revised national curriculum statement - western … · revised national curriculum statement...
TRANSCRIPT
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.
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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; -
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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.
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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;
Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 9
Technology
Project
Situation in Context
Design Brief
Investigate
Design
Make
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.
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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.
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Technology
12 Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - ©
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.
Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 13
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
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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
Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 15
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
16 Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - ©
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.
Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 17
Technology
18
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ty, a
ndid
entif
ies t
he m
ain
desi
gnas
pect
s (e.
g. w
ho it
is fo
r, w
hat
is it
for,
wha
t it l
ooks
like
) tha
tm
ake
them
suita
ble
as a
solu
tion.
� P
erfo
rms,
whe
re a
ppro
pria
te,
scie
ntifi
c in
vest
igat
ions
abo
utco
ncep
ts re
leva
nt to
a p
robl
em,
need
or o
ppor
tuni
ty u
sing
scie
nce
proc
ess s
kills
:• p
lann
ing
inve
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.