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

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 he background context when given a problem, need or opportunity, and lists the advantages and disadvantages that a technological solution might bring to people and the environment.
  • Finds out about existing products relevant to a problem, need or opportunity, and identifies and compares their design aspects (e.g.who it is for, what it is for, what it looks like, what it is made of, how well it works, whether it will affect the environment).
  • 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 a design brief for the development of a product related to a given problem, need or opportunity that clarifies the technological purposes of the solution.
  • Suggests and records at least two alternative solutions to the problem, need or opportunity that link clearly to the design brief and to given specifications and constraints (e.g.people, purpose, safety, environmental impact, appearance).
  • Chooses one of these solutions, giving valid reasons for the choice, and further develops the choice with graphics and/or modelling.

  Makes

  • Develops plans that detail the making steps, including drawings and sketches that help to clarify the plans.
  • Chooses and uses suitable tools to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen materials.
  • Works efficiently and safely.

  Evaluates

  • Evaluates the product according to the design brief and given specifications and constraints (e.g. people, purpose, environmental impact, safety, appearance), and suggests improvements and modifications if necessary.
  • Evaluates the plan of action followed and suggests improvements and modifications if necessary.

  Communicates

  • Draws appropriate sketches (e.g.labelled two-dimensional drawings of ideas, enhanced drawings of final solutions and drawings showing measurements) to communicate different information appropriately and effectively.
  • Chooses and uses appropriate technologies to present, record or 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 materials suitable for supporting loads (e.g. stiffness, strength), how structures can be made stable (e.g. base size, ground anchors), and how they can be reinforced (e.g. using appropriate cross-sections, cross-braces, triangular webs, folding).

  Processing

  • Demonstrates knowledge and understanding of the reasons different materials deteriorate and ways of preserving them (e.g. drying, coating, canning, sealing).

  Systems and Control

  • Demonstrates knowledge and understanding of how different types of movement (e.g. linear, turning to and fro, swinging) can be achieved and how mechanical, pneumatic or hydraulic systems can be used to change the type and magnitude of an input movement into a different output movement.
  • Demonstrates knowledge and understanding of the components of simple electrical circuits (e.g. connecting wires, battery, switch, output device), and how electrical energy can be converted into other forms (e.g. light, heat, sound, movement).

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
  • Describes similarities in problems and solutions in own and other societies - past, present and future.

  Impact of Technology

  • Suggests ways to improve technological products or processes to minimise negative effects on people and/or the health of the environment.

  Bias in Technology

  • Suggests how technological products or services can be made accessible to those presently excluded.