REVISED NATIONAL CURRICULUM STATEMENT - Western … · REVISED NATIONAL CURRICULUM STATEMENT...

Western Cape Education DepartmentWes-Kaap OnderwysdepartementISebe leMfundo leNtshona Koloni

DIRECTORATE: CURRICULUM DEVELOPMENT

REVISED NATIONAL CURRICULUMSTATEMENT

Learning Area: Technology

Foundation PhaseGrades R to 3

RESOURCE MATERIAL

2003

FOUNDATION PHASE

GRADES R TO 3

REVISED NATIONAL CURRICULUM STATEMENTRESOURCE MATERIAL

The purpose of this material is to provide Foundation Phase educators with anopportunity to:-

• Engage with the Revised National Curriculum Statement in Learning Areacontext

• Enhance understanding of the Learning Area• Enrich Learning Programme development• Support implementation of the Revised National Curriculum in the

Foundation Phase

This material should be presented at a contact session / workshop / cluster meeting of educators.

Outcomes Educators will be able to demonstrate:-

• an understanding of the process of curriculum development• an understanding of the strengthening and streamlining of C2005 in the

Learning Area• an understanding of the essence of the Learning Area

i

This resource material was compiled by Senior Curriculum Planners of the WesternCape Education Department.

Enquiries should be directed to:

G. van Wyk;Senior Curriculum Planner Foundation Phase / ECDTel : (021) 467 2000Email: [email protected]

HOW TO USE THIS DOCUMENT

This resource material should always be used in conjunction with the Revised National CurriculumStatement Grades R – 9 Policy document. (RNCS). It does not stand alone or replace the RNCS .

The resource material has been packaged/presented so that schools are able to explore a range ofoptions with regard to :-

• Accessing and using the material • Storing the material according to their own requirements• Adding further relevant Learning Area resource material that may be supplied by WCED,

or service providers, etc.

It is envisaged that this material could form the core of a useful learning area resource pack thatwill develop and grow as more experience and insight is gained into the Revised NationalCurriculum.

Schools may photocopy this resource material or parts thereof for use in their own teacherdevelopment programmes. The source of the material must be acknowledged.

ii

© 2003 WCEDLayout/Design by Edumedia

CONTENTS

LEARNING AREA: TECHNOLOGY

PagePart One1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

2. History of Technology in the Western Cape . . . . . . . . . . . . . . . . . . . . .4

3. From Curriculum 2005 to the RNCS . . . . . . . . . . . . . . . . . . . . . . . . . .4

4. RNCS Learning Outcomes for Foundation Phase . . . . . . . . . . . . . . . . .6

5. Clarification and policy interpretations for the RNCS in the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

6. The teaching of processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

7. Some notes on the Design Process . . . . . . . . . . . . . . . . . . . . . . . . . . .13

8. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Part TwoMaterials for Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Part Three

A planning tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

TECHNOLOGY EDUCATION

1. IntroductionThe purpose of this resource booklet is to provide information on the essential features ofthe Technology Learning Area and to provide guidelines that will enable FP educators tomake the transition from C2005 to the Revised National Curriculum Statement (RNCS) inTechnology.

2. History of Technology in the Western Cape

There are two OBE models currently practised in the Western Cape viz. C2005 and theWCED hybrid. In Technology, the WCED hybrid model is currently used in theIntermediate Phase (IP) and the Senior Phase (SP) only. The FP is currently using theoriginal C2005 model.

3. From Curriculum 2005 to the RNCS

Curriculum 2005 was streamlined into the Revised National Curriculum Statement (RNCS).The design features of the RNCS in Technology are:

4 Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - ©

Technology

C2005

Critical Outcomes (CO s)

Developmental Outcomes(DO s)

Specific Outcomes (SO s)

Phase Organisers (PO s)

Learning ProgrammeOrganisers (LPO s)

Assessment Criteria (AC s)

All Phases

7

5

7

6

Performance Indicators (PI s)

Range Statements (RS s)

RNCS

Critical Outcomes

DevelopmentalOutcomes

Learning Outcomes(LOs) FP

Assessment Standards

Prescribed CoreContent

FP

7

IP

7

SP

7

5 5 5

1 3 3

4 11 11

The LO’s in the streamlined C2005 (RNCS) are given below:

The following diagram shows how the SO’s (with their inherent skills, knowledge, valuesand attitudes) have been reorganised into Learning Outcomes in the RNCS. It shows thelinks and provides insight into how C2005 has been streamlined and strengthened:

Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 5

Technology

RNCS - three Learning Outcomes for the Technology Learning Area

The learner will be able to apply technological processes andskills ethically and responsibly using appropriate informationand communication technologies.

1 TechnologicalProcesses andSkills

The learner will be able to understand and apply relevanttechnological knowledge ethically and responsibly.

2 TechnologicalKnowledgeandUnderstanding

The learner will be able to demonstrate an understanding ofthe interrelationships between science, technology, societyand the environment.

3 Technology,Society andtheEnvironment

ProcessSO1SO3 LO1

ContentSO2SO4 LO2

Technology andSociety

SO5SO6SO7

LO3

Figure 1

Skills

Knowledge andunderstanding

Values andattitudes

4. RNCS Learning Outcomes for FoundationPhaseOnly one Learning Outcome is dealt with in the Foundation Phase. This outcome focuseson “processes” and “skills”. However, “process skills” cannot be conducted in a vacuum! To be able to DO something you must KNOW something; therefore content will comeinto the process.

The 3 content areas for technology that are expanded and explored in detail as thelearners moves through the Intermediate Phase and Senior Phase are:

For more information on these refer to page 8 of the policy document for the LearningArea Technology.

In the Foundation Phase there is a mechanism for LO 1 to link with the contentoutcome (LO 2 – systems and control, structures and processing) and the values andattitudes outcome (LO 3 - Technology and Society).This is done by incorporating elements of LO 2 and LO 3 into the assessment standards ofLO 1 in the Foundation Phase. Refer to the notes in the Planning Table at the end of thisdocument for examples of where this occurs.


Technology

SYSTEMS ANDCONTROL

STRUCTURES PROCESSING

• Mechanical systemsProducing movement,energy sources to producemovement

• Electrical systemsUse of electrical energy incircuits,

• strength• stability• stiffness

Contexts of:Housing, habitats, shelters,containers, bridges,packaging, transportstorage, etc.

• properties of materials• methods of processing to

alter properties and toenhance the material

This Learning Outcome offers opportunities for learners to develop their technologicalcapability. In particular, to intervene in the “made “ world by investigating, designing,making and evaluating products and artifacts to meet people’s needs and wants and tosolve problems. As a result they will better understand the pressures that operate in thereal world of people, products, systems and the environment.

Technological capability involves being able to combine practical action with deepeningunderstanding of knowledge and skills to develop technological solutions.

Capability is based on the need to intervene, clarify what we see in our mind’s eye, makevalue judgements and put them to test in reality. It thrives on the need for purposefulacquisition of knowledge and skills. It depends on being able to step back to take anoverview as well as to focus on details within an activity.

Capability is more than a collection of separate abilities. Capability relies on educatorsproviding purposeful experiences matched to capability, where action can be taken, newknowledge gained, skills tried and practiced, and understanding developed.

An indication of the key concepts and skills that need to be taught throughthese processes; -


Technology

Processes

Investigating

Key concepts Skills

Information processing This will be evident when learners:Collects, record, identify, question,predict, communicate, compare, observe,listen, classify, interpret, arrange, calculate,use, etc.

Designing Principles of design This will be evident when learners:Plan, draw, sketch, communicate,illustrate, model, modify, experiment,consider, compare, evaluate, choose,accept, reject, apply, use, etc.

Making Resource managementManual skillsSafety

This will be evident when learners:Cut, join, shape, finish, construct, form,combine, assemble, test, modify, measure,mark, separate, model, produce,sequence, handle, make, organise, explore,arrange, mix, process, etc.

Evaluating Criterion referencing This will be evident when learners:Test, compare, modifies, recommend,select, justify, predict, criticize, etc.

Learning Outcome 1:Technological processes and skillsThe learner will be able to apply technological processes and skills ethically andresponsibly using appropriate information and communication technologies.

5. Clarification and policy interpretations for theRNCS in the Foundation Phase

5.1 Essential ingredientsTechnology in this phase is concerned with learning about technology and learning throughtechnology. It involves practical experiences in a process of investigating, designing, makingand evaluating. The learner should encounter technology through projects structuredaround these technological processes, with increasing specific reference to the 3 contentareas of technology.

Effective programmes for this phase should involve learners in:

• Creative and critical thought• Designing and making artifacts• Expressing opinions• Making choices• Planning the way in which things are done• Co-operative learning• Practicing activities that will enhance fine motor co-ordination• Using simple tools for cutting, shaping, folding and joining materials• Safety issues when using tools• Manipulating and exploring products• Analyzing relevant and appropriate problems, needs and opportunities • Freehand sketching• Making products safely• Working with a range of different materials.


Technology

5.2 Projects

Projects for Technology should be structuredaround the Design Process (investigate, design,make and evaluate.

A project is a planned series of activitiesincorporating a Design Process to meet anidentified problem, need or opportunity. A projectwill result in an end product, model, prototype orartifact. A project is initiated through a Design Brief, which is derivedfrom a Design Situation.

Each project should ensure that all learners have the opportunity to:

• Propose possible design solutions that will meet the problem, need or opportunity.• Evaluate various stages of the Project.• Develop skills related to tools, materials techniques and graphics.• Reflect on the success of the project.

5.2.1 The Design processThe design process is a planned series of steps (investigate, design, make and evaluate) forthe achievement of a practical purpose. It incorporates the analyses of problems, needs andopportunities that will lead to the production of an end product. It enhances and employsboth individual and group participation and creativity.

5.2.2 A Design SituationThis is a background description (story, picture, photo, poster, movie, poem, etc.) in whichthe problem, need or opportunity is identified. It should be related to structures,processing, or systems and control.

When developing Situations educators may consider the following points. A Situation should:

• encourage learners initiative in research, investigation, idea generation, idea development,decision making and evaluation;

• consider constraints such as time, resources and learner skills;• consider the implications for classroom management;• use language appropriate to the learner’s ability level;• be relevant to the developmental age of a range of learners;• build on prior learning from personal, social and school experiences;


Technology

Project

Situation in Context

Design Brief

Investigate

Design

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Evaluate

End product

5.2.3 A Design BriefThis is a short clear statement specifying the requirements of the Project. Learners will usethis to develop ideas and establish the criteria for deciding the appropriateness of theProduct or Artifact.

When developing Design Briefs, from a Design Situation, educators should consider the followingpoints. A brief should:

• Provide opportunities for practical activity and the construction of products or artifacts.• Offer a wide range of possible solutions without directing learners towards a

predetermined solution (product, design or artifact) from the educator. • Give information but not a prescribed solution.• aim at achieving successful practical solutions;• draw on prior knowledge and skills from other Learning Areas or previous Projects;• be set or arrived at by a consultative process;

6. The Teaching of Processes The variety in teaching methodologies that can be utilised in a range of processes has a number ofpotential advantages:

• appeals to the preferred learning styles of a range of learners • makes both teaching and learning more interesting • more adequately reflects technology

The difficulty in teaching these processes of technology becomes apparent when learners are notall doing the same activity at the same time. This means that the learners in a class cannot betreated the same as far as educator attention is concerned. Despite the fact that all learners maybe working on the same problem, they may be utilizing different processes in seeking a solution,and aiming toward different solutions. Thus, the demands for guidance from the educator vary.The following are some ideas to deal with this situation.

6.1 Begin with a large group. In this approach, a situation, problem, or designbrief is presented and discussed with the class.Then, class members reach consensus agreementon a procedural sequence through discussion. Afteragreement has been achieved, the educator canthen put a label on each of the activities (plannedseries of activities). For example, “when we look atsimilar products on the market, we are evaluating,”or “when you ask your friends and neighbours howmuch they would pay for the product, we are doingmarket research.” The determination of the processis not then dependent on an individual and learnersbegin with the necessity of the activity rather than the possibly meaningless label that goeswith it.


Technology

6.2 Don’t expect too much too soon from learners. Because the skills involved in technology processes are complex and convoluted, and aredifferent each time a solution to a problem is attempted, it will take a long time to teachthe various aspects of processes. It will require even more time for learners to practiceusing those processes selectively and effectively.

6.3 New conceptual and procedural knowledge.New knowledge must be taught on a need-to-knowbasis. It is not good enough to tell the learners that“teacher knows best, and while the material currentlyseems irrelevant, there will come a time when it isneeded.” Because the processes are complex, theyshould be taught bits at a time. The skill (and mostdifficult part) of teaching technology is to manipulatelearners to the point where they realize they need theinformation you want them to have. The situationshould not arise where technology learners are stuck ina classroom for the first few hours/days/weeks of aproject because of all the information they need tohave in order, for example for them to be able to do design. This will destroy theirmotivation and enthusiasm for the Learning Area. If learners are given information whenthey realize they need it, their level of retention is higher and they will learn moreefficiently.

6.4 Large projects which last for an extended period of time.When the learners are involved in large projects which last for a period of time, introducesmaller support tasks/activities to give practice in specific skills, which can then beimmediately applied to the context of the project in which they are working. For exampleshorter tasks could include the development of a particular graphics skill, practice inidentifying peoples’ needs, or the practice of manipulative skills (working with specific toolsand materials).

6.5 Minimize the separation of theory and practice.The continual interaction between the thinking skills and the concrete reality of activity iswhat enables the development of capability in technology.

Therefore do not separate technological theory and technological practice with:

• timetabling - theory and practical sessions must not be scheduled at different times • assessment tasks – do not separate theory and practical tasks • the use and design of work spaces – do not make separate theory areas and practical

areas • Teaching methods – do not “lecture” for theory and “demonstrate” for practice.

Learners should get the clear message that theory and thinking in technology cannot be separatedfrom technological activity. Either without the other is not representing technology adequately tolearners.


Technology


Technology

6.6 The process can begin at different places. The point at which the process begins will depend on the outcomes the educator wishes thelearners to achieve. It may begin with:

• exposure to a situation, from which learners extract a problem, need or opportunity, • a description of the problem, need or opportunity, • a brief already written by the educator, • an individual and predefined interest or need, • An existing product, which is then evaluated for redesign.

6.7 Support the required skills.Learners must be taught, and then given the opportunities to practice specific skills andtechniques before expecting them to incorporate them into a process of technology. Mosttechnology educators do this well in the area of manipulative skills, but it is also essentialfor the cognitive skills. For example if we want learners to generate ideas, then we need toteach them the skills of brainstorming and creative thinking. In researching they must betaught survey design or how to use indexes. Specific sketching skills must be taught forthem to be able to record ideas. If metacognition is expected, then they need tounderstand how they think.

6.8 The sequence of the process.The point at which the process is initiated may dictate the beginning of the sequence ofactivities. For example, if a product is to be examined for redesign, then evaluation occursfirst; if the activity results from personal need then the generation of creative ideas may notbe necessary. It may be appropriate to prototype ideas early in the process, then go backand revise the brief. As previously stated, there is no set process.

6.9 The end result of the process may vary.The most common end result of a design process is a product, but it could just asappropriately be a model or prototype. If a project in technology always results in one typeof output, there is a danger that the learner will develop a limited perception of the natureof technology.

7. Some notes on the Design Process.

7.1 InvestigateThis is a phase of collection of a wide range of information about, and related to, theparticular Project. The orientation of this step is purely the collection of facts andinformation, both visual and verbal, to expand the range of possible solutions. Deliberateselection of ideas should be deferred to later phases of a project.

7.2 DesignDesign is justifiably the most common and popular of the processes appropriate totechnology education. In the real world it is a significant process in the development oftechnology in many disciplines from engineering to architecture, and from an educationalperspective it is an ideal methodology to use as a vehicle toachieve the desired competencies.

There seems to be no simple recipe. The processesinvolved in designing are not linear, they do not always startfrom human needs and problems or opportunities and theydo not always proceed in an orderly way.

Research has been conducted on both expert designers andchildren doing design in a technology education context withsome parallels in the findings. What learners do when theydesign in technology is a very convoluted and complexprocess, and is different every time they design something.Studies of designers working in technological fields alsoreject the notion that what they do can be represented byan algorithm. So both seem to adopt inventive and flexibleapproaches which are adapted to the situation in which theyare working. Individuals also seem to have preferences forhow they design.

In the design situation where educators insist on progressingthrough set stages, learners in fact adopt their own strategies in order to get the job done,but ritualistically use the educator’s approach to satisfy assessment demands. For exampleif asked to sketch three design alternatives to a problem or brief, a learner is ofteninterested in only one, and does the others just to satisfy the educator. In this case the goalof generating creative ideas is not being achieved and learners do not reflect on theprocess, for example, by asking what, why, what order? This requirement therefore has noimpact on learner thinking or the development of creativity.

7.3 MakeA manufacturing orientation to technology covers a number of more specific types ofprocesses such as a custom made craft approach, a production line, batch production, andone-off production. In each of these processes, factors to consider include materials,information, and time. This is an accepted feature of many technology education programs,and continues to be justified because it is an important aspect of real-world technology.


Technology

For the purpose of this curriculum, making is the production of products and artifacts. There are three core aspects that need to be developed for this assessment standard:

• Planning processes that will be followed to make products• Using tools safely to make products• Developing an understanding of materials through experimentation.

Learners need to:

• Develop understandings related to properties of materials through experimentation andinvestigation.

• Develop an understanding of important differences and similarities in the characteristics ofvarious materials.

• Develop manipulative skills in working with materials• Identify, organise and use tools and materials.• Learners need to make choices regarding construction of products• Accept responsibility for the basic maintenance of tools and equipment

Educators need to:

• Organise and prepare materials for a Project in conjunction with the Design Brief.• Monitor design developments and the needs of learners• Supervise learners in the use and basic maintenance of tools• Identify and organise resources according to the needs of their learners• Ensure that learners develop positive attitudes towards resource management• Demonstrate skills, which will allow learners to gain experiences.• Provide opportunities for learners to handle and use a range of tools and materials.

7.4 EvaluateEvaluation occurs throughout all stages of the Design Process in a Project. Learnersevaluate in order to clarify, inquire, plan, test, modify and interpret.

8. ConclusionThere are many reasons why it is important for learners to utilise a range of processeswhen developing their technological literacy and capability. Technology is such a broad areathat a focus on any one process will not provide learners with a broad concept of thenature of technology. All learners have preferred learning styles, and utilising a range ofprocesses in teaching technology will appeal to more learners than would the use of asingle process. It will also make the teaching of technology more interesting to bothlearners and educators


Technology

PART TWO

COLLECTABLE MATERIALS

Plastic

Wood• wooden beads• offcuts of wood• icecream sticks• cotton reels• dowels• matchsticks (used)• clothes pegs• garden stakes, picket fencing, edging


Technology

• Bottles• Koki pen tube• Guttering offcuts• Yoghurt cups• Plastic/rubber tubing• Polystyrene tiles• Plumbing bits and pieces• Plastic-covered electrical wire• Nylon line• Plastic curtain wire• Beads• Buttons• clothes pegs

• margarine tubs• cones/ reels• tape spools• draught excluder• shopping bags• plastic lids from coffee jars,

etc• old records• offcuts of perspex• polythene bags• lolly sticks• food trays• drinking straws

Old toys etc• old constructional materials• old toys showing gears,• old watches/clocks• toys with moving

parts• pulleys, leversl etc!!!

Metal• pieces of wire• aluminium foil• drawing pins• wire coat hangers• aluminium food trays• paper fasteners• soft drink cans• nails with large heads• nuts and bolts• metal rods

Sticking• Sellotape• Wallpaper glue• masking tape• Woodglue• rubber bands etc

Tools and Equipment

Polystyrene:• Containers• Sheets• Offcuts• Beads• Pipe covering


Technology

• scissors• small hammers• glue spreaders• junior saws• brushes• small pliers• pencils• small work bench with a

vice attached, or bench• rulers• Clamps• hole punches• files

PART THREE

TABLE FOR PLANNING

The following table has been created to help with curriculum planning within and betweengrades in the Foundation Phase. It is derived from the Revised National CurriculumStatement Policy Document Learning area Statement for Technology.

The table covers the following content:-

PHASE Foundation Phase (and grade 4)GRADES R, 1, 2, 3, (and grade 4)LEARNING AREA TechnologyLEARNING OUTCOMES 1AND ASSESSMENT STANDARDS

Each grade is shown in a column.

The grade after the Phase (Grade 4) is also shown in a column to indicate progressionbetween phases. This column is shaded in grey to show that it is not part of the Phase.

Assessment Standards are numbered for convenience:-

Eg : R.1.1 / 1.1.1 / 2.1.3 / 3.4.2

The first digit = the gradeThe second digit = the learning outcomeThe third digit = the individual assessment standard (a bullet in the original policy

document version) Each assessment standard within a learning area thus has its own individual number.

Teachers are requested to familiarise themselves with this system of numbering and use iffor their planning and recording. It promotes uniformity, portability and communicationacross the province.

You can access this table and others for other learning areas through the WCEDCurriculum Directorate webpage. Go to http://curriculum.wcape.school.za and click on thelink for Foundation Phase and Early Childhood Development.

You can print out these tables.You can also download and save on your hard drive.


Technology

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stig

atio

ns;

• con

duct

ing

inve

stig

atio

ns;

19

• pro

cess

ing

and

inte

rpre

ting

data

;• e

valu

atin

g an

d co

mm

unic

atin

gfin

ding

s.R

.1.2

Des

igns

R.1

.2.1

Cho

oses

from

a g

iven

rang

e, m

ater

ials

or s

ubst

ance

sth

at c

an b

e us

ed to

mak

e si

mpl

epr

oduc

ts.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

1.1.

2 D

esig

ns1.

1.2.

1 C

hoos

es su

itabl

em

ater

ial o

r sub

stan

ces t

o m

ake

sim

ple

prod

ucts

to sa

tisfy

agi

ven

need

.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

2.1.

2 D

esig

ns2.

1.2.

1 C

hoos

es su

itabl

em

ater

ials

or s

ubst

ance

s to

mak

epr

oduc

ts, a

nd su

gges

ts so

me

way

s the

y ca

n be

use

d to

satis

fya

prob

lem

, nee

d or

opp

ortu

nity

.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

3.1.

2 D

esig

ns3.

1.2.

1 Su

gges

ts d

iffer

ent

poss

ible

solu

tions

, cho

oses

one

,an

d us

es fr

eeha

nd sk

etch

es to

repr

esen

t it.

Des

igns

� W

rites

or c

omm

unic

ates

,w

ith a

ssis

tanc

e, a

shor

t and

clea

r sta

tem

ent (

desi

gn b

rief)

for t

he d

evel

opm

ent o

f apr

oduc

t for

a g

iven

pur

pose

.�

Sug

gest

s and

reco

rds a

t lea

sttw

o po

ssib

le so

lutio

ns to

the

prob

lem

or n

eed

that

link

to th

ede

sign

brie

f and

to g

iven

spec

ifica

tions

or c

onst

rain

ts(e

.g. p

eopl

e, p

urpo

se,

envi

ronm

ent).

� C

hoos

es o

ne o

f the

seso

lutio

ns, g

ivin

g re

ason

s for

the

choi

ce.

R.1

.3 M

akes

R.1

.3.1

Mak

es si

mpl

e pr

oduc

tsfr

om a

rang

e of

mat

eria

lspr

ovid

ed

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

1.1.

3 M

akes

1.1.

3.1

Mak

es si

mpl

e pr

oduc

tsfr

om d

iffer

ent m

ater

ials

.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

2.1.

3 M

akes

2.1.

3.1

Expr

esse

s how

pro

duct

sar

e go

ing

to b

e m

ade.

2.1.

3.2

Mak

es p

rodu

cts s

afel

yfr

om d

iffer

ent m

ater

ials

follo

win

g gi

ven

step

s.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

3.1.

3 M

akes

3.1.

3.1

Expr

esse

s how

pro

duct

sar

e go

ing

to b

e m

ade

and

wha

tw

ill b

e us

ed to

mak

e th

em.

3.1.

3.2

Mak

es p

rodu

cts s

afel

yby

join

ing

or c

ombi

ning

a ra

nge

of d

iffer

ent m

ater

ials

.

Link

to L

O 2

– th

epr

oper

ties/c

hara

cter

istic

s of

mat

eria

ls re

late

s to

‘pro

cess

ing’

Mak

es�

Brie

fly o

utlin

es a

pla

n fo

rm

akin

g, li

stin

g th

e m

ain

step

s.�

Use

s sui

tabl

e to

ols a

ndm

ater

ials

to m

ake

prod

ucts

by

mea

surin

g, m

arki

ng o

ut, c

uttin

gsi

mpl

e fo

rms i

n a

varie

ty o

fm

ater

ials

, and

join

ing

them

usin

g a

rang

e of

tech

niqu

es.

� W

orks

nea

tly a

nd sa

fely

.

R.1

.4 E

valu

ates

R.1

.4.1

Exp

ress

es o

wn

feel

ings

abou

t the

pro

duct

s mad

e.

Link

to L

O 3

– im

pact

of

tech

nolo

gy o

n so

ciet

y

1.1.

4 E

valu

ates

1.1.

4.1

Expr

esse

s and

exp

lain

sow

n fe

elin

gs a

bout

the

prod

uct

mad

e.

Link

to L

O 3

– im

pact

of

2.1.

4 E

valu

ates

2.1.

4.1

Iden

tifie

s stre

ngth

s and

wea

knes

ses a

bout

ow

npr

oduc

ts.

Link

to L

O 3

– im

pact

of

3.1.

4 E

valu

ates

3.1.

4.1

Iden

tifie

s stre

ngth

s and

wea

knes

ses a

bout

ow

n pr

oduc

tsan

d th

e pr

oduc

ts o

f oth

ers.

Link

to L

O 3

– im

pact

of

Eva

luat

es�

Eva

luat

es, w

ith a

ssis

tanc

e,th

e pr

oduc

t acc

ordi

ng to

the

desi

gn b

rief,

and

sugg

ests

impr

ovem

ents

and

mod

ifica

tions

if n

eces

sary

.

20

tech

nolo

gy o

n so

ciet

yte

chno

logy

on

the

envi

ronm

ent

and

soci

ety

tech

nolo

gy o

n th

e en

viro

nmen

tan

d so

ciet

yC

omm

unic

ates

� P

rodu

ces s

impl

e tw

o-di

men

sion

al sk

etch

es, e

nhan

ced

with

col

our w

here

app

ropr

iate

.�

Mak

es p

rese

ntat

ions

(pos

ters

,ch

arts

or m

odel

s) o

f des

ign

idea

s and

fina

l pro

duct

, by

com

bini

ng si

mpl

e tw

o-di

men

sion

al te

xt a

nd sk

etch

es.

Lea

rnin

g O

utco

me

2: T

EC

HN

OL

OG

ICA

L K

NO

WL

ED

GE

AN

D U

ND

ER

STA

ND

ING

The

lear

ner

will

be

able

to u

nder

stan

d an

d ap

ply

rele

vant

tech

nolo

gica

l kno

wle

dge

ethi

cally

and

res

pons

ibly

.G

rade

RG

rade

1G

rade

2G

rade

3G

rade

4A

sses

smen

t Sta

ndar

dsW

e kn

ow th

is w

hen

the

lear

ner

Stru

ctur

es�

Dem

onst

rate

s kno

wle

dge

and

unde

rsta

ndin

g of

how

tost

reng

then

the

stru

ctur

e of

prod

ucts

by

fold

ing,

tubi

ng, a

ndus

ing

trian

gula

r web

s or s

trong

join

ts.

Proc

essi

ng�

Dem

onst

rate

s kno

wle

dge

and

unde

rsta

ndin

g of

the

prop

ertie

sof

com

mon

mat

eria

ls (e

.g.

woo

d, fo

od, c

lay,

pla

stic

, pap

er,

fabr

ic),

and

how

thes

epr

oper

ties i

nflu

ence

the

effe

ctiv

enes

s of p

rodu

cts.

Syst

ems a

nd C

ontr

ol�

Dem

onst

rate

s kno

wle

dge

and

unde

rsta

ndin

g of

how

to u

sesi

mpl

e m

echa

nism

s (e.

g. w

heel

s

21

and

axle

s, pi

vots

, hin

ges)

tom

ake

a pr

oduc

t mov

e in

som

ew

ay.

Lea

rnin

g O

utco

me

3: T

EC

HN

OL

OG

Y, S

OC

IET

Y A

ND

TH

E E

NV

IRO

NM

EN

TT

he le

arne

r w

ill b

e ab

le to

dem

onst

rate

an

unde

rsta

ndin

g of

the

inte

rrel

atio

nshi

ps b

etw

een

scie

nce,

tech

nolo

gy, s

ocie

ty a

nd th

e en

viro

nmen

t.G

rade

RG

rade

1G

rade

2G

rade

3G

rade

4A

sses

smen

t Sta

ndar

dsW

e kn

ow th

is w

hen

the

lear

ner

Indi

geno

us T

echn

olog

y an

dC

ultu

re�

Des

crib

es h

ow lo

cal

indi

geno

us c

ultu

res h

ave

used

scie

ntifi

c pr

inci

ples

or

tech

nolo

gica

l pro

duct

s for

spec

ific

purp

oses

.Im

pact

of T

echn

olog

y�

Exp

ress

es o

pini

ons a

bout

how

tech

nolo

gica

l pro

duct

sm

ake

peop

le’s

live

s eas

ier.

Bia

s in

Tec

hnol

ogy

� E

xpre

sses

reas

ons w

hyce

rtain

gro

ups o

f peo

ple

mig

htbe

dis

adva

ntag

ed w

hen

usin

gte

chno

logi

cal p

rodu

cts.

REVISED NATIONAL CURRICULUM STATEMENT - Western … · REVISED NATIONAL CURRICULUM STATEMENT...

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Transcript of REVISED NATIONAL CURRICULUM STATEMENT - Western … · REVISED NATIONAL CURRICULUM STATEMENT...