Revised National Curriculum Statement Grades R-9 (Schools) - Grade Seven

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 technology.

Assessment standards

We know this when the learner:

• Investigates
  • Investigates the background context,the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a local context.
  • Examines existing products relevant to a problem, situation or need based on the following key aspects of design:
    • people;
    • purpose;
    • appearance;
    • environment;
    • safety;
    • cost.

  • Investigates by performing simple practical tests relating to aspects of the technological knowledge areas (Structures, Processing, and Systems and Control).
  • During investigations, plans a strategy for collecting data and information that includes:
    • identifying technologies and methods;
    • considering the source, resources and copyright laws;
    • uses search techniques;
    • extracts relevant data for specific purposes;
    • produces meaningful summaries.

  Designs

  • Writes or communicates a short and clear statement or a design brief for the development of a product or system related to a given problem, need or opportunity.
  • Lists product and design specifications and constraints for a solution to a given problem, need or opportunity based on some of the design key words:
    • people: age, target market, human rights, access;
    • purpose: function, what the product will do;
    • appearance: colour, shape;
    • environment: where the product will be used or made, impact on the environment;
    • safety: for users and manufacturers;
    • cost: cost of materials, wastage, cost of manufacture, maximum selling price.

  • Generates at least two alternative solutions and annotates the ideas.
  • Chooses possible solutions, gives sensible reasons for choice, and develops a chosen idea using graphics or modelling techniques.

  Makes

  • Develops a plan for making that details all of the following:
    • resources needed (e.g. materials lists, tools, people, costs);
    • dimensions (e.g. lengths, breadths, depths, widths);
    • steps for making the product (e.g. annotations, simple flow diagrams).

  • Chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials with some accuracy.
  • Uses safe working practices and shows awareness of efficient ways of using materials and tools.

  Evaluates

  • Evaluates the product or system based on criteria linked directly to the design brief and some of the specifications and constraints, and suggests improvements or modifications.
  • Evaluates the efficiency of the plan of action followed and suggests improving future plans.

  Communicates

  • Presents ideas (in a project portfolio) using two-dimensional or three-dimensional sketches, circuit diagrams or systems diagrams that include most of the following features:
    • notes to communicate design reasoning;
    • dimensions;
    • quantities;
    • enhancements of significant sketches (e.g. colour, texture, shade, thick and thin lines, shadow).

  • Chooses and uses appropriate technologies (e.g. computers, photocopiers, stencils, audio-visual recordings)to present a combination of graphics and text in order to record and communicate progress.

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 structures in terms of:
    • specific properties and use of materials (e.g. water resistance, thermal insulation, fire resistance);
    • stability (e.g. base size, centre of gravity);
    • strengthening (e.g. corrugation, laminating, reinforcing);
    • joining techniques.

  Processing

  • Demonstrates knowledge and understanding of how materials can be processed to change or improve properties (e.g. strength, fire resistance, waterproofing, taste, volume, texture).

  Systems and Control

  • Demonstrates knowledge and understanding of mechanical systems that change a direction of movement using components (e.g. cams, pistons, pivot and slider, eccentric wheels), and/or the value of force in systems (e.g. lever systems, linked lever systems, pneumatic or hydraulic systems), and represents them using systems diagrams.
  • Demonstrates knowledge and understanding of electrical circuits with more than one output device in the circuit (series and parallel), and represents them using systems diagrams.

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
  • Explains how indigenous cultures in South African history have used specific materials to satisfy needs and the main reasons for the differences.

  Impact of Technology

  • Expresses some reasons why products of technology affect the quality of people’s lives positively and negatively.

  Bias in Technology

  • Expresses an opinion that explains how certain groups of society might be favoured or disadvantaged by given products of technology.