Revised National Curriculum Statement Grades R-9 (Schools) - Grade Five
Learning Area: Technology
Learning Outcome 1: Technological Processes and Skills
The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.
Assessment standards
We know this when the learner:
- Investigates
- Finds out about the background context (e.g. people, environment, nature of the need) when given a problem, need or opportunity and lists the advantages and disadvantages that a technological solution might bring to people.
- Finds out about existing products relevant to a problem, need or opportunity, and identifies some design aspects (e.g. who it is for, what it looks like, what it is for, what it is made of).
- Performs, where appropriate, scientific investigations about concepts relevant to a problem, need or opportunity using science process skills:
- planning investigations;
- conducting investigations;
- processing and interpreting data;
- evaluating and communicating findings.
Designs
- Writes or communicates,with assistance, a short and clear statement (design brief) related to a given problem, need or opportunity that demonstrates some understanding of the technological purposes of the solution.
- Suggests and records at least two alternative solutions to the problem, need or opportunity that link to the design brief and to given specifications and constraints (e.g. people, purpose, environment).
- Chooses one of these solutions,giving reasons for the choice, and develops the idea further.
Makes
- Outlines a plan that shows the steps for making, including drawings or sketches of main parts.
- Uses suitable tools and materials to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen material.
- Works neatly and safely, ensuring minimum waste of material.
Evaluates
- Evaluates, with assistance, the product according to the design brief and given specifications and constraints (e.g.people, purpose, environment), and suggests improvements and modifications if necessary.
- Evaluates the plan of action followed and suggests improvements and modifications if necessary.
Communicates
- Produces labelled two-dimensional drawings enhanced with colour where appropriate.
- Uses appropriate technologies to produce presentations that record and communicate the design process (e.g. simple portfolio, posters, charts, models).
Learning Outcome 2: Technological Knowledge and Understanding
The learner will be able to understand and apply relevant technological knowledge ethically and responsibly.
Assessment standards
We know this when the learner:
- Structures
- Demonstrates knowledge and understanding of different types of structures (e.g. frame, shell, solid), and of the relationship between materials and the load a structure of a product can support.
Processing
- Demonstrates knowledge and understanding of how simple processing (e.g. plaster casting, papier mâché, moulding) can be used to transform materials into products.
Systems and Control
- Demonstrates knowledge and understanding of how to use energy sources to power mechanical systems in order to make a product move in some way.
Learning Outcome 3: Technology, Society and the Environment
The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment.
Assessment standards
We know this when the learner:
- Indigenous Technology and Culture
- Recognises how products and technologies have been adapted from other times and cultures.
Impact of Technology
- Identifies possible positive and negative effects of scientific developments or technological products on the quality of people’s lives and/or the health of the environment.
Bias in Technology
- Describes possible consequences that the lack of access to technological products or services might have on certain groups of people.