This manual is designed as a training plan and reference material for teachers delivering the Formula High School program with the 2017 version of the vehicle.
The program has been broken down into Milestones. These milestones assist the teacher to track their class/project progress and to see what is expected at each stage.
Milestones are in order of manufacture. Milestone 3 is carried out before Milestone 4 for example.
Some Milestones have multiple sections in them and this denotes that these sections can be carried out at the same time. Milestone 4 is a good example of this and it is broken into 5 parts, LH Front Suspension, RH Front Suspension, LH Rear Suspension, RH Rear Suspension and Chassis construction. When these Milestones are being carried out the class is broken down into smaller working groups and each group has their own section to work on. Each section has been carefully designed that while they may have different individual components to be made, the same or similar processes and equipment are used by the students.
This video can be shown to prospective students in a classroom environment so they understand how the way the Formula High School Program is run.
The presenter can talk about the different aspects of the program.
The Formula High School program is run utilising a server based system called "The Learning Cauldron". This server based system allows the program to run anywhere that the internet is available.
It is a Learning Management System (LMS) as well as a Material Resource Planning system (MRP). This combination of both educational and industry based systems allows the program to run in a simulated environment and can produce job cards and worklike methods pf carrying out tasks while giving the flexibility of a LMS with abilities such as theory tests, instructional videos and marking of assessments.
The system is relatively easy to use and further training or explanation of the system can be obtained by contacting Formula Student at info@formulastudent.edu.au
The Formula High School program has been broken down into stages called Milestones.
These Milestones break the project up into "chunks" that make it easier to follow and track the progress of the project.
Teachers work through Milestones in order so the project progresses in an organised manner. A class may be working on multiple milestones at one time, however this would be limited to 1 or 2 generally and possibly 3 in unusual circumstances.
Some Milestones will require the whole class to be working on the same work and everyone will be delegated the same tasks for the milestone. An example of this are the first few milestones where everyone has to complete the same work such as safety.
As the program progresses there will be Milestones where students will be broken into groups within the Milestone and work on different tasks to others on the class. Milestone 4 is a good example of this. In Milestone 4 the class is broken into 5 distinct groups developing components for different areas of the vehicle. While the students are working in the different groups and manufacturing different components, the workplace skills required by each group are the same. In each group within milestone 4 for example, each group will be required to use hacksaws, hand files, lathes, cut off machines such as cold saws or band saws. It is up to the teacher in each group to delegate the work load between the students within a group so the activities are shared. A good example of this might be a component within a group of students that has a qty of 6 items to be made. If the group had 3 students, then each student may be delegated 2 items each to manufacture.
The teacher can track the progress of students and items in any milestone and/or sub-section within the milestones by the use of the "Report" button under the "Allocate Jobs" menu accessed at the bottom of the main teacher screen. Teahcers will find this report to be very helpful in tracking the class progress and identifying groups of students who may be falling behind or requiring extra assistance.
Milestone 1 is a short milestone that covers the introduction and induction to the course.
It is advisable to have the teacher play the Formula High School Induction Video/Powerpoint for the whole class so the general induction is covered. In this video, students will be instructed on how to log onto the system and clock onto job cards. The teacher can then field any questions students may have.
The teacher will need to allocate job cards. This video will show you how that is achieved. It is recommended to just set the first milestone initially to help you get used to the system.
Once the video has been watched and any initial questions answered, the teacher should then ask students to log on to the workshop either at their workstations or using the workshop device. It is highly recommended to utilise the workshop device to have students log onto the workshop and select the "Induction to Cert II Engineering Pathways/Le mans Prototype Project" job card. Once they have selected this they can then make their way back into the classroom and log onto their workstations to carry out the video quizz embedded within the jobcard. Once they complete the Video/Quizz section they will be able to clock onto the Theory room section which tells them they have successfully completed the induction. They are to then verify with the teacher that they have done the induction and on your teacher device, mark that you have seen them "make 1 item". Once this is done the student can then go to the workshop device, enter that they have made one and the job will be completed.
The teacher is then able to close the job which will make the job card disappear from the students screen. The student will then be able to clock onto a new job if allocated by the teacher.
This activity will introduce the students and teachers to the workflow of logging on to the workshop and selecting the tasks they will be working on going forward. The Induction jobcard contains both video and quizzes, just as they will find thoughout the course. The process outlined above is the way job cards are processed by both students and teachers.
In addition to the induction job card there is also a "Unique Student Identifier" job card. This is also used as a learning method to run through the process of clocking on and off for students as well as marking off for teachers. Students are required to log onto the USI site and watch videos on how they create a USI or access their current USI. This will be valuable learning for them going forward as they will have this USI for life and it will be used for all Nationally Recognised Training they carry out, not just this course.
Students need to log on to the section that says watch videos, use the link in the text that will take them to the USi site, and use that information to obtain a current or new USI. Once students have typed their USI into the text box they can ask the teacher to check it. The teacher can observe them, mark off the corresponding observable behaviours and then type "1" in the qty made section. The students can then log onto the teacher sign off section of their jobcard, enter "1" in the qty made and close the job card. It will then disappear from their screen. The teacher will need to tick the corresponding observable behaviours in the teacher sign off section for that student/jobcard on their screen before closing the job.
It is highly advisable for new teachers to mark this work at the end of the first class or the first day to also become familiar with working through the system. Teachers need to keep on top of the observation of tasks otherwise they may fall behind.
It won't take long for teachers to become familiar with the system and this initial jobcard is utilised as learning for both teachers and students.
While this process requires both students and teachers to participate with teachers selecting the observable behaviours and working through the jobcard until it is closed, this job acrd and the induction activities will not contribute to any assessment. It is purely a learning phase to allow students and teachers to become familiar with the system.
There is a downloadable Induction checklist below which is to be filled out by the teacher and students are to physically sign at the end of the induction process/class.
This document is to be kept on hand until it can be collected by Formula student staff, or alternatively, mailed to Formula Student if requested.
The video below is to be played to the whole class and can be expanded to view as full screen
