2020 REVISED CURRICULUM AND ASSESSMENT PLANS - GRADE 7: TECHNOLOGY Implementation: June 2020 - Manual for School Management
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2020 REVISED CURRICULUM AND
ASSESSMENT PLANS
GRADE 7: TECHNOLOGY
Implementation: June 2020
Presentation Outline 1.Purpose 2.Amendments to the Content Overview for the Phase; 3.Amendments to the Annual Teaching Plan; 4.Amendments School Based Assessment (SBA) 5.Conclusion
1. Purpose • To mediate the amendments of the trimmed and re-organised 2020 Annual Teaching Plan including School Based Assessment for Technology, Grade 7 for implementation in June 2020 as stipulated in Circular S2 of 2020. • To ensure that meaningful teaching proceeds during the remaining teaching time as per the revised school calendar. • To assist teachers with guided pacing and sequencing of curriculum content and assessment.
1. Purpose (continued) • To enable teachers to cover the essential core content /skills in each grade within the available time. • To assist teachers with planning for the different forms of assessment. • To ensure learners are adequately prepared for the subsequent year/s in terms of content, skills, knowledge, attitudes and values
2. Amendments to the Content
Overview for the PhaseSummary: Amendments to the Content
Overview for the Phase
GRADE 7 GRADE 8 GRADE 9
STRUCTURES
Definition and purpose Adapting materials to Strength of materials under
Classification withstand forces – reinforcing the action of forces:
concrete, plywood. compression, tension, torsion,
and shear.
Investigating the cell phone Selecting metal sections (I- Properties of construction
tower ( Frame Structure) beam, angle iron, T-bar, etc.) materials: mass, density,
to withstand forces and to hardness, stiffness, flexibility,
save material. corrosion.
Case Study Suitability of materials
Examining existing structures (fitness-for-purpose) in terms
of properties, safety and cost
effectiveness.
Action research: How to Task: identify and solve
stiffen structure problems related to
Tubing, Folding ,Triangulation community on the far side of
a river.Summary: Amendments to the Content
Overview for the Phase
GRADE 7 GRADE 8 GRADE 9
STRUCTURES
Evaluation
• Advantages and
disadvantages of cell
phone and land lineSummary: Amendments to the Content Overview for the
Phase
MECHANICAL SYSTEMS AND COTROL
• Machines ( simple and • Gear systems – concepts Learners experiment with
complex) (counter rotation, idler, two different sizes of syringes
• Mechanical advantage velocity ratio, force linked by a tube and filled
multiplication). with hydraulic fluid (water).
What is a mechanical • Two spur gears of equal Learners experience force
advantage? size – note counter transfer with either force
• Cranks rotation and velocity ratio. multiplication or force
• Pulleys division (depending on which
syringe is the driver/master).
• Two spur gears of unequal Gases (like air) are
size – note velocity ratio compressible. Liquids (like
and force ratio water, oils) are
(mechanical advantage < incompressible.
or > 1).
• Two spur gears connected • Pascal’s principle –
via an idler – note pressure exerted on one part
synchronised rotational of a hydraulic system will be
direction. transferred equally without
any loss in all directions to
other parts of the system.Summary: Amendments to the Content
Overview for the Phase
• Two bevel gears linked to Note that equal volumes of
transfer the axis of liquid are moved through the
rotation through 90o. systems, and this results in
• Calculate mechanical different extensions (amount
advantage (MA) of movement) where syringes
(cylinders) are of different
• Levers: mechanical sizes, so less distance/more
advantage calculations for force (MA > 1); and more
levers using ratios. distance/less force (MA < 1).
• Calculations using THE HYDRAULIC PRESS
LOAD/EFFORT; load (including simple
ARM/effort ARM; etc calculations).
• Gears: mechanical • The hydraulic jack.
advantage calculations for • Draw a systems diagram
gears using ratios which describes the way a
hydraulic jack works.Summary: Amendments to the Content
Overview for the Phase
• Calculations using tooth ACTION RESEARCH: practical
ratios; gear wheel investigations: - Use a single
diameters; velocity ratios wheel fixed pulley to change
the direction of pull (MA = 0).
• Represent gear systems Use a single wheel moveable
graphically: use circular pulley to change the
templates and/or pair of direction of pull (MA > 0). -
compasses to draw gear Use a pulley block system
systems with: (block and tackle) to
The driven gear determine the relationship
rotating in the between loadbearing ropes
opposite direction to on moveable pulley wheels
the driver (counter and M.A (force
rotation). multiplication).
The driven gear INVESTIGATE: learners find
rotating in the same out about the following
direction to the mechanical control systems:
driver (include an - Ratchet and pawl.
idler gear). - Disc brake.
- Bicycle brake & Cleat.Summary: Amendments to the Content
Overview for the Phase
The driven gear Lead learners as they find out
rotating faster than about the interactions of the
the driver (with and following:
without an idler). - Bevel gears of equal size –
The driven gear axis of rotation 90˚.
rotating slower than - Bevel gears of unequal size
the driver (with and – axis of rotation 90˚
without an idler). – Note velocity/force
relationships.
• Design brief: learners - Rack-and-pinion gear
write a design brief with system as found on
specifications for a device automatic gates and steering
that will use a racks.
combination of gears to - Worm gear system for large
achieve: reduction in speed and
increase in force.
• A mechanical advantage EVALUATE: learners examine
with force multiplication various items using
of three times. mechanisms found in the
modern kitchen and/or
home, workshop/garage.Summary: Amendments to the Content
Overview for the Phase
• An increase in output ARTISTIC DRAWING: single
velocity of four times. vanishing point perspective. -
• Investigate: Learners draw a 3D wooden
object using single VP
Acid mine perspective. They enhance
drainage......... OR the drawing showing the
Dust pollution from texture of the wood grain,
mine dumps on colour and shadows -
residential areas. Learners use single VP
......... OR perspective to draw an inside
view of the classroom.
Indigenous mining of
iron in South Africa
before the modern
era....... OR
Gender bias in career
choice/opportunities
related to mining.Summary: Amendments to the
Content Overview for the Phase
• Drawings for the shaft
head-gear – each learner
draws a:
• 3D isometric drawing of
the selected design giving
dimensions and drawn to
scale.
• 2D working drawing
showing one or more
views with dimensions
and lines.
• Budget: prepare detailed
realistic budget of
expected costs.Summary: Amendments to the Content
Overview for the Phase
ELECTRICAL & ELECTRONIC SYSTEMS AND CONTROL
Electrical Systems Advantages and Electronic systems and
Magnetism disadvantages of: control – how simple
• What is magnetism? • Thermal power stations electronic circuits and devices
• Practical Investigation • Wind-driven turbines are used to make an output
• Types of magnets ( Bar and respond to an input.
horse shoe
Case Study • Alternating current Revise 1 – component
• Examining of cranes • The national grid symbols:
• Crane designing (Single VP) • Cells in series and parallel.
• Electrical circuits • Lamps in series and parallel.
• Drawing of circuit • Switches in series (AND
components logic) and parallel (OR logic).
• Current in the circuit –
conventional current flows
from positive to negative.Summary: Amendments to the Content
Overview for the Phase
ELECTRICAL & ELECTRONIC SYSTEMS AND CONTROL
Practical Demonstration • Energy for heating, lighting Revise 2 – simple circuits:
• Magnetic and non and cooking in rural and • One cell, switch, two lamps
magnetic materials informal settlements. in series.
• Two cells in series, switch,
two lamps in series.
Case Study • Energy from illegal Ohm’s Law quantitatively: as
• Recycling scrap metal connections; ethical issues; voltage increases, current
• Electrical Circuit safety considerations. increases if resistance is
constant.
Designs • Equitable sharing of Learners should be able to
• Two possible designs resources read a given electronic circuit
(single VP) • Written report on above diagram and assemble the
• Draw circuit diagram of an issues. components into a working
electro magnet with a light circuit.Summary: Amendments to the
Content Overview for the Phase
Revision of 3D drawings • Simple circuit Input components:
• Oblique drawing components; input electrochemical cells,
• Flow chart ( devices; output devices; photovoltaic cells.
Manufacturing of an control devices
electro magnetic crane)
• Presentation of designs • Correct connections, short Action Research: testing
• Working drawings of the circuits. Ohm’s Law practically –
electromagnetic crane • Electrical components and measure the voltage
their accepted symbols. (potential difference) and the
• Drawing electrical circuits current strength in each of
using accepted symbols the following circuits:
• One cell connected to a
20W resistor.
• Set up circuits using a
• Two cells connected to the
range of components.
20W resistor.
• Draw the circuits using
• Three cells connected to
symbols
the 20W resistor.Summary: Amendments to the Content
Overview for the Phase
• Practical: learners draw Plot the readings on a graph
circuit diagrams AND and determine the
connect circuits showing relationship between
the effect of circuits with potential difference and
resistors connected in current strength while
series and parallel. keeping the resistance
constant.
• Electrochemical cells. Resistor Colour Codes:
• Practical: make your own • Low value resistors often
batteries – fruit, vegetable have their resistance value
and salt water batteries. printed on them in numbers.
• Advantages and • Higher value resistors are
disadvantages of series coded using coloured bands.
and parallel batteries. The first three bands give the
value
• Photovoltaic cells - of the resistor in ohms. The
advantages and fourth band is an accuracy
disadvantages of solar rating as a percentage.
cells.Summary: Amendments to the Content
Overview for the Phase
• Investigation: AND logic Switches: Manual switches
gate and simple cases controlled by the user, e.g.
where it is used. push, SPST, SPDT, DPDT.
• Investigation: OR logic • Diodes and led (light
gate and simple cases emitting diode):
where it is used. - A diode is a component that
allows current to flow in one
direction only.
• Lesson: truth tables for - A LED allows current to flow
AND & OR logic in one direction only and also
conditions. gives off light and is often
used as an indicator that a
circuit is ‘ON’.
Transistors: only npn-type
will be used at this level.
- A transistor is a device that
can act as a switch and it can
amplify a small current (e.g.
from a sensor) into a larger
current.Summary: Amendments to the Content
Overview for the Phase
PROCESSING
Investigation of emergency • The positive impact of PRESERVING METALS
situations technology: Some new (painting, galvanizing -
• Situations that causes materials are theoretically, Electroplating –
people to be refugees environmentally friendly by demonstration/video)
• Problems faced by refugees being bio-degradable.
Processing food • Case study 1: investigate 1.1 Painting 1.2. Galvanising
• Investigation of types of the impact of plastic 1.3. Electroplating
food supplied to people in shopping bags on the
a refugee camp environment.
• Designing a tasty nutritious
menu for refugees
• Flow chart of preparing the • Report: learners write a PRESERVING FOOD
menu report the use of thicker, (storing grain & storing grain -
• Preparation of the menu bio-degradable plastic theoretically, Drying and/or
• Evaluation of the menu ( shopping bags. salting –
texture and nutrition) demonstration/video)Summary: Amendments to the Content
Overview for the Phase
PROCESSING
Investigation of clothes worn • Case study 2: Investigate 2.1. Storing grain 2.2.
by people in specialised how waste paper and Pickling 2.3. Drying and/or
occupations ( eg. fire cardboard are recycled. salting
department)
INVESTIGATION: identification
of plastic identifying - codes
and sorting for recycling
PROPERTIES OF PLASTICS
Reduce – reuse – recycle
CASE STUDY: Remanufacturing
waste plastic into pellets for
re-use.
Systems diagram: Draw a
systems diagram describing a
plastics recycling project.Summary: Amendments to the
Content Overview for the Phase
• Development: draw a CASE STUDY: Moulding
development of an recycled plastic pellets into
opened container. products.
Textile used to make clothes • Investigate a technological CASE STUDY: plastics used on
for fire fighters product that can have a modern motor cars.
Textile used to make clothes negative impact on CASE STUDY: plastics used
for members of NSRI society. around the home.
Scenario • Class discussion on
Tragic shack fire/ natural possible solutions for the
disaster may create need for negative impact of the
emergency technology identified.
PROBLEM IDENTIFICATION:
learners identify a need or
want that can be satisfied by
the making of a plastic item
of their own design.Summary: Amendments to the
Content
Investigation
Overview for the Phase
SKETCH: learners sketch their
Material and building plastic item using isometric
techniques for a temporary projection on grid paper.
structure
Comparison of building PLAN: learners draw their
material and building plastic item using first angle
techniques used by orthographic projection.
indigenous people/people in
the informal settlement
Chemicals which can water SKILLS DEVELOPMENT:
proof like canvas learners practice the skills
needed to manufacture
their plastic item – measure,
mark out, cut, bend and join.
Moulding is an optional extraSummary: Amendments to the Content
Overview for the Phase
Examine the burning PRACTICAL SESSIONS:
characteristics of various working safely, learners
materials measure, mark out, cut and
Design brief for and bend the materials for their
specification for textiles to be plastic item, and then
used for making an assemble the product.
emergency shelter.
Design of an emergency
shelter( easy to transport and
erect)
• Each learner compiles a
record of his/her term’s work
including extending the
lifespan of metals and food,
properties and uses of
various plastics, the plastics
recycling strategy, the case
studies, and the sketches and
plans for the plastic item.3. Amendments to the Annual
Teaching PlanGrade 7 - Annual Teaching Plan • Annual Teaching Plan • Jaarlikse Onderrigprogram
Summary: Reorganisation of content topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 2 CONTENT
STRUCTURES
1 • Definition and purpose of structures to contain, protect, support, span
• Classification of structures: natural and man-made.
• Types of structures: shell, frame, solid – learners complete a worksheet
• Investigate: a cell phone tower – a frame structure.
2 • Case study: examine existing towers strengthened by triangulation, including
pylons, windmills and mine headgear
• Case study: examine existing towers strengthened by triangulation, including
3
pylons, windmills and mine headgear
• Evaluate: worksheet on the advantages and disadvantages of telephone systems;
4
landline vs. mobile. learners complete a table
Action research: to stiffen materials / structures
• Practical activity 1 – Stiffen a structural material by tubing individual activity
5
• Practical activity 2 – Stiffen a structural material by folding individual activity
• Practical activity 3 – stiffen a frame structure by triangulation individual activitySummary: Reorganisation of content
topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 3 CONTENT
Mechanical Systems and Control
• All complex machinery consists of combinations of simple mechanisms.
6
• Machines can be designed to give the user a “mechanical advantage”.
• Introduce learners to cranks and pulleys.
• The crank – an adaptation of a second-class lever.
7 • The pulley – a type of wheel and axle.
• revision: a) What is mechanical advantage? b) Strengthening frame structures
Electrical systems and control
Investigate: What is magnetism?
Practical investigation: Different types of permanent magnets – bar and horseshoe.
Learners must use their knowledge of structures and the drawing skills developed in
8 earlier tasks, together with their new knowledge of magnetism, electric circuits and
electromagnets as well as their new knowledge of cranks and pulleys to design and
make a crane using an electromagnet to sort metals in a scrap-yard.
Case study: Examine pictures of cranes in order to get ideas to be used in the
learner’s own designs.Summary: Reorganisation of content
topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 3 CONTENT CONTINUE…
Investigation skills
Case study:
Examine pictures of cranes in order to get ideas to be used in the learner’s own
designs.
9
Write a design brief with specifications and constraints for a crane with
electromagnet.
Sketch two possible designs for a suitable crane using single VP perspective.
Draw a circuit diagram for the electromagnet (with a light to show when it is on).
10 • Practical demonstration by the teacher on Magnetic and non – magnetic metals.
Investigation skills
Case study: recycling scrap metals. Honest gleaners who collect scrap metal and
deliver it to scrap metal dealers perform a valuable service to society. This good work
is tainted by the criminal acts of thieves who steal copper telephone wire and steel
11
manhole covers.
Simple electric circuits. Demonstrate a simple electric circuit with an energy source
(cell), switch, conductor and a light bulb or buzzer. Sketch the circuit showing how to
use component symbols.Summary: Reorganisation of content
topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 3 CONTENT CONTINUE…
Circuit diagram:
• Each learner draw a circuit diagram using the correct symbols for components.
• Demonstration lesson: A simple electromagnet. Make a simple electromagnet
made by winding insulated copper wire around an iron nail. When an electric
12
current flows in the wire coil (solenoid) a magnetic field is created and this is
amplified by the iron core. Switching the current off causes the magnetic field to
fade away. (Note: electromagnetism is a key to a wide range of technologies
making up our modern world.)
•Sketch two possible designs for a suitable crane using single VP perspective.
13
•Draw a circuit diagram for the electromagnet (with a light to show when it is on).
Revision:
Revise the 3D oblique drawing technique; line types; scale; dimensions.
drawing: Each learner uses the Oblique technique to draw an idea for the crane
14 chosen from the two ideas sketched the previous week. The idea should be drawn on
squared paper (quadrant) using pencil and ruler.
Flow chart: Each learner works out a flow chart detailing the sequence of
manufacture of the crane with its electromagnet.Summary: Reorganisation of content topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 3 CONTENT continue..
Each team presents the design sketches, working drawings and functioning model
to the class. They demonstrate how strong their electromagnet is and show that it
releases the load when switched off. Each learner explains the role s/he played and
shares the role of spokesperson. They explain the principles involved with the
15
magnetic sorting and how their electromagnet could be made stronger. They
comment on the value of recycling and explain how sorting the metals into types,
improves their scrap value. They enhance their presentation using posters giving an
artist’s impression of their completed crane and electromagnet in use.
GRADE 7 REVISED TERM 4 CONTENT
Learners investigate emergency situations that can lead to refugees:
• Find out what situations commonly result in people becoming refugees.
16 • Find out what initial problems are typically faced by refugees.
• What mix of people will usually be present?
• What are their needs for shelter? (Shelter will be addressed in the mini-PAT)Summary: Reorganisation of content topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 4 CONTENT CONTINUE..
Processing food: emergency food
• Investigate the types of food that can be supplied to occupants of a refugee
camp.
17 • Design brief: learners write a design brief giving specifications of the types and
quantities of food needed for a population of 100 refugees.
• Design: List the ingredients of a meal that will be nutritious as well as tasty, and
which can be prepared under
• Write down the sequence of manufacture for the process of preparing one item
from the meal described above.
18
• Learners prepare the item selected above.
• Learners evaluate the item in terms of flavour, texture and nutritional value.
• Learners investigate clothing worn by people in specialised occupations like the
emergency services, e.g. fire department, NSRI or dangerous professions.
Learners must investigate the following:
19
• Find out what textiles are used to make the clothing worn by fire fighters, or
• Find out what textiles are used to make the clothing worn by members of the
NSRI.Summary: Reorganisation of content
topics
WEEK CONTENT, CONCEPTS AND SKILLS
GRADE 7 REVISED TERM 4 CONTENT CONTINUE…
Scenario:
Tragic shack fires or natural disasters like floods or earthquakes or political strife may
create the need for emergency shelters to be erected for the victims. Learners design
and make a simple emergency shelter for disaster victims. The shelter must be sturdy,
waterproof, easy to erect and able to house a family of six for a month. Learners must
be aware of the importance of health and safety issues.
Investigate: Learners investigate materials and building techniques used by
indigenous people for constructing housing in rural South Africa. Materials used in
such construction is typically readily available, appropriate and environmentally
friendly.
20 Investigate: Learners compare materials and building techniques used by people
setting up informal settlements. They compare these materials to those used by
indigenous builders in terms of suitability, availability and environmentally
friendliness.
Investigate: Learners find out what chemicals can waterproof a textile like canvas
Investigate: Learners find out about the burning characteristics of various textiles
• design brief: Learners write an appropriate design brief with specifications forSummary: Content/Topics Amended: 7
Content/Topics Term / Week Amendment
Investigating design issues: Investigation skills are
such as visual pollution, repeatedly addressed and
stability, base size and assessed throughout the
2/3
centre of gravity Phase. Learners will
therefore not be
disadvantaged.
Designers considering the There are ample
Impact of technology on opportunity to do this type
2 / 4-5
society and on the of activity throughout the
environment. phase
Design process: (Making Covid 19
skill) Informal PAT – Cell Discourage Groupwork this
phone tower type of activity has been
2/5
dealt with in first term and
involves sharing of
resources.
Recycling scheme for your
school – record keeping of
waste produced by school
RedundantSummary: Content/Topics Amended: 7
Content/Topics Term / Week Amendment
Formal PAT (Project)
• Making or building of
Covid 19
the model for the
Discourage Groupwork this
electromagnetic crane 3/7
type of activity involves
• Evaluation skills – design
sharing of resources.
of rubric and evaluating
the design of other team
members.
Processing
•Make: Learners make a
model of an emergency
shelter made of a material
The activity calls for group
that they have
work, it is not in line with
waterproofed and that is
4/9 social distancing and has
suitable for housing
been dealt with in earlier
refugees for a period of at
grades as well as first term.
least a month. It should be
easy to transport, easy to
assemble, and easy to pack4. Amendments School Based
Assessment (SBA)Summary: Revised Programme of
Assessment
Term 1 Term 2 Term 3 Term 4
PAT 1: PAT 2:
Assignment Mid-year exam Assignment End of Year
(Investigate was removed (Investigate and Assessment:
and Design) Design) Test
MARK ALLOCATION
70 Marks 70 Marks Gr 7 – 30 Marks
Gr 8 – 40 Marks
Gr 9 – 40 MarksSummary: Weighting of Revised
Programme of Assessment: Gr 7-9
Term 1 Term 2 Term 3 Term 4
PAT 1 No PAT 2 Test
SBA Formal
40% 40% 20%
Ass (NFA)Summary: Revised Practical
Assessment Task (PAT 2)
REVISED COVID 19 PAT 2 - TERM 3
PAT: Assignment Learners will only do
• Investigate an assignment on
• Design Investigation and
Justification for avoiding groupwork and Design of a crane
sharing of tools and equipment in
Technology classes:
• Social distancing is negatively affected
by learners working in groups.
• Sharing of tools and equipment
facilitates the spreading of the Covid
19 Virus.Summary: Revision Final
Structure for Test
Grade 7 Grade 8 Grade 9
Total Mark 30 40 40
Specific Aim 1
15 20 20
(50%)
Specific Aim 2
9 12 12
(30%)
Specific Aim 3
6 8 8
(20%)4. Conclusion
Contact Details Name: CES: Subjects Department of Basic Education Tel: Email:
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