ministry of education and technology syllabus gr. 5 – 7, nied 2006 1 1. introduction this syllabus...

MINISTRY OF EDUCATION

UPPER PRIMARY PHASE

FOR IMPLEMENTATION

Grade 5 2008 Grade 6 2009 Grade 7 2010

DESIGN AND TECHNOLOGY

GRADES 5 -7

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia Copyright NIED, Ministry of Education, 2006 Design and Technology Syllabus Grades 5 -7 ISBN: 0-86976-841-7 Printed by NIED Website: http://www.nied.edu.na Publication date: June 2006

TABLE OF CONTENTS

1. Introduction 1

2. Rationale 1

Aims 1

3. Competencies and Learning outcomes 2

4. Particular Features of the Subject at this Phase 2

5. Gender Issues 2

6. Local Content and Context 2

7. Links to Other Subjects and Cross-curricular Issues 2

8. Approches to Teaching and Learning 4

9. Summary of Learning Content 5

10. Learning Content 6

10.1 Learning Content for Grade 5 6



11. Assessment 16

11.1 Introductory remarks 16

11.2 Purpose of assessment 16

11.3 Types of assessment 16

11.4 Methods of assessment 17

11.5 Assessment objectives 17

11.6 Recording Grades 18

11.7 Continuous Assessment: Detailed Guidelines 18

11.8 Promotion Mark 20

11.9 Grade Descriptions 22

12. Additional Information 24

Annexure 1 Continuous Assessment Record Sheets 24

Annexure 2 Glossary of Terms 27

Annexure 3 List of Tools 29

Design and Technology Syllabus Gr. 5 – 7, NIED 2006 1

1. INTRODUCTION

This syllabus describes the intended learning and assessment for Design and Technology in the Upper Primary phase. As a subject, Design and Technology is within the technological area of learning in the curriculum, but has thematic links to other subjects across the curriculum. Learning about technology includes applying knowledge of how to work more efficiently using tools, materials and processes. Technology is a specific way of solving problems through planning, design, realisation and evaluation. Learners develop the necessary knowledge, skills and attitudes to perform tasks using appropriate technology.

The aims, learning objectives and competencies which overlap between subjects are amongst the essential learnings within the curriculum as a whole.

2. RATIONALE

The presentation of Design and Technology at school is first and foremost an educational matter, with the overall goal being that learners attain proper adulthood in the society. As a result of the increasing industrialisation and mechanisation of modern times, technological knowledge and skills have become indispensable in everyday life.

The inclusion of Design and Technology in the learners’ curriculum does not aim at vocational training in the narrower sense of the word: It simply provides the learner with a broad educational foundation for further specialised training. It also provides the learners with a clear understanding of technology and assists them in becoming better adapted and prepared for life.

The inclusion of elementary entrepreneurial concepts and activities lays the foundation for the development of human resources as a basis for further studies, occupations or self-employment/entrepreneurship.

Design and Technology, together with entrepreneurial concepts and activities, empowers the individual to be creative and gain problem-solving skills.

AIMS

The syllabus promotes the following aims:

• foster an awareness of local, regional and national needs of Namibia and contribute towards development;

• equip learners to play an effective and productive role in the economic life of the nation;

• promote positive attitudes towards the challenges of co-operation, work, entrepreneurship and self-employment.

3. COMPETENCIES AND LEARNING OUTCOMES

3.1 COMPETENCIES


On entry to the Upper Primary Phase, all learners are expected to have developed the following skills/competencies:

• basic drawing skills; • an awareness of entrepreneurship; and • the initiative to design creative project work.

3.2 LEARNING OUTCOMES

On completion of the Upper Primary phase, learners demonstrate their creativity through competence in simple technological processes of investigating and exploring product ideas, making choices about design and/or materials, and using appropriate basic hand tools and equipment, in order to make and evaluate a product.

4. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE

The ultimate goal of Design and Technology is to enable the learners to achieve technological literacy through the development of:

• technological knowledge and understanding • technological capacity • an awareness of the significance of design and technology upon society. Learners should develop a thorough knowledge of basic concepts which they can apply in a wide range of situations. They must also develop the broad-based skills that are so important for effective functioning in the world of work. They must learn to identify and analyse problems and to explore and test solutions in a wide variety of contexts. This firm conceptual base is at the heart of the Design and Technology curriculum and must be the focus of teaching and learning in the classroom.

5. GENDER ISSUES

Gender equity is an essential step in the path to a better future. Design and Technology, therefore, empowers the individual to make life choices based on interests and aptitudes, rather than tradition or gender.

6. LOCAL CONTENT AND CONTEXT

Design and Technology emphasises the re-use of locally available resources (recyclable materials) to conserve the environment, and the content has been adapted to suit the local context.

7. LINKS TO OTHER SUBJECTS AND CROSS-CIRRICULAR ISSUES

The cross-curricular issues including Environmental Learning; HIV and AIDS; Population Education; Education for Human Rights and Democracy (EHRD) and Information and Communication Technology (ICT) have been introduced to the formal curriculum to be dealt with in each subject and across all phases because each of the issues deals with particular risks and challenges in our Namibian society. All of our learners need to: • understand the nature of these risks and challenges • know how they will impact on our society and on the quality of life of our people

now and in the future • understand how these risks and challenges can be addressed on a national and global

level


• understand how each learner can play a part in addressing these risks and challenges in their own school and local community.

The main risks and challenges have been identified as: • the challenges and risks we face if we do not care for and manage our natural

resources • the challenges and risks caused by HIV and AIDS • the challenges and risks to health caused by pollution, poor sanitation and waste • the challenges and risks to democracy and social stability caused by inequity and

governance that ignores rights and responsibilities • the challenges and risks we face from globalisation.

Since some subjects are more suitable to address specific cross-curricular issues, the following issues will receive more emphasis in this syllabus.

7.1 INFORMATION AND COMMUNICATION TECHNOLOGY

One of the features of a rapidly changing world is the accumulation of a vast amount of information and data. Technology has an impact on all aspects of modern life. Learners need to be equipped with the knowledge and skills to be competent and confident in assessing and working with various forms of information and data.

The approach to information and communication technology focuses on the use of support materials and equipment to access, process and use information in the most appropriate ways.

Where resources are available, schools should interpret the use of information and communication technology to include the following skills:

• word processing • graphics • CD-ROM referencing.

LINKS TO OTHER CROSS-CURRICULAR ISSUES:

8. APPROACHES TO TEACHING AND LEARNING

The approach to teaching and learning is based on a paradigm of learner-centred

education described in ministerial policy documents, curriculum guides, and the conceptual framework. This approach ensures optimal quality of learning when the following principles are put into practice.

Grade HIV and AIDS Environmental Education

Human Rights and Democracy

Entrepreneur- ship Education

5 1.1 Safety Precautions

1.3 Structures 1.3.3 Materials 1.3.4 Energy

1.2 Safety Precautions

6 2.1 Safety Precautions

2.3.1 Structures 2.3.2 Materials 2.3.4 Energy

2.1 Safety Precautions

7 3.1 Safety Precautions and First Aid

3.3.1 Structures 3.3.3 Materials 3.3.4 Energy

3.1 Safety Precautions and First Aid

2. Design and Technology as a Business in Namibia


The aim is to develop learning with understanding, and the skills and attitudes to contribute to the development of society. The starting point for teaching and learning is the fact that the learner brings to the school a wealth of knowledge and social experience gained continually from the family, the community, and through interaction with the environment. Learning in school must involve, build on, extend and challenge the learner’s prior knowledge and experience. . Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. The teacher must be able to sense the needs of the learners, the nature of the learning to be done, and how to shape learning experiences accordingly. Teaching strategies must therefore be varied but flexible within well-structured sequences of lessons. . The teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to convey content directly; when it is best to let learners discover or explore information for themselves; when they need directed learning; when they need reinforcement or enrichment learning; when there is a particular progression of skills or information that needs to be followed; or when the learners can be allowed to find their own way through a topic or area of content. . Work in groups, in pairs, individually, or as a whole class must therefore be organised as appropriate to the task in hand. Co-operative and collaborative learning should be encouraged wherever possible. In such cases, tasks must be designed so that pair or group work is needed to complete it, otherwise the learners will not see any relevance in carrying out tasks together. As the learners develop personal, social and communication skills, they can gradually be given increasing responsibility to participate in planning and evaluating their work, under the teacher’s guidance. . The teacher should decide, in relation to the learning objectives and competencies to be achieved when:

• it is best to convey content directly; • it is best to let the learners discover or explore information for themselves; • learners need directed learning; • learners need reinforcement or enrichment; • there is a particular progression of skills or information that needs to be followed; • learners can be allowed to find their own way through a topic or area of content.


9. SUMMARY OF THE LEARNING CONTENT

Theme/Topic Grade 5 Grade 6 Grade 7 1. Safety Precautions 1. Safety Precautions 1. Safety Precautions 1. Safety Precautions 2. Business in Namibia

2. Business in Namibia



3. Technology 3.1 Structures 3.2 Mechanisms 3.3 Materials 3.4 Energy

3.1 Structures 3.2 Mechanisms 3.3 Materials 3.4 Energy 3.5 Electricity

3.1 Structures 3.2 Mechanisms 3.3 Materials 3.4 Energy 3.5 Electricity

4. Design and Technology




5. Communication 5. Communication 5. Communication 5. Communication 6. Entrepreneurship 6.1 Marketing

6.2 Finances 6.1 Marketing 6.2 Finances

6.1 Marketing 6.2 Finances


10. THE LEARNING CONTENT

10.1 GRADE 5

THEMES/TOPICS LEARNING OBJECTIVES

Learners will:

BASIC COMPETENCIES

Learners should be able to:

1. Safety precautions

• show respect for/obedience towards safety precautions and be able to care for him/herself, tools and equipment, as well as other people

• demonstrate respect towards:

− instructors, teachers and parents − handling conflicts with fellow learners, teacher or

parents − safety measures in class and of home with respect to

equipment • organise/manage the workplace to maximise their safety

and output

2 Business in Namibia

• know family business and small and medium scale enterprises (SME’s)

• identify family home-based businesses and small and medium scale enterprises (SME’s)

• identify employment positions

• identify successful Namibian entrepreneurs

• identify skills that are useful in implementing business ideas

• identify and report on different ideas for businesses in their local environment

• justify why they like a specific idea from their environment

•

3. Technology • be introduced to the concept of Technology • define and discuss ‘Technology”

3.1 Structures • be aware of natural structures • describe natural structures

• collect examples of natural structures

• give simple properties of natural structures

3.2 Mechanisms • be introduced to levers • explain the term “lever”

• demonstrate the basic use of levers with practical applications



Learners will:

BASIC COMPETENCIES


3.3 Materials • be aware that different products in the environment are made from different materials including recyclable materials

• identify and demonstrate different products made from:

o recyclable materials o paper

− different thicknesses for different purposes, including carton

o wood − solid wood (natural and related resources as in

forestry) − wood products (manufactured wood)

o metals − aluminium − brass − lead

o plastics − Polyvinyl chloride (PVC)

• realise that materials are an integrated part of technological processes

• be introduced to business opportunities in the natural environment

• collect examples of products made from various materials

• identify components of the natural environment

• identify and report on materials used in products made in her/his environment

• investigate businesses in the local environment that sell products made from local raw materials

3.4 Energy • understand the concept “energy”

• be made aware that the sun is the main energy source

• describe the concept “energy”

• identify how the sun is used as energy source

• give examples of elementary uses of the sun as an energy source


• be introduced to the concept of technology • define and discuss “ technology”



Learners will:

BASIC COMPETENCIES


5. Communication (drawing)

• be introduced to basic drawing instruments and use them to communicate graphically

• identify and use the following drawing instruments:

− pencil − rubber − ruler − compasses

• implement various types of lines to construct objects

• know how to appropriate use drawing techniques for geometrical construction

• draw (graphically) two-dimensional figures:

− triangles − squares − rectangles − circles

6. Entrepreneurship

6.1 Marketing • understand various needs of marketing • list personal and family needs

6.2 Finances • be introduced to financial concepts • list her/his own income and expenses

• list income and expenses of her/his family

• explore and report on bartering activities in the local community


10.2 GRADE 6


Learners will:

BASIC COMPETENCIES


1. Safety precautions • understand that there are dangers in working with tools and equipment

• indicate certain dangers − when using tools incorrectly − when injured, with emphasis on HIV and AIDS precautions − during foul play in a class situation − when working with electrical equipment − when being negligent and lacking concentration

• understand what is meant by a “safe and attractive working environment”

• name general safety measures towards the working environment by: o keeping safety equipment and tools in appropriate places o using appropriate tools correctly o applying safe working procedures o arranging business premises/property to attract customers

and be easy to manage o reporting on:

− hazards − breakages − accidental spillages

• explain the necessity of wearing protective clothing

2. Business in Namibia • learn about employment and entrepreneurship

• distinguish between employment and self-employment by using Namibian examples

• investigate and report on successful Namibian entrepreneurs

• identify and explain characteristics of successful entrepreneurs

• identify different skills and values connected to business

• learn about employment and entrepreneurship

• distinguish between family business and small and medium scale enterprises (SME’s), with examples

• distinguish among resources

• distinguish between demands and knowledge/skills necessary to start a business

3 Technology



Learners will:

BASIC COMPETENCIES


3.1 Structures • understand the different forms of natural structures

• understand the properties of natural structures

• identify and distinguish between various natural structures

• list weaknesses and strengths of natural structures

3.2 Mechanisms • understand some linkages in daily use • identify various linkages in daily use:

− mechanical − hydraulic

• explain the advantages in: − mechanical linkages − hydraulic linkages

3.3 Materials • understand the production of materials:

− paper (and carton)

• name and describe the production processes of:

o paper − pulping − drying

− wood

− metals − plastic

o wood − cutting logs − sawing logs into timber − drying wood

o metals − mining − crushing − melting

o plastic − refinery

• identify the advantages and disadvantages of the above production processes

• be introduced to cost and quality of locally manufactured products

• investigate the cost of a locally produced product

• compare the quality of products and report on findings

3.4 Energy • be introduced to potential and kinetic energy

• demonstrate the use of potential and kinetic energy



Learners will:

BASIC COMPETENCIES


3.5 Electricity • be introduced to different effects of electricity

• name the different effects of electricity: − heat/thermal − light − magnetic

• describe the uses for electricity


• understand the concept of design • identify common problems/needs in her/his communities

• describe the concepts:

− design brief − specifications − possible solutions

• apply creative thinking in solving problems or meeting needs

• develop ideas about how problems/needs can be solved (possible solutions)

5. Communication (Drawing)

• be introduced to basic freehand sketching

• be introduced to appropriate drawing techniques for geometrical constructions

• apply freehand sketching techniques to draw:

− horizontal lines − vertical lines − diagonal lines − circles

• apply the bisecting of sides and angles of:

− triangles − squares − rectangles

• draw and construct:

− circumscribed circles − inscribed circles

6. Entrepreneurship 6.1 Marketing • understand the needs and marketing

strategies for local products

• explore and report on needs of the local community

• identify and explain how to market a local product

6.2 Finances • understand financial requirements to start a business

• explain what savings are

• identify financial requirements to start a business


10.3 GRADE 7


Learners will:

BASIC COMPETENCIES


1. Safety precautions and first aid

• understand safety measures when using hand tools and electrical power tools

• apply appropriate safety measures when working with hand tools and electrical power tools

• store tools and equipment correctly (files, planes, saws)

• understand the correct use of tools

• understand the dangers of open wounds and bleeding with emphasis on HIV and AIDS prevention

• inspect and maintain electrical power tools regularly

• recognise the need for precautionary measures by:

- using gloves - use of running water during treatment of bleeding wounds - dealing with open wounds

• properly dispose of waste material after treatment

• understand appropriate application of first aid when necessary

• apply basic first aid techniques • explain how personal health affects business productivity

2. Business in Namibia • be introduced to employment and self-employment

• know of ways to become an entrepreneur

• compare employment and self-employment

• compare advantages and disadvantages of entrepreneurs vs. cooperation in the local environment

• establish ways and assess their own possibilities to become entrepreneurs

• evaluate and report on their own business ideas

3 Technology

3.1 Structures • understand different forms and properties of man-made structures

• identify man-made structures and natural structures

3.2 Mechanisms • understand the working of: − pulley drives − chain drives

• identify:

− pulleys − chain drives

• experiment with pulleys and chain drives

• compare the advantages and disadvantages of: − pulleys − chain drives



Learners will:

BASIC COMPETENCIES


3.3 Materials • realise the importance of materials according to their uses (human-made needs)

• understand the profit of a product

• identify different materials in manufactured products and apply their specific use according to their properties:

o wood − hardwood (good quality, durable, high value, for

furniture) − soft wood (as roof trusses) − plywood (for furniture)

o metal − aluminium (light in weight, corrosion resistant) − copper (ductile, good conductor of heat and electricity,

corrosion resistant) − mild steel (malleable, general work)

o plastic − polyvinyl chloride (PVC) − as water pipes − plasticity

• calculate the production cost of a product

• calculate the selling price of a product

• calculate the profit

3.4 Energy • understand how to apply potential and kinetic energy to perform work

• apply potential and kinetic energy to perform work

3.5 Electricity • understand the term and different effects of electricity

• learn basic concepts such as:

- conductors - insulators

• describe what the term electricity means

• distinguish between the effects of electricity

• state the difference between conductors and insulators

• understand the terms:

- voltage - current - resistance

• use the units of measurement and symbols of voltage, current and resistance in calculations



Learners will:

BASIC COMPETENCIES


3.5 Electricity (continued)

• understand the molecular theory of magnetism

• describe the molecular theory of magnets

• draw/sketch magnetic fields

• realise the value of “electricity-in-practice”

• apply the concept “electricity-in-practice” (through practical uses of electrical toys or appliances)

4. Elements of Design and Technology

• understand the link between Design and Technology

• demonstrate various ways of integrating Design and Technology

• describe the concepts:

− aesthetics − ergonomics − design brief − specifications − possible solutions/applying creative thinking in solving problems or meeting needs

5. Communication (drawing)

• understand and use freehand sketching techniques in project work

• draw freehand sketches appropriate to project work

• be introduced to appropriate drawing equipment to accomplish graphical and geometrical constructions

• identify and use:

− drawing board − T-square − 45º and 30º/60º set squares − protractor

• measure:

− sides − angles

• be introduced to graphs, charts and flow diagrams

• demonstrate simple data on graphs, charts and flow diagrams

6. Entrepreneurship

6.1 Marketing • understand the customer needs

• learn about a marketing plan for their own product

• identify and report on the needs of customers

• develop and present a simple marketing plan of a product of her/his own choice



Learners will:

BASIC COMPETENCIES


6.2 Finances • realise various ways of finding capital to start a business

• investigate and report on how a local business obtained capital • list different ways to obtain capital to start a business

• investigate and report on the income and expenditure of a local business


11. ASSESSMENT

11.1 Introductory Remarks

Assessment includes informal and formal continuous assessment over a period of time during normal classroom activities, and formal final assessment. The assessment specified in this syllabus is related to the Basic Competencies of the syllabus and to Life Skills Competencies (Investigating, Interpreting, Applying knowledge and skills, Communicating, Valuing and Participating) and how well each learner achieves within the competencies.

11.2 Purpose of Assessment • Information to the learner

The information gathered about the learners' progress and achievements should be used to give feedback to the learners about their strong and weak points, where they are doing well, and why, and where they need to try more, how, and why.

• Information to the parents The parents should be regularly informed about the progress of their child, be

encouraged to reward achievements and given suggestions as to how they can support his/her learning activities.

• Evaluating the teaching/learning process Information from informal and formal continuous assessment is to be used by the

teacher to decide where it is necessary to adapt methods and materials to the individual progress and needs of each learner. At the end of each main unit of teaching, and at the end of each term, the teacher, together with the learners, should evaluate the process in terms of tasks completed, participation, what the learners have learnt, and what can be done to continually improve the working atmosphere and achievements of the class.

11.3 Types of Assessment • Formative Assessment

Assessment of this type is formative because the observations made and information collected are used both to guide the learner and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when: - it is used to motivate them to extend their knowledge and skills, establish sound values, and to promote healthy habits of study; - assessment tasks help learners to solve problems intelligently by using what they

have learned; - the teacher uses the information to improve teaching methods and learning

materials.

• Continuous Assessment Continuous assessment should be planned and programmed at the beginning of the year, should be kept as simple as possible and should not take up too much teaching time. Marks given for class activities, assignments, homework, or short tests on completion of a topic can be recorded for continuous assessment.

In addition to informal continuous assessment, the structured assessments per year for continuous assessment in this subject are a project, practical investigations and/or 2


topic tasks per trimester and at least 5 topic tests per year.

• Summative Assessment

At the end of a school year, the progress and achievements of the learner throughout the year are summed up. This is called summative assessment. Where there is an end-of-year test or examination, the summative assessment will consist both of the continuous assessment and the final assessment. On the basis of this, decisions have to be made with regards to promotion.

11.4 Methods of Assessment • Informal Methods

The teacher must assess how well each learner masters the basic competencies described in the subject syllabus and from this gain a picture of the all-round progress of the learner. To a large extent, this can be done in an informal way through structured observation of each learner's progress in learning and practiced situations while they are investigating and interpreting phenomena and data, applying knowledge, communicating, making value judgements, and in their participation in general.

• Formal Methods When it is necessary to structure assessment more formally, the teacher should as far as possible use the same sort of situation as ordinary learning and practice situations to assess the competency of the learner. The use of formal written and oral tests can only assess a limited range of competencies and therefore should not take up a lot of time. Tests in any subject should be limited to part of, or one, lesson.

• Criterion-Referenced Assessment When grades are awarded, it is essential that they reflect the learner's actual level of achievement in relation to the Basic Competencies and not to other learners. Criterion referencing and rubrics should be used to assess learning as understanding. Competencies and assessment should be linked by using criterion referencing for cumulative and informal tasks. Criterion marking based on rubrics can be translated into normative marks to be recorded on the general cumulative recording sheet.

11.5 Assessment Objectives

The four assessment objectives for Design and Technology are:

A Knowledge with Understanding Learners should be able to: A1 demonstrate the ability to state facts, recall and name items, recall and

describe processes; A2 demonstrate the ability to apply and relate knowledge to basic design

and manufacturing; A3 make reasoned arguments and anticipate consequences about outcomes

of the design and realisation process; A3 demonstrate a crucial awareness of the interrelationship between design

and the needs of society.

B Design Problem Solving


Learners should be able to: B1 identify clearly, from a particular situation, a specific need for which a solution is required and compose a design brief; B2 analyse a problem by considering any relevant functional, aesthetic,

human, economic and environmental design issues and draw up a design specification;

B3 generate a range of outlined solutions to a design problem, giving consideration to the constraints of time, skills and resources;

B4 test and refine the functional and aesthetic effectiveness of design solutions.

C Design Communication

Learners should be able to: C1 recognise information in one form and where necessary change it into a

more applicable form; C2 propose and communicate ideas graphically; C3 develop ideas and represent details of form, shape, construction,

movement, size and structure through graphical presentation.

D Realisation Learners should be able to: D1 plan and organise the work procedure involved in the realisation of a

solution; D2 select, from a range of resources, those appropriate for the realisation

of the product; D3 demonstrate appropriate manipulative skills by showing an

understanding of materials and their characteristics in relation to their use;

D4 demonstrate appropriate manipulative skills by showing the ability to correctly and efficiently use instruments and tools in the realisation of a product.

The assessment objectives are weighted to give an indication of their relative importance. They are not intended to provide a precise statement of the number of marks allocated to particular assessment objectives.

11.6 Recording grades The grades obtained by learners through continuous assessment must be systematically

recorded throughout the year, and used to inform the learner and parents on progress and achievements, and to guide compensatory teaching when needed.

11.7 Continuous Assessment: Detailed Guidelines

At the end of each main unit of teaching, and at the end of each term, the teacher, together with the learners, should evaluate the process in terms of tasks completed, participation, what the learners have learnt, and what can be done to continually improve the working atmosphere and achievements of the class.

Project: All the relevant stages in the design folder should be taken into account. These


stages include: Analysis and Brief; Specification Exploration of Ideas; Develop of Solution; Planning for Production; Quality of Product; Evaluation and Fitness for Purpose.

Grade 5: Learners are not expected to experiment with the concepts of the design folder or the making of a product/artefact. Grade 6: Learners are expected to experiment with the concepts of the design

folder. This can be used as part of their “Practical Investigations and/or Topic Tasks”.

Grade 7: Learners should have a completed design folder plus a finished product /artefact based on the specific design folder.

NB. It is not compulsory to use the design folder compiled in Grade 6: this means if a learner opted for another product/artefact, he/she should first complete a new and appropriate design folder for that specific product/artefact in Grade 7. Should a learner move to another school, the continuous assessment mark for the work already completed should accompany the learner.

Practical Investigation: These are assessments of practical skills done during a practical activity where learners are required to plan and carry out investigations, and collect, report and analyse information. Except for one major investigation or project during the first or second term, activities should assess not more than two skills and should count 10 to 15 marks (in the first and second term, 15 marks, and in the third term, 10 marks).

Topic tasks: These are activities that most teachers already use in day-to-day teaching. These are assessed and recorded activities that could introduce a topic or be used during the teaching of a topic and/or revising a topic. Topic tasks may well involve locating information, conducting surveys, analysing information or presenting information. However, not all assessment objectives need to be present in every topic task. The greatest emphasis should be placed on assessment objectives A and C to meet the weighting shown in the Specification Grid. The topic task should count between 10 and 15 marks when entered into mark sheet.

Topic tests: After completing a topic in the syllabus, it is necessary to conduct a test indicating the achievement of learners in these topics. The results could be used to analyse mastery of learners’ achievement and to do remedial work as if required.

End of term test: This will be a comprehensive test of the whole term’s work. However, the end of term test should not be seen as an exam. Teaching at the end of the terms 1 and 2 should continue when end of term tests are written in the morning. No homework should be assigned during the time of writing end of term tests.

NB Tests in April and August count 50 marks each and will be one (1) hour each. 11.7.1 Continuous Assessment

Continuous assessment will count 50% and the final examination will count 50%.

School-Based Assessment

Each learner will undertake a personally identified project centred in the chosen option (according to the material to be used). The project should be completed at the end of Grade 7.


The work presented for assessment will typically be in the form of an A4 size folder (project book) and the ‘made’ product/artefact.

11.7.2 End of Year Examination: Description of Papers

End of Year Examination

There will be an end of year examination at the end of Grades 5, 6 and 7, relating to the Learning objectives and Basic Competencies of the syllabus. It is advisable that the regional cluster will set the Grade 7 end of year examination.

This paper will be set on all the topics/themes in the syllabus and will be presented in two parts:

Part A will contain 10 short answer, compulsory questions intended to assess knowledge (25 marks).

Part B will require learners to answer 3 compulsory questions, intended to assess the learners’ abilities of analysis and synthesis (75 marks). These questions could be set as follows:

The duration of this paper will be 1½ hours.

11.8 Promotion Mark

A variety of question types will be used to test a broad range of skills. The summative assessment will consist of both continuous assessment and a final examination.

Term and Promotional Marks Grade 5

TERM 1 TERM 2 TERM 3

Grade Grade 5 Grade 6 Grade 7

Question1 Structured Structured Structured

Question 2 Graphic Graphic Graphic

Question 3 Structured /Graphic Design Design


COMPONENTS Number & Marks

Total CA

Number & Marks

Total CA

Number & Marks

Total CA

Topic Tasks 1×10 10 1×10 10 1x10 10

Topic Tests 2×15 30 2×15 30 2x15 30

Practical Investigations 1×10 10 1×10 10 1x10 10

Total 50 50 50

End of Term Test 50 50 50 50

Total Term Mark 100 100

Report Mark 100 100

⎥⎦⎤

⎢⎣⎡ ++

550)2()1( )for Term 3 (CA Mark TermTerm 100100

x 2 = ⎟⎠⎞

⎜⎝⎛

5250

x 2

100

End-of-Year Examination 100 Marks 100

PROMOTION MARK

Grade 5 CA Marks + End-of-Year Examination ÷ 2 (200÷2) 100


TERM 1 TERM 2 TERM 3 COMPONENTS Number

& Marks Total CA

Number & Marks

Total CA Number & Marks Total

CA Practical Investigations 1×10 10 1×10 10 1x10 10

Topic Tasks 1×10 10 1×10 10 1x10 10

Topic Tests 2×15 30 2×15 30 1x10 10

Design Folder

Analysis and Brief: Specification: Exploring Ideas:

5 5 10 20

Total 50 50 50



Report Mark 100 100

⎥⎦⎤

⎢⎣⎡ ++

550)2.()1.( )for Term 3 (CA Mark TermTerm 100100

x 2 = ⎟⎠⎞

⎜⎝⎛

5250

x 2

100

End-of-Year Examination 100 Marks 100

PROMOTION MARK

Grade 6

CA Marks + End-of-Year Examination ÷ 2 (200÷2) 100



TERM 1 TERM 2 TERM 3 COMPONENTS Number &

Marks Total CA

Number & Marks

Total CA Number & Marks Total

CA

Practical Investigations 1×10 10 1×10 10

Topic Tasks 1×10 10 1×10 10

Topic Tests 2×15 30 2x15 30 2x15 30

Design Folder:

Analysis and Brief Specification Exploration of Ideas Develop of Solution Planning for Production

5 5 10 10 10

Final Product: Quality of Product Evaluation Fitness for Purpose

20 5 5

Total 50 50 100



Report Mark 100 100

3)3()2()1( TermTermTerm ⋅+⋅+⋅ 100100100

100

End-of-Year External Examination 100 Marks 100

PROMOTION MARK Grade 7

CA Mark + End-of-Year Examination ÷ 2 (200÷2) 100

11.9 Grade Descriptions

Grading for Grades 5, 6 and 7 The learner’s level of achievement in relation to the Basic Competencies should be shown in letter grades A – E on a 5-point grading scale without an un-graded category, A being the highest and E the lowest grade.

GRADES GRADE INTERVALS (%)

GRADE DESCRIPTIONS

A 80 – 100 Achieved Basic Competencies exceptionally well B 60 – 79 Achieved Basic Competencies well C 45 – 59 Achieved Basic Competencies


D 30 – 44 Achieved minimum number of Basic Competencies to be considered competent

E 0 – 29 Did not achieve the minimum number of Basic Competencies to be considered competent. Learner needs compensatory teaching


12. Additional Information: ANNEXURE 1 Continuous Assessment Record Sheets RECORD OF FORMAL CONTINUOUS ASSESSMENT IN DESIGN AND TECHNOLOGY Year:_____________ Teacher: ____________________________ Gr. 5 (___)

1st Term 2nd Term 3rd Term

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 1

Sub

Tot

al

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 2

Sub

Tot

al

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

CA

Mar

ks (A

+ B

+ C

) x

2

5E

xam

inat

ion

Mar

k

PRO

MO

TIO

N M

AR

K

MO

DER

ATI

ED M

AR

K

10 10 15 15 50 50 100 A

10 10 15 15 50 50 100 B

10 10 15 15 50 C

100 100 100 100

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.


RECORD of FORMAL CONTINUOUS ASSESSMENT in DESIGN and TECHNOLOGY Year:_____________ Teacher: ____________________________ Gr. 6 (___)


Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 1

Sub

Tot

al

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 2

Sub

Tot

al

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topi

c Te

st

Des

ign

Fold

er

Tota

l

CA

Mar

ks ( A

+ B

+ C

) x

2

5E

xam

inat

ion

Mar

k

PRO

MO

TIO

N M

AR

K

MO

DER

ATI

ED M

AR

K

10 10 15 15 50 50 100 A

10 10 15 15 50 50 100 B

10 10 10 20 50 C

100 100 100 100

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.


RECORD of FORMAL CONTINUOUS ASSESSMENT in DESIGN and TECHNOLOGY Year:_____________ Teacher: ____________________________ Gr. 7 (___)


Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 1

Sub

Tot

al

Prac

tical

Inve

stig

atio

n

Topi

c Ta

sk

Topic Test To

tal

Ter

m T

est 2

Sub

Tot

al

Topic Task D

esig

n F

olde

r

Prod

uct

Sub

Tot

al

CA

Mar

ks:

( A +

B +

C)

3E

xam

inat

ion

Mar

k

PRO

MO

TIO

N M

AR

K

MO

DER

ATE

D

MA

RK

10 10 15 15 50 50 100 A

10 10 15 15 50 50 100 B

15 15 40 30 100 C

100 100 100 100

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 13. 14. 15. 16. 17. 18. 19. 20


ANNEXURE 2 GLOSSARY OF TERMS

WORD MEANING Acquaint To make somebody aware of or familiar with something Aesthetics How something looks, especially when considering how pleasing it is Analyse Examine information in detail to discover patterns or relationships Axonometric Used to describe a method of drawing a 3-dimensional object so that the

vertical and horizontal axes are drawn to scale but the curves and diagonals appear distorted

Calculate A numerical answer is required - working must be shown Classify To assign things or people to classes or groups Communication (graphical)

The exchange of information between individuals, by means of speaking or using a system of signs or behaviour (drawing)

Compare Find resemblances and differences Conceptualise To arrive at a concept or generalisation as a result of things seen,

experienced or believed Define A literal statement is required Demonstrate To show or prove something clearly and convincingly Describe Write down what you do, or what you would see, in as much detail as

possible Determine Use the information given to work out the answer Discuss Give a critical account of the points involved in the topic Display To make something visible or available for others to see Distinguish Show the difference between one or more variables Ergonomics The study of how a workplace and the equipment used there can best be

designed for comfort, safety, efficiency and productivity Evaluate Use the information provided to make a judgement about something Explain Give a reason for your answer Give/state/write down Write down your answer Hydraulic Relating to or operated by a device in which pressure applied to a piston is

transmitted by fluid to a larger piston, giving rise to a larger force Identify Find out what is unique about a material or situation Interpret Reasoning or some reference to theory, depending on the context Investigate Examine a problem in a systematic way Lever A handle used to operate a vehicle or piece of machinery Linkage A device that links two or more objects List Give a number of points, generally each of one word Media The various means of mass communication thought of as a whole, including

radio, television, magazines and newspapers, together with the people involved in their production

Mechanism The methods, procedures or processes in how something works or is done Natural Present in or produced by nature, rather than being artificial or created by

people, for example a tree or a spider web Oblique Sloping or joining something at and angle that is not a right angle Pictorial Containing illustrations or photographs as opposed to written text (three

dimensional sketches) Pneumatics The mechanical properties of air and other gases Principle The basic way something works Pulley A mounted rotating wheel with a grooved rim over which a belt or chain

can move to change the direction of a pulling force Recognise Be aware of a fact or problem Recycle To process used or waste materials so that they can be used again Relate Find the relationship between one or more variables Report To give information about something that has happened


Research Methodical investigation into a subject in order to discover facts, to establish or revise a theory or to develop a plan of action based on the facts discovered

Scale A ratio representing the size of an illustration or reproduction, especially a map or a model, in relation to the object it represents

Select Choose from a number of alternatives Sketch In case of diagrams, make a simple, freehand drawing and in graph work,

the shape and/or position of the curve should be given SME’s Small and medium scale enterprises Specification A detailed description of a particular object, especially one detailed enough

to provide somebody with the information needed to make that object Sprocket A projecting tooth on a wheel or cylinder that engages with the links of a

chain or with perforations in a film to make the chain or film move forward Structures The way in which the parts of something are connected together, arranged

or organised Technology Scientific knowledge used in practical ways in industry, for example in

designing new machines Triangulation A navigation technique that uses the trigonometric properties of triangles to

determine a location or course by means of compass bearings from two points a known distance apart

Trusses To support or strengthen a roof, bridge or other elevated structure with a network of beams and bars

Wasting Take away or remove


ANNEXURE 3 LIST OF TOOLS

Tools to select from to provide for the learners' needs:

- Selection of paper and card - Basic drawing equipment: board, T-square, rule, compasses, pencils, rubber - Coloured pencils, markers - Modelling equipment: scissors, craft knives and adhesive tape - Selection of available woods, metals and plastics - Marking out tools: rule, tri-square, dividers, scriber, punches, measuring tape - Holding devices: hand/bench vice - Driving tools: hammers, mallets, claw hammer, pincer, screwdriver sets, hand drill,

spanners, rivet gun - Power tools: drilling machine - Selection of abrasive papers, paints, polishes, adhesives, brushes, cleaning material - Fittings and fixings: nails, screws, nuts and bolts, rivets and dowels - Soldering iron and solder sucker - Protective clothing - Cutting tools – saws (back-, hack-, coping-), snips, knives, files, scrapers, planes,

chisels, drills, rasps, combination pliers, side cutters

ministry of education and technology syllabus gr. 5 – 7, nied 2006 1 1. introduction this syllabus...

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