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6 Technology

INTERMEDIATE PHASE GRADE 4 TO 6

INTRODUCING THE TEACHER GUIDE The Teacher Guide gives period-by-period information on methodology, resources, assessment and integration. The development of technological literacy is supported by presenting key technological words weekly for learners to know and understand. Teacher Administration Each teacher must keep a record of the levels of planning (learning programme, work schedule, lesson plans, programme of assessment, assessment tasks and a record of each learners' performance) in a teacher portfolio. Each teacher is responsible for creating a stimulating and safe environment that will support the teaching and learning of Technology. Resources: Tools and Equipment The selection and purchasing of tools and equipment is dependant on the materials to be used per term. Careful analyses of the work schedule will give you some indication of what you will need. Technology, like any other learning area, must be allocated a budget from the school's allocated funding for the purchase of consumable materials and non-consumable resources. When drawing up a budget, learning area heads are expected to justify all purchases and indicate the link to the assessment standards that learners are expected to meet. An inventory must be kept for all tools and equipment purchased by a school and for all the MST SUPEDI Kits issued to schools by the Western Cape Education Department. The Technology Classroom Teaching and learning in Technology is best served where learners are engaged in a real-life making process in a workroom environment that reflects a climate of making. The work schedule provided gives teachers opportunities to work within a classroom context, remembering that a specialized technology room will allow for a broader delivery of the Technology curriculum to learners. Schools must have a vision to develop a designated technology room. Learners must be given many opportunities to use a range of technological processes when developing technological capability. Make teaching and learning interesting for learners by using different learning styles – auditory, visual, kinaesthetic and tactile – during teaching, learning and assessment. Safety in the classroom Technology must be carefully considered by the principal. The principal, as the person accountable for the delivery of the curriculum at a school, must take every possible precaution to avoid injury to learners when allocating teaching venues and class sizes. Rooms allocated to Technology must be suitable for learners to engage with true technological capability. Tables with flat worktops are safer to use. Planning for Assessing: Follow these steps when designing your own task or activity: 1. Clarify the purpose of the assessment. (Why?) 2. Decide on the task(s) or activity(ies) to be assessed (Form of assessment) 3. Decide on learning outcomes and assessment standards to be assessed (What?) 4. Select a format for learner presentation (Clarify the method. How?) 5. Decide who will be assessing. 6. Determine the weighting or scale or levels for instructions in the task. 7. Ensure that questions reflect a range of cognitive levels. Sincere thanks to the teachers and curriculum advisers who have developed the work schedules for the Intermediate Phase. Directorate: Curriculum: GET

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TECHNOLOGY GRADE 6

TEACHER’S GUIDE

TERM 1 : PROCESSING Week 1 Period 1 Introduce Technology and preserving materials Methodology Discuss the process of teaching, learning and assessment with learners. Reflect on the work done in the previous term, how learners interpreted their work. Learners must identify their strengths and weaknesses. Discuss strategies with the learners on how to change the weaknesses into strengths. Learners should be informed what they will be doing this term and how they will be assessed. Learners’ attention should be drawn to what assessment standards will be addressed. Issue textbooks and explain the use of a workbook or file. Resources Textbooks, workbooks, file Integration LANG: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. NS: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal - observation Vocabulary Strategy - a carefully devised plan of action to achieve a goal Reflect - think carefully and seriously about something Interpret – explain the meaning of something Strengths – a valuable or useful ability or quality Weaknesses – lack of ability or practise Formal assessment – tasks will be considered for progression purposes Week 1 Period 2 Preserving materials Methodology – Investigating preserved materials Vocabulary: Use flashcards to identify new words and give meaning. Learners must write new words in workbook. Provide learners with existing products (pictures/real products) and ask them to identify the materials from which each product is made. Ask learners why these products/materials deteriorate. Invite grandmas/grandpas to share their stories about the problems they experienced in the past to improve the lifespan of products. Lead a discussion to describe and

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compare how indigenous cultures improved products in past and present. Suggest ways to improve technological products. Learners write short summary of discussion. Resources People, food products, wood, flashcards, pictures Integration NS: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Life Orientation: LO 1 - Health promotion: The learner will be able to make informed decisions regarding personal, community and environmental health. Assessment Informal/Group Vocabulary Improve – make something better in quality or condition Suggest – propose a possible plan, action for somebody to consider Preserving (glossary) Deteriorate – become or make something worse in quality or strength. Week 2 Period 1 and 2 Why materials deteriorate Methodology Vocabulary – Put flashcards with words on the desk. Ask learners who has which word. Bring, or have learners bring, actual damaged objects made of different materials (wood, plastic, paper, metal) to class. Group and class discussion about following: Describe the condition of the damaged object. Why is it in that condition? What can you do to improve the material? Highlight the advantages and disadvantages of improving these materials. Learners write short notes in their workbook. Resources Damaged products, e.g. rusted bin, rotten plank and old bread, flashcards Integration LANG: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. NS: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal – observation Vocabulary Damage – make something less useful, valuable or able to function Condition – the state of an object in terms of its ability to function Different - not the same as something or somebody else Products – (glossary)

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Week 3 Period 1 and 2 Why do we preserve materials? Methodology Vocabulary – make sentences with new words. Each group receives a different type of product (plastic, metal, wood, paper) and discusses why we preserve these materials. They must also discuss the advantages and disadvantages of preservation. Each group gives feedback so that everybody can have a common understanding about preservation. Practical activity - show drying as a form of preservation using an apple. Slice the apple thinly. Place in sun to dry, or in oven, or use hairdryer. Complete worksheet. Learners record the steps for making by doing a series of sketches. Show process backwards. Just add water (dried beans, mealies, packet of vegetable soup). Resources Different products, apples, hairdryer/oven, stationery Integration Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal – Practical Vocabulary Preservation - the guarding of something

Drying – having no water because it evaporated or drained Steps for making – step-by-step explanation of how you made something. Series – coming one after another Week 4 Period 1 and 2 Why do we coat materials? Methodology – Preserving materials – coating Vocabulary – use dictionaries or computer to find meaning of new words. Explain the term coating (varnish, paint, glue). Guide learners on how to varnish (coating) a wooden peg as a form of preserving to finish a product. Learners list the advantages and disadvantages of coating materials in their workbook. Discuss safety when choosing and using suitable tools and materials when coating. Explain the making process. List in sequence all the steps they will follow to coat the product. Learners list or draw a flow chart to show the work order steps. Resources Wooden peg, varnish, sandpaper, paintbrush, cleaning fluid, old newspaper Integration NS: LO 2 – Constructing scientific knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.

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Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal (practical) Vocabulary Coating – a thin layer that covers something Safety – (glossary) Process - a series of actions directed toward a specific aim Finish - treat something, Varnish - a coating of varnish, applied to something to give it a protective gloss Sequence - a number of things, actions, or events arranged or happening in a specific order or having a specific connection Flow chart - a diagram that represents the sequence of operations in a process (Formal Assessment - Assignment) Week 5 Period 1 and 2 Preserving material – Canning Methodology Vocabulary: match word with meaning. Planning for making. Learners must draw up list of all materials and tools needed to make their product. They must identify the sequence of events or actions and list in sequence the steps they will follow to make their product. Learners draw a flow chart to show how steps are connected and the order in which they will be done. Resources Stationery, materials, tools Integration Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Arts & Culture: LO 1 - Create, interpret and present: The learner will be able to create, interpret, and present work in each of the art forms. Assessment Formal Assessment (individual) Vocabulary Sequence - a number of things, actions, or events arranged or happening in a specific order or having a specific connection Events - an occurrence Flow chart - a diagram that represents the sequence of operations in a process Connect - join two or more things

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Week 6 Period 1 and 2 Preserving material – Make Methodology Learners make sentences with new vocabulary words. They write these sentences in their workbooks. Bring and have learners bring a peach (any fruit in season) and sugar to school. Learners will learn how to preserve fruit. Make sure that all materials are available before the learners start. Revise the safety rules before starting. Resources Fruit, sugar, cutting tools, jars, bowls Integration Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Life Orientation: LO 1 - Health promotion: The learner will be able to make informed decisions regarding personal, community and environmental health. Vocabulary Canning – (glossary) Safety - protection from harm Hygiene - the practice or principles of cleanliness Revise - come to different conclusions about somebody or something after thinking again Week 7 Period 1 and 2 Design advertisement Methodology Vocabulary: use dictionary to find meaning of new words. Drawing design options: opportunity for learners to demonstrate their communication skills. They need to use their imagination to get a variety of options. Methods to generate ideas: brainstorm, fantasy, existing products, shapes in nature, talk to individual people. Keep in mind the aesthetics aspects (colour, texture, fashion, culture) when designing. Learners answer questions to identify best option: ‘Which one looks the best?’, ‘Which one meets the need?’, ‘Which one is attractive?’ Learners should be guided in these aspects of communication: how to label, how to show measurement, 2-D drawing, enlargement, how to design a flyer. Learners present their flyers. Resources Stationery, cardboard Integration Arts & Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to create, interpret, and present work in each of the art forms. Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

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Vocabulary Design options – (glossary) Communication - the exchange of information between people Brainstorm - to generate creative ideas spontaneously, usually for problem solving, and especially in an intensive group discussion that does not allow time for reflection Fantasy - the creative power of the imagination Aesthetics - pleasing in appearance 2-D drawing – (glossary) Flyer - a short piece of printed matter, usually an advertisement, that is widely distributed Week 8 Period 1 and 2 Preserving material – Sealing Methodology Vocabulary: making sentences with new words. Demonstrate how to make a name tag and seal it. Demonstrate how to measure and cut the material. Remind learners about safety aspects. Provide suitable materials for learners to make own name tags by sealing (lamination, sticky tape, contact or plastic). Resources Plastic, laminator, sticky tape, contact, cardboard, stationery, cutting, measuring tools Integration Arts & Culture: LO 3 - Participating and collaborating: The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Vocabulary Sealing – (glossary) Laminating – (glossary) Name tag - a small piece of metal or plastic with somebody's name on it, attached to his or her clothing for purposes of identification Measure - a standard used for determining the dimensions, area, volume, or weight of something Safety - protection from harm Suitable - of the right type or quality for a particular purpose or occasion Week 9 Period 1 Formal test Methodology Formal assessment: Pen and paper test – learners are tested on LOs 1, 2, 3 where they have to apply their knowledge about how different materials deteriorate and ways of preserving them. Resource Test page

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Integration Language: LO 1 – Writing: The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. Natural Science: LO 2 - Constructing scientific knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge Assessment Formal Vocabulary Apply - make use of something to achieve a result Test - a series of questions, problems, or practical tasks to gauge somebody's knowledge, ability, or experience Period 2 Presentation of Posters Methodology Learners present their posters to the other classes in the grade, e.g. gallery walk, display in corridor, hall. Resource Posters Integration Language: LO 2 – Speaking: The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. Arts & Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientation and positions. Assessment Formal Assessment - Poster Vocabulary Apply - make use of something to achieve a result Test - a series of questions, problems, or practical tasks to gauge somebody's knowledge, ability, or experience

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Week 10 Compile portfolio. Report and record. Methodology Learners must compile portfolios. Record and report. Resource Portfolios Integration Language: LO 3 - Reading and viewing: The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. Mathematics: LO 5 – Data: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Informal – Reflection, class discussion Vocabulary Record - a written account of the proceedings of something Reflection - careful thought, especially the process of reconsidering previous actions, events, or decisions Reporting - to give information about something that has happened

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TECHNOLOGY GRADE 6

TEACHER’S GUIDE

TERM 2 : STRUCTURES Week 11 Period 1 Reflection and overview Methodology Part 1: Review teaching, learning and assessment. The aim is to develop Technological literacy (read, write, communicate) and Technological capabilities (problem-solving skills) to satisfy needs and wants and to develop the awareness of cost and benefit of choices. Teaching and learning will be project-based and consist of short, structured and focused tasks in a variety of different contexts. Explain what a project is and what the design process entails (investigate, design, make and evaluate). Formal assessment: Project portfolio and formal test. Project portfolio is the learner’s opportunity to show you as the teacher which knowledge and skills he/she is capable of applying. Part 2: Baseline Activity: (Treasure hunt) Learners search for specific objects which you describe in terms of colour, shape, function and material outside the classroom OR supply learners with pictures of the different objects. They must record their information on worksheet. Resources Example of project portfolio, pictures or strips of paper Integration Natural Science: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal – Group assessment (observation) Vocabulary Technological literacy Technological capabilities Project Design process Needs Wants Project portfolio

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Period 2 Reflection and overview – Reflect on work done in Term 1 Methodology Part 2: Baseline activity (continue). Learners complete the worksheet with the headings: Object, Frame, Shell, Natural, Manufactured. You need to pay attention to the following: What a structure is, types of structures and functions of structures. Identify the strengths and weaknesses based on activity and address the gaps. Resources Worksheet, stationery Integration Natural Science: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal - peer assessment Vocabulary Structures – (glossary) Strengths – a valuable or useful ability, asset or qualities Weaknesses – a feature of somebody’s character that’s lacking. Week 12 Period 1 Investigating the situation Methodology Activity 1: Learners must find the meaning of the words in the vocabulary list; match up the meaning with the word (individually) in their workbooks. Activity 2: How to analyse the situation. Learners read through the situation and identify keywords, phrases in the given situation. They must underline important words and find the meaning of new words, particularly if they are keywords. Be aware as to whether the situation requires things the learner cannot do? Learners can use mind-map method to do this activity (pair work) in their workbooks. Activity 3: Group work: Give questions to clarify the situation. Each group receives 1 question to discuss. 1. People – Who is going to use it? Gender, age, etc. 2. Purpose - What is the purpose of product? 3. Place – Where is it used? Outside/inside, effects on the environment. Learners describe problem in their own words (individually) in workbook. Resources Scenario; stationery; worksheet Integration Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.

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Natural Science: LO 1 - Scientific investigation: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal (group assessment) Vocabulary Analyse – examine something in great detail in order to understand it better. Phrase – a particular choice and order of words to express something in writing Situation – a particular set of circumstances existing in a particular place or at a particular time Mind map – (glossary) Keywords – a word used as a point of reference for further information Period 2 Investigating the situation Methodology Learners use dictionary to find the meaning of the vocabulary words. Investigation: Activity 1 - Research: Learners must find pictures of the types of structures they used to contain water in the past. They must find pictures of types of structures we use today to contain water. They must paste pictures in workbook (individually). Group work: Discuss what the structures have in common. Individually, learners must select any 2 structures and make a labelled drawing of each in their workbooks. They must compare them in terms of their design aspects (What is it? What does it look like? What is it for?). List the advantages and disadvantages of each structure. Alternatively, provide the pictures and have learners do the rest of the activities. Resources Magazines; Internet; library; textbooks; pencils; colour pencils; glue Integration Natural Science: LO 1 - Scientific investigations: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Language: LO 5 - Thinking and reasoning: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Informal (Group assessment) Formal assessment - Investigate Vocabulary Research – a methodological investigation into a subject in order to discover facts Container – an object that is used to hold something Common – belonging to or shared by two or more people or groups Compare – examine two or more things in order to discover similarities and differences

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Week 13 Period 1 Develop and write the design brief Methodology Design (skills to generate ideas): Vocabulary - Learners use dictionaries or computer to look up the meaning of words. Define what a design brief is: It is a short, simple statement or sentence saying what needs to be done. It describes broadly the product that must be made. It describes the function, says who it is for and where will it be used. Define specifications: It is a list of design or product specifications. It can be written in the form of a list or statement. It must describe what the product must do, e.g. protect or hold. Decisions must be made regarding what the product must look like, colour, shape, size, material, environment, safety factors, fashion and culture. It must identify any constraints given in the situation. Learners write their design brief and specification list. Homework: Learners should sketch some design options according their brief. Resources Dictionaries; computer; workbook Integration Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientation and positions Assessment Formal assessment – design brief and specifications Vocabulary Generate – bring something into existence or effect Statement - the expression in spoken or written words of something Describe - give an account of something by giving details of its characteristics

Options - a choice that is or can be taken Period 2 Develop and write the design brief Methodology Learners match the meanings of new words with the right words. Explain how to generate ideas for design: brainstorm, talking to individuals, fantasy, existing products, shapes in nature. Group work: Learners can brainstorm: write down list of things that are broadly linked to the design solution. Allow learners to be creative and generate original idea. They must do this activity in their workbooks. Learners do an ideas page with sketches of simple shapes and notes of explanation, then select the best option: Learners discuss the following questions to guide them in choosing the best option: Questions - Which one will work the best? Which one looks the best? Which idea will fit in where it will be used? Which one is attractive? Which one meets the need? Which one best matches the specifications? Learners write a short paragraph in their workbook explaining why they chose the specific design. Resources Magazines; computers; workbooks; stationery

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Integration Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientation and positions Assessment Informal (written paragraph) Vocabulary Brainstorm - generate creative ideas spontaneously, usually for problem-solving, and especially in an intensive group discussion that does not allow time for reflection Fantasy - the creative power of the imagination Guide - advise or counsel somebody, or influence the way somebody behaves or acts Match -a close likeness of somebody or something Week 14 Periods 1 & 2 Investigate strengthening frame structures – Reinforcement Methodology Learners connect the words with their meanings (individually). They do the exercise in their workbooks. Strengthening structures: Explain and demonstrate the concept ‘structural failure’. Group work: Each group selects 2 objects that they found in the treasure hunt .One should be frame structure and the other a shell structure. Learners discuss how the structure is designed not to fail (break). Groups give feedback. Important points are written in workbook. They must focus on poor quality material and poor joining methods. Testing the strength of paper (material). Learners test the strength of paper and experiment with different ways of folding paper to see if it makes it stronger. Complete worksheet with headings: How paper was folded; flat sheets; zigzag; rolled; Number of 5 cent coins paper can hold; Conclusion. Give learners short notes about this section to write in the workbook. Examine the strength of shapes (cross-sectional shapes). Glue the shapes and test their strength with a brick. Learners record their observations on worksheet. Group work: Use straws to make a cube. Press down on it with your hand (will squash). Use more straws to strengthen your cube. Discuss and test your ideas. Learners present their reinforced cube and give feedback on what they did. Learners make detailed drawing of reinforced cube. Explain the following concepts as they emerge from the activity: triangulation, triangular webs, lattice pattern, force. Give learners short notes in their workbook. Resources Shell product; frame product; paper; worksheet; glue; 5 cent coins; brick; cube; straws Integration Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Informal (Group assessment)

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Vocabulary Failure - something that falls short of what is required or expected Joining method – a way of putting or fixing two or more things together Material - the substance used to make things Observation - the careful watching and recording of something Cube - a three-dimensional geometric figure formed of six equal square plane faces, each set at right angles to the four sides adjacent to it Detail - the treatment and inclusion of all of the individual parts that make up something Lattice pattern - an interwoven open-mesh frame made by criss-crossing strips of wood, metal, or plastic to form a pattern Feedback - comments in the form of opinions about and reactions to something, intended to provide useful information for future decisions and development Week 15 Period 1 Investigate strengthening frame structures – Stability Methodology Whole class Use flash cards with words on the desk and see if learners can recognise the words. Strengthening structures (stability). Take learners outside and let them do some balancing exercises. Demonstrate base size and ground anchors. Position 1: learners stand on 1 leg, how long can they balance? Position 2: feet together, bend forward, hands in front of you. Partner gives slight push at hips, what happens? How can you balance yourself better in these two positions? Group work: Build the tallest flagpole with the following material. Give learners notes on stability to write in workbook. Resources 6 straws; thin wire; A5 page (flag) Integration Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Life Orientation: LO 4 - Physical development: The learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development. Assessment Informal (Group assessment) Vocabulary Flash card - a card with words or numbers printed on it that is briefly displayed as a learning device Balance -a state in which a body or object remains reasonably steady in a particular position while resting on a base that is narrow or small relative to its other dimensions Flagpole -a pole on which a flag is flown Period 2 Making the product Methodology Make: (making working drawings). Vocabulary – give explanation and meaning of the new words. Learners present their working drawings to the group. The group compares all the designs and decides which design to build as a group (look at advantages/disadvantages). Group makes

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suggestions for improving the group’s chosen design. Group draws up a list of the material and tools it intends using. They must draw a flow chart to show the main steps they will follow for making. They can use keywords or pictures for every step followed. Homework: Group collects resources for making the product. Resources Stationery; drawings Integration Arts and Culture: LO 3 - Participating and collaboration: The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientation and positions Assessment Formal Assessment (working drawings) Vocabulary Suggestion - an idea or proposal put forward for consideration Improve - make something better in quality or condition, or become better Flow chart - a diagram that represents the sequence of operations in a process

Week 16 Period 1 Making the product Methodology Learners break up long new words to understand the meaning of the words. Making the product: Group work: learners work in groups to complete the product. Keep the group as small as possible so that everybody can contribute to the making process. Resources All resources needed to make product Integration Arts and Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to create, interpret and present work in each of the art forms. Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Formal Assessment (Product) Vocabulary Contribute - offer opinions or advice in a meeting or discussion Syllable - a unit of spoken language that consists of one or more vowel sounds alone, a syllabic consonant alone, or any of these with one or more consonant sounds

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Period 2 Test – Formal Assessment Methodology Formal Assessment: pen and paper test - learners are tested on LO 1, 2 and 3 where they have to apply their knowledge of suitable materials to support a load, reinforcement and stability and the impact on people’s lives. Resources Test page Integration Language: LO 4 – Writing: The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. Natural Science: LO 2 - Constructing scientific knowledge: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts Assessment Formal Assessment Vocabulary Apply -to make use of something to achieve a result Test -a series of questions, problems, or practical tasks to gauge somebody's knowledge, ability, or experience Week 17 Period 1 Evaluates the product Methodology Learners use new words in sentences to illustrate meaning of words. Product and group evaluation: Explain the difference between the evaluation and assessment. Evaluation is a skill whereby the learners compare the product with the requirement. They must identify any improvements that could be made. Evaluate the performance of the group during the process of developing the product. Use a checklist and list of improvements. Resources Checklist; evaluation sheet; rubric Integration Language: LO2 – Speaking: The learner will be able to communicate confidently and effectively in spoken language in a wide variety of situations. Arts and Culture: LO 1 – Creating, interpreting and presenting: The learner will be able to create, interpret, and present work in each of the art forms. Assessment Formal Assessment (Evaluation)

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Vocabulary Evaluation - the act of considering or examining something in order to judge its value, quality, importance, extent, or condition Assessment - a method of evaluating student performance and attainment Requirement - to be in need of something or somebody for a purpose Performance - the act of carrying out or accomplishing something, such as a task or action Checklist - list of names, items, or points for consideration or action Rubric - a set of printed rules or instructions Period 2

Present project portfolio and product Methodology Learners make sentences with new words to illustrate their understanding of the words. Introduce and choose appropriate technologies to present project portfolio. Resources File, stationery, project portfolio Integration Language: LO6 - Language structure and use: The learner will be able to communicate confidently and effectively in spoken language in a wide variety of situations. Arts and Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to create, interpret, and present work in each of the art forms. Assessment Formal Assessment (project portfolio) Vocabulary Appropriate -suitable for the occasion or circumstances Technologies - the study, development, and application of devices, machines, and techniques for manufacturing and productive processes

Week 18 Period 1, 2

Present Project Portfolio and Product Methodology Learners use dictionaries to find the meaning of new words. Learners present project portfolio and product. Resources Project portfolio; product Integration Language: LO 2 – Speaking: The learner will be able to communicate confidently and effectively in spoken language in a wide variety of situations. Arts and Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to create, interpret and present work in each of the art forms. Assessment Informal – peer and self assessment Vocabulary Presentation - an act of presenting something or the state of being presented

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Week 19 Period 1, 2 Compile portfolio Methodology Learners receive flashcards with new words to identify words that fit the explanation. Learners compile portfolios. Resources Portfolio Integration Language: LO 2 – Speaking: The learner will be able to communicate confidently and effectively in spoken language in a wide variety of situations. Mathematics: LO 5 – Data: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Informal – self and peer Vocabulary Compile - to bring things together from various places to form a whole Week 20 Period 1, 2 Reporting and recording Methodology Recording and reporting. Lead a class discussion in which you reflect on and give feed back on process and make comments about strengths and weaknesses. Resources Portfolio Integration Language: LO 2 – Speaking: The learner will be able to communicate confidently and effectively in spoken language in a wide variety of situations. Mathematics: LO 5 – Data: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Informal – teacher, self and group Vocabulary Class discussion - a talk between two or more people about a subject, usually to exchange ideas or reach a conclusion, or talk of this kind Reflection - careful thought, especially the process of reconsidering previous actions, events or decisions

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TECHNOLOGY GRADE 6

TEACHER’S GUIDE

TERM 3 : SYSTEMS AND CONTROL – MECHANICAL Week 21 Period 1 Investigating existing products to write a design brief Methodology Review and address teaching, learning and assessment completed for Term 2. Give learners a baseline activity on previous grade work. Address weaknesses. Discuss the formal assessment task to be completed for Term 3. Provide information regarding the content for teaching, learning and assessment for Term 3: e.g. types of movements, mechanical, hydraulic and pneumatic systems Give guidelines on how to analyse the situation. Clarify key words and phrases. Resources Textbooks, workbooks Integration Language: LO 1 - Listening Language: LO 2 - Speaking Assessment Informal (observation) Vocabulary Assessment - judgement about something based on an understanding of the situation Baseline - a standard of value to which other similar things are compared Review - examine something to make sure that it is adequate, accurate, or correct Discuss - talk about the subject Period 2 Investigating existing products to write a design brief Methodology Provide groups each with a different picture of a mechanical toy with different moving parts. Explain the meaning of ‘design aspects’ of a product. Each group identifies and records the design aspects (What is it for? How does it work? Etc) of the product in each picture. Circulate the pictures to enable learners to discuss and compare the design aspects of the different toys in groups: Who is it for? What is it for? What does it look like? What is it made of? How well does it work? Will it affect the environment?

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Each group gives feedback to the class while you compile a summary. Learners individually record the summary in their workbooks. Explain to the class the features of a design brief and how to write one (e.g. short, clear and no specific solution. State what it will do.). Learners write in their workbooks a design brief for the scenario given in week one. Resources Stationery, pictures Integration Language: LO 5 - Thinking and reasoning Language: LO 4 - Writing Language: LO 2 - Speaking Assessment Assess learners informally by observing while learners are doing the activities. Assess the design brief formally. Vocabulary Investigate - carry out a detailed examination or inquiry, especially officially, in order to find out about something or somebody Identify - recognise somebody or something and be able to say who or what he, she, or it is Compare - examine two or more people or things in order to discover similarities and differences between them Analyse - examine something in great detail in order to understand it better or discover more about it Design aspects – the principles used to design something Design brief – (NCS glossary) Week 22 Period 1 Develop understanding of mechanical, hydraulic and pneumatic systems and communication Methodology Use the screw-type car jack, hydraulic-type jack and the two connected syringes to briefly explain the difference between the three systems. Learners suggest examples of where these systems are applied and record the information in a table in their workbooks Demonstrate the different types of levers by using a plank and brick and illustrate how each example could be drawn. Learners record drawings of different types of levers in their workbooks. Resources Screw-type car jack, hydraulic-type jack and the two connected syringes. Brick and plank Integration Language: LO 5 - Thinking and reasoning Language: LO 4 - Writing Assessment Informal assessment

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Vocabulary 2-D sketches – drawings that show two aspects of the same object, giving length and breadth Communicate – to give information Labelled – information added to a drawing Mechanical system – a system that operates by using mechanisms such as levers, wedges, screws, wheels, cams etc. Pneumatic system – a system that operates by using compressed air Hydraulic system - a system that operates by using compressed liquid Period 2 Methodology Introduce learners through a practical demonstration to 2-D drawings and how to label drawings. Supply learners with examples or pictures of simple toys to draw in their workbooks. Learners record the vocabulary and explanations in their workbooks. Resources Chart, board, workbooks, toys or pictures of toys, orthographic drawing grids Integration Language: LO 5 - Thinking and reasoning Language: LO 4 - Writing Language: LO 2 - Speaking Arts and Culture: LO 4 - Expressing and communicating Assessment Informal assessment and readdress if necessary Vocabulary Mechanical system - a system that operates by using mechanisms such as levers, wedges, screws, wheels, cams etc. Pneumatic system - a system that operates by using compressed air Hydraulic system - a system that operates by using compressed liquid Week 23 Period 1

Understanding types of movement and address biases

Methodology Use a bicycle to demonstrate different types of movements to the class. Demonstrate the symbols of the different types of movement. Learners record the names and symbols in their workbooks. Resources Bicycle, board, workbooks Integration Language: LO 5 - Thinking and reasoning Language: LO 4 - Writing Life Orientation: LO 4 - Physical development and movement Assessment Informal – Spot check learners’ workbooks for correct recording.

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Vocabulary Enhance – make the drawing more attractive Movement – to change position; the way in which somebody or something moves Linear motion – a movement that allows something to move in one straight line Rotary motion - a movement that allows something to move in a circle Reciprocating – forward and backwards in a straight line Oscillating – swinging to and fro Magnitude of movement - size of the movement Input movement – (NCS glossary) Output movement - the amount of something that a machine produces Bias – (glossary) Accessible – easy for someone to obtain or use Excluded – not easy for someone to obtain or use Mechanism - a machine or part of a machine that performs a specific task Lever - a rigid bar that pivots about a point fulcrum and is used to move or lift a load at one end by applying force to the other end Rigid - not bending or not easily moved into a different shape or position Direction- the way in which somebody or something goes, points, or faces An effort – the push or pull A fulcrum – The point around which the load and the effort turn or rotate The load – the thing that resists the pulling or the pushing Week 23 Period 2

Understanding types of movement and address biases

Methodology Test the learners’ understanding of different types of movements and their symbols by giving the class another example to investigate. Learners explain and record their answers in their workbooks. Initiate a class discussion on how technological products can be made accessible to those presently excluded. Learners record different suggestions in their workbooks Resources Worksheet or real example, workbooks Integration Language: LO 5 - Thinking and reasoning Life Orientation: LO 4 - Physical development and movement Language: LO 4 - Writing Assessment Informal – spot-check another group of learners Vocabulary Symbols – a picture or shape used to present something

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Week 24 Period 1

Understand and make a pneumatic system Methodology Demonstrate to the class and groups connecting different size syringes. Explain what is meant by magnitude of a movement (distance and force). Each group constructs a pneumatic system and explores how the system can change the magnitude of an input movement into a different output movement Learners record their learnings in their workbooks Resources Syringes, connecting tube, workbooks Integration Language: LO 4 - Writing Language: LO 1 - Listening Assessment Informal – spot-check another group of learners’ workbooks. Focus on spelling and the use of the correct vocabulary. Vocabulary Suitable – it is right for a particular purpose or situation Tools – are used to make work easier Materials – a substance with a particular quality Making methods – methods to create or make something Efficiently – work well and produce good results

Week 24 Period 2

Understand and make a pneumatic system Methodology Demonstrate how mechanisms, such as levers, can be linked to a pneumatic system to make mechanisms move and change the type and magnitude of an input movement. Show learners pictures of how pneumatic or hydraulic systems are used to move mechanisms and to do work. Allow groups to build a complex pneumatic system using the materials supplied. Demonstrate to learners the safe and correct use of tools and equipment. Resources Syringes, connecting tube, workbooks, levers of card, rope or wire, pictures of pneumatic and hydraulically operated machines Integration Language: LO 5 - Thinking and reasoning Life Orientation: LO 4 - Physical development and movement Language: LO 4 - Writing Assessment Informal Vocabulary Complex system – a combination of more than one type of system

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Week 25 Period 1 and 2 Design and make a toy to make someone laugh Methodology Facilitate a brainstorming session with the class to create their interest and to stimulate their creative thinking. The groups give feedback to the class and the learners are then allowed to each design their own ideas in their workbooks. Facilitate learners in choosing their final idea according to the specifications. Resources Materials and tools are supplied – waste and found materials can be used to meet the specifications Integration Language: LO 5 - Thinking and reasoning Life Orientation: LO 4 - Physical development and movement Language: LO 4 - Writing Arts and Culture: LO 1 - Creating and presenting Assessment You can use the rubric in the teachers’ guide to formally assess the sketches of the designs. Focus on how well the ideas are communicated rather than on the technical correctness of the sketches. Vocabulary Enhance - make the drawing more attractive Labels - information added to a drawing Communicate - give information Week 26 and 27 Period 1 and 2 Design and make a toy to make someone laugh Methodology Supply learners with materials and equipment to design and make the toy. Formally assess the learners’ ability to measure, cut, shape and finish in a responsible way without wasting and playing with materials and tools. Remind learners to indicate how they have designed their products to minimise negative effects they might have on people and/or the health of the environment. Resources Found card, corrugated card, rope, glue, paint, paper fasteners, scissors, bradawl, syringes, plastic tubing Integration Language: LO 5 - Thinking and reasoning Life Orientation: LO 4 - Physical development and movement Language: LO 4 - Writing Arts and Culture: LO 1 - Creating and presenting Natural sciences LO 3 – Science Society and the Environment

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Assessment You can use the rubric in the teachers’ guide to formally assess the designs and the products. Vocabulary Finish – to complete something Minimise – to make less Negative effect – harmful or bad Environment – the place in which people live and work Week 28 Period 1 and 2 Evaluate the product Methodology Supply each learner with a questionnaire to evaluate his or her product according to the design brief and to suggest improvements. Resources Questionnaire Integration Arts and Culture: LO 2 - Reflecting Language: LO 1 - Speaking Language: LO 5 - Thinking and reasoning Assessment You can use the rubric in the teachers’ guide to formally assess the learner’s ability to evaluate his own or someone else’s product. Vocabulary Evaluate – think carefully about something before judging it Suggest – offer an idea or plan Improvement – to be better than before

Modification – a small change to something Week 29 Period 1 and 2 Learners compile their assignments and portfolios to present them in class Week 30 Period 1 and 2 Learners wrap up their portfolios and workbooks for final assessment.

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TECHNOLOGY GRADE 6

TEACHER’S GUIDE

TERM 4 : SYSTEMS AND CONTROL – ELECTRICAL Week 31 Period 1 Electrical Products Methodology Ask the learners to match the vocabulary words with meanings. Provide worksheets for learners to link words with meanings (worksheets are pasted in the learner’s workbook). Explain and discuss the terms ‘technological services’, ‘products’, ‘accessible’, ‘solutions’, ‘advantages’ and ‘disadvantages’. Provide the learners with pictures of different houses in different locations (e.g. houses in informal settlement, lighting a candle). Provide the groups with blank charts. Each group makes a chart with the following heading for columns: House and Ways of lighting used, and pastes the pictures under each column. Each group gives feedback on what is in their chart. Lead a discussion on the ways of lighting used for different houses and why. Give short notes on different ways of lighting used in different locations.

Resources Pictures of different houses, magazines, photos, chart and worksheets Integration History: LO 1 - Historical enquiry: The learner will be able to use enquiry skills to investigate the past and the present. Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Assessment Informal (observation), worksheet Vocabulary Services - work done by somebody for somebody else as a job, duty Product - something that is made or created by a person, machine, or natural process Accessible - able to be obtained, used, or experienced without difficulty Solutions - the answer to a puzzle or question Settlement - a small group of dwellings or small community Location - the site or position of something Lighting - light of a particular quality or type, or the equipment that produces it Informal - not officially prepared or organised Period 2 Methodology Ask learners to revise the vocabulary from the previous period by asking the learners to use the vocabulary in sentences. Ask the groups to display the charts they made the previous period.

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Lead a discussion on the following topics, learners discuss the topics in groups: Advantages of people who do not have access to technological services Disadvantages of people who do not have access to technological services How technological services can be made accessible to those presently excluded

Each group gives a feedback on the topic they discussed. Ask learners to look at the above topics and reflect on their own lifestyles. Resources Charts Integration HSS: LO 2 - Historical knowledge and understanding: The learner will be able to use enquiry skills to investigate the past and the present. Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Assessment Informal (observation) during discussion Vocabulary Services - work done by somebody for somebody else as a job, duty Product - something that is made or created by a person, machine, or natural process Accessible - able to be obtained, used, or experienced without difficulty Solutions - the answer to a puzzle or question Settlement - a small group of dwellings or small community Locations - the site or position of something Lighting - light of a particular quality or type, or the equipment that produces it Informal - not officially prepared or organised Week 32 Period 1 Components of simple electrical circuits Methodology Display the electrical components, battery, wires, switch, output devices (lamp, buzzer) and ask the learners to identify them by linking the words with the components. Ask the learners to identify the components and ask them what they know about them and what they are used for. Use the vocabulary in teaching as you continue with the lesson. Explain electrical components. Define and explain ‘input’, ‘process’ and ‘output’. Give short notes on electrical components. Resources Flash cards, cut-out letters forming the vocabulary, batteries, red wires, black wires, lamps, buzzers, switches Integration HSS: History LO 2 - Historical knowledge and understanding: The learner will be able to demonstrate historical knowledge and understanding Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning.

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Assessment Informal - Learners form words using cutout letters. Vocabulary Flash card - a card with words or numbers printed on it that is briefly displayed as a learning device Paste – stick, glue or attach Lamp - a device that produces electric light Buzzer - an electronic device that makes a humming or buzzing sound when activated Device - a tool or machine designed to perform a particular task or function Period 2 Components of simple electrical circuits Methodology Ask the learners to identify the electrical components introduced the previous period. Explain a simple electrical system to the learners. Show the learners how to connect a simple circuit using a battery, lamp, wire and a switch. Ask the learners to make a bulb light up in a simple electrical system. Observe the learners as they make the connection. Teach the learners about improvising switches using a variety of components such as drawing pins, pegs, foil, and paper clips. Ask the learners to make switches using the above products. The learners use the switches they made in simple circuits. Resources Batteries, lamps, buzzers, switches, wires, foil, pegs, drawing pins, paper clips Integration HSS: LO 2 - Historical knowledge and understanding: The learner will be able to demonstrate historical knowledge and understanding. Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Assessment Informal -Observation Vocabulary: Drawing pins - a short pin with a large flat head used for attaching papers or cards to a board by pressing the pin into the board with the thumb Pegs - a hook or projecting piece of wood or metal that is attached to a surface, such as a door or wall, and used to hang things, especially clothes Foil - metal in a very thin flexible sheet Week 33 Period 1 Connecting a simple electrical circuit Methodology Revise the previous period’s work. The learners use a worksheet with electrical components and they identify them by writing a name next to each component.

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Present a model of a circuit diagram in the form of a circuit board and learners observe the connection. Introduce electrical symbols:

Symbol for a wire Symbol for a battery Symbol for a lamp Symbol for a buzzer

Resources Worksheets, circuit board Integration Natural Science: LO2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Language: LO4 – Writing: The learner will be able to write different kinds of factual and imaginative text for a wide range of purposes. Assessment Informal - worksheets Vocabulary Model - a copy of an object, especially one made on a smaller scale than the original Circuit board - a thin insulating board on which electronic components and connections are mounted or etched Observe - see or notice something Symbol - something that stands for or represents something else, especially an object representing an abstraction Period 2 Connecting a simple electrical circuit Methodology Demonstrate and teach two-dimensional drawing techniques. Show examples of labelling and enhancing techniques when drawing. Introduce simple circuit diagrams. Draw a simple circuit diagram on the board using electrical symbols. The learners draw simple circuit diagrams using electrical symbols in their workbooks. Allocate time for learners to apply communication skills. Resources Circuit board Integration Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Arts and Culture: LO3 - Participating and collaborating: The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. Assessment Informal assessment, worksheet

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Vocabulary Labelling - a word or phrase used to describe a person or group Enhancing - to improve or add to the strength, worth, beauty, or other desirable quality of something Circuit diagrams - a route around which an electrical current can flow, beginning and ending at the same point Communicate - the exchange of information between people, e.g. by means of speaking, writing, or using a common system of signs or behaviour Week 34 Period 1 Conversion of electrical energy Methodology: Define and explain electrical energy. Provide examples of existing electrical products used at home and at school for learners to investigate. Explain electrical conversions. Display electrical appliances that show electrical energy conversions (lamp, radio, heater, and fan). Learners observe the electrical conversions from the electrical appliances and discuss:

Electrical energy converted to light energy Electrical energy converted into sound energy Electrical energy converted into heat energy Electrical energy converted into movement energy

Ask the learners to name other electrical appliances where energy conversions occur. Give short notes on energy conversions. Resources Lamp, radio, heater, fan Integration Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Assessment Informal Assessment Observation Vocabulary Electrical energy - involving the application of electricity in technology Conversion - a change in the nature, form, or function of something Light energy - (glossary) Sound energy - (glossary) Movement energy - (glossary) Period 2 Conversion of electrical energy Methodology Display different types of torches for learners to look at. Ask learners to tell what they already know about torches. Analyse the scenario with the learners. Ask the learners to identify the opportunity presented by the scenario.

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Explain and teach the design aspects: What is the torch for? What does it do? What is it made of? How well does it work? Allocate a product to each group and ask them to identify the design aspects. Supply and explain the project portfolio. Resources Different types of torches, project portfolio Integration Natural Science: LO3 - Science, society and the environment: The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment. Arts and Culture: LO3 - Participating and collaborating: The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. Assessment Formal assessment Vocabulary Torch - a portable device that emits an extremely hot flame, e.g. one used in welding or for stripping paint, or a light. Analyse - examine something in great detail in order to understand it better or discover more about it Scenario - an imagined sequence of possible events, or an imagined set of circumstances Opportunity - a chance, especially one that offers some kind of advantage Week 35 Period 1 Analysing the scenario Methodology Explain the project portfolio. Explain and teach the design brief. Analyse the scenario with the learners. Provide learners with a worksheet which will be page 1 of the project portfolio. Explain the worksheet to the learners. The content of the page must be: What is your opportunity in the scenario? What is the product for? What kind of torch can you make? What kind of a torch do you think the library will select as a winning product? Ask learners to complete the worksheet. Collect the worksheets and keep them. Resources Worksheets Integration Language: LO 4 – Writing: The learner will be able to write different kinds of factual and imaginative text for a wide range of purposes.

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Natural Science: LO1 - Scientific investigations: The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts. Assessment Formal assessment Vocabulary Project portfolio – (glossary) Worksheet - a sheet of questions or tasks for students on a recent lesson Competition - an activity in which people try to win something or do better than others Period 1 Analysing the scenario Methodology: Instruct learners to analyse the scenario. Initiate a class discussion around the scenario to identify the opportunity. Explain specifications and constraints. Write specifications and constraints on the board:

The torch must use components of a simple circuit system. The torch must be cheap to make from waste material. The torch must work easily. The torch must appeal to the competition judges. You must record and present the design process of the product in the project portfolio. The project portfolio must have a cover page with your name, grade, learning area, knowledge area, name of the product and the term The project portfolio must have a content page and numbered pages on which you must record the design process of your product The project portfolio pages must be numbered Bind the pages with a stapler

Instruct learners to read specifications on their own. Ask learners to ask if they do not understand. Assist learners who struggle to understand. Ask learners to use the knowledge and skill they gained through the resource tasks to help them decide on what they will make. Resources Worksheets, board Integration Language: LO 3 - Reading and viewing: The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. Natural Science: LO2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Assessment Formal assessment continues Vocabulary Specifications - a detailed description, especially one providing the information needed to make, build, or produce something Constraints - something that limits freedom of action Waste material - unwanted or unusable items, remains, by-products, or household garbage Appeal - an earnest or urgent request to somebody for something

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Period 2 Analysing the scenario Methodology Explain ‘design brief’ to the learners - A design brief is a sentence to say what you need to do in this project. Explain alternative solutions. Provide learners with a page on the project portfolio. Explain the page to the learners. Ask learners to write the design brief. Ask learners to identify the difference between specifications and constraints. Instruct learners to write a list of specifications and constraints on the portfolio page. Resources Worksheets Integration Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Natural Science: LO 2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge Assessment Formal assessment continued Vocabulary Alternative - something different from, and able to serve as a substitute for, something else Best - most likely to have or come near to the desired outcome Reason - a motive or cause for acting or thinking in a particular way Choose - decide which of a number of different things or people is best or most appropriate Week 36 Period 1 Design the product Methodology Teach and demonstrate simple two-dimensional drawing techniques. Ask learners to draw simple two-dimensional drawings in their workbooks. Show examples of good labelling and enhancing techniques when drawing. Resources Pencils, rulers, rubbers, workbooks Integration Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Natural Science: LO2 - Constructing science knowledge: The learner will know and be able to interpret and apply scientific, technological and environmental knowledge. Assessment Formal assessment continues

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Vocabulary Techniques - the procedure, skill, or art used in a specific task Drawings - a picture of something made with a pencil, pen, or crayon, usually consisting of lines, often with shading, but generally without colour Period 2 Design the product Methodology Instruct learners to describe or draw two alternative solutions or ideas they have for the design and ask them to use labelling and enhancing techniques. Develop criteria with the learners for them to use as reasons for selecting their final idea. Give learners time to select the idea/solution they think is the best. Ask learners to use a selected idea using suitable communication techniques. Provide learners with a portfolio page to complete and collect the pages. Resources Pencils, rubbers, worksheets Integration Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning. Mathematics: LO 3 - Shape and space: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Formal assessment continues Vocabulary Ideas - a personal opinion or belief Alternative solutions - something different from, and able to serve as a substitute for, something else Labelling - word or phrase used to describe a person or group Enhancing techniques - improve or add to the strength, worth, beauty, or other desirable quality of something Week 37 Period 1 Make the electrical model Methodology Provide learners with tools for making. Demonstrate how to use the tools. Emphasise safety precautions. Provide learners with a worksheet for a project portfolio page. Explain the worksheet to the learners. Learners complete their worksheets and give them back to you. Give back all the worksheets you have been collecting for the project portfolio. Ask each learner to organise the portfolio pages and bind them with the stapler. Resources Wire stripper, side cutters, rulers, masking tape, worksheets

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Integration Mathematics: LO4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Arts and Culture: LO1 - Creating, interpreting and presenting: The learner will be able to create, interpret and present work in each of the art forms. Assessment Formal assessment continued Vocabulary Safety - protection from harm

Precaution - an action taken to protect against possible harm or trouble or to limit the damage if something goes wrong Stripper – something which takes off a covering, or takes the covering off something Cutters - a tool used to cut through something (often used in the plural) Masking tape - easy-to-remove adhesive tape used to cover parts of a surface that are not meant to be painted Period 1 Make the electrical model Methodology Ask learners to make the product, following the steps they listed in the project portfolio. Provide learners with resources, tools and materials for the making. Create a suitable environment for learners to make, using safe and neat practices Emphasise safety precautions. Insist on the learners working neatly. Collect learners’ project portfolios for evaluation Resources Wire stripper, side cutters, rulers, masking tape, bulbs, batteries, wires, bulb holders, switches, masking tape, worksheets Integration Mathematics: LO 4 – Measurement: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Arts and Culture: LO 1 - Creating, interpreting and presenting: The learner will be able to create, interpret and present work in each of the art forms Assessment Formal assessment continues Vocabulary Cutting - dividing something into pieces using a knife, scissors, or a similar sharp-edged tool Joining - to put or fix two or more things together Separating - to split something into component parts Combining - to be joined or mixed together Finishing - to treat something, especially wood or metal, in order to achieve a desired surface effect

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Week 37 Period 2 Methodology Develop criteria for the evaluation of a product. Ask each learner to compare the product with the design brief. Ask each learner to show his/her product to another and ask them to comment on the following: Do you think the torch will be selected for the competition? Do you think it will make the judges consider it as a winning product? Evaluate the product according to the design brief and specifications: Does it use components of a simple electrical system? Is it made from waste materials? Does it appeal? Is it easy to operate? Do you think it stands a chance to win in the competition? Allow learners time to evaluate their products and plan of actions. Discuss improvements and modifications. Use a rubric for assessment Resources Finished products, assessment rubric Integration Mathematics: LO 5 - Data handling: The learner will be able to collect data, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret chance and variation. Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning Assessment Formal assessment continues Vocabulary Judge - a person, sometimes one of several, appointed to assess entries or performances in a competition and to decide who wins Winning product - something that gets a prize by beating other competitors

Improvement - the process of making something better or of becoming better Modification - a slight change or alteration made to improve something or make it more suitable Week 38 Period 1 and 2 Energy sources in the past Methodology Use flash cards with new words. Provide the learners with a case study on power failure. The learners must find the key concepts. Assist where necessary. Resources Flashcards, case study, workbooks Integration Language: LO 5 - Thinking and reasoning: The learner will be able to think and reason, as well as to access, process and use information for learning.

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Vocabulary Failure – a situation in which something stops working properly Sources – the place where it starts Society – people who live in a country and the way they live Week 39 Recording and completing portfolios Week 40 Reporting

TECHNOLOGY

VOCABULARY TABLES

GRADE 6

WEEKS PROCESSING STRUCTURES MECHANICAL SYSTEMS

ELECTRICAL SYSTEMS

1, 11, 21, 31 Advantage Disadvantage Compare Product

Structure Project Review Reflection

Relevant Clarify Related Existing

Context Solution Accessible Initiate

2, 12, 22, 32 Deteriorate Preserve Material Condition

Analyse Situation Instruction Investigate

Mechanical Hydraulic Pneumatic System

Component Device Conversion Circuit

3, 13, 23, 33 Coating Canning Sealing Drying

Design Generate Option Develop

Linear Movement Draw Enhance

Diagram Scientific Energy Connect

4, 14, 24, 34 Combining Safety Separating Varnish

Reinforcement Failure Stable Support

Input Output Magnitude Construct

Conversion Heat Sound Affect

5, 15, 25, 35 Demonstrate Process Planning Sequence

Anchor Section Brace Web

Facilitate Brainstorm Stimulate Feedback

Scenario Problem Need Aspects

6, 16, 26, 36 Event Hygiene Revise Tool

Stiffness Strength Forming Joining

Supply Equipment Ability Responsible

Related Design Purpose Observe

7, 17, 27, 37 Advertisement Opportunity Imagination Communication

Instruct Evaluate Checklist Poster

Indicate Minimise Effects Environment

Suitable Marking Cutting Efficient

8, 18, 28, 38 Provide Suitable Shaping Efficient

Presentation Specification Constraint Modification

Purpose Impact Appearance Questionnaire

Similarity Society Sources Failure

9, 19, 29, 39 Processing Test Examination Assess

Compile Portfolio Recording Reporting

Assignment Organise Discussion Comment

10, 20, 30, 40 Recording Reporting Compile Portfolio

Compile Portfolio Recording Reporting

Wrap Workbook Recording Reporting