phase work schedules

Seni

or P

hase

W

ork

Sche

dule

s

Grade

8 Technology

CONTENT PAGE

INTRODUCING THE WORK SCHEDULE 2 GLOSSARY: Key instruction words 3

TERM 1 Work Schedule 4 TERM 2 Work Schedule 8 TERM 3 Work Schedule 12 TERM 4 Work Schedule 16 RECORDING SHEET 19

FOREWORD Following a comprehensive review of the implementation of the National Curriculum Statement, undertaken by a Ministerial Panel of Experts, the Minister of Basic Education, Ms Angie Motshekga, MP, has announced certain changes that will be introduced from 2010. The implications of the national process suggest that the WCED work schedules can be used. These are guidelines, and should be used as such. Best Wishes

Dr. S. Naicker, Chief Director: Curriculum Development

- 2 -

SENIOR PHASE TECHNOLOGY

GRADE 7- 9

INTRODUCING THE WORK SCHEDULE

This document provides guidelines for teaching, learning and assessment in Technology in the Senior Phase of the National Curriculum Statement. The Work Schedule interprets policy, suggests integration of the learning outcomes and assessment standards within technology and sets a pace for teaching, learning and formal assessment. It does not replace the learning area policy document, but will help inexperienced technology teachers to teach and facilitate learning of technological knowledge, develop technological skills and promote technological values as described in policy. The teaching methodology in the work schedule follows the design process (investigate, design, make, evaluate and an integrated approach to communication). However, an experienced technology teacher could vary the teaching methodology by changing the sequence of the design process for teaching and learning. The work schedule is accompanied by a teacher’s guide that suggests methodology and possible resources. TECHNOLOGY Technology is defined as ‘the use of knowledge, skills and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.” Therefore, the competencies learners must demonstrate in technology make it significant within the National Curriculum Statements for Grades R-9. The work schedule is aimed at

ensuring that teachers have a common understanding of the learning outcomes and assessment standards;

ensuring that all teachers follow the prescribed syllabus as presented in the National Curriculum Statement; and

promoting a common work pace within the province. Technology in the senior phase must take the learner on a journey so as to experience technological advancement in local (Grade 7), national (Grade 8) and international (Grade 9) contexts. Allocation of time Technology is allocated 8% of the 26 ½ hours contact time in Grade 7, and 8% of the 27 ½ hours contact time in Grades 8 and 9. It is recommended that technology in the Senior Phase be allocated 2 hours within a five-day cycle. Schools are encouraged to allocate two one-hour periods to support the practical activities. The work schedule is divided into four terms of ten weeks each. The weeks are indicated as 1 to10 per term and the pace for teaching, learning and assessment is suggested. Teacher preparation Use the work schedule and teacher guide with the Technology Learning Area Policy document when developing lesson plans to maintain a coherent programme for teaching, learning and assessment. ACKNOWLEDGEMENTS We hope that this document will assist you to meet the minimum curriculum requirements when planning for teaching, learning and assessment in technology. Sincere thanks to the teachers and curriculum advisers who developed the work schedules and teacher guides for the senior phase. Directorate: Curriculum: GET

- 3 -

GLOSSARY Key instruction words

Account for Give a reason or reasons or an explanation for

Analyse Look carefully at the structure of something in order to explain how it functions or of what it consists

Assess Give an idea of the value or quality of something Calculate Work out the amount or number of something by using mathematics Categorize(-ise) Name the class or group to which something belongs Choose Decide from among a range of options Classify Arrange in groups according to similar features or qualities Collect To gather together; assemble information or data Combine To unite or join; to link closely together

Compare To examine products or information in order to note similarities and differences

Consider Give thought to; think about Contrast Point out the differences between Define Explain exactly what is meant by Demonstrate To show clearly and deliberately Describe Tell in words: describe what it looks like Determine Find out; work out through observation or consideration Develop Elaborate or expand in detail: (tell or write) Discuss Write/ talk about a topic, giving more than only one opinion Distinguish between

Point out the difference(s) between

Evaluate To consider or examine something in order to judge its value, quality, importance or condition

Examine Look at something carefully in order to judge its worth or quality Explain Make clear by giving more information Explore To observe, test, study or investigate something Express an opinion

To put (thought) into words; to express an idea clearly

Identify Establish or name who or what someone or something is Illustrate Explain or make something clear by using examples, charts, pictures, etc Introduce Talk about something new

Investigate To carry out a detailed examination or enquiry in order to find out about something

Justify Provide a good reason for list Write down information in the form of a list of numbered items Predict Say what you think will happen in the future Recognise To identify as something or someone previously seen, known, etc Research To search for information Review To go over it again Revise To do revision Select To choose from a group of Sort To group information, data or products by a common character Specify Say exactly what it is Substantiate Provide evidence or reasons to support your answer Suggest Put forward for consideration Summarize(-ise) Give a brief account of the main points (ideas) of something Synthesis Combine into a coherent whole Tabulate Arrange the information in the form of a table with columns and rows

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TECHNOLOGY GRADE 8 TERM 1

PROCESSING

WK

LO & AS

ASSESSMENT STANDARDS & CORE TEACHING

TG

1

LO 1, 2 & 3

Reflection and Overview Reflect on work done in the previous grade Briefly introduce the scope of technology for the year

Revise the following concepts

o Design process o Technological processes o Technological skills o Structures o Processing o Mechanical systems and control o Electrical systems and control o Technology, Society and the Environment o Information and Communication Technologies o Presentation methods (e.g. project portfolio, case study)

Describe and illustrate the design process (i.e. Investigate, design,

make , evaluate and communicate) and the technological processes (e.g. plan, measure, cut, test etc) applied when solving peoples needs

Identify and discuss the technological knowledge areas (i.e. structures, processing, mechanical systems and control and electrical systems and control)

Explain the inter-relationship between technology, society and the environment

Wk 1

2

LO 1 8.1.1.2 8.1.1.3 LO 2 8.2.2.1 LO 3 8.3.2.1

Investigate existing products

Revise the following concepts o Product safety o Fitness for purpose o Properties

Explain the new concepts

o Packaging o Lifespan o Tension force o Compression force o Bending force o Torsion force o Shear force o Environmen t friendly

Discuss and compare different examples of material used for

packaging (e.g. paper, wood, plastic etc)

Wk 2

- 5 -

Identify different types of packaging containers (e.g. bags, boxes,

crates etc) Develop and perform practical tests and compare similarities and

differences of existing types of packaging to withstand different forces (e.g. tension, torsion, compression, bending, shear)

Compare the cost of similar packaging products made from different materials

Demonstrate strengthening techniques (e.g. triangulation, webs, gussets) used in packaging

List the positive and or negative impact packaging has on peoples lives and on the environment

3

LO 1 8.1.1.1 8.1.2.1 8.1.2.2 8.1.2.3 8.1.5.1 LO 2 8.2.2.1

Design a solution

Revise the following concepts o Problem o Need o Opportunity o 2-Dimensinal projection o 3-Dimensional projection o Enhancing techniques

Explain the new concepts o National context o Design brief o Design constraint o Design specification o Alternative solutions o Target market o Purpose o Cost o Appearance

Present the context and scenario for the term

Context: Packaging Scenario South Africa has become a favourite tourist destination. Crafters are getting many opportunities to sell crafts to local and international visitors. Many of the artefacts sold are carved from sandstone which is relatively heavy for its size. A marketing company has started a project to provide individually packed sandstone carvings as a unique South African product. You are invited to tender for the supply of 2000 packaging for this project. The marketing company requires you to submit one prototype of a suitable packaging.

• The packaging must be 200 mm x 200 mm x 150 mm in size • It must contain / hold a mass of 1.5 kilogram • The packaging will be tested for its ability to withstand various

forces by dropping it 2 meters onto a hard surface • The packaging must be environment friendly • The packaging must be suitably decorated

Wk 3

- 6 -

Investigate the scenario

Consider the following when investigating the scenario o The background context of the scenario o The environment which the scenario is set in o The nature of the need o The people concerned in the scenario or a similar example

set in a national context Design a solution based on the scenario

Write a design brief that addresses the need identified in the scenario

Identify and list relevant constraints and specifications (e.g. people, purpose and appearance etc)

Generate several initial design ideas using freehand sketches and enhance sketches using notes, colour, texture and shade

4 LO 1 8.1.3.1 8.1.5.1 LO 2 8.2.2.1

Develop communication skills

Explain the following concepts o Freehand sketches o Dimension lines o Line types o Orthographic projection o 3-Dimensional drawing (e.g. Oblique)

Introduce the new concept

o Formal drawing

Present formal orthographic drawings and 3-dimensional sketches (e.g. oblique) of any simple packaging

Write notes on the sketch of the packaging to indicate the strengthening techniques (e.g. triangulation, webs, gussets, strong joints etc) uses to make it withstand any external forces

Enhance sketches using colour, shade, texture and shadow

Wk 4

5

6

LO 1, 2 & 3

FORMAL ASSESSMENT TASK TASK 1: ACTIVITY 1 CASE STUDY / ASSIGNMENT

Wk 5

Wk 6

7

LO 1 8.1.5.1 LO 2 8.2.2.1

Develop communication skills

Explain the new concept o Three Dimensional projection (e.g. isometric projection)

Present freehand 3-D sketches of simple packaging and enhance the sketches using shade, texture and colour

Write notes on the sketch that identifies the specific properties of the material used to make it suitable for the packaging and any other design features.

Wk 7

- 7 -

8

9

LO 1 8.1.3.1 8.1.3.2 8.1.3.3 LO 2 8.2.2.1

Plan and make a solution based on the scenario

Revise the following concepts o Plan o Resources o Steps for making

Introduce new concepts o Tools o Materials o Measuring o Marking o Finishing o Cutting o Shaping o Joining o Safety o Efficiency

Choose and list appropriate tools and materials to make the designed solution

Develop a plan for making by listing the steps to be followed when making the solution

Make the product using suitable material and tools and demonstrate safe and efficient working practises

Wk 8

Wk 9

10

LO 1, 2 & 3

FORMAL ASSESSMENT TASK TASK 1: ACTIVITY 2 -TEST

Wk 10

- 8 -


STRUCTURES

WK

LO & AS


TG

1

LO 1 8.1.1.2 LO 2 8.2.1.1 LO 3 8.3.3.1

Reflection and Overview

Reflect on work done in the previous term o Processing

Revise the following concepts o Structures o Stability o Base size o Centre of gravity o Joining

Investigate structures and bias in technology

Explain the new concept o Bias

Compare existing structures (e.g. churches, mosques, bridges,

towers, ladders, chair etc) and identify their unique structural design features (e.g. strong, stable, shell, frame, rigid)

Identify and describe the fitness for purpose of the structures and the suitability of the material used to build it

Discuss the safety feature of different structural designs (e.g. use of hand rails, edges are round etc)

Identify and discuss any bias that structures may have with regards to any human rights issues such as access for the disabled and the elderly and back up with factual evidence.

Wk 1

2

LO 1 8.1.1.3 8.1.1.4 LO 2 8.2.1.1

Investigate structural components

Revise the following concept o Properties of material

Explain the new concepts o Column o Beam o Arch o Buttress o Strut o Stay o Guy o Tie o Triangulatio n o Fillets o Webs o Orientation o Cross-sectio n

Wk 2

- 9 -

Use a variety of sources (e.g. text books, reference books,

magazines, internet, interviews) to collect information on structural components; e.g. columns, beams, arches, buttresses, struts, stays, guys and ties and make a meaningful summary

Develop and perform practical tests to demonstrate the function of specific structural components to enable structures to withstand a force (e.g. build a tower that uses columns to support a load etc)

Investigate different reinforcing techniques (e.g. triangulation, fillets cross sections and webs) to make structure rigid

FORMAL ASSESSMENT TASK TASK 2: PROJECT ACTIVITY 1 - INVESTIGATE

3

LO 1 8.1.1.1 8.1.1.4 8.1.2.1 8.1.2.2 8.1.2.3 8.1.2.4 LO 2 8.2.1.1

Present the context and scenario for the term Context: Recreation-Play park Scenario A nursery school wants to set up a play park with suitable equipment that is safe for children to play on. The area is not very large. To save space they want to combine structures to allow for a range of play activities. Design and make a suitable structure for the play park. The equipment in the play park must:

• Be safe and appropriate for children aged 4-8 years old • Demonstrate understanding of at least two structural components • Use suitable techniques to make it strong and stable

Consider the following when investigating the scenario

o The background context o The environmental situation o The nature of the need o The people concerned in the scenario or a similar example set

in a national context Write a design brief and develop design ideas based on the scenario

Revise the following concepts o Design brief o Constraints o Specificatio ns

Explain the new concept

o Collect data: (e.g. Anthropometric data)

Write a design brief to address the need identified in the scenario and list the constraints and specifications

Collect suitable anthropometric data (body measurements of appropriate learners) to help justify the design size

Sketch several design ideas and add notes to describe the structure for the play park

Choose the best design based on well reasoned arguments and build a paper straw scale model to show design proportion

FORMAL ASSESSMENT TASK 2: PROJECT ACTIVITY 2 – DESIGN

Wk 3

- 10 -

4

LO 1 8.1.3.1 8.1.5.1 LO 2 8.2.1.1

Develop the chosen design based on the scenario

Revise the following concepts o Base size o Base shape o Centre of Gravity o Stability

Test the paper straw model for stability and suggest changes to make it more stable

Present a final design using suitable two-dimensional and three-dimensional drawings and sketches demonstrating appropriate use of South African drawing conventions ( e.g. line types, dimension lines etc)

Provide labels for the sketches that reflect understanding of structural components and stability

FORMAL ASSESSMENT TASK 2: PROJECT ACTIVITY 3: COMMUNICATION

Wk 4

5

LO 1 8.1.3.1 8.1.3.2 LO 2 8.2.1.1

Plan for making based on the scenario

Revise the following concepts o Plan o Tools o Resources o Mak e o Safety

Introduce the new concepts o Joining o Finishing o Work efficiently

Identify and list suitable tools and materials to use when making Discuss and list suitable safety measures to consider when cutting,

joining and finishing a product Develop a plan that outlines the steps for making

FORMAL ASSESSMENT TASK 2: PROJECT ACTIVITY 4 – PLANNING FOR MAKING

Wk 5

6

7

LO 1 8.1.3.2 8.1.3.3 8.1.3.4 LO 2 8.2.1.1

Make a solution based on the scenario

Use appropriate materials and tools and make a solution demonstrating suitable making techniques (e.g. measuring, marking, cutting, etc)

Use safe working practise when using tools Show awareness of the efficient use of material and resources Make design changes in response to challenges when making

FORMAL ASSESSMENT TASK 2: PROJECT ACTIVITY 5 – PRACTICAL

Wk 6

Wk 7

- 11 -

8

LO 1 8.1.4.1 8.1.4.2 8.1.5.2 LO 2 8.2.1.1 LO 3 8.3.3.1

Evaluate the product and the design process based on the scenario Explain the following concepts

o Test o Evaluate o Improve o Modify o Weakness

Evaluate the design process followed and suggest improvements Test the final structure and list improvements Provide evidence of any appropriate bias the solution may have

with regards to the people who can use the product FORMAL ASSESSMENT TASK 2: PROJECT ACTIVITY 6 – EVALUATE Present the design process and the product based on the scenario

Revise the following concepts o Presentatio n skills o Project portfolio o Information and communication technologies

Use suitable Information Communication Technology (ICT) to

enhance the graphic and written communication in the project portfolio

Compile a project portfolio that shows the technological processes followed and display it with the final product

Wk 8

9

LO 1,2 & 3

FORMAL ASSESSMENT TASK TASK 2: ACTIVITY 7- EXAM

Wk 9

10

FINAL RECORDING AND REPORTING

Wk 10

- 12 -


SYSTEMS AND CONTROL- MECHANICAL

WK

LO & AS


TG

1

LO 1, 8.1.1.1 8.1.1.4 LO 2 8.2.3.1 LO 3 8.3.1.1

Reflection and overview

Reflect on the work completed in the previous term o Structures o Project portfolio

Explain the following concepts o Mechanical systems and control o Value of a force in a system o Systems diagram

Present the context and scenario for the term Context: Agriculture Scenario Thabo is a local farmer in the area. His workers must load different heavy products onto a truck to be transported to the market everyday. Loading products onto trucks by hand is hard work and in the past some workers have injured their backs and have been off work for weeks. Design and make a system that uses one or more mechanical system/s to help Thabo and his workers load the products on the truck quickly and easily. The scale model must be designed and built to:

When hand operated lift a load of 1kg, 200 mm off the ground Hold the load in this position for two minutes.


o The background context of the scenario o The environmental situation o The nature of the need o The people concerned in the scenario or a similar example

set in a national context

Identify and name different types of mechanical systems (e.g. hydraulic) that will help solve the problem in the scenario

Use a variety of sources (e.g. newspaper, magazines, text books, reference books etc) and collect information to compare how different cultures solved similar problems and present information as a poster or as a written report

FORMAL ASSESSMENT TASK 3: ACTIVITY 1- INVESTIGATE RESEARCH –POSTER / REPORT

Wk 1

- 13 -

2

LO. 1 8.1.1.2 8.1.1.4 8.1.5.2 LO. 2 8.2.3.1 LO.3 8.3.1.1

Investigate hydraulic and pneumatic systems

Explain the new concepts o Pneumatics o Hydraulics o Motion o Force o Mechanical advantage

Compare hydraulic and pneumatic mechanical systems (e.g.

used on refuse trucks, train doors, dentist’s drill etc) and explain the differences and advantages between hydraulics and pneumatic systems

Demonstrate how hydraulic and pneumatic systems work using syringes and tubes and draw a systems diagram

Demonstrate the concepts of force and motion in a hydraulic and pneumatic systems and explain the mechanical advantage

Wk 2

3

LO 1 8.1.1.2 8.1.5.1 LO 2 8.2.3.1

Investigate mechanical advantage

Revise the following concepts o Motion o Force o Systems diagram o Gear o Pulley o Lever


o Gear system o Belt drive o Pulley system o Linked lever system o Symbols for mechanical component

Identify and compare existing products that use gears, belt

drive, lever and pulley systems and describe the mechanical differences

Investigate and explain how mechanical systems change motion and force to create mechanical advantage

Demonstrate and describe mechanical advantage using different mechanical systems

Present mechanical systems using systems diagrams Recognise and draw symbols that represent mechanical

components

Wk 3

4

LO 1 8.1.2.1 8.1.2.2 8.1.2.3 8.1.2.4 8.1.5.1 LO 2 8.2.3.1.

Design a solution based on the scenario

Revise the following concepts o Design brief o Constraint o Specificatio n o Generate solutions o Choosing a solution o Developing a design o Graphic communication

Wk 4

- 14 -

Write a design brief to address the needs identified in the

scenario and list constraints and specifications Present design ideas using suitable 2-D and 3-D sketches and

label the mechanisms that will give the system a mechanical advantage

Enhance the design sketches using notes, colour, texture, shade and thick and thin lines

Choose the best design solution giving reasons for the final selection and develop the chosen design by using detailed graphic communication skills

FORMAL ASSESSMENT TASK 3: ACTIVITY 2 – DESIGN

5

LO 1 8.1.3.1 8.1.5.1 LO 2 8.2.3.1

Communicate a final design based on the scenario

Revise the following concepts o Orthographic drawings o Three dimensional drawings (e.g. isometric drawing) o Plans for making o Dimension Lines


o Three-Dimensional drawing (e.g. Perspective drawing) o Types of lines (e.g. hidden lines)

Demonstrate and explain one point perspective projection as

an example of a three dimensional drawing Develop and present a set of formal drawings that outlines the

design for making the final mechanical system, showing a variety of drawing conventions (e.g. orthographic, oblique, isometric and one point perspective)

FORMAL ASSESSMENT TASK 3: PROJECT ACTIVITY 3 – COMMUNICATION

Wk 5

6

LO 1 8.1.3.1 8.1.3.2 8.1.3.3 LO 2 8.2.3.1

Plan for making a solution based on the scenario

Revise the following concept o Plan for making

Identify and list the tools and materials suitable for making the

mechanical system Discuss and list safety measures to consider when working

with tools and material Develop steps necessary to make the mechanical system

FORMAL ASSESSMENT TASK 3: PROJECT ACTIVITY 4 – PLAN TO MAKE

Wk 6

7

LO 1 8.1.3.1 8.1.3.2 8.1.3.3

Make a solution based on the scenario

Revise the following concepts o Safety

Wk 7

- 15 -

8

8.1.3.4 LO 2 8.2.3.1

o Mak e o Efficiency o Tools o Materials

Choose and use materials and tools safely and efficiently to

make the mechanical system following the planned process Make changes to the design when needed to improve the

quality of the finished product FORMAL ASSESSMENT TASK 3: PROJECT ACTIVITY 5 -PRACTICAL

Wk 8

9

LO 1 8.1.4.1 8.1.4.2 8.1.5.2 LO 2 8.2.3.1

Evaluate the solution and present the design process based on the scenario

Revise the following concepts o Test o Evaluate o Improve o Modify

Evaluate the design process and the final mechanical system

based on the design brief and product specifications and list possible improvements to be made

Test the final product for its functionality and list any improvements

Present the design process in a project portfolio demonstrating the use of appropriate Information communication technologies to enhance the graphics and text.

FORMAL ASSESSMENT TASK 3: PROJECT ACTIVITY 6-EVALUATE

Wk 9

10

LO1,2,&3

FORMAL ASSESSMENT TASK 3 ACTIVITY 7- TEST

Wk 10

- 16 -


SYSTEMS AND CONTROL: ELECTRICAL

WK

LO & AS


TG

1

LO 1 8.1.1.1 LO 2 8.2.3.2

Reflection and overview

Reflect on the work done in the previous term o Mechanical systems

Explain the following concepts

o Electrical circuit o Circuit diagram o Parallel circuit o Series circuit o Systems diagram

Present the context and scenario for the term

Context: Safety and Security Scenario A home for senior citizens in your community has a front and a back entrance. The night supervisor is very concerned about the safety of the people living at the home. The senior citizens cannot see either of the doors from where they are seated during the day. When a person enters the home the supervisor also does not know which direction the visitor is entering from. Use logic action to build a circuit to indicate to the supervisor which of the entrances is used by the visitor. The following must be included in a presentation to the supervisor

• A scale drawing showing the layout of the home • A circuit diagram of an electrical system that will solve the problem • A truth table for the circuit • An explanation of the installation process


o The background context of the scenario o The environmental situation o The nature of the need o The people affected within the scenario or a similar example

set in a national context

Wk 1

2

LO 1 8.1.1.4 8.1.5.2 LO 2 8.2.3.2

Electrical products and the impact on society

Explain the new concepts o Control device (e.g. switch) o Single Pole Single Throw switch (SPST) o Single Pole Double Throw switch (SPDT) o Technological solution o Impact of technology

Wk 2

- 17 -

LO 3 8.3.2.1 8.3.3.1

o Human rights

Identify and illustrate different input or control devices (e.g. push

switch, SPST and SPDT switch) used to control an electrical circuit Use different resources (e.g. text book, reference books,

interviews) to collect information on how electrical products have positively affected the aged and the disabled.

Write a report on how technological solutions have made things more accessible for the elderly and the disabled and the impact it has on all people.

FORMAL ASSESSMENT TASK 4: ACTIVITY 1- INVESTIGATION REPORT

3

LO 1 8.1.1.2 8.1.1.3 8.1.5.1 LO 2 8.2.3.2

Investigate logic conditions “AND” and “OR “ gates

Explain the new concepts o “AND” gate o “OR” gate o Open switch o Closed switch o Truth table o Logic symbol

Compare different products that use or simulate “AND” gates (e.g.

a kettle with built in switch and wall switch) and an “OR” gate (e.g. the inside light of a car that switches on when either the left or right front door is opened)

Develop and perform practical tests using given electrical components to demonstrate how ‘AND” and “OR” gates work and explain the differences

Present circuit diagrams, systems diagrams and truth tables to represent “AND’” and “OR” logic circuits

Wk 3

4

LO 1 8.1.2.1 8.1.2.2 8.1.3.2 8.1.5.1 LO 2 8.2.3.2

Design and communicate a solution based on the scenario

Revise the following concepts o Design brief o Constraints o Specificatio ns o Circuit diagram o Systems diagram o Truth table o Electrical symbol o South African drawing conventions

Write a design brief to address the need identified in the scenario and list design constraints and specification

Identify electrical components needed to make the circuit, list the names and draw the symbols

Present a circuit diagram, systems diagram and a truth table for a solution based on the scenario

Choose and list all tools and material needed to build the circuit

Wk 4

- 18 -

5

FORMAL ASSESSMENT TASK 4: ACTIVITY 2 –DESIGN AND COMMUNICATE

Wk 5

6

LO 1, 2 & 3

Present design and communication skills based on the scenario

Revise the following concepts o Presentatio n skills o Information and communication technologies

Use suitable information and communication technologies to

present to the supervisor the graphic and written information that is required in the scenario

Present the work done for the term and allow for evaluation and feedback

Wk 6

7

LO 1 8.1.5.1

Revise and consolidate communication skills

Review the following concepts o Free hand sketches o Two Dimensional drawings (e.g. Orthographic projection) o Three Dimensional drawings (e.g. Oblique, isometric and perspective projection) o Dimension lines o Line types o Notes to clarify design meaning o Enhancing techniques

Present a set of sketches and drawings of any existing product showing understanding of a range of South African drawing conventions.

Wk 7

8

FORMAL ASSESSMENT TASK

TASK 4: Activity 3- EXAM

Wk 8

9

10

Recording and reporting

Wk 9

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