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MINISTRY OF EDUCATION
SENIOR SECONDARY PHASE
FOR IMPLEMENTATION IN 2007
FOR FIRST EXAMINATION IN 2008
DEVELOPED IN COLLABORATION WITH
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
DESIGN AND TECHNOLOGY (NSSC)
HIGHER LEVEL
GRADES 11 – 12
CODE: 8340
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, 2006
Design and Technology Syllabus (NSSCH) Grades 11- 12
ISBN: 0-86976-844-1
Printed by NIED
Website: http://www.nied.edu.na
Publication date: June 2006
Table of Contents
1. INTRODUCTION 1
2. RATIONALE 1
3. AIMS 2
4. LEARNING CONTENT 3
PART 1 COMPULSORY 3
PART 2 OPTIONS 8
A Design Communication 8
B Resistant Materials 13
C Technology 16
5. ASSESSMENT 25
5.1 Assessment Objectives 25
5.2 Description of Papers 27
5.3 Scheme of Assessment 27
5.3 Grade Descriptions 29
6. CRITERIA FOR ASSESSMENT OF PROJECT 31
APPENDIX A: List of Tools 34
APPENDIX B: Glossary of Terms 36
Note: This syllabus is not available for private learners.
NSSCH Design and Technology Syllabus NIED 2006 1
1. INTRODUCTION
The Namibian Senior Secondary Certificate Higher Level (NSSCH) for Design and Technology is
designed as a two year course for examination after completion of the Junior Secondary Certificate.
The syllabuses are designed to meet the requirements of the Curriculum Guide for Formal Senior
Education for Namibia and have been approved by the National Examination, Assessment and
Certification Board (NEACB).
The National Curriculum Guidelines, applicable at the stage of senior secondary education (grades 11
and 12) and at equivalent stages of non-formal education, as part of life-long learning, recognise the
uniqueness of the learner and adhere to the philosophy of learner-centred education.
The Namibian National Curriculum Guidelines:
recognise that learning involves developing values and attitudes as well as knowledge and skills;
promote self-awareness and an understanding of the attitudes, values and beliefs of others in a
multilingual and multicultural society;
encourage respect for human rights and freedom of speech;
provide insight and understanding of crucial "global" issues in a rapidly changing world which
affect quality of life: e.g. the AIDS pandemic, global warming, environmental degradation,
misdistribution of wealth, expanding and increasing conflicts, the technological explosion and
increased connectivity;
recognise that as information in its various forms becomes more accessible, learners need to
develop higher cognitive skills of analysis, interpretation and evaluation to use information
effectively;
seek to challenge and to motivate learners to reach their full potential and to contribute positively
to the environment, economy and society.
Thus the Namibian National Syllabuses provide opportunities for developing essential, key skills
across the various fields of study. Such skills cannot be developed in isolation and they may differ
from context to context according to a field of study. The key/essential skills are:
communication skills;
information skills;
numeracy skills;
self-management and competitive skills;
problem solving skills;
social and cooperative skills;
physical skills;
work and study skills.
NSSCH Design and Technology Syllabus NIED 2006 2
2. RATIONALE
The primary goal of Design and Technology is to increase the technological literacy of
learners. Technological literacy is the understanding of and capability of using the
technologies necessary to live and work in a technological society. Every learner lives in a
world where decisions concerning technology have a significant impact on their careers,
well-being and overall quality of life.
The Design and Technology Programme is designed to build on knowledge and skills
acquired in the Junior Secondary Education in order to prepare young male and female
Namibians for the demand of the technological world of the 21st century. It will therefore
equip them with a variety of knowledge, skills and attitudes that not only prepare them for
further training and employment, but for life in general.
Learners engaged in Design and Technology activities will:
develop a better understanding of the role of technology in society;
nurture an appreciation for the importance between and among technological systems;
solve technological problems through the application and use of tools, materials and
processes;
investigate and study the technological world of the past, present and future;
analyse technological systems and the impact of these systems on the environment and
society.
All Namibian Senior Secondary Certificate (NSSC) syllabuses follow a general pattern. The
main sections are:
Aims
Learning Content
Assessment
3. AIMS
The aims of the syllabus are the same for all learners. They are set out below and describe
the educational purposes of a course in Design and Technology for the NSSC examination.
They are not listed in order of priority. The aims are to:
extend and deepen knowledge and understanding relating to design activities to
underpin personal engagement in analysis, synthesis and implementation;
provide opportunities for experiential development of designing and implementation
skills;
stimulate aesthetic sensibility and develop critical faculties in the context of technical,
economic and moral value judgements;
develop an awareness of the significance of design and technology upon society;
provide an opportunity for the learner to initiate personally and accept major
responsibility for the organisation and management of a project.
NSSCH Design and Technology Syllabus NIED 2006 3
4. LEARNING CONTENT
The curriculum content is set out in two parts:
Part 1 COMPULSORY
Part 2 OPTIONS
All learners are to follow Part 1 (Compulsory).
From Part 2, learners follow ONE only of the three alternatives:
A Design Communication
B Resistant Materials
C Technology
PART 1 COMPULSORY COMPONENT
The curriculum objectives in Part 1 are to be followed by all learners. It is envisaged that this Compulsory Component content will be covered, in an
integrated manner in the teaching of the optional specialist area from Part 2.
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Health and safety understand health and safety as
applicable to designers,
manufacturers and consumers
know how to apply health and safety issues (NOSA), applicable to designers,
manufacturers and consumers to include:
(a) as designers and consumers:
- correct selection of materials and finishes
- safety in terms of function and product maintenance
(b) as workers within the production environment:
- storage and use of tools and equipment
- materials, chemicals, solvents, finishes
- flammable and toxic substances
NSSCH Design and Technology Syllabus NIED 2006 4
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Health and safety
(continued)
(c) personal safety:
- protective wear including eye protection, clothing
- machine guards
- dust and fume extraction
- disposal of waste
- use of barrier creams
- accident procedure
(d) environmental effects:
- the disposal of chemicals used to manufacture products
- the reduction in the common use of chemicals dangerous to the
environment e.g. bleaches, CFCs, toxic materials
- the need to dispose of redundant products in a safe and environmentally
friendly way
- make use of colour associations, i.e. red for danger
Materials demonstrate a general working
knowledge of materials, paper and
card, and how they may be
processed
explain the considerations required in the selection of materials and components to
ensure suitability for purpose
define and explain the principles and describe common forms of processing
materials, including forming, shaping, joining and finishing
compare and explain, through the use of examples, the terms destructive and non-
destructive testing
explain in relation to materials:
- hardness
- tensile strength
- torsion strength
- malleability
- ductility
NSSCH Design and Technology Syllabus NIED 2006 5
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Design observe design needs/requirements identify and describe needs and opportunities for design and technological
improvement
produce a design brief write a concise design brief
identify and carry out research identify the constraints imposed by knowledge, resource availability and/or
external sources which influence proposed solutions
gather, order and assess information relevant to the solution of practical /
technological problems
produce and/or interpret data (e.g. diagrams, flow charts, graphs, experimental and
test results)
draw up a design specification from analysis of the situation, draw up a concise and detailed specification of
requirements
generate possible ideas generate and record ideas as potential solutions to problems using a range of
techniques
communicate their ideas clearly using technical vocabulary, number skills, colour,
shading and other media to produce sketches, models, diagrams, drawings and
written materials
identify the resources needed for solving practical/technological problems
use a variety of media and equipment to produce models and mock-ups as a means
of exploring a problem and as a means of testing the feasibility of a solution
recognise the need for continuous appraisal of their own progress, thinking and
decision making, in order to provide themselves with opportunities for review
relate these judgements to the purpose of their study, in particular the specification
which they set themselves
develop a detailed design proposal select and develop a solution after consideration of time, cost, skill and resources
organise and plan in detail the production of the selected solution.
NSSCH Design and Technology Syllabus NIED 2006 6
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Making implement and realise their final
product outline correct procedures for preparation in making their final product
determine and use a variety of common materials, components and media to make
their final product following appropriate procedures
list the correct and accurate methods of drawing, marking out and testing
know how to use appropriate processes for shaping, forming, cutting, joining,
fitting, assembling and finishing a variety of materials
apply the correct use of hand and machine tools and equipment
show a proper regard for all mandatory and other necessary safety precautions
relevant to the use of a variety of tools, machines, materials and other resources
explain the concern for economy in the use of materials, components, media, time,
energy and other resources
know that products may require different means of realisation for large scale
manufacturing versus small scale workshop production
Evaluation evaluate other and own products
evaluate existing products, both the work of others and their own
determine the performance of the product against the original specification
use different methods and sources to assess the effectiveness of a product (e.g.
sampling, questionnaires, interviews)
suggest any possible modification and improvements (consideration to include
functional, safety, aesthetic, ergonomic and economic factors)
Design and Technology
in Society
become aware of the effects of
Design and Technology on
society
evaluate the effects of Design and Technology activities on social, environmental
and economic issues
discuss the role of designers, craftspeople and technologists in industry and
society
take account of human needs in aspects as diverse as aesthetics, ergonomics,
economics, environmental, cultural and social
Aesthetics
appreciate the importance of
aesthetics distinguish the use of line, shape, form, proportion, space, colour and texture as
appropriate to their design solutions as well as the work of others
NSSCH Design and Technology Syllabus NIED 2006 7
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Ergonomics demonstrate and understand the
use of ergonomics define and explain the concept of ergonomics and the use of anthropometric data
in their own design work and that of others
Energy understand different forms of
energy and their uses compare the main differences of the following sources of energy:
- wind
- water
- solar
- fossil fuel
discuss the inefficiencies of energy conversion
describe and explain the terms:
- finite supply
- renewable energy sources
- non-renewable energy sources
- conservation
Control demonstrate an understanding of
the use of control systems identify the features of static and dynamic control systems
compare and explain the concepts of input, output, feed-back process and
amplification
describe the principles of a micro-computer control system
Mechanisms understand how motion may be
transmitted and converted describe methods for transmitting linear and rotary motion including cranks,
ratchets, etc.
describe methods for converting linear to rotary motion and vice-versa using the
above mechanisms
NSSCH Design and Technology Syllabus NIED 2006 8
PART 2 OPTIONS
Learners will be expected to have followed ONE of the following options:
A Design Communication
B Resistant Materials
C Technology
It is compulsory for the learners opting for the Technology area to have Mathematics and Physical Science as part of their field of study.
Schools should ensure that the appropriate materials, tools and equipment are available when selecting which option to avail to the learners
(See Appendix A).
It is recommended that the approach to the following objectives should be a practical one wherever possible and that their delivery to learners be used as
the vehicle for delivering the Compulsory Component such that the syllabus is seen as a single and integrated area of study.
A Design Communication
Introduction
This area of study is concerned with developing skills used by designers within the context of activities in the design studio. Additionally, it is
intended to foster an awareness of the importance of communication techniques concerned with promotion and illustration of ideas and their
interrelationship with all stages in commercial manufacture and promotion. It is envisaged the content of this option will be taught through
reference to the role that design graphics and realisation have in one or more of the following areas:
Packaging Display
Promotional Design Manuals
Product Design Architectural Graphics
Transport Interior Design
Corporate Identities, logos, trade marks.
NSSCH Design and Technology Syllabus NIED 2006 9
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Design influences
and methodology
demonstrate an understanding of
design influences and methodology explain the concepts of market pull and producer-led design
explain how advances in technology impact the evolution of designs
describe how design ideas emerge from both rational actions and intuitive reactions
know and demonstrate the influences of style and fashion upon design
describe and compare individual and team approaches to design
discuss the need for designers to consider physical aesthetic and cultural needs
evaluate the economic and environmental implications of design decision making
list a general understanding of production techniques and marketing methods used in
the commercial world
describe the role of the micro computer in design for storage, retrieval of data, the
manipulation of images and the realisation of products
use a range of conventions used in drawings, including engineering, electrical and
architectural
Recording use a range of recording techniques use a range of techniques to record and manipulate information and ideas including
freehand sketching and charts
Visualisation,
Modelling and
Testing
know how to use a range of
visualisation, modelling and testing
techniques
analyse data and other information to explore concepts and ideas
analyse a mathematical modelling
construct three dimensional models to explore, test and appraise ideas
use materials, processes and equipment appropriate to the subject to produce refined
models for communicating concepts and ideas
Drawing Systems produce formal drawings using the
standards prescribed by South
African National Standards (SANS )
apply the appropriate standards prescribed by SANS code, including the
dimensioning of drawings and drawing to recommended scales
demonstrate a working knowledge of
orthographic projection identify and use both first and third angle orthographic projection (examination
questions will be set in both projections)
demonstrate a working knowledge of
isometric drawings know and use this form of drawing, including isometric views of circles, arcs and
other curves (isometric scale is not required)
NSSCH Design and Technology Syllabus NIED 2006 10
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Drawing Systems
(continued)
demonstrate a working knowledge of
one- and two-point perspective
drawings
know and use this form of drawing using one-point and two-point starts and
perspective grids
demonstrate a working knowledge of
sectional drawings select the most suitable section and draw whole, part, revolved and removed sections
demonstrate a working knowledge of
exploded isometric drawings draw exploded isometric views of component parts
demonstrate a working knowledge of
assembly drawings assemble given component parts (which must include a numbered part list) into a
single drawing
demonstrate a working knowledge of
freehand drawings use freehand drawing to communicate ideas, thoughts and information from written,
visual and tabular data, presenting these ideas in pictorial, plane or orthographic
mode
Geometry use appropriate geometrical
constructions to draw basic shapes construct regular and irregular plane linear shapes, including triangles,
quadrilaterals, pentagons, hexagons and octagons
bisect, sub-divide and proportionally divide lines
construct circles, tangents and tangential arcs, including inscribed and circumscribed
figures
determine interpenetrations determine interpenetration points
draw interpenetration of solids including cylinders
construct developments construct developments of cubes, prisms, cylinders and cones
construct developments of simple truncations
construct loci construct paths of points in the manner of simple plane mechanisms to include the
maximum of three elements
enlarge and reduce drawings use appropriate constructions and geometrical calculations to scale, enlarge and
reduce drawings by linear proportions (diagonal scales are not required)
construct ellipses construct ellipses by any appropriate method, including the use of a trammel
NSSCH Design and Technology Syllabus NIED 2006 11
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Communication
skills
know how to use instruments
accurately and appropriately
use instruments to achieve a good standard of graphical representation
use appropriate drawing aids use drawing aids to develop good techniques; including technical pens, templates,
lettering and other stencils (the use of radius aids, reflexives, ellipse aids and nut
templates will be permitted in the examination unless otherwise stated)
demonstrate an understanding of
layout and planning select the most suitable layout to achieve visual impact and to convey information
clearly and effectively
demonstrate a range of presentation
techniques demonstrate the following range of techniques:
- thin and thick line
- light and shade to show form and mass
- textual representations to illustrate a range of materials
- colour rendering using a range of materials and aids
- use of drawing aids
emphasise their ability to select the most relevant method to present information for
a particular purpose
investigate displaying two dimensional work using window mounts, colour wash,
border and lining techniques
apply a range of methods for the display and exhibition of information and artefacts,
including mounting, breakdown of space, focal points and circulation of viewers
describe a range of reprographic methods including offset litho and typesetting
NSSCH Design and Technology Syllabus NIED 2006 12
Theme/Topic General Objectives
Learners will: Specific Objectives
Learners should be able to:
Communication
skills (continued)
demonstrate a range of lettering
techniques use clarity and good proportion as the main judgement criteria to demonstrate an
appreciation of the different modes of drawing diagrams and lettering necessary for
communicating information according to content, purpose and user
suggest varied lettering effects by the use of:
- different lettering styles
- different letter spacing
- dry transfer methods
- stencils
(It is expected that through their coursework, learners will have been made aware of
the variety and use of lettering styles and the impact that lettering has on the
environment.)
demonstrate an understanding of data
graphics translate or transpose visual data into written or numerical forms and translate or
transpose written data, presented or collected in tabular or matrix form, into a
graphic form appropriate to that data and the user
produce line, pie, bar and flow charts from data provided
produce sequence drawings from given data
using given symbols, produce diagrams showing the flow path or circuit of a
medium moving under pressure, i.e. water, gas, oil, electricity
apply the range and purpose of standardised signs and symbols
NSSCH Design and Technology Syllabus NIED 2006 13
B Resistant Materials
Introduction
This area of study is concerned with developing the skills used by designers within the context of materials and their processing. It is intended
that practical experience be used to create a broad understanding of woods, metals and plastics and their processing.
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Wood understand the working properties
of solid wood and manufactured
boards
describe the classification of hardwood and softwood
explain why solid wood is seasoned
describe and appreciate the significance of warping, twisting and shrinkage
explain the effects of nature and describe the use of veneer
describe the general nature of the following manufactured boards:
- block board
- plywood
- chipboard
- hardboard
- medium density fibre board
demonstrate an understanding of a
wide range of processes
understand the cutting action and
maintenance of hand tools
specify working methods and give typical applications of the above boards
prepare, mark and set out using datums
shape to form straight and curved profiles using a range of hand tools
round, using face plate and between centre turning techniques
drill holes, using a range of boring tools including the drilling machine
describe the moulding of simple forms by hand and machine methods
produce surfaces appropriate to a variety of finishes
produce finishes using polish, paint, oil, preservatives and colourings
assemble and join using a range of frame and carcase (box) constructions
use temporary and permanent fixings including screws, adhesives, nails, wedges and
dowels
describe the process of laminating and explain its significance in terms of strength
and form
define and explain the cutting actions of sawing, planing and boring hand tools
describe the maintenance of hand tool cutting edges
NSSCH Design and Technology Syllabus NIED 2006 14
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Metal understand the working properties
of ferrous and non-ferrous metals describe the physical characteristics, working properties and typical applications of:
- ferrous metals and alloys: iron, mild steel, carbon steel, high carbon steel
- non-ferrous metals: copper, aluminium, zinc, lead, tin
- non-ferrous composite alloys bronze, brass, duralumin (or similar) and casting
alloys such as LM4
demonstrate an understanding of a
wide range of processes describe how to use heat treatment to anneal, harden, temper, and case harden
appreciate the cause and effect of work hardening
explain the process of casting using simple and split patterns
set out from datums
shape by:
- deforming and reforming using bending and pressing
- wastage by hand cutting and shearing including screw threads
- wastage by machine methods including drilling, turning using independent and
self centring chucks, tailstock support, automatic feed and compound slide, end
milling for flat surfaces and rebates
explain how to calculate cutting speed from given data
join materials using soft and hard soldering, brazing, rivets, threaded fixings
describe the process of welding
compare the use of a range of surface finishes including painting, polishing, plating
and dip coating
understand the cutting action and
maintenance of hand tools compare the cutting action of lathe, end milling, drilling, sawing and hand cutting
tools
describe the maintenance of cutting edges of simple lathe tools and drills
NSSCH Design and Technology Syllabus NIED 2006 15
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Plastics understand the working properties
of thermoplastics and thermosetting
plastics
explain the difference between thermoplastic and thermosetting plastics
describe the following thermoplastics and give typical applications: acrylic,
polythene, nylon, PVC, polypropylene and polystyrene
describe the following thermosetting plastics and give typical applications: polyester
resin, epoxy resin, melamine
explain the use of plasticizers, fillers, stabilisers and pigments
describe the techniques and effects of using glass and carbon fibres as reinforcement
select material on the basis of mechanical, thermal, electrical and machining
properties
explain the concept of plastic 'memory'
demonstrate an understanding of a
wide range of processes compare the working principles of injection moulding, extrusion and vacuum
forming
describe the processes of casting and moulding by lay-up
mark and set out from datums
form by bending and simple pressure moulding
shape by hand tools, drilling and turning using a lathe
join with adhesives, cements and mechanical methods such as screw threads and the
use of fixings
describe how to protect and produce polished surfaces
understand the cutting action and
maintenance of hand tools describe the maintenance of hand and machine tool cutting edges.
compare cutting actions of drills, lathe tools and other hand tools
NSSCH Design and Technology Syllabus NIED 2006 16
C Technology
Introduction
This area of study is concerned with developing the skills and knowledge used by designers within the context of a group of related technological
resource areas, namely Structures, Mechanisms and Electronics. It is intended that practical experience be used to create a broad understanding of
the three resource areas and, by identifying how they interrelate, their role as a single body of knowledge for designing and making control
systems that can be appreciated and exploited. This can be summarised as follows:
(i) Structures:- supporting systems designed for minimal movement
(ii) Mechanisms:- movement systems designed to transfer and control of physical movement and forces from one point/direction to another
(iii)Electronics:– control systems designed to sense, process and control via electrical signals
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Technological design
and production
demonstrate an understanding of the
effects of technological design and
production in society
explain how technological developments can affect the design of artefacts, the
systems and methods of production, the economics of production and marketing,
the people involved in production and society generally
discuss the terms invention, innovation and evolution
describe the use of CAD (computer aided design) for the storage and retrieval of
data and the manipulation of images to aid design, production and management
describe the principal features of CAM (computer aided manufacturing)
particularly in the control of machines
Integration of systems know how to design, make and
evaluate working models and
products
design and make working models and practical products using the concepts,
knowledge and skills listed, and resistant materials, components and kits
design, make and evaluate a static structure
use the principle of levers to design and make a simple machine that is
structurally sound
use electric motors and solenoids to power simple mechanical models, and both
bread-boarded and PCB built electronic circuits to control them
use a dial gauge to measure the deflection of simple structures
recognise the use of strain gauges as part of a potential divider circuit for testing
comparatively, common structural and mechanical members/components under
strain, knowing only that the resistance of the strain gauge changes as it is
NSSCH Design and Technology Syllabus NIED 2006 17
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Integration of systems
(continued)
know how to carry out test to
structures and mechanisms deformed along its active axis
understand the unit of force define and explain Newton's first and third laws of motion, apply them to design
situations and use the Newton (N) as the unit of force in calculations
understand the uses of moments
(turning forces) define a moment as force x length of lever arm (Nm)
carry out experiments to demonstrate an understanding of the use of moments in
simple calculations relating to the loading of beams and levers
understand that there are different
power sources used to drive
mechanical systems
describe the power sources used to drive mechanical systems and recognise a
battery as an electrical energy storage/conversion device
apply energy costs of powering systems and how, through good design and
manufacture, the energy demand can be reduced
Structures understand the types of structures know how to identify and classify natural structures as they occur in everyday
life. e.g.
- plants
- trees
- honeycombs
- spiders' webs
- skeletons
identify and classify how natural structures are adapted and applied in human-
made structures, e.g.
- furniture
- buildings
- bridges
- cranes
- pylons (simple examples only)
understand the different types of
structural member draw, describe and identify various types of members such as beams, struts and
ties
NSSCH Design and Technology Syllabus NIED 2006 18
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Structures (continued) appreciate the structural properties of
materials determine and explain the significance of the following properties with regard to
materials, components and artefacts:
- electrical and thermal conductivity, corrosion resistance, toughness, ductility,
elasticity, plasticity, brittleness
identify, with reasons, appropriate applications of:
- timber, concrete, mild steel, carbon steel, copper, brass, lead, aluminium,
thermoplastic and thermosetting plastics, rubber, semi conductors
explain the terms:
- alloying, reinforcement
conduct simple experiments to:
- determine the relationship between extension and load
- compare relative hardness, stiffness and tensile strength
understand the nature of structural
members carry out design experiments on beams, frameworks and panels, to show how
their performance is affected by length, shape of cross section and material
selection
understand how to join materials and
reinforce structures apply sound judgement when selecting the appropriate method of joining
materials of solid and hollow cross section
select and use different methods of reinforcing such as gussets, ribs, braces and
laminating
show an understanding of framed
structures recognise frames in use and identify the use of triangulation to establish rigidity
NSSCH Design and Technology Syllabus NIED 2006 19
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Structures (continued) understand applied loads and
reactions apply the concept of equilibrium as a result of applied load and reaction
determine and describe the appropriate method of joining materials of solid and
hollow cross section
select and use different methods of reinforcing such as gussets, ribs, braces and
laminating
explain the concept of equilibrium as a result of applied load and reaction
solve design problems using vector diagrams involving two inclined forces or
three forces in equilibrium
apply Bow's Notation to assist the resolution of a framework by graphical means
explain the following terms and their relationship to structural design: tension,
compression, shear, bending, torsion and static load (simple examples only)
understand beam theory design a beam or cantilever carrying a single point load, and determine the shear
force and bending moment at any point along its length
show an understanding and
knowledge of forces
discuss Hooke's Law and perform simple experiments to illustrate the
relationship between extension and load
calculate Stress = force ÷ cross sectional area
determine Strain = change in length ÷ original length
apply Young's Modulus of Elasticity as: stress ÷ strain (N/mm2)
draw a typical stress/strain graph for mild steel and identify the important
features on this graph
determine the significance of these features to structural design
define and explain the term “factor of safety” and its importance to structural
design
Mechanisms understand the general concepts
associated with mechanisms explain and use the following terms correctly:
- load
- effort
- fulcrum
- mechanical advantage
- velocity ratio and efficiency
NSSCH Design and Technology Syllabus NIED 2006 20
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Mechanisms
(continued)
understand the principles of levers identify and sketch simple examples of first, second and third class levers, and
associated linkages
understand how motion may be
transmitted select appropriately and list the factors influencing the choice of the following
for practical applications:
Gears:
- spur
- bevel
- worm
- rack and pinion
- crown wheel
- helical and contrite
Belts and Pulleys:
- flat
- toothed
- round and vee-belts and pulleys
- cone pulley
- sprockets and chains
know how to carry out calculations
associated with transmission of
motion
calculate simple gear ratios and transmission speed
calculate driver/driven speeds and determine rotational direction in simple and
compound pulley and gear systems
determine the Mechanical Advantage (MA), Velocity Ratio (VR) and efficiency
of simple machines:
- wheel and axle
- screw jack
- compound pulley and gear arrangements
NSSCH Design and Technology Syllabus NIED 2006 21
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Mechanisms
(continued)
know how to select appropriate
coupling and securing methods for
aligned and non-aligned shafts
list the factors influencing the choice of the following for coupling aligned and
non-aligned shafts:
- universal joints
- plain and flexible couplings
select appropriately and list the factors influencing the choice of the following
for securing to shafts:
- grub screws
- keys and keyways
- splines
understand the importance of
bearings and lubrication recognise the need to reduce friction between two surfaces by design, and
describe the types of lubrication and other methods of application for different
situations
compare and contrast the use of plain, roller and ball bearings, and give reasons
for their suitability for specific operational conditions
understand the differences between
hydraulic and pneumatic systems for
linear motion
explain the principles of and compare hydraulic and pneumatic systems for linear
motion
recognise the four types of motion recognise and give examples of the four types of motion:
- rotary
- linear
- reciprocating
- oscillating
understand the different methods of
converting motion describe, compare and select appropriately crankshafts, crank/slider mechanisms,
rack and pinion, ratchet and pawl, eccentrics, simple cams and screw threads as
methods of converting motion from one type to another
NSSCH Design and Technology Syllabus NIED 2006 22
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Mechanisms
(continued)
understand how motion may be
controlled explain the function of brakes, comparing and contrasting the method of
operation and effectiveness, relative to an appropriate application, of cable,
drum, disc and hydraulic brakes
explain the function of clutches, describing and giving practical applications of
single plate clutches, dog clutches and centrifugal clutches
Electronics understand the basic concepts
associated with electronics use correct symbols and conventions when drawing circuit diagrams
describe the operation of a circuit in terms of conventional current flow, and
describe current flow as moving charge carried by electrons
describe the characteristics of AC and DC currents
determine the principles of step down/up, rectification, voltage and current
regulation
identify and compare the following properties when selecting materials:
- conductivity and insulation (both electrical and thermal)
state and apply units used to measure current, voltage, resistance and
capacitance, including multiple and sub-multiple units
analyse the relationship between current, voltage and resistance (Ohm's Law)
and use to calculate the value of a current limiting resistor
use ammeters, voltmeters and multimeters to measure current, voltage and
resistance
perform simple power calculations using P = V x I
NSSCH Design and Technology Syllabus NIED 2006 23
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Electronics (continued) know how to select and use switches
to control circuits describe the action of common switches:
- toggle
- push button
- micro
- rotary and reed, and select for appropriate situations
understand the terms in relation to switches and relays:
- normally closed (NC)
- normally open (NO)
- single pole single throw (SPST)
- double pole double throw (DPDT)
use relays to switch higher voltage circuits for motors, solenoids, etc.
construct and draw circuits which use a two pole change-over relay to give motor
reverse control and latched (memorised) switching
show knowledge of resistors and
demonstrate an understanding of their
purpose
make use of the resistor colour code to determine the value and tolerance of a
resistor and to select the nearest suitable value
explain the working of resistors including stability, tolerance and power rating
draw circuit diagrams containing resistors in series and parallel and calculate:
- the resistance of two or more resistors in series using
RTotal = R1 + R2 etc.
- the resistance of two or more resistors in parallel using:
Rtotal = R1x R2
R1+R2
or
1 = 1 + 1
Rtotal R1 R2
NSSCH Design and Technology Syllabus NIED 2006 24
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Electronics (continued) demonstrate an understanding of
semi-conductors:
transistors
describe how current flow between the collector and the emitter can be
controlled by the difference in voltage between the base and the emitter
define current gain and do simple calculations for NPN transistors using:
hfe = Ic and I e = I c + I b
Ib
select appropriately and use NPN transistors as switches in circuits
describe the functioning of a Darlington Pair
diodes determine the use of a diode as a one way conductor, and its use in a relay circuit
to protect against back EMF
use LED’s in circuits and selects a suitable current limiting resistor
explain the working of zeners for voltage reference
transducers
discuss and explain the use of the following transducers, and construct and adjust
simple potential divider circuits using passive transducers:
- LDR
- thermistor
- strain gauge
identify and use capacitors explain, with the aid of diagrams/graphs, the charging and discharging of a
capacitor
use data sheets and calculations to select suitable capacitors for use in particular
applications, including series and parallel arrangements
demonstrate an understanding of time
delay circuits construct and draw circuit diagrams for time delay circuits (monostable and
astable) using capacitors, resistors, transistors and the 555 timer IC
use T = C x R to calculate simple time delays
select components and use calculations to achieve a desired time delay
use a multi-vibrator to operate flashing lights and produce a variable audible tone
explain the following terms:
- square wave form
- frequency
- mark/space ratio
NSSCH Design and Technology Syllabus NIED 2006 25
Theme/Topic General Objective
Learners will: Specific Objectives
Learners should be able to:
Electronics (continued) demonstrate an understanding of
amplifier circuits construct and draw circuits using the op-amp as an inverting amplifier using an
LDR, thermistor or divider / Wheatstone bridge to provide biasing
design and construct a circuit using feedback to control gain
use the formula for an inverting amplifier
Gain = Rf
Rin
Computer Principles understand computer principles explain the functions of AND, OR, NAND, NOR, and XOR
construct truth tables for the above functions
solve simple logic problems using logic functions in combination (Boolean
algebra not necessary)
show how two NAND or two NOT gates can be cross coupled to produce a flip-
flop
compare the differences between the TTL and CMOS series of ICSs
draw monostable circuits using logic gates and/or 555 timers
describe how to use a Schmitt trigger for inputting from a sensor
analyse the functioning of a digital-analogue converter
represent by block diagram the essential elements of a microcomputer and their
interrelationships
discuss the principles of interfacing between a computer and input and output
devices
NSSCH Design and Technology Syllabus NIED 2006 26
5. ASSESSMENT
5.1 ASSESSMENT OBJECTIVES
The four assessment objectives in Design and Technology are:
A Knowledge with understanding
B Design problem solving
C Communication
D Realisation
A description of each assessment objective follows.
Under each assessment objective is given a list of the skills a learner should be able to demonstrate.
A KNOWLEDGE WITH UNDERSTANDING
Learners should be able to:
demonstrate the ability to state facts, recall and name items, recall and describe processes;
demonstrate the ability to apply and relate knowledge to designing and manufacture;
make reasoned arguments and anticipate consequences of the outcomes of the Design process;
demonstrate a critical awareness of the interrelationship between Design and the needs of
society.
B DESIGN PROBLEM SOLVING
Learners should be able to:
recognise problems, identify clearly from a situation a specific need for which a solution is
required and compose a design brief;
analyse a problem by considering any relevant functional, aesthetic, human, economic and
environmental design factors and draw up a design specification;
investigate, research, collect and record relevant data and information;
generate a range of outline solutions to a design problem, giving consideration to the constraints
of time, cost, skills and resources;
develop, refine, test and evaluate the effectiveness of design solutions.
C COMMUNICATION
Learners should be able to:
recognise information in one form and where necessary change it into a more applicable form;
produce or interpret data in a variety of forms such as charts, diagrams, graphs, flow charts and
drawings;
propose and communicate ideas graphically using a range of media;
develop ideas and represent details of form, shape construction, movement, size and structure
through graphical representation and three dimensional modelling.
D REALISATION
Learners should be able to:
plan and organise the procedure involved in the realisation of a solution;
select, from a range of resources, those appropriate for the realisation of the product;
demonstrate appropriate manipulative skills by showing an understanding of materials and their
characteristics in relation to their use;
evaluate the process and product in terms of aesthetic, functional and technical quality.
NSSCH Design and Technology Syllabus NIED 2006 27
5.2 DESCRIBTION OF PAPERS
Paper 1
This question paper will consist of two parts: Part A will assess the Compulsory
Component; Part B will assess the options. Part A will contain up to 10 compulsory, short
answer questions to assess knowledge. Part B will require learners to answer one of 3
structured questions to assess the learners’ knowledge with understanding.
Paper 2
In Paper 2 learners will be required to answer 1 open ended question, posing a design
problem, from a total of three. Each question will assess design skills within the context of
one of the options.
Paper 3 (Project)
Each learner will undertake a personally identified project based on Part 2 (options) of the
syllabus. The project will be internally marked and externally moderated.
While the project will be based on an Option area, learners will be expected to demonstrate
Compulsory Component Design skills. The work presented for assessment will typically be
in the form of an A3 size folder and the 'made product'. In the case of work from the Design
Communication option, the folder could contain all the preliminary design work, with the
'made product' being from 2 dimensional work and models.
The learners must commence their project in the second trimester of Grade 11 and
complete it by the end of the second trimester of Grade 12.
The folder should include photographic evidence of the 'made product'. (See External
Moderation section of the Assessment Criteria for the course work.)
5.3 Scheme of Assessment
Learners who have followed this curriculum are eligible for the award of grades 1 to 4.
Learners must take Paper 1, Paper 2 and submit a Project.
It should be noted that Part 1 (Compulsory) is intended to underpin all components of the
assessment scheme.
Component
Number Title
Style of
paper Duration
Weighti
ng
1. Paper 1
2. Paper 2
3. Project
Part A: Compulsory
Part B: Options
Options
School-based assessment
Written
Written
1hour 45 minutes
1hour 30 minutes
4 terms
31%
19%
50 %
NSSCH Design and Technology Syllabus NIED 2006 28
5.4 Specification Grid
Component Assessment Objectives
A
Knowledge
with
understanding
B
Design
problem
solving
C Communication
D
Realisation Total Marks
1 18% 2% 6% 5% 31% 100
2 2% 6% 5% 6% 19% 60
3 30% 20% 50% 160
overall 20% 38% 11% 31% 100% 320
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 a
particular assessment objective.
5.5 GRADE DESCRIPTIONS
Grade descriptions are provided to give a general understanding of the standards of achievement
likely to have been shown by learners awarded particular grades. The descriptions must be
interpreted in relation to the Learning Outcomes and Assessment Objectives set out in this syllabus.
The grade descriptions do not refer to performance on individual components of the examination.
The final grade awarded is based on overall performance in all examination components.
Shortcomings in some parts of the examination may be balanced by better performance in others
and, therefore, the grade description provides the best fit.
Grade 1
A candidate should be able to:
- analyse a situation which offers design potential and determine the needs
- interpret the needs and specify a comprehensive set of requirements
- independently search out information and data
- creatively explore ideas and concepts and be innovative, synthesising them to establish a
design proposal
- interpret, select and apply information and data
- evaluate, select and develop all facets of a proposed solution with attention to fine detail
- use graphical and other modeling techniques to represent and communicate ideas and
design proposals clearly, concisely and attractively
- predict and manage safely the processes of realising the outcome product
- demonstrate mastery of a wide range of practical processes and apply refined skills in the
realisation of the design
NSSCH Design and Technology Syllabus NIED 2006 29
- recognise and act upon opportunities and constraints of accessible resources
- demonstrate command of the knowledge section of Part 1 (Compulsory Component) of
the syllabus and be
able to call upon this and in a reasoned way explain, describe, interpret, compare, select
and apply it
- show a good understanding of the principles and concepts and sound understanding of the
materials, components and equipment relating to one of the three electives (Part 2) of the
syllabus
- take account of all important aspects and employ appropriate techniques to assess and
judge when making evaluations
- use conclusions to identify and specify amendments and further development
Grade 3
A candidate should be able to:
- determine most of the needs of a familiar situation that has design potential
- interpret the needs and specify the principal design requirements
- search out, with some guidance, information relevant to the design task
- interpret, select and apply information and data
- explore and manipulate ideas and concepts as a basis for formulating a design proposal
- evaluate ideas, select and develop in detail relevant aspects into a single design proposal
- identify the resources necessary to realise a design and be aware of the constraints
- use graphic and other modeling techniques to communicate design ideas clearly and
concisely
- undertake a significant role in the management of the production of the outcome and use
safe methods of working
- demonstrate command of a range of practical processes and show competence in the
application of skills in realizing the outcome
- show a good understanding of the knowledge in Part 1 of the syllabus and be able to
describe, compare, select and apply it
- demonstrate understanding of a fair range of the concepts, principles, materials,
- components and equipment relating to one of the electives (Part 2) of the syllabus
take account of the most significant features of a design to appraise and evaluate
- use conclusions to outline possible improvements
NSSCH Design and Technology Syllabus NIED 2006 30
Grade 4
Candidates should be able to:
- identify the most significant needs of a familiar situation with design potential
- interpret the needs into a specification of the major design requirements
- with support, extrapolate from data and information that useful to the design task
- interpret, select and apply information
- explore range of ideas to establish a single design proposal
- identify the main resources necessary to realise the design and be aware of significant
constraints
- use a range of graphical and simple modeling techniques to communicate ideas and design
proposals with reasonable clarity and accuracy
- work safely and with support, manage the production of the outcome design
- demonstrate command over a range of practical processes and show reasonable skill in
realising the outcome product
- show sound awareness of most of the knowledge section Part 1 (Compulsory Component)
of the syllabus and
be able to describe, select and apply much of it
- show a fair knowledge of an ability to apply the principles, concepts, materials,
components and equipment relating to one of the electives (Part 2) of the syllabus
- take account of all conspicuous aspects of a design when appraising and formulate an
evaluation
- outline some of the possible improvements that would benefit the design
NSSCH Design and Technology Syllabus NIED 2006 31
6. CRITERIA FOR ASSESSMENT OF PROJECT
The descriptors of three levels of work are given with a mark band for each. The highest mark in a band is for work which fully satisfies the descriptor.
DESIGN FOLIO Mark band
4 Development:
barely adequate detail to realise a solution
0 – 7
sound attention to detail, sound knowledge base shown 8 – 16
ideas fully developed with good attention to detail, deep insights shown, command of related knowledge 17 – 25
5 Presentation:
fair communication, modest graphical skill
0 – 5
good communication, competent graphical skill including freehand sketching shown and measured drawing, sound lay-out 6 – 10
refined graphics skills including fluent freehand and precise measured drawings, good command of rendering and other
enhancement, excellent communication, well managed and attractive setting out
11 – 15
6 Evaluation
main aspects appraised, outline of some possible improvements
0 – 3
sound evaluation based on well founded judgements of positive features and major shortcomings, possible improvements
identified
4 – 7
thorough evaluation drawn from appropriate conclusions and value judgements based on suitable testing including that of
an objective nature where possible, detailed advantageous amendments drawn up
8 – 10
TOTAL 90
3 Conceptualising:
limited range of appropriate ideas
0 – 6
open-minded handling of concepts and a range of ideas, sound interpretation 7 – 14
imaginative and innovative handing of a good range of concepts and ideas 15 – 20
2 Research:
support needed for research and interpretation
0 – 3
information searched out, understood, interpreted and recorded with guidance 4 – 7
well-researched, understood, selected, interpreted and recorded 8 – 10
1 Defining:
principal features recognised, specification lacks specificity, covers some major requirements, only most needs recorded
0 – 3
detailed specification but lacking precision 4 – 7
well defined in succinct brief, comprehensive detailed and precise specification 8 – 10
NSSCH Design and Technology Syllabus NIED 2006 32
THE PRODUCT
7 Control
safe approach to work, some anticipation of processes, support needed in management and organisation
0 - 3
safe approach to work, most processes anticipated and needs recognised, sound control of procedures 4 - 7
Safe approach to work, good anticipation of technical needs and command of procedures 8 - 10
8 Technical
fair command of processes, competency shown in a number of skill areas
0 - 14
good command of processes and competency shown in nearly all aspects of applying skills, good attention to detail 15 – 29
mastery of processes, refined skills widely applied, attention to fine detail 30 - 40
9 Product
many needs satisfied, adequate functional and aesthetic qualities
0 – 6
all major needs met, good functional and aesthetic qualities 7 – 14
very good match to needs, thorough coverage of functional requirements, aesthetic excellence 15 - 20
Maximum 70
Maximum Total Folio and Product 160
NSSCH Design and Technology Syllabus NIED 2006 33
Coursework Assessment Summary Form
NSSC 20…..
Please read the instructions printed overleaf before completing this form.
Centre Number Centre Name November 2 0
Candidate
Number Candidate Name
Teaching
Group/
Set
Defining of
Design Brief
(max 10)
Research
Design
Brief and
Specification
(max 10)
Conceptualise
Ideas
(max 20)
Develop of
Proposed
Solution
(max 25)
Presentation
for
Production
(max 15)
Product
Evaluation
(max 10)
Safety
Control
(max 10)
Technical
mastery
(max 40)
Final
Product
(max 20)
Total
Mark
(max
160)
Internally
Moderated
Mark
(max 160)
Name of teacher completing this form Signature Date
Name of internal moderator Signature Date
Design and Technology (NSSCH):- Option: ……………………………………
NSSCH Design and Technology Syllabus NIED 2006 34
MODERATION
(a) Internal Moderation
When several teachers in a Centre are involved in internal assessment, arrangements must be made
within the Centre for all learners to be assessed to a common standard.
It is essential that within each Centre the marks for each skill assigned within different teaching
groups (e.g. different classes) are moderated internally for the whole Centre entry. The Centre
assessments will then be subjected to external moderation.
(b) External moderation
Coursework Assessment Summary Forms must be received by DNEA not later than 15 October
along with a sample of the Coursework undertaken by the learners and the schemes of assessment
for each assignment. The samples should cover the full ability range. If there are ten or fewer
learners, all the Coursework that contribute to the final mark for all learners must be sent to DNEA.
Where there are more than ten learners, all the Coursework that contribute to the final mark for ten
of them will be required. The Centre should select learners covering the whole mark range, with the
marks spaced as evenly as possible, from the top mark to the lowest mark. If appropriate, the
samples should be selected from the classes of different teachers. A further sample of Coursework
may subsequently be required. All records and supporting work should be retained until after the
publication of the results.
The Directorate of National Examination and Assessment of the Ministry of Basic Education, Sport
and Culture in Namibia will issue instructions to Centres in Namibia concerning external
moderation arrangements.
NSSCH Design and Technology Syllabus NIED 2006 35
Appendix A: List of tools for the learners' needs:
a) General: (needed by all options)
1. Selection of paper and card
2. Modelling equipment: scissors, craft knives, adhesives and adhesive tape
3. Cutting tools
4. Drawing aids: stencils and templates
5. Marking out tools: rule, try square, callipers, dividers, vernier calliper, rule, sliding
bevel, spirit level, scriber, punches, vee-blocks, combination set.
6. Fittings and fixings: nails, screws, washers, nuts and bolts, rivets and dowels
7. Selection of abrasive papers, paints, polishes and adhesives
8. Cutting tools:– saws (back-, hack-, coping, figure saw, etc), snips, knives, files,
scrapers, planes, chisels, drills, rasps, combination pliers,
site cutters
b) Design Communication: 8. Basic drawing equipment: board, T-square, rule, compasses, pencils, rubber
9. Coloured pencils, markers, paints
10. Computer and CAD/AutoCAD related programs
c) Resistant Materials:
11. Selection of available woods, metals and plastics
12. Holding devices: bench with wood and metal vices, ‘G’-cramps, sash
cramps, carpenter's/engineer's bench/vice
13. Driving tools: hammers, mallets, pincher, screwdriver sets, hand drill,
spanners, wrenches, rivet.
14. Power tools: bench drilling machine, band/buff machine (combination)
15. Soldering equipment, arc welding equipment
16. Protective clothing: gloves, apron, helmet, goggles
17. Portable electric tools:– jigsaw, orbital sander, belt/disc sander, router
d) Technology:
18. Power tools: bench drilling machine, jigsaw, orbital sander, angle grinder, belt/disc
Sander
19. Heat treatment: brazing hearth, strip heater
20. Soldering equipment, arc welding equipment
21. Protective clothing: gloves, apron, helmet, goggles
22. Plastic heater:– overhead heater or strip heater or oven
23. Lab equipment (According to Pert Industrial list)
24. Multimeter
25. Megger
26. Oscilloscope
27. Selection of pliers
28. Selection of screwdrivers
NSSCH Design and Technology Syllabus NIED 2006 36
Appendix B: Glossary of Terms used in Design and Technology Teaching and Assessment
Activities
Term/word Meaning
1. Analyse is used when information should be examined to discover patterns or relationships
2. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
3. Deduce is used in a similar way to predict except that some supporting statements are required, e.g.
reference to a law or principle, or the necessary reasoning is to be included in the answer.
4. Define (the term(s)…) is intended literally, only a formal statement or equivalent paraphrase being
required.
5. Define and
explain
(see number 5) normally implies that a definition should be given, together with some relevant
comment on the significance or context of the term(s) concerned, especially where two or more
terms are included in the question. The amount of supplementary comment intended should be
interpreted in light of the indicated mark value.
6. Describe requires the learner to state in words (using diagrams where appropriate) the main points of the
topic. It is often used with reference either to particular phenomena or to particular experiments.
In the former instance, the term usually implies that the answer should include reference to
(visual) observations, associated with the phenomena.
In other contexts, describe should be interpreted more generally, i.e. the learner has greater
discretion about the nature and the organisation of the material to be included in the answer.
Describe and explain may be coupled, as may state and explain.
7. Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation, substituting measured or known values of other quantities into a standard formula,
e.g. relative molecular mass.
8. Discuss requires the learner to give a critical account of the points involved in the topic.
9. Draw,
Sketch,
Design,
Construct
when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but learners should be aware that, depending on the context, some
quantitative aspects may be looked for, e.g. passing through the origin, having an intercept,
asymptote or discontinuity at a particular value.
In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care
should be taken over proportions and the clear exposition of important details.
10. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values
of quantities not otherwise included in the question.
11. Explain may imply reasoning or some reference to theory, depending on the context.
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Interpret implies that the candidate should use reasoning or some reference to theory, depending on the
context
14. List requires a number of points, generally each of one word, with no elaboration. Where a given
number of points are specified, this should not be exceeded.
15. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, e.g. length, using a ruler or mass, using a balance.
16. Outline implies brevity, i.e. restricting the answer to giving essentials.
17. Predict implies that the learner is not expected to produce the required answer by recall but by making a
logical connection between other pieces of information. Such information may be wholly given
in the question or may depend on answers extracted in an earlier part of the question.
Predict also implies a concise answer, with no supporting statement required.
18. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can
readily be obtained ‘by inspection’.
19. Study implies that the information provided or data should be used to investigate a problem in a
systemic way.
20. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer or to imply that
learners are expected to apply their general knowledge to a ‘novel’ situation, one that may be
formally ‘not in the syllabus'
NSSCH Design and Technology Syllabus NIED 2006 37
NIED
The National Institute for Educational Development P/Bag 2034
Okahandja
NAMIBIA
Telephone: +64 62 509000
Facsimile: +64 62 509073/509004
E-mail: [email protected]
Website: http://www.nied.edu.na
© NIED 2006