Ballarat Tech School 2021 Learning Programs Overview

Page 1

2021 LEARNING PROGRAM OVERVIEW ISSUE 2 - 2020


BTS Program Industry Matrix 2021 Learning Programs PAGE PROGRAM DAYS

PROGRAMS

ONLINE OPTION

YEAR LEVEL

DISASTER RELIEF HOUSING

4-5

1 DAY

NO

8 - 10, VCAL

BUSHFOODS, INNOVATION IN AUSTRALIAN FOOD

6-7

1 DAY

YES

9 - 10, VCE, VCAL

SOIL SCIENCE

8-9

1 DAY

YES

7 - 10, VCE, VET, VCAL

MINI FARMBOT

10-11

1 DAY

NO

9 - 10, VET, VCAL

HUMANOID ASSISTANT ROBOT

12-13

2-3 DAYS

NO

8 - 10, VET, VCAL

AUTOMATION – ROBOTIC SOLUTION

14-15

1 DAY

NO

8 - 10, VET, VCAL

CHOCOLATE BY DESIGN

16-17

1 DAY

YES

8 - 10, VCE, VET, VCAL

VR SCENE MAKER – GAME DESIGN

18-19

1 DAY

NO

8 - 10, VET, VCAL

3D MODELLING AND DESIGN

20-21

1 DAY

NO

8 - 10, VET, VCAL

2D ANIMATION & CREATION

22-23

1 DAY

NO

8 - 10, VET, VCAL

BEES WITH BACKPACKS

24-25

1 DAY

YES

9 - 10, VCAL

SENSOR TECH PROBLEM SOLVING

26-27

1 DAY

NO

8 - 10, VET, VCAL

STEM IN ACTION

28-29

1 DAY

NO

7 - 8, NEW VISITORS

PETER DOHERTY SCIENCE AWARD

30-31

1+ DAYS

YES

7 - 10

GIRLS IN STEM INDUSTRY PATHWAYS

32-33

2+ DAYS

NO

7-9

VIRTUAL BRAIN MASTERCLASS

34-35

1 DAY

NO

VCE

PSYCHOLOGY REVISION

36-37

2 DAY

YES

VCE

PROGRAM INDUSTRY LINKS

Industry Area FOOD AND FIBRE

4

HEALTH SCIENCE’S’

ADVANCED MANUFACTURING

INFORMATION TECHNOLOGY

NEW ENERGY TECHNOLOGIES


Director’s Letter: 2021 Learning Programs Dear Partner Schools, It is my pleasure to present you with the Ballarat Tech School 2021 Learning Program. You are a valued education partner of Ballarat Tech School (BTS), and one of our key objectives is to ensure that BTS continues to meet the needs of your students and supports teachers by providing a range of innovative STEM learning programs. Since opening in 2018, through engagement with local schools and industry, BTS has contributed to enhancing the STEM skills of thousands of students across the Ballarat Region. In 2019 BTS delivered STEM programs to 6500 students, an increase from 4000 students in 2018. The 2021 Program is the result of careful thought, planning and content enhancements incorporating feedback from our partner schools and from our shared experiences. In 2021 our programs will continue to provide inspiration and assist in preparing students for success in a rapidly changing world. I will provide updates on these and other initiatives via periodic communications over the coming months. Email: ballarattechschool@federation.edu.au The BTS Team look forward to working with your school to deliver high quality STEM learning programs to your students and teachers in 2021. Please feel free to contact us to discuss your school’s specific needs for student centric STEM based learning programs aligned to the Victorian secondary school curriculum or for teacher PD programs.

Yours sincerely, Andrew Henwood Acting Director 5327 8080 | a.henwood@federation.edu.au

5


6


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 ONSITE

1 Day: 9.30am – 2 .30pm

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. This industry focused program is sponsored by local Australian owned manufacturing company, Bartlett Industrial Textile Product Manufacturing, and showcases to students a global market leader who has diversified its offerings since it was founded in 1956 by sail maker Cliff Bartlett. 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, it needs to be humanitarian in its design. The Disaster Relief Housing program applies the six Design Thinking Process stages:

1. Engage – understand and empathise with homelessness caused by disaster 2. Define – narrow down the parameters of a design brief 3. Skills – undertake job role specific skill-up workshops 4. Ideate – team-based brainstorming of ideas to developing a design plan 5. Prototype – build, make and represent the team’s design solution 6. Present – share the team’s design ideas and receive forum feedback

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 the designs form a solution to a real-world problem. Partner Schools have been embedding 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 process - Application of t he design thinking process to inform the design solution - Team pitching of the design solution 7


8


Program: Bushfoods, Innovation in Australian Food CURRICULUM FOCUS

Food Technology

INDUSTRY FOCUS

Food | Cultural Innovation | Research & Development | Design

CAPABILITIES Critical & Creative Thinking | Ethics | Intercultural SKILLS FOCUS

Innovation | Initiative | Communication

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

DUR ATION ONSITE

1 Day: 9.30am – 2 .30pm

DUR ATION ONLINE

4 – 5 Hours (Including cooking time)

Victoria currently accounts for approximately one-quarter of Australia’s value of agriculture. The State’s ‘bushfoods’ food products are integral to the future of the Australian food industries as we respond to environmental change. 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. 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. “Wonderful passion and knowledge shared with the students that enabled great questioning and engagement throughout the day.” - Partner School Teacher.

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.

SUCCESS CRITERIA : - Application 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” 9


10


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, VCE, VET, VCAL DUR ATION ONSITE

1 Day: Immersive Laboratory Workshop

(+2 Hours @ Par tner School prior to visit if collecting soil samples)

DUR ATION ONLINE

6 x Learning Modules (approx 50 mins each + prac activities)

Soil Science 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. The focus of this program is on students learning about healthy soil balance through collecting and analysing soil samples or analysing samples provided by hypothetical customers. Students carry out laboratory tests and interpret the results to develop soil and land management recommendations for appropriate basic soil additives and/or remedial actions that can optimise growing conditions and crop yields. The Soil Science program can be localised to various subject areas and partner school requirements, and includes: 1. Preparing soil samples for analysis 2. Assessing for biological activity 3. Carrying out laboratory water retention tests 4. Performing pH and nutrient chemical tests 5. Analysing collected results 6. Making healthy soil recommendations

VCE AGRICULTURAL AND HORTICULTURAL STUDIES - UNIT 1 CHANGE AND OPPORTUNITY – AREA OF STUDY 2 FOOD AND FIBRE PRODUCTION Students undertake practical soil sample collection and laboratory quality testing of soils. The characteristics of healthy balanced and productive soils are outlined and techniques for improving soil quality and minimising soil degradation is explored. Students analyse their own soil test results, apply and assess corrective actions and about how overall soil health can be improved by applying appropriate additives and improved horticultural practices.

SUCCESS CRITERIA :- ADAPTED AT A SENIOR LEVEL DEPENDING ON AREA OF STUDY - Follow BTS soil sample collection procedure to collect quality soil samples - Application of laboratory soil testing procedures and collection of test results - Connection of soil test results with corrective action soil management recommendations 11


12


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, VCAL

DUR ATION ONSITE

1 Day: 9:30 – 2:30pm

3+ Weeks at School growing plants, collecting data

The Mini FarmBOT program introduces the concept of automated plant management and allows students to begin to understand the capabilities of smart farming and the future of agriculture and food production. Students assemble, program and manage a small-scale automated plant management system which they then take back to their school to monitor 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 automated system, measuring success through the growth or otherwise of the seedlings. Knowledge and experience gained from this program can be applied to designing an effective system for their school garden or animal feeding system. The Mini FarmBOT program includes: 1. Introduction to basic Arduino programing 2. Planning a fair scientific experiment 3. Preparing automated plant management units (Mini FarmBOT) for extended investigation 4. Programing Arduino controllers to manage the automated units 5. Monitoring Mini FarmBOT units for an extended time at partner schools 6. Completing an investigation report of experiment results

SUCCESS CRITERIA : - Application 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 13


14


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, VET, VCAL

DUR ATION ONSITE

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 (NAO pronounced “now” is the name of the robots used in the program) 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. Humanoid Assistant Robot 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. Humanoid Assistant Robot Program Day 2: Students apply their programming experience from day 1 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 the development of a masterclass. Participation in a masterclass is an opportunity for 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 : - Application 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. 15


16


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 - 10, VET, VCAL DUR ATION ONSITE

1 Day: 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) - Basic electronics and programming

This program is an introduction for students which leads 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 : - Application 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 17


18


Program: Chocolate by 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, VET, VCAL, VCE DUR ATION ONSITE

1 Day: 9: 30am – 2 .30pm

DUR ATION ONLINE

Fast Track Experience 3- 4 hours or In- depth Design 8+ hours

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 and manufacture a new chocolate mould and client specific promotional graphic design. With opportunities to use technology in 3D printing, vacuum FormBox moulding, Thermomixers, and product taste testing, this program caters to a broad range of student interests and learning styles. NOTE: It is recommended that students complete either the online or onsite Chocolate by Design program.

VCE FOOD STUDIES - UNIT 2 FOOD MAKERS – AREA OF STUDY 1 FOOD INDUSTRIES Students undertake a practical food product design project, creating a new food product using design briefs, and applying commercial principles such as research, design, product testing, production, evaluation and marketing. There is a focus on the ethics and regulation behind the setting and maintaining of food standards and ensuring a safe food supply.

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 19


20


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, VET, VCAL DUR ATION ONSITE

1 Day: 9.30 – 2 .30pm

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 a game engine, create new projects, import new assets from the marketplace and how to use those assets to design their levels. This program is often the first opportunity students have to explore the mysterious games industry with an industry specalist to learn 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. The process of developing a game emphasizes a project-orientated approach to iterative design and collaboration. This includes self-directed and peer-directed learning opportunities focusing on inquiry-based learning and problem solving. Students will: • • • • • •

Learn how to use game development software Create an open world level Design the user experience Learn game design Import game ready assets Showcase their level and receive feedback

Pathway Examples: • • •

Technologist: Level Designer, Programmer, Creative Lead Designers: Network / System Engineer, Simulation Designer Generators: Designers, Entertainer, Entrepreneur, Online Blogger

DRONE LEGION

SUCCESS CRITERIA : - Demonstrated understanding of immersive technology and the user experience - Application of design thinking to create a VR immersive space - Generation of a design solution through the application of digital skills 21


22


Program: 3D Modelling and Design CURRICULUM FOCUS

Technology | Design Solutions | Ar t | Creativity

INDUSTRY FOCUS

Creative Industries | Game Modelling | Information Technology

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

Communication | Team Work | Design Thinking

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

1 Day: 9.30am – 2 .30pm

Creativity is an incredible skill that showcases diversity and uniqueness. There are a number of ways for people to be creative and a number of different programs, devices and video tutorials to get started in the world of modelling. Many of today’s best movies or games use models and scenes that have been created inside modelling software like Maya, 3D Studio Max, Blender and more. These are professional industry program that will unleash your creative side. Students will learn the basics of modelling software and recreate three models. On completion of this program students can apply the skills learnt to further develop their own models. Students will be guided to acquire the skills required to design and shape three basic models. The process of creating models emphasizes a self-directed approach to iterative design and creative thinking, peer-directed and constructive feedback, and learning opportunities focusing on inquiry-based learning and problem solving. Students will: • • • • • •

Learn how to use modelling software (base level) Recreate simple modelling assets Develop & design the final asset Learn basic colours and animation Create basic VFX effects Showcase models and receive feedback

Pathway Examples: • • •

Technologist: Designers: Generators:

3D modeller, Animator, VFX Designer, Artist Network/System Engineer, Simulation Designer Artist, Entertainer, Entrepreneur, Online Blogger

SUCCESS CRITERIA : - Demonstrated understanding of modelling sof tware - Application of design and creative thinking to create models - Generation of a design solution through the application of digital skills 23


24


Program: 2D Animation & Creation CURRICULUM FOCUS

Technology | Design Solutions | Mathematics | Engineering

INDUSTRY FOCUS

Creative Industries | Game Making | Information Technology

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

Communication | Team Work | Design Thinking

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

1 Day: 9.30am – 2 .30pm

Today 2D movies and games are very popular – there are some companies that mix both the 2D and 3D worlds together to create a brand new experience. Understanding the process and programs that are used to create 2D models, rigging and animation is no small task. During the 2D Animation and Creation program students will start a new project using both Adobe Illustrator (Ai) and Adobe After Effects (Ae). On completion of this program students will have an understanding of how to use these industry professional programs, create characters and be able to further develop their skills. Students will be guided by a professional game maker to acquire the skills required to design and animate a 2D character and create something of their own. The process of developing animations emphasises both self-directed and a project-orientated approach to iterative design and collaboration including, peer-directed and constructive feedback, learning opportunities focusing on inquiry-based learning and problem solving. Students will: • Learn how to use Adobe animation software (basic level) • Create a 2D animation character • Learn animation practices for games & movies • Develop & Design their own unique character • Test the animation and rework designs in response to feedback Pathway Examples: • Technologist: • Designers: • Generators:

Software Animator, Designer, 2D Character Designer, Network / System Engineer, Simulation Designer Artist, Entertainer, ICT Reps, Online Blogger

SUCCESS CRITERIA : - Demonstrated understanding of animation sof tware and creation of animating - Application of design and practical thinking to create a working animation - Generation of a design solution through the application of digital skills 25


26


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 ONSITE

1 Day: 9.30am – 2 .30pm

DUR ATION ONLINE

6 modules 1 – 2 hours each

Optional: Bee data access shor t or Long term

This program is a partnership with CSIRO and Backyard Beekeeping Ballarat. Honeybees are important as the food we all enjoy requires pollinators to make it grow: imagine a world without apples or chocolate! Bees with Backpacks is part of a global initiative and with CSIRO we are placing “backpacks” on honeybees with the Backyard Beekeepers Ballarat in their backyard hive. The tech backpacks are tiny sensors that record honeybee 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. Honeybees 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 their movements through the data then we will be able to recognise activity change. Prior to undertaking the Bees with Backpacks program onsite, students will access the online learning materials to find out about the CSIRO bees international research program, and the importance of honeybees in ensuring our future food production. On the day 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 using Tableau software. Using data analysis skills students will also undertake a forensic activity to solve a local beekeeping crime. After solving the crime they will present their findings to their peers for feedback. After their visit students are encouraged to apply their new bee knowledge and design and build a bee friendly environment at their school or home. The opportunity to work with real world data deepens students’ level of inquiry and scientific communication. Learning how to critically evaluate, review and interpret data is an essential skill for students as they progress on their pathways.

SUCCESS CRITERIA : - Cleanse and prepare data for analysi s - Explore an industry bee dataset and contribute to a CSIRO Global Research Project. - Design a visual data model using Tableau - Evaluate crime scene data for relevance - Apply problem solving skills to find solutions - Use communication skills to share reasoning behind prime suspects in crime analysis and communicate findings 27


28


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 | Col laboration | Innovation | Communication

YEAR LEVEL

Year 8 – 10, VET, VCAL

DUR ATION ONSITE

1 Day: 9.30 – 2 .30pm

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 a need. - Development of a sensor based tech solution. - Presentation of a market pitch. 29


30


Program: STEM in Action CURRICULUM FOCUS

Science | Technology | Engineering | Mathematics | STEM

INDUSTRY FOCUS

Science | Information Technology | Advanced Manufacturing | New

Energy Technologies | Health Science’s’

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

Initiative | Teamwork | Self-Management | Communication

YEAR LEVEL Year 7 – 8, Open to anyone visiting BTS for the first time DUR ATION ONSITE

1 Day: 9: 30 – 2 : 30pm

PURPOSE The STEM in Action program welcomes students to the Ballarat Tech School (BTS), often for the first time, and provides an opportunity to begin exploring the exciting world of STEM through short and impactful workshops. Using problem solving, creativity and collaboration in small groups, students apply 21st Century technological capabilities to real world applications. Questions and curiosity are encouraged alongside opportunities to play with the technology and explore its current and potential future applications. PROGRAM STRUCTURE Participation in the STEM in Action program provides students with a taste of the types of activities available at BTS and the specialised programs offered. It is also an opportunity for partner school teachers to observe and learn alongside their students, discovering areas of interest together, and enabling groundwork for future visits to the BTS. Students rotate through three integrated hands-on STEM based workshops introducing them to different technologies and STEM skills. The workshops encourage students to think about how STEM contributes to the world they live in, and the importance of STEM to the future of society. Program workshops are continuously reviewed, adapted and updated, and include: • • • •

Virtual Reality Experiences Automation: programming co-ordinates Applied Robotics Future Foods

INDUSTRY LINKS Industry links are referenced throughout the program to ensure that students understand how each workshop relates to the real world.

SUCCESS CRITERIA : - Application of STEM knowledge and skills - Explorations of Industry areas and applied technology - Use of communication, collaboration, creativity and critical thinking skills - Ability to program or apply technology 31


QUESTION

SHARE RESULTS

HYPOTHESISE

Scientific Method ANALYSE EXPERIMENT

OBSERVE + RECORD

32


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 7 – 10 DUR ATION ONSITE

1 Day: Immersive Workshop + Investigation time back at school or

2 Hour Introduction & Inspiration + Investigation time at school

DUR ATION ONLINE

5 x Learning modules (approx 60 + mins each) + Investigation time

C O M P E T I T I O N

Finalist Presentation Evening (Term 4, TBC)

The Peter Doherty Science Award (PDSA) recognises novel and creative research into solving everyday issues identified by students in the Ballarat region. The Award, 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 the onsite full day workshop or 2 hour introduction seminar, students will leave BTS with the tools and inspiration to pursue their own scientific investigation and the understanding of how to enter their completed project into the PDSA. Students build an appreciation of the value of the scientific research that they can do and develop their collaboration and team work skills. The PDSA directly improves students’ science communication ability. The onsite program is fully supported by a comprehensive online program and resources that are available to all students enrolled in the PDSA program. The award implement scientific thought and activity by inspiring students to investigate everyday issues scientifically. Students undertake research using the scientific method before communicating their findings in a scientific poster and an oral presentation. The PDSA process includes: 1. Understanding the Peter Doherty Science Award 2. Undertaking a Scientific Method and Communication Workshop (at BTS or online) 3. Planning and Preparation for the Scientific Investigation 4. Completion of an Experimental Investigation (at school) 5. Communication of investigation findings 6. Presentation and Award evening at BTS (date to be confirmed) Students present to a community panel from Committee for Ballarat and are judged on how creative their approach to demonstrating or solving an everyday issues is, the application of scientific method and the communication of their scientific outcomes.

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 school 33


34


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 ONSITE

2 Days: Per Term

Optional IBM Pathways in Technology Program (Dates TBC)

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 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, Federation University and TAFE pathways

Our 2021 program themes will focus on development. Previous program delivery has included:

- Partnering with Bartlett’s to develop industrial design skills - Central Highland’s Water to develop scientific and technical skills - Tech Studio to create augmented reality - Scientific research for the Committee for Ballarat’s Peter Doherty Science Award - IBM Australia in conjunction with the Pathways in Technology (P-TECH) program

The learning that occurs, career pathways mapped and the networks made across schools over the 8 days is supported by industry mentors. 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. Names can be emailed to ballarattechschool@federation.edu.au In 2021 BTS will support 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.

SUCCESS CRITERIA : - Increased awareness of women working in STEAM related fields. - Increased capabilities in STEAM technical skills. - Willingness to t ry new oppor tunities and develop positive networks. 35


36


Program : Virtual Brain Masterclass CURRICULUM FOCUS

Psychology

INDUSTRY FOCUS

Health Science’s’ | Information Technology

CAPABILITIES Self-Managem ent | Ethical | Personal & Social SKILLS FOCUS

Investigation | Communication | Data Collecting

YEAR LEVEL

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

DUR ATION ONSITE

3 Hour : Masterclass

The Inside Explorer Virtual Brain Masterclass is focused on Unit 1 of VCE Psychology. The masterclass explores how behaviour and mental processes are 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 Virtual Reality software. The class data is captured 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 to slice and rotate the brain. They can zoom in on key areas to enable them to investigate the functions of inner structures and cortical lobes. The content is tailored to the VCE curriculum requirements to assist students to understand the relationship between the parts of the brain. This is one of the only places this technology can be accessed in Australia. 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. Acknowledgement: Thank you 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 37


38


Program : Psychology Revision CURRICULUM FOCUS

Science | Psychology

INDUSTRY FOCUS

Psychology

CAPABILITIES Applying knowledge | Exam skills | Critical Thinking SKILLS FOCUS

Key Knowledge | Exam Skills | Extended Response Skill’s’ | Shor t

Answer Practice | Annotation & Application Skills

YEAR LEVEL

VCE Unit 3

DUR ATION ONSITE

Self-paced Online Approx. 9 hours

The VCE Study design is split into 4 key units. This revision program is focused on Unit 3 topics. The modules centre on some of the tricky concepts within the study design. The program includes videos to engage students with each concept and compliment explanations followed by practice questions and application tasks. The first area of study in Unit 3 is ‘How does the nervous system enable psychological functioning?’. It explores the way the nervous system influences the way people experience the world. Looking at the way messages travel through the nervous system and how communication occurs through synaptic connection. It considers how stress is a biological process exploring fight-flight-freeze and the General Adaptation Syndrome and how it can affect our psychological functioning using the Lazarus and Folkman transactional model of stress. The second area of study is ‘how do people learn and remember?’. It explores how humans form memory by considering the Atkinson-Shiffrin model of memory. This model explores the 3 different memory stores: sensory, short-term and long-term memory. Further exploration of the different types of information processed into long-term memory highlighting how each one activates different areas of the brain in the consolidation and storage process. Memory is not infallible. This is explored further through the work of Elizabeth Loftus on eye-witness testimony. The study also examines how learning occurs. Throughout the history of Psychology there have been a number of experiments exploring the way learning occurs. This includes the work of Ivan Pavlov and John Watson on classical conditioning, The key elements of Operant Conditioning, researched by BF Skinner and the work of Albert Bandura on Observational Learning. These processes and experiments are explored further within the modules. 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 the processes of memory and learning. 4. Revise the Unit 3 content with particular focus on some of the tricky aspects of the study design.

SUCCESS CRITERIA : - Successf ul completion of the practice questions - Demonstration of knowledge through storyboards, annotated diagrams, application of theory to scenarios - Identification of key concepts in scenarios 39


2021 LEARNING PROGRAM OVERVIEW ISSUE 2 - 2020