Identifying the target group of learners

All students coming into the General Education Department are interviewed to gain a general overview of their needs, desires and abilities.  If appropriate, they are then placed within a program in which they have some choice of subjects.

Many of the students who choose Science and Technology have had little opportunity at school to study this area. They may have attended a Special School where it was not offered or they attended mainstream schooling where they were frequently relegated to other subject areas due to their lack of literacy and numeracy skills.

The course is open to any adult but presumes a reasonable level of spoken English. Because it is easily accessible from all over Melbourne and offers excellent support services, the CAE attracts a high proportion of students with disabilities.

The current group is fairly representative of those electing to study Science and Technology. There are five women and six men ranging in age from their early twenties to mid-fifties. One student works part time and another works casually. The others all receive disability support. Students with health problems often attend irregularly. About half the students have undertaken other CAE courses.

Purposes and Social Contexts

The content of the program is determined by the interests and needs of the students. These students are often very enthusiastic to learn about issues with which they are unfamiliar.  

The philosophy of the course reflects that of Jacob Bronowski

‘What science has to teach us is not its techniques but its spirit: the irresistible need to explore’ Bronowski, 1956

A mind map represents an overview of the 1999 Science and Technology program. It shows the personal interests of both teacher and students. The actual topics chosen will vary from course to course depending on what is happening in the media, and on issues of interest to the particular group of students.

While it is hoped that all aspects of communication from the National Reporting Scheme (NRS) are covered within the program, procedural and technical communications will be emphasised.

The program reflects NRS workplace and social contexts at level 1 and 2:

• understanding English texts which include one explicit agenda (level 1).

• successful performance when interaction is with sympathetic participants/interlocutors (level 1).

• beginning to shift from one cultural context to another and adapting the skills from one to another – understanding scientific discourse (level 2).

Learning Outcomes

Learning Outcomes for this program include:

• increased self confidence

• improved reading and writing skills

• improved confidence with numerical concepts

• an understanding of the place of science and technology in the students’ lives

The practical activities of the science and technology course provide opportunities for the students to use and develop a repertoire of linguistic skills and scientific and numeric concepts. These have been mapped to the NRS.

Through the course a range of issues have been investigated. Within each issue, classroom activities have included reading, writing reports, discussion and argument, numeracy, using technology, and composing e-mails.

Setting up the program and selecting participants

Initial or Placement Assessment

Developing the curriculum and assessment processes

Deliver the Program

Evaluation of the effectiveness of the program