for the people in our community. Currently 1.8 million Australians are aged 65 and over and nursing home beds or supported accommodation are at a premium. Robots have the potential to support individuals to stay in their homes longer and increase the level of assisted care we can provide at low cost. Research has found that within three weeks people become highly attached to robots, but at BTS we find within two days students think of NAO as a friend.

The Humaniod Assistant Robot program is a highly engaging way of introducing students to programming which depending on skill level can adapt from text based programming to complex Python programming for the more advanced student. NAO’s programming enables students to respond to the areas of Technology (Sensors), Mathematics (especially when movement is added in the Day 3 option), digital curriculum and capabilities to design a response to a care assistance scenario.

Students will learn to program NAO and design a software solution. Programming NAO enables empathic responses to be explored from various view points and teaches concepts required for problem solving, trouble shooting and collaboration.

Base Program Day 1: Students meet NAO, are introduced to the Choregraphe software and complete a series of introductory workshops to learn how to program NAO. Base Program Day 2: Students apply their programming experience from day 1 to NAO to a design brief, utilising NAO’s features such as cameras, processors, microphones and sonar.

The engagement of students undertaking the 2 day program has led to Masterclasses to allow students to extend their programming skills by incorporating sensors and movement in complex ways or accessing NAO’s language features including Chinese, Japanese, French and German. “As teachers we often reflect on ways to build resilience and perseverance in students when faced with challenging situations. This robotics program has developed their thinking and tech skills. They have been challenged in many ways and shown amazing willingness to refine their ideas to see the task through to the very end.” Partner School Teacher.

SUCCESS CRITERIA : - Appl ication of NAO programming for a care assistance scenario - Demonstration of NAO robot programming - Demonstration of how to provide care and personal suppor t services by understanding the mental , physical and well-being of others.

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Program: VCE Sickle Cell Masterclass CURRICULUM FOCUS

Unit 2 Biology, Area of Study 2

INDUSTRY FOCUS

Heath | Biological Science

CAPABILITIES

Critical & Creative Thinking | Ethics | Personal & Social

SKILLS FOCUS

Communication | Teamwork | Research | Investigation

YEAR LEVEL

Unit 2 Biology, Area of Study 2

DUR ATION

3 hour Masterclass

The focus of the Sickle Cell Masterclass program is to allow students the opportunity to apply an understanding of genetics and DNA manipulation to a real-life scenario. Sickle cell disease is a life-threatening inherited condition affecting millions of people worldwide. Early diagnosis is key in helping sufferers manage their condition and extend their life expectancy.

Students are introduced to a scenario involving a family with a sick child. Through genetic testing of the child and her family, students will be able to determine a diagnosis for baby Marie. Micro-pipetting and gel electrophoresis will be utilized in order to test DNA from each family member for the sickle cell allele. Students will be guided through the structure of DNA as it relates to sickle cell disease and inheritance of traits from parents. Students will also be prompted to consider and discuss ethical issues surrounding DNA-based technologies.

“Discussion of ideas and results at the end of the program was powerful, as was the revision of Year 11 and Unit 3 theories.�

- Partner School Teacher.

SUCCESS CRITERIA : - Under taking laboratory work in a small team to diagnose a genetic disease - Appl ing an understanding of genetics to a real-life scenario - Analysis of the outcome of genetic te sting - Utilisation of lab technology 14

Program: VCE Genetics of Taste Masterclass CURRICULUM FOCUS

Unit 4 Biology, Area of Study 2

INDUSTRY FOCUS

Health Science | Research | Biological Science

CAPABILITIES Critical & Creative Thinking | Ethical | Personal & Social SKILLS FOCUS

Investigation | Communication | Teamwork | Research

YEAR LEVEL

VCE Unit 4 Biology, Area of Study 2

DUR ATION

3 hour Masterclass

Students will apply their knowledge of the structure and function of a DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students will experience gene technologies used to address human issues and consider their social and ethical implications. Students are given the opportunity to utilise DNA manipulation technology including polymerase chain reaction (PCR), restriction enzymes and gel electrophoresis.

Students will apply DNA manipulation techniques by testing themselves for a gene through cheek swabs. They will analyse the results of the genetic testing process to see whether they have the gene which allows some people to taste a bitter compound called PTC. On completion of this masterclass students should be able to describe how tools and techniques can be used to explain how biological knowledge is applied to biotechnical applications, and analyse the interrelationship between scientific knowledge and its applications in society.

Please note: Parental permission is required for students under the age of 18 to use their cheek swab.

SUCCESS CRITERIA : - Understanding of enzymes including endonucleases (restriction enzymes) and polymerases - Amplification of DNA using polymerase chain reaction - Use of gel electrophoresis in sorting DNA fragments, including interpretation of gel runs

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Program : VCE Virtual Brain Masterclass CURRICULUM FOCUS

Psychology

INDUSTRY FOCUS

Health Science | Information Technology

CAPABILITIES Self-Management | Ethical | Personal & Social SKILLS FOCUS

Investigation | Communication | Data Collecting

YEAR LEVEL

VCE Unit 1 Psychology; Area of Study 1 – Outcome 1

DUR ATION

3 hour Masterclass

The Insider Explorer; Virtual Brain Masterclass is focused on Unit 1 of VCE Psychology; How are behaviour and mental processes shaped? and relates to outcome 1: Role of the brain in mental processes and behaviour.

Area of study 1: - How does the brain function?

- How does the brain enable us to interact with the external world around us?

- Analysis of the roles of specific areas of the brain and the interactions between areas of the brain that enables complex cognitive tasks to be performed.

The Virtual Brain program is broken into two parts; Part 1: The 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 a Virtual Reality software to collect class data for analysis and the combination of VR headsets and heart rate monitors give the students access to technology to conduct their experiments safely and in a way that they can control more of the variables.

Part 2: To view the model of the brain and slice through the different areas of the brain. Students review what each part of the brain does, where it is in the brain and how it relates to other parts of the brain. Students work with real scans of the human brain, tailored to their VCE content requirements which are currently not available anywhere else in Australia, to understand the relationship between parts of the brain.

The combination of VR headsets and heart rate monitors give the students access to technology to conduct experiments safely and in a way that they can control more variables.

Thankyou to Loreto VCE teachers and Kat Ward for their co-design of this program with BTS.

SUCCESS CRITERIA : - Developing an understanding of how the brain f unctions - Vir tual exploration of the brain and nervous system - Analysis of data 16

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Program: Automation - Robotic Solution CURRICULUM FOCUS

Technology | Design Solutions | Engineering

INDUSTRY FOCUS

Information Technology | Systems Technology

CAPABILITIES Critical & Creative Thinking SKILLS FOCUS

Communication | Teamwork | Design Thinking | Innovation

YEAR LEVEL Year 8 - 9, VCAL, VET DUR ATION

9.30am – 2 .30pm

Automation is “the creation and application of technology to monitor and control the production and delivery of products and services.” Automation changes how we do business and the type of manufacturing jobs available. Businesses automate so that customers get the quality products they want, to reduce waste in the process chain and to ensure production process is timely.

Economists have identified that automation increases our need to problem solve, communicate and collaborate and during the program day students are challenged to develop robotic solutions in response to industry scenarios. When you step into an automation class you will see students celebrate as they build an automation machine and use mechanical, electronic and programming skills.

Enthusiasm increases as students progress throughout the day. Students recognise that working as a team requires clear communication and that the programming skills are often new to them. Learning Scratch or Snap helps students to program using block coding, Hummingbird electronics deepens students understanding of inputs and outputs with the automation processes combining the sensors, inputs and outputs and robotics.

Over the day students gain experience in:

- Robotic applications

- Using mini industrial robots

- Understanding different end effectors and applications

- Investigating

- Applied math (coordinates)

- Experiencing

- Basic electronics and programming

This program is a great introduction for students which leads in to further programming, automation and design programs such as working with sensors. “I didn’t think that coding could be fun to learn, but today I learnt a lot and had a lot of fun sorting M & M’s!” - Partner School Student.

SUCCESS CRITERIA : - Appl ication of an automation solution that solves an industry sor ting problem - Demonstration of their Arduino based automation technology - Ability to identify and solve problems in the design solution process 18

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Program: Chocolate; Sustainable Design CURRICULUM FOCUS

Science | Engineering | Mathematics | Sustainability

INDUSTRY FOCUS

Food & Fibre | Advanced Manufacturing | Information Technology

CAPABILITIES Critical & Creative Thinking | Ethics | Personal & Social SKILLS FOCUS

Innovation | Initiative | Communication

YEAR LEVEL Year 8 – 10, VCAL DUR ATION

1 day 9.30am – 2 .30pm

Technology plays an essential role in product lifecycles and development; from the formation of an idea to delivery of merchandise, new technologies are rapidly changing the food industry. This program uses a much beloved product, chocolate, to consider sustainability and the potential of rapid prototyping.

Students learn about the sustainability of chocolate, consider the impact of consumerism, and use the SCAMPER creative thinking model to produce a new chocolate mould with innovative packaging.

This program investigates the sustainability of chocolate, the impact of consumerism and the production of a new product using innovative packaging ideas.

The program includes opportunities to learn about 3D design, 3D printing, mould making, sustainable packaging, biodegradable plastics and packaging design. Students develop an understanding of the product lifecycle by following a chocolate from the cacao farm to the final chocolate box.

Students learn technical and scientific skills as well as communication and group work skills and are particularly fascinated by the opportunity to make bioplastic and to learn more about plastic as a product and the environmental impact that it has.

“I didn’t know plastic came from oil” - Year 9 student.

“I thought it was interesting how we could make bioplastic using supermarket ingredients” - Year 8 student.

Students are fascinated by how much the food industry has changed over time. Industry links that are included are McCain Foods and Mars; global corporations based in Ballarat. Through these references students see the local opportunities and are often particularly excited about the opportunity to be a professional chocolate taster.

SUCCESS CRITERIA : - Connection of sensory awareness/empathy to product design and marketing - Appl ication of technology to design and process a chocolate from a mould - Use of the SCAMPER creative thinking model to innovate a new product 20

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Program: Think Like Henry Sutton CURRICULUM FOCUS

Design Thinking | Technology | Design Solutions | STEAM |

Visual Ar ts INDUSTRY FOCUS

TBC with individual schools

CAPABILITIES Critical & Creative Thinking | Personal & Social | Ethical SKILLS FOCUS

Initiative | Collaboration | Innovation | Communication

YEAR LEVEL Year 7 – 10, VCAL, VET DUR ATION

1 day: 9.30 – 2 .30pm Introductory Program

4 weeks – term based project at school

Henry Sutton is Australia’s greatest ever inventor and, indeed, one of the greatest inventors the world has ever seen. His range of inventions included lighting, batteries, telephony and wireless telegraphy, photography, flight, microscopy, and car engines all of which are now part of our everyday lives.

This Australian inventor, worked in isolation in Ballarat around the turn of the 20th century and is a major contributor to the modern technological age. Henry was self-taught and attended the Ballarat School of Design and then as an SMB Lecturer in Electricity: 1883-1886 (now FedUni) with Henry walking on the grounds of BTS back in the day. Henry’s pioneering work stands alone even today and locally is found at what was Suttons House of music, Sturt Street.

In this program students are guided through the design thinking process to rapidly prototype their innovation. Essential to the program is participation in a technology workshop to increase technical skills and capabilities. Through co-designing this program with BTS this program can be linked to partner school programs and topics. STEM knowledge and understandings enables the program to run across a day, a series of days or within across a term. BTS will support schools to 3D Print and Laser cut designs developed back at school.

Design Technologies can include: 3D Printing;

• Personalising assitive devices for people with accessability needs.

Laser cutting; • Designing new product taking into account lean manufacturing principals.

Form Boxes;

• To create moulds for design.

SUCCESS CRITERIA : - Seeking out information and asking questions to explore the application of new technologies - Approaching th e technology workshops with a problem solving discovery attitude - Use of technology within an industry focus to complete a design prototype/outcome 22

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Program: Virtual Reality Scene Maker - Game Design CURRICULUM FOCUS

Technology Design Solutions | Mathematics

INDUSTRY FOCUS

Creative Industries | Game Maker | Information Technology

CAPABILITIES Critical & Creative Thinking | Ethical | Personal & Social SKILLS FOCUS

Communication | Teamwork | Design Thinking

YEAR LEVEL Year 8 – 10, VCAL, VET DUR ATION

1 day: 9.30 – 2 .30pm

DRONE LEGION Beginning in the 1990s, gaming went from a casual hobby, to an organized professional sport that is now thought to be the modern day “gold rush”. The gaming industry is a multi-billion dollar industry that has diverse career pathways for young people from game designers to project managers, solutions architects, producers, creative designers and 3D Modelling.

The VR Scene maker program provides students with hands on experience in creating their own game levels which can be played using the Oculus VR headset. Students learn how engines are used to make games, how to navigate through UE4, create new projects, import new assets from the marketplace and how to use those assets to design their levels.

Facilitated by Casey from Dark Shadow Studio this program is often the first opportunity students have to explore the mysterious games industry with an industry specalist tolearn about the different career pathways, encouraging students to push the boundaries of today’s technology and opening their mind to the future and opportunities provided by games.

SUCCESS CRITERIA : - Demonstrated understanding of immersive technology and the user experience - Appl ication of design thinking to create a VR immersive space - Generation of a design solution through the application of digital skills

4 DAY GAME DESIGN EXTENSION PROGRAM: FACILITATED ONCE EACH SEMESTER Students will be guided by a professional game designer to acquire the skills required to design and shape thier own 3D Side Scroller Game, which can be downloaded to mobile and Tablet devices, or continued to be developed at home.

Using Epic Games “Unreal Engine” (UEA), software, students design a 3D side scroller game prototype, develop & design a level layout, learn basic Blueprinting, create special character abilities, animations, teleportation, UI, create Main Menu functionalities and test the application and rework designs in response to feedback.

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Program: Bees with Backpacks CURRICULUM FOCUS

Mathematics | Digital Technologies | Science | Food Technology

INDUSTRY FOCUS

Information Technology (Data science and analytics)

CAPABILITIES

Critical Thinking | Ethics | Personal & Social

SKILLS FOCUS

Innovation | Initiative | Communication

YEAR LEVEL Year 9 – 10, VCAL DUR ATION

Day 1 9.30am – 2 .30pm

Optional: bee data access shor t or long term

New to BTS in 2020 this program is a partnership with CSIRO and Backyard Beekeeping Ballarat. Honey bees are important as the food we all enjoy requires pollinators to make it grow, imagine a world without apples or chocolate! Bee’s with Backpacks is part of a global initiative and this year with CSIRO we commenced placing “backpacks” on honey bees with the Backyard Beekeepers Ballarat in their backyard hive.

The tech backpacks are tiny sensors that record honey bee activity as they enter and exit the hive. Healthy bees are a sign of a healthy agricultural industry and this global project allows us to contribute local data to a global research project by monitoring bees, their movements and the environment.

Honey bees are social insects that return to the same point and operate on a very predictable schedule. Any change in their behaviour indicates a change in their environment. If we can model through the data their movements then we will be able to recognise activity change.

Students take on the role of a data analyst by preparing, exploring, and modelling local bee industry data to contribute to the CSIRO global research project. Students will perform visual data analysis with Tableau a software solution.

The opportunity to work with real world data deepens student’s level of inquiry and scientific communication. Learning how to critically evaluate, review and interpret data is an essential skill for students as they progress into their future pathways.

SUCCESS CRITERIA : - Cleanse and prepare data for analysis - Explore an industry bee dataset and contribute to a CSIRO Global Research Project.

- Design a visual data model using Tab leau - Critique the data model , identify limitations, form conclusions and communicate findings 26

27

Program: Emergency Response CURRICULUM FOCUS

Technology | Programming | Engineering | Science

INDUSTRY FOCUS

Robotics | Emergency Management | Technology | Community

CAPABILITIES

Critical & Creative Thinking | Collaboration | Personal & Social

SKILLS FOCUS

Innovation | Teamwork | Self-management | Communication

YEAR LEVEL

Year 8 – 9

DUR ATION

1 day: 9.30 – 2 .30pm

Optional: 3 hour student designed simulation testing

Emergency respondents are at risk of danger through ever increasing emergencies due to population increase, changing climate and extreme hazards. At a first-responder level, a drone fitted with digital thermography equipment can be used in the search for missing persons, where every second counts. Remotely piloted aircrafts can, in many instances be deployed quicker than a helicopter, are more affordable and can fly at lower altitudes making it easier to discriminate between human and animal forms. Training first respondents in the use of technology will continue to develop and create new jobs.

In this program students explore ways to automate a robot to carry out tasks to simulate how to reduce risks associated with emergency situations. Learning side by side as they problem solve, test, troubleshoot and review, communication and informed decision making are essential skills to achieving the programmable outcome.

The program is structured using boot camps with no prior robotics / programming experience required. Beginners are able to advance sequentially as they increase their knowledge and skill level to experience automation using robot vehicles (mBOTS).

The program sequence includes:

- Introduction to the mBot; movement and start-up

- mBot challenges brief

- Manual/autonomous program challenges

Optional: Upon returning to school students can plan and design their own simulation before returning to BTS to access the robotics and test their simulations.

SUCCESS CRITERIA : - Identify and solve problems using block coding - Create, change and edit code to test variables such as speed and direction - Appl y programming skills to design a emergency scenario solution 28

Program: 360° Film Design CURRICULUM FOCUS

Digital Technology | Multi-media | Vis Comm & Design | STEAM

INDUSTRY FOCUS

Communication | Information Technology | Story Telling

CAPABILITIES

Critical & Creative Thinking | Personal & Social | Ethical

SKILLS FOCUS

Initiative | Collaboration | Self-management | Communication

YEAR LEVEL

Year 7 – 10, VCAL, VET

DUR ATION

1 day: 9.30 – 2 .30pm | Par tner schools can borrow this equipment

af ter completing the introductory program day 360° film provides students with an opportunity to communicate with and engage audiences through a truly immersive experience which can transport people to another world. Students will learn how to create an interactive 360 film to communicate an outcome.

360° video captures footage in a 360° radius around the camera and when you watch a 360° film you can choose where to look at any moment, for example you can look up at the sky, down at the ground and behind you but you can’t force the audience to look at anything in particular.

Responding to a prompt, students will; • plan and design a storyboard to communicate through film • create footage using 360° cameras • edit interactive 360° film • viewing the film through Virtual Reality headsets

This program can engage students in new ways of communicating outcomes at schools. Partner Schools can borrow this equipment after completing the introductory program.

SUCCESS CRITERIA : - Understanding and application of 360° filming techniques - Introduction to online editing sof tware - Development and delivery of a 360° film 29

Program: Sensor Tech Problem Solving CURRICULUM FOCUS

Digital Technology | Design Solutions | Engineering | Mathematics

INDUSTRY FOCUS

Automation | Manufacturing | Information Technology | Engineering

CAPABILITIES

Critical & Creative Thinking | Personal & Social | Ethical

SKILLS FOCUS

Initiative | Collaboration | Innovation | Communication

YEAR LEVEL

Year 7 – 10, VCAL, VET

DUR ATION

1 or 2 day: 9.30 – 2 .30pm Introductory Program

4 weeks – term based project at school

A sensor is a device, module, or subsystem whose purpose it is to detect events or changes in its environment and send the information to other electronics, usually a computer. The capability of students or the class focus can determine the type of sensor tech used eg. Littlebits, Hummingbird, Neuloggers or Microbits.

Students will develop their understanding of sensor technology which will then inform their design of a sensor based tech solution to solve a community or business problem, issue or need as a system, product or environment.

Students will learn how the City of Ballarat is applying sensor technology to processes across the city to create user based solutions.

Through the application of a human centred design process students will be provided with resources to assist them with ideating / building a prototype. This program is open ended and can be included as part of a school based project where students go on to identify their own problem to solve or follow through on the prototype building at school.

SUCCESS CRITERIA : - Identification of a problem, issue or need within.

- Development of a sensor based tech solution.

- Pres entation of a market pitch.

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Program: STEM Academy CURRICULUM FOCUS

Digital Technology | Design Solutions | Engineering | Mathematics

INDUSTRY FOCUS

Automation | Manufacturing | Information Technology | Engineering

CAPABILITIES

Critical & Creative Thinking | Personal & Social | Ethical

SKILLS FOCUS

Initiative | Collaboration | Innovation | Communication

YEAR LEVEL

Year 7 – 9

DUR ATION

Semester based dates to be confirmed

The STEM Academy is new to BTS in 2020 and will operate during a semester. The STEM Academy is for students who are highly engaged with technology and have a desire to learn more about technology innovation which may include but is not limited to industry experiences and masterclasses in;

• Digital Creation

• Artificial Intelligence and Automation

• Infrastructure

• Security and Compliance

The focus of the program will be developed from gauging students interests to form a technology focus. Students will undertake technical masterclasses with industry experts to develop their skills and capabilities before choosing an area of interest to explore, prototype a system, environment or product.

This program is application based with teachers being able to nominate students for the program, please email ballarattechschool@federation.edu.au

SUCCESS CRITERIA : - Engagement with industry to understand technology - Exploration of technology based applications innovation - Prototyping of technology applications to form solutions 31

Program: Industry Tech Taster CURRICULUM FOCUS

Science | Technology | Engineering | Mathematics | STEAM

INDUSTRY FOCUS

Science | Information Technology | Advanced Manufacturing |

New Energies | Health Science

CAPABILITIES Critical & Creative Thinking | Collaboration | Personal & Social SKILLS FOCUS

Initiative | Teamwork | Self-management | Communication

YEAR LEVEL Year 7 – 9 DUR ATION

1 day: 9.30 – 2 .30pm

The Tech Taster program provides students with a fantastic opportunity to explore a range of technologies in one day and is often students’ first opportunity to explore the Tech School and their first exposure to new technologies. This program introduces students to different technologies and encourages them to see how these technologies are contributing to industry and changing society as a whole.

Students rotate through three industry tech based experiences to understand the use and impact of technology in industry areas and complete a hands-on workshop with related technologies.

Students are provided with a safe space to ask questions like “Will robots take over the world?” (very unlikely) and to think about whether they are comfortable with Artificial Intelligence being used to make decisions.

The Tech Taster program enables play and curiosity with technology to occur. Teachers appreciate how engaged and handson students are with technology and students are excited to try technology that they might otherwise only have seen in the movies.

Industry links are referenced throughout the program to ensure that students understand that each of the workshops they are undertaking directly related to real world applications.

Workshops are reviewed and adapted annually and have previously included:

- Automation; robotics & programming co-ordinates

- Solar Power

- Wind Energy

- Virtual Reality Experiences

- Inside Explorer Autopsy Tables

SUCCESS CRITERIA : - Ability to program or apply technology - Appl ication of STEAM knowledge and skills - Exploration of Industry areas and applied technology 32

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Program: War on Waste Precious Plastic CURRICULUM FOCUS

Science | Human Endeavour | Design and Technology

Technologies & Society | Creating Designed Solutions

INDUSTRY FOCUS

Creative Industries | Entrepreneurship | Sustainability

CAPABILITIES Critical & Creative Thinking | Ethics | Personal & Social SKILLS FOCUS

Innovation | Communication | Investigation | Team Work

YEAR LEVEL Year 8 – 10, VCAL DUR ATION 1 or 2 Day programs available 9.30am – 2 : 30pm

The War on Waste program is a high impact program with a range of positive outcomes for students. Plastic causes significant environmental damage, but it is also a limited non-renewable resource. Research into the potential of recycled plastic shows it as a valuable material for creating new, innovative and exciting products. This program inspires students to look for opportunities to make positive environmental change at a local level whilst demonstrating their creativity and developing their entrepreneurship skills.

Students work through their understanding of the plastic waste they create, the impacts that it has on the environment and society and the opportunities that waste can provide. They are introduced to Australian companies working at the forefront of plastic upcycling and learn about the scientific properties of plastic.

Students will leave with a prototyped upcycled plastic product, an understanding of the design process and an understanding of the science of plastic recycling.

This program allows students to build a sense of empowerment in the face of what is otherwise a seemingly insurmountable challenge. Craig Reucassal puts forward a call to action to challenge students to be the change, find the solution and educate the community so that together we can win the war on waste. Students apply scientific and creative skills to create solutions that make a positive impact on their environment.

Option 2: Industry Problem Solving: In collaboration with Bartlett Manufacturing (an innovative fabrication global leader) students can apply simple engineering and construction principles relevant to product prototyping. In response to a war on waste design brief to prototype a new household product that Bartlett’s could manufacture that would maximise the use of industrial fabric “waste” in an easy to manufacture way, teamed with a market pitch.

SUCCESS CRITERIA : - Connection of sensory awareness/empathy towards product design and marketing - Appl ication of technology and science to design and prototype a product - Implementation of the design process to create a new product - Communication of new knowledge through the product pitch 34

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Program: Peter Doherty Science Award CURRICULUM FOCUS

Science | Human Endeavor | Mathematics | Data

INDUSTRY FOCUS

Students will choose a research area

CAPABILITIES

Critical & Creative Thinking | Ethics | Personal & Social

SKILLS FOCUS

Communication | Teamwork | Research | Investigation

YEAR LEVEL Year 9 – 10 DUR ATION

1 or 2 Day Program: 9.30am – 2.30pm | Investigation time back at school

Finalist Presentation Evening

The Peter Doherty Science Award (PDSA) established in 2009 is a joint initiative of Committee for Ballarat and Nobel Laureate Professor Peter Doherty in partnership with BTS. Professor Doherty shared the Nobel Prize in Physiology/Medicine in 1996 with Swiss colleague Rolf Zinkernagel for their discovery of how the immune system recognises virus-infected cells.

Following an introductory program students will leave BTS with a plan for their school based research project which can be entered into the PDSA. Students build an understanding of the value of scientific research that they can do, work in a team and develop their confidence in their scientific communication. The PDSA directly improves students’ science communication ability.

The award encourages scientific thought and activity by inspiring students to demonstrate or solve an everyday issue. Students undertake research using the scientific method before communicating their findings. The PDSA process includes: 1. Understanding the Peter Doherty Award 2. Undertaking a Scientific Method Workshop 3. Introduction to the Experiment Investigation 4. Completion of an Experiment Investigation 5. Undertaking a Presentation Skills Workshop

6. Researching to undertake at school

Students present to a community panel from Committee for Ballarat and are judged on how creative their approach to demonstrating or solving an everyday issue is, the application of scientific method and communication of their presented scientific outcome. 2020 Prizes to be confirmed.

SUCCESS CRITERIA : - Under taking a Scientific Investigation Workshop to test an experimental procedure - Completion of a scientific investigation in response to a researched question or problem - Communication of their scientific method , solution and findings - Collaboration with a research peer to research at their home school 36

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Program: Girls in STEM Industry Pathways CURRICULUM FOCUS

Science | Technology | Engineering | Ar ts | Mathematics

INDUSTRY FOCUS

Varies each term

CAPABILITIES Critical & Creative Thinking | Entrepreneurial | Personal & Social SKILLS FOCUS

Ethics | Self-management | Communication | Collaboration

YEAR LEVEL Year 7 – 9 – Nominated by the school DUR ATION

2 days per term

Optional IBM Pathways in Technology Program Term 3

The Girls in STEM program is centred around the tagline “you can’t be what you can’t see” aiming to shift the perception of STEM for young women by focusing on providing young women with access to mentors, experiences and skill development in a focused and supported environment. Students are able to explore STEM experiences which may influence future career choices.

Utililising the design thinking model the program is imbedded in industry connections, students engage with:

- STEM Industry (site visit): 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, FedUni + TAFE pathway connections/exposure

Our 2020 program themes are in development but In 2019 we partnered with Bartlett’s focusing on industrial design, Central Highlands Water to develop scientific and technical skills, Tech Studio to create augmented reality, White Night with artist Steph Wallace, scientific research for Committee for Ballarat’s Peter Doherty Science Award and IBM Australia P-TECH Program. It is wonderful to see the learning that occurs across the schools over the 2 days with great support provided from industry mentors.

In term 4, 2019 schools can identify girls in Year 7 - 9 with an interest in STEM based subjects who would benefit from further exploration of future pathways and STEM subject options. Girls who participated in 2019 are able to participate again in 2020.

Names can be emailed to ballarattechschool@federation.edu.au by 20 December.

SUCCESS CRITERIA : - Increased awareness of women work in STEAM related fields.

- Increased capa bilities in STEAM technical skills.

- Willingness to try new oppor tunities and develop positive networks.

In term 3, 2020 we will run a 4 day Pathways in Technology program for girls interested in Technology based experiences. Girls do not have to be in the Girls in STEM program to participate in this program.

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2020 LEARNING PROGRAM OVERVIEW ISSUE 1 - 2019

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